Thanks Isaac! We work directly with community-based organizations in Kakuma and Nairobi. Xavier Project thus far is our key partner, but we're looking to work with many more. Xavier Project conducts all the recruitment, they have a strong partnership with UNHCR, provide scholarships to refugee adolescents and other support. Our model is to build sustainable capacity around the technical piece of the program (curriculum, assessment, teacher PD) for these organizations that are community-run and are experts in recruitment, community-dynamics, etc, which leverages both of our skillsets and prevents overlap and a waste of resources. Our ultimate goal is to create sustainability by building on the existing ecosystem and addressing the gaps (which we would then build capacity around, rather than try to fill ourselves).
Yes our long-term plan is for the model to be aligned to the new competency based curriculum (once computer science standards are published) and integrated into the regular school day. We have had conversations with many schools who are interested in the program. The curriculum will also be reviewed and available free of charge on the Kenya Education Cloud (DLP devices) through the Kenya Institute of Curriculum Development, which will make it available to millions of students and teachers.
Our users (teachers and participants) have suggested we: 1. Increase the number of days of teacher professional development 2. Increase the frequency of in-person professional development trainings (5 times v. 2 times) 3. Lengthen the program from 6 weeks to 8 weeks
Our mentor suggested we: 1. Consider incorporating more trauma-related content 2. Include further training for refugee teachers on trauma management (to be co-designed with our implementing partner as this is not our area of expertise/focus) 3. Include more community-based events
Our expert suggested we: 1. Create a volunteer committee to better engage caretakers and community-members 2. Codify our teacher professional development to ensure standards are being met post-training 3. Clarify and post our program-level theory of change