24 February 2018

Kajiado County


Teachers during CLIP discussion and presentation sessions


Project Name                       :           Children Literacy Project (CLIP)

Project Duration                  :           November 2013 to October 2015

Project Location                  :           Kajiado County

Project Donor                      :           Kenya Community Development Foundation (KCDF)



The projects targets children aged between 3-8 years. This will support one aspect of the country’s bid to ensure high quality Early Years Academic development and training of the Early Years teacher who will subsequently reach thousands of children.

A total 2000 children per year receive reading program books, through guided instruction method implemented by the pre- school teachers are able to Read with Comprehension, Fluency, accuracy and confidence.

The project targeted 60 pre-school and lower primary school teachers in Kajiado County in Kenya. This program estimated that every trained and equipped school teacher would teach basic literacy skills to at least 35 children on average, per year (1:35) consequently 60 trained teachers would reach over 2000 children in one year and over 4000 children in the second year and so on.



The main goal of the Children Literacy Project is to tackle the low literacy levels in a way that provides quality, affordable and accessible basic literacy skills among children aged between three and eight years in the school by equipping the teachers with both content, books and method.




Contextual Issues


In Kenya, large part of the population currently have few if any options for obtaining access to an affordable high quality pre-school and lower primary education for their children, which are the foundation stages for future academic and life success.


For those with money in Kenya, an affordable quality education is usually available. But for those who are born in poor communities here in Kenya and across the African continent, education usually comes in two forms:


1. Affordable but of very low quality
2. High quality, but not affordable for most poor families


Our target group in Kajiado County:


• Lack of properly structured literacy (reading) program for this group
• Low literacy levels among school children (Uwezo Foundation Report, 2012)
• Lack of properly trained and equipped teachers to handle literacy


Project idea  


To have a solid literacy foundation in children for future academic success. Use an affordable, quality literacy program, train selected teachers who will implement the program in their schools. Have children who have acquired good literacy skills that will enable them succeed in future academically and in life.  


The Children Literacy Project (CLIP) key component areas


• Enhance early entry in education and literacy projects.
• Enhancing the capacity of teachers to deliver quality curriculum
• Reading Assessment and placement
• Improved learning environment
• Reading the books (stories) & Correcting students mistakes





Objective 1


Improve the capacity of teachers to deliver quality education for all children in early child hood development stages and promote literacy and quality of education in 28 public primary schools in Kajiado County


Strategy: - In partnership with education actors, we provided a platform to enhance the skills of teachers in 28 public primary schools to deliver quality education to children in early stages of development. This is skills training on delivery of literacy programs for ECD’s in Kajiado County.





1. Identification of key stakeholders in education and acquisition of project authorization by Ministry of Education and related offices in Kajiado county
2. Sourcing of literacy program and develop partnership on acquiring printing license with the publisher
3. Together with the Ministry of Education we identified and selected 30 project schools in Kajiado to pilot the proposed project.
4. Conducted 2 one day meetings with Head teachers from the identified schools to orient them on the proposed project and selection criteria for selection of teachers to benefit from the project in Kajiado Country
5. Through a consultancy firm recruited Trainers who would facilitate the trainings who would then be vetted by ministry of education.
6. Produced early literacy learning materials and books for children to be issued to 60 participating teachers in readiness for training.
7. Developed the training manuals, teacher’s guide, time table and shared with all the participating teachers, and their respective Head Teachers
8. Identified Training Venues among the Selected Schools or within the community
9. Conducted four 3-day trainings (during school holidays) for the teachers on the reading programme on all the series identified for children in ECD.


Objective 2


In partnership with the Kajiado County Ministry of Education, promote quality Early Childhood development Literacy education in the selected public primary schools in Kajiado County


Strategy: The aim was to ensure public school pupils can get quality education through improved curriculum delivery. This would be achieved through supporting schools to acquire literacy curriculum materials (various sets of story books) for delivery of these programmes. Teachers trained would be assisted in school to deliver this curriculum to students in public primary schools. Key to this would be to have long term partnership with the Academic Success for All Learners and other practitioners to get better materials to be adopted in schools to improve the quality of education in public schools


1. Together with selected schools we mapped out the exact number of children in lower primary classes in the 30 public primary schools in Kajiado
2. Provided approved ‘Readers’ books and Distribution of early learning literacy materials and story books for children among the selected schools in Kajiado County.
3. Visit to the 10 Identified Schools to ascertain other needs for the success of the project
4. Onsite visit and Support to all the 30 project public primary schools in Kajiado grouped in 15 clusters in each quarter.
5. Developed M&E tools and support materials for schools, teachers and pupils
6. Conducted one-training with head teachers and teachers on Parent and Community involvement on their role in supporting the success of the project.
8. Monitor and evaluate the progress of the project implementation for all schools in the project. Document on the progress of the project (an evaluation would be done after two years to track the changes)



Project Outcome


This program was expected to produce a capacity building among the early year’s children and teachers aimed at some specific outputs which include:


1.Improved performance of children in education due to a strong literacy foundation
2.Improved capacity of teachers to deliver quality professional development in Literacy teaching skills,
3.Improved Reading skills among the school-going children hence future academic success.
4.A well managed Early Years Reading Program in the schools. Learning to Read (nursery to Class 3) followed by Reading to Learn (Class 4 onwards)
5.Improved participation and quality assurance of education by the ministry of education in Kajiado County
6.Increase in children enrolment and retention in the school due to parent satisfaction on their children ability to read.
7.Reduction of the low literacy levels in Kajiado County and in Kenya in the long-term





Students entering the first year of primary school are often expected to read at grade level, but many have never encountered printed text. Children are also often nutritionally and cognitively unprepared to begin to learn to read. Average children entering primary school frequently come from very difficult circumstances that prevented them from regularly attending school and learning to read in early grades. Increased teacher and community support for these children can greatly improve their readiness for reading.





Teachers have therefore found support in CLIP to pursue their dream for better academic grades in children. This is already indicated by the teachers’ responses during the interview that English grades have short up from as lower as 40% to 70% on average. According to the teachers, they have learnt to teach reading better and children are becoming interested in reading and this is improving overall subject performance, attendance and reducing absenteeism.