RLO Education Incubation Fund (Kakuma)

PROJECT NAME: BUILDING BRIDGE PROJECT.

PROGRESS REPORT.

REPORT DURATION: JUANUARY – DECEMBER 2025

LOCATION: KAKUMA REFUGEE CAMP.

DONOR: COHERE

The Building Bridge Project 2025 is implemented by Human Shine Dreams (HSD) in Kakuma Refugee Camp with support from COHERE. Its goal is to create an inclusive and supportive learning environment for refugee children aged 4–8 years. The main objective is to improve education for children in displacement through play-based strategies focused on Social and Emotional Learning (SEL). Key activities included informal education for children, training for parents, teachers, and community leaders in SEL and child protection, and forming parenting groups to support the education program. The project encourages community involvement to ensure lasting educational impact.

The project exceeded its initial beneficiary targets. From January to November 2025, a total of 586 people were reached. For children, the target of 200 was greatly surpassed with 392 children enrolled (197 boys, 189 girls), including 6 children with disabilities. Trainings reached 150 parents (45 men, 105 women) and 27 community leaders (19 men, 8 women), also exceeding targets. The teacher training goal of 23 was partially met, with 17 teachers trained (12 men, 5 women), leaving 6 unreached. A key highlight was the creation of 4 parenting groups and the training of over 40 of their members in business skills and Village Savings and Loan Associations (VSLAs), strengthening economic resilience and involvement in education.

Lessons Learned:

·         Economic Dependence: The economic crisis limits parents’ ability to fully support their children’s education, highlighting the strong link between financial security and educational engagement.

·         Need for Awareness: Certain mindsets and misconceptions, especially within the Somali community, can slow acceptance of SEL strategies, pointing to a need for culturally sensitive awareness efforts.

·         Resource Limits: Lack of resources prevented some important educational activities, reminding us of the need for adequate budgeting and flexible planning.

Best Practices Emerging:

·         Holistic Community Approach: Combining direct child interventions (play-based SEL) with capacity building for parents, teachers, and leaders creates a sustainable support system around the child.

·         Socio-economic Integration: Training parents in business skills and VSLAs proved effective in addressing economic barriers to education and encouraging project ownership.

·         Close Monitoring and Adaptability: Weekly review meetings and home visits allowed for effective progress tracking and adaptive planning, keeping activities relevant.

·         Partnership for Impact: HSD’s legal registration in Kenya and partnership with COHERE provided a strong foundation for legitimacy, accountability, and expanded project impact.