RLO Education Incubation Fund (Kakuma)

Project Title: Empowering Refugee Children and Families Through Safe Learning, Social Development, and Sustainable Livelihoods
Objective: The project aims to enhance the well-being of refugee children aged 4–8 by creating safe learning spaces, fostering social-emotional learning (SEL), and empowering families through sustainable agriculture and parenting support.
Key Activities:

• Operate daily after school programs at the FHE Centre for 82 children (57 girls, 25 boys) to develop resilience and learning skills.
  
  

• Establish environmental clubs in schools like Songot Pre-School, involving 45 students in ecological stewardship and gardening.

Train 23 parents in two groups on sustainable agriculture and parenting, and form a community committee engaging an additional 62 parents in ongoing SEL and livelihood sessions.
These efforts work holistically to strengthen children’s relieve and education, family resilience, and sustainable livelihoods across the Kakuma refugee community.

Over the past six months, the FHE project has made strong progress in Kakuma:

• 82 children (57 girls, 25 boys) attend our afterschool safe space daily, engaging in structured play and SEL-focused learning.
  
  

• At Songot Pre-School, an environmental club involving 45 students (27 girls, 18 boys) has been created, where learners actively participate in school gardening activities promoting sustainability.
  
  

23 parents have received training in parenting and agriculture and have been organized into two groups. These groups now facilitate community engagement sessions that have reached an additional 62 parents, who are participating in ongoing support and development programs.
These highlights demonstrate significant community involvement, gender inclusivity, and strong initial impact across educational, environmental, and livelihood objectives.

Key lessons have emerged from the first six months of implementation:

• Daily engagement with children in a structured and emotionally safe environment leads to noticeable improvements in behavior, communication, and learning enthusiasm. Regular routines, SEL activities, and inclusive play have built trust and social skills.
  
  

• Parental involvement is critical to sustaining children’s progress. Organizing parents into groups and providing consistent training has created a ripple effect—leading to community-led outreach and a growing culture of peer learning and support.
  
  

• School partnerships for environmental clubs foster ownership and reinforce classroom learning with practical skills like gardening. Students show increased environmental awareness and pride in contributing to their school’s greenery and food production though we still have difficulties of autorisation to access others schools with school management due to lot of beraucracy.
  
  

• Best Practices:
  
  

• Leveraging local facilitators and leaders boosts participation and cultural alignment.
  
  

• Establishing clear monitoring routines (bi-monthly assessments, feedback sessions) allows for real-time adaptation.
  
  

• Creating community committees empowers sustainability and local leadership.
  
  

• Cross-sector integration—combining education, parenting, and agriculture—maximizes impact and relevance.
  This holistic and participatory approach has proven effective in building child resilience, enhancing family unity, and encouraging sustainable living practices.