Project profile — Three Steps to Sustainability

• Canada (10.00%)
• Kenya (90.00%)

• Primary education:
Primary education (11220) (45.00%)
Basic life skills for youth and adults (11230) (20.00%)
• Secondary Education: Vocational training (11330) (15.00%)
• Basic Health: Basic health care (12220) (10.00%)
• Unallocated/ Unspecified: Promotion of development awareness (99820) (10.00%)

• ICT as a tool for development (not targeted)
• Trade development (not targeted)
• Youth Issues (not targeted)
• Indigenous Issues (not targeted)
• Climate Change Adaptation (not targeted)
• Disability (not targeted)
• Children's issues (not targeted)
• Biodiversity (not targeted)
• Desertification (not targeted)
• Environmental sustainability (cross-cutting) (not targeted)
• Urban issues (not targeted)
• Climate change mitigation (not targeted)
• Participatory development and good governance (not targeted)
• Gender equality (significant objective)

The project aims to improve the literacy, health and livelihood of community members of the Kakamega District in western Kenya by supporting local educational, agricultural and vocational initiatives. This project works with six community-based organizations in four communities to construct, supply and operate four community learning centres. This is carried out in three steps, by: (1) building the community learning centres; (2) introducing new learning programs in basic education for children and adults, health and HIV/AIDS education, gender sensitization, small business development and agriculture; and (3) establishing community management committees to manage the new community learning centres.

N/A

Results achieved as of March 2013 include: (i) building and equipping two community learning centres that were handed over to the Ministry of Education; (ii) training 66 teachers in alternative teaching approaches; (iii) providing 1,336 primary students (693 girls and 653 boys) with learning opportunities, basic health services, and water and sanitation; (iv) providing 2,603 high school and primary students with life skills training, such as leadership; (v) training 457 community members (262 female and 195 male) in indigenous agriculture, record-keeping and entrepreneurship; (vi) training 20 community members in dressmaking or tailoring. These results are contributing to improving learning, health and food security, or access to safe, nutritious and sufficient food, for people living in Kenya’s Kakamega District.

• Proactive disclosure