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"Change does not necessarily assure progress, but progress implacably requires change. Education is essential to change, for education creates both new wants and the ability to satisfy them" Henry Steele Commage

Education and GCG
Generation for Change and Growth (GCG ) works with parents, educators, policymakers, Philanthropists, Professionals, volunteers and other organizations who share GCG's goal: Creating opportunities for advancement in education for children of poor background and those in romote regions such as Northern Kenya. Through GCG, parents, teachers, education administrators and students develop a special relationship that enhances motivation and opportunities for the acquisition of good education. Generation for Change and Growth, Inc. meets its goals through the following methods:

  • Workshops - GCG conducts numerous workshops and seminars to mobilize and encourage youth with the goal of envisioning successful future through education. Workshops and seminars are also employed to increase enrolment in schools and raise awareness in gender disparities.
  • Recognition - GCG identifies talented and dedicated teachers and administrators, and rewards them accordingly. Certificate of outstanding performance is awarded annually to two best teachers.
  • Technology - Use of computers, overhead projectors and other teaching aids are encouraged to enhance effective delivery of educational materials to students.
  • Mentoring - We strongly believe mentoring is extremely valuable and will impact communities positively locally and globally and will have a replicating effect into the future. As such, the availability of successful role models as mentors is exceedingly important and we invite them to become partners in changing the world for a better tomorrow.
  • Scholarships - GCG is involved in securing admissions and scholarships from local and international colleges and universities for students after successful completion of secondary education. Scholarships are also availed to needy students in secondary schools. This is achieved through the generosity of individuals or organizations who share our vision of 'helping today's youth for a better tomorrow'.
  • Annual Conference - GCG organizes an annual conference to evaluate progress made in the past and sets yet better future goals that are realistic and attainable for students, mentors, teachers and parents.

Past and Present Partners in Projects: We would like to thank the following organizations and institutions for their generosity, their help and unconditional partnership with the GCG. We are proud to call them partners in local and gloabl change and growth.

United States:

  • Abbott Northwestern Hospital - MN
  • Park Nicollet foundation - MN
  • Methodist Hospital - MN
  • Multicultural Center for Academic Excellence (MCAE) - MN
  • Somali Student Association - University of MN - MN
  • The Somali Communities of Minnesota
  • Feed my Starving Children (FMSC)
  • Dar-Alhijra Cultural Center
  • Umat-al-Islam

Kenya:

  • Aldef - Wajir
  • Woman Kind - Garissa
  • Mandera District Hospital
  • Wajir District Hospital
  • Grassia Provincial Hospital
  • Mandera Secondary School
  • Moi Girls Secondary School
  • Garissa High School

 

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ACCESS TO EDUCATION IN NORTH EASTERN PROVINCE

In Central Province the gross enrolment rates in primary school in 2000 was 106% compared to only 17.8% in North Eastern Province . The corresponding figures for secondary school for the two regions are 37.7% and 4.5%, respectively. There are also wide disparities in the pupil-teacher ratio at the provincial levels (Pulling Apart 20).

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LITERACY BY GENDER AND REGION, % (KENYA)


  Literacy No education
Province Female Male Female Male
Nairobi

91.8

94.2 5.6 4.9
Central 91.1 94.4 2.6 1.5
Coast 65.6 88.2 29.6 10.0
Eastern 81.6 91.7 8.4 3.5
N. Eastern
(NEP)
6.4 29.5 93.4 71.1
Nyanza 79.8 89.4 7.1 1.8
Rift Valley 73.2 83.9 17.4 10.2
Western 77.4 84.4 9.0 3.4
Kenya

78.5

88.1 21.6 13.8

Source: 2003 Kenya Demographic and Health Survey

While 92% of women in Nairobi are literate only 6.4% are literate in North Eastern Province . For men, corresponding figures for Nairobi and North Eastern Province (NEP) are 94.2% and 29.5% respectively (pulling Apart 44 ).

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ANNUAL NATIONAL ASSESSMENT EXAMS: KCPE AND KCSE (2003) (Ali M.M.)

PRIMARY SCHOOLS (2003)
KCPE results/2003 Top 100 students per province: Max possible score: 500

Province

High score in top 100

Low score in top 100

Boys (%)

Girls (%)

Central

482

458

67

33

Eastern

473

442

74

26

R. Valley

478

450

77

23

Western

473

436

70

30

Nyanza

472

436

85

15

Nairobi

479

446

47

53

Coast

463

427

69

31

NEP

435

343

84

16

KCPE: Kenya certificate of primary education
KCSE: Kenya certificate of secondary education

The best in NEP could not be ranked among the top 100 students in any other province (except coast).

Highest and lowest among the top 100 students per Province

Girls Vs Boys

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SECONDARY SCHOOLS (2003)

KCSE results top 100 students per province: %

Province

High in top 100

Low in top 100

Boys (%)

Girls (%)

Central

81.85

73

86

14

Eastern

82.99

70.1

69

31

R. Valley

81.28

71.43

67

33

Western

80.28

68.71

70

30

Nyanza

80

70.4

97

3

Nairobi

84.57

74

59

41

Coast

81.7

66.28

66

34

NEP

69.74

46

97

3

Highest and Lowest among the top 100 students per province

Girls Vs Boys

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East African Standard Editorial June 6th

NEP leads from below
Kenya 's North Eastern Province has earned itself the dubious distinction of enrolling the least numbers of girls in primary schools in the whole world.

Unicef, in fact, says that the number of boys enrolled in NEP's primary schools is double that of the girls and this despite the fact that education at this level is free.

But that is not the whole story. The Provincial Director of Education, Mr Elly Osiemo, was quoted yesterday as saying that 80 per cent of NEP's school age children, that is some 200,000 of them, are out of school.

The foregoing compound NEP's education problems because the province does not fare well in national examinations be it at the primry or secondary school level.

Who will lead the way in stemming this slide in the provinces's education standards?

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ACCESS TO EDUCATION
LITERACY
KENYAN ANNUAL EXAMS
SECONDARY SCHOOLS
E.A. STANDARD ARTICLE

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©2005 GENERATION FOR CHANGE AND GROWTH
DESIGN :: YUST