General Report

UNITY INITIATIVE FOR REFUGEES

EDUCATION  DEPARTMENT

PROJECT NAME : CHILDREN’S EDUCATION  SUPPORT

PROGRAM NAME  :  SAFE AND SUPPORTIVE ENVIRONMENT

COHERE  SEL QUATERLY REFRAME  REPORT 3.                                 DATE: 14 October 2025

Ø  Strengthening the community agencies in promoting child education

Ø  Enhancing parents with positive parenting methodologies in promoting child education

OUR KEY ACTIVITIES      

Generally during this period ,our major activities were based on 3 components which include :

1.Community and Religious Leaders

2.Parents /Care givers

3.Children

1.We trained community and Religious leaders on various roles and responsibilities in promoting children education in their various respective communities .

2.We trained parents and Care givers on various positive parenting methodologies which can release them from the burden in supporting child education .we also elaborate on some daily life skills that can help children navigate life in simple and complex situations in their daily life such like:

ü ·    Problem solving skills

ü   ·   Stress management skills

ü ·   Discipline inspiration skills

ü  ·   Positive discipline techniques

ü ·   Children management skills such like setting limitations and house rules .

     3.  We  taught children various ways through which they can overcome their daily emotions such as ,thoughts, angers ,anxiety , happiness and frustrations.

We taught them some life skills such like

·         Problem solving skills

·         Stress management skills

·         Empathy

·         Critical thinking skills

·         Effective communication skills

·         Decision making skills

·         Interpersonal relationship skills.   

                                                                                                                                        

On 3^rd October 2025 at Unity Initiative For Refugees Office, we conducted workshop with 15community Leaders and10 Religious Leaders where  we trained them on various matters concerning child education .

Training Community and Religious Leaders on :

Ø  Connecting Residents with the Resources: Community leaders serve as a vital link between families and educational services ,acting as source of information for quality schools and helping them navigate enrollment processes

Ø  Advocating for children and schools

They champion the importance of education and mobilize community support for school initiatives and advocate for policies that benefit children’s learning and development .

Ø  Fostering a supportive learning environment :

Leaders work create a community that is welcoming ,safe and encourages involvement ,transforming neighborhood into environment where children can thrive .

 

Ø  Build Strong Relationship :

They build bridges between different stakeholders ,including parents ,Educators and community organizations ,fostering collaboration and shared goals for child Education .

Ø  Spiritual and Moral education :

Religious leaders teach the tenets of their faith ,providing spiritual formation and moral compass that helps children navigate life .

Ø  Mentorship and Support:

They offer guidance ,mentorship and educational support to young people ,fostering a sense of hope and purpose .

Ø  Creating safe spaces:

Religious settings such like Sunday school or Madrasas serve as gathering places where children can learn and grow in secure and supportive environment .                                                                                                                                                                 

Ø  Health promotion:

They play a crucial role in sharing health messages ,particularly in remote areas and can educate communities on practices like breast feeding for child health.

During this period of six months ,we managed to change 16 children who were the most notorious during our sessions when we started the project phase 1, 1^st Quarter  but now we can experience a lot of change in because their parents are coming to appreciate the change and now the can participate fully  during facilitation of the sessions we conduct .These children no longer need their parents to take them to their daily school as usual .

They also show commitments in solving minor issues arise among themselves  during the sessions .This mile stone has been reach by the collective efforts of

§  Facilitators

§  Community Mobilisers

§  Community and Religious leaders

§  Parents and Care givers

This achievement was achieved through use of various methods or strategies which include the following :

        I.            Storytelling method:

Here we encourage each and every child to tell his/her own story in order promote speaking skills, creative thinking skills and learn from each other story and also to learn moral lessons from their own stories.

      II.            Drama plays: 

here facilitators teach children how to present his or her idea through an amazing play which help them strengthen their confidence and promote their talents.     

    III.            Poem Reciting:

The facilitators create the poems, teach children how to recite them, ask them questions to assess the acquisition of the content.

    IV.            Songs and Dances: 

In this case facilitators prepare songs that portray various messages intended by him or her basing social and Emotional Learning 5 core competencies and teach children how to sing them and dance in order to promote children’s emotional well-being.

              V.    Art and Crafts:  In this method of delivering a session, Facilitators distribute tasks to children to do through drawing in order nurture their talents and present their emotions through drawings.

We have also discovered that some children have been helped in writing in their schools because they could do nothing without a friend’s intervention in drawing and writing.

The shift from humanitarian Assistance to differentiated Assistance also interfered with parents responsibility in supporting child education and led to struggle by parents to survival rather than supporting their children.

We also experienced the decrease in children’s attendance due to lack of sufficient water in Kakuma 2 and Kakuma