Sponsor a child

Posted on April 2, 2023April 2, 2023Categories programs  Leave a comment on Sponsor a child

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Sponsor a child

Your generous donation provides a child who would have dropped out of school an opportunity to access quality education and transform his/her life.


Posted on February 4, 2023February 5, 2023Categories programs  Leave a comment on RESEARCH, ADVOCACY AND POLICY

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Research, advocacy and Policy

EERU Initiative has a dynamic and motivated team that conducts research on multiple areas that provide evidence for decision making and policy development. We also engage education stakeholders and national leadership and nudge them to open space for participation in the development and implementation of new and innovative approaches for quality teaching and learning. Of particular interest, we advocate for the following:

• Government investment in good teaching by initiating teacher reform focussed on training methods, recruitment and teacher motivation so as strategies that work for the poor and marginalised are adopted.

• Education system reforms that guarantee accountability, effectiveness and inclusivity.


Posted on February 4, 2023July 24, 2023Categories programs  Leave a comment on EDUCATION FOR SUSTAINABLE DEVELOPMENT

Education for Sustainable Development

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Education for Sustainable Development

The world is experiencing immense challenges including climate change, extreme poverty, insecurity and inequality. According to scientists, climate change could threaten livelihoods, trigger conflicts, accelerate biodiversity loss, exacerbate disease outbreaks, destabilize political and social systems, cause economic shocks, and increase inequalities.


We believe that the school community offers the best avenue to contribute in addressing these challenges. We implement Education for Sustainable Development (ESD) activities within schools to accelerate the achievement of the Sustainable Development Goals (SDGs) and create a greener, healthier, more peaceful, and equal planet by 2030.

We empower students with sustainable development knowledge, global citizenship values, and 21st century skills to better navigate this uncertain future, tackle its profound challenges, and build more prosperous and resilient communities. According to research, Education for Sustainable Development (ESD) is a crucial tool, which not only empowers students to shape a better world, but also perform better in school.

We also empower the teachers in schools and work with them to spearhead both the classroom activities that are embedded within the curriculum as well as schoolwide activities that that include planting of trees, establishing of school gardens, plastic waste gathering and community awareness campaigns.


Posted on February 4, 2023May 3, 2023Categories programs  Leave a comment on GIRLS’ EMPOWERMENT

Girls' Empowerment

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Girls' Empowerment

Girls are at greater risk of dropping out of school to attend to household chores or contribute to family livelihood. EERU Initiative seeks to :

• Work with community leaders to identify out- of- school girls to provide them with literacy, numeracy and other skills relevant for life and work engagements and where possible return them to formal schooling.

• Hold regular empowerment forums with girls and parents to create an enabling environment that instils confidence in the girls and enhance their transition from one academic stage to another.

• Facilitate a program where graduating secondary school girls go back to their rural schools to empower the young girls and teach them on issues around resilience, goal setting .


Posted on February 4, 2023September 20, 2023Categories programs  Leave a comment on SHAPING THE LEARNING JOURNEY

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Shaping the learning journey

The first five years are critical to a child’s future. This is the window of opportunity within which 90% of human brain is formed, behaviours and attitudes can be changed and a path to prosperity (or lack of) is created. Millions of children, especially those from poor households often bear the impact of adversities and stress on their development.

This program focuses on children that are at risk of missing the most important foundational basics in their early years. It addresses the root of lifelong disparities in learning, behaviour, and health.

We seek to improve the quality of both early childhood teaching and learning, through the development of innovative curricula and research-based pedagogical standards, as well as the design of imaginative play materials and learning environments. These interventions are meant to make the children acquire the basic skills early in life.

The program also creates awareness among parents and society at large about the negative effect violence, abuse, neglect and malnutrition has on a child’s development and future life chances. We provide expert master classes and parenting events to empower parents to raise confident, respectful, healthy and successful children.


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The 1st 1000 days campaign

The first thousand days is the most critical stage in a person’s life because this is the window of opportunity within which the foundation of the brain, body, immune system and overall development takes place. Behaviors and attitudes can be changed and a path to prosperity is created. According to WHO, 43% of children younger than 5 years in low- and middle-income countries are at risk of not achieving their developmental potential mainly due to poverty.

We conduct the 1st 1000 days campaign targeted at mothers and caregivers of children aged 0-3 years across slums and rural areas. The campaign creates awareness among parents and society at large about the negative effect violence, abuse and neglect has on a child’s development and future life chances. Through this campaign participants are empowered with knowledge and skills needed to support their children in all critical developmental milestones and prepare them for school. 


Posted on February 4, 2023May 3, 2023Categories programs  Leave a comment on KEEPING PACE

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Keeping pace

Many children in Sub-Saharan Africa are schooling but not learning. In Kenya, 3 out of 4 children in lower primary schools cannot read a grade 3 level text. Most of these children are from poor households. Often, children who miss key concepts in the early grades never have a chance to catch up, no matter how many years they spend in school. This affects further learning and subsequently inhibits their life chances hence perpetuating the endemic poverty cycle in families.
The keeping pace is premised on the infamous Teaching at the Right Level (TaRL) approach pioneered by PRATHAM in India. targets the root of the learning crisis by transforming the structures that lead to it. The approach works by dividing children (generally in Grades 3 to 5) into groups based on learning needs rather than age or grade; dedicating time to basic skills rather than focusing solely on the curriculum; and regularly assessing student performance, rather than relying only on end-of-year examinations.

The program is holistic, interactive, child-centered and focusses on the basics to improve learning for all. It seeks to accelerate basic reading and numeracy competencies of children furthest behind. It equips learners in grades 3, 4 and 5, who are left behind with the desired grade 2 reading and math competencies. This way, learners will have started the journey of reading and math and can meaningfully and independently engage in the classroom learning process.

The focus is on basic skills rather than solely on the curriculum. The student performance is regularly assessed to inform their progression to the next level.



Capacity building of teachers

The program has five major steps:

  • Implementation teams’ capacity building
    Since this program is unique in its delivery, the facilitators/ teachers are first of all trained on the approach. The training is meant to ensure that the teachers fully understand the objectives of the approach and acquire the necessary knowledge for efficient delivery.
  • Assesement
    The children are tested on the basic literacy and numeracy skills using simple tools. This is done to determine the competency level of the child. The assessment data is used to determine the grouping.
  • Grouping
    Here the children are grouped based on the assessment data irrespective of their grade or age. The groups are homogeneous ie. Every group has children with similar learning needs.
  • Classroom Activities
    Each group is assigned a facilitator/teacher who creates activities and materials suited to children’s needs, rather than adhering to a linear curriculum. Classes are fun and fast-paced, and children strengthen a number of skills simultaneously.
  • Monitoring
    There is continuous monitoring of the teaching and learning process to assess the progression of learners.