Experiences of Girls and Mentors With an Urban Kenyan Afterschool Support Program

This article explores the experiences of female mentees and their mentors in an afterschool support program in two informal urban settlements in Nairobi, Kenya. We sought the perspectives of mentees and mentors to identify what has changed concerning the education and social lives of the girls because of this education intervention. Data come from a qualitative component of the midterm survey collected in May 2014 using in-depth interviews and focus group discussions. The results show improvements in the English and math courses in which support with homework was given; girls were motivated to stay in school and had a higher aspiration for school. However, challenges remained, as some parents did not provide adequate support to their daughters. Overall, the program highlights the role of other significant players and reinforces the out-of-school mentor support for girls’ success in school

El Apoyo a la Educación de Niños en los Barrios Marginales Urbanos de Nairobi: Percepciones de la Comunidad y los Padres con una Fase Expandida de un Programa de Intervención Educativa

The objective of this paper is to examine the perceptions of community elders and parents on their roles regarding support to their children’s education. Data come from the qualitative component of a baseline survey conducted in Korogocho and Viwandani, two urban informal settlements in Nairobi, Kenya. Data were collected in April-May 2016 through in-depth interviews, key informant interviews and focus group discussions. Results demonstrated that community elders internalized their role as the face of government in their respective communities, and enforced the implementation of education policies on behalf of all children. The community leaders also saw as part of their role the need to encourage parents to be active participants in their children’s education. Female parents with boys in the program perceived that parental monitoring and follow-up was important to ensure that their children attended school, and completed work assigned by the teachers, more so in Korogocho. Overall, parents recognized the importance of the role they played in their children’s education. This is a good entry point as parental support will ensure the success and sustainability of the intervention to improve educational outcomes for children, which in turn will help their children navigate the challenging period that adolescence presents.El objetivo de este artículo es examinar las percepciones de los ancianos de la comunidad y los padres sobre sus roles respecto al apoyo educativo a sus hijos. Los datos provienen del componente cualitativo de una encuesta de referencia realizada en Korogocho y Viwandani, dos asentamientos urbanos precarios en Nairobi, Kenia. Los datos se recopilaron en Abril-Mayo de 2016 a través de entrevistas en profundidad, entrevistas con informantes clave y discusiones de grupos focales. Los resultados demostraron que los ancianos de la comunidad internalizaron su papel como la cara del gobierno en sus respectivas comunidades, e impusieron la implementación de políticas educativas en nombre de todos los niños. Los líderes de la comunidad también vieron, como parte de su rol, la necesidad de alentar a los padres a ser participantes activos en la educación de sus hijos. Las madres con niños en el programa percibieron que el control de los padres y el seguimiento era importante para asegurar que sus hijos asistieran a la escuela y completaran el trabajo asignado por los maestros, más aún en Korogocho. En general, los padres reconocieron la importancia en la educación de sus hijos. Este es un buen punto de partida ya que el apoyo de los padres asegurará el éxito y la sostenibilidad de la intervención para mejorar los resultados educativos de los niños, que a su vez ayudará a sus hijos durante la adolescencia

Adolescent Girls Initiative–Kenya: Midline results report

Many adolescent girls in Kenya face considerable risks and vulnerabilities that affect their education status, health, and general well-being. In addition to low educational attainment and health risks, other factors that impact education and health outcomes include household poverty, lack of economic independence, limited income-earning opportunities, illiteracy, violence, and social isolation. Younger adolescent girls who live in environments laden with these vulnerabilities are at risk of experiencing negative outcomes such as school dropout, early sexual initiation, unintended pregnancy, early marriage, and sexual and gender-based violence. The Adolescent Girls Initiative–Kenya (AGI-K) delivered multisectoral interventions to over 6,000 girls aged 11–15 in two marginalized areas of Kenya: the Kibera informal settlement in Nairobi, and Wajir County in Northeastern Kenya. This report describes both the intervention and research design of AGI-K, and presents findings from the midline data collection. The objective of the RCT is to describe and compare the impact of the different program packages. Endline data will be collected in 2019 and will reflect the impact of the program packages two years post-intervention

Adolescent Girls Initiative–Kenya: Endline evaluation report

Early pregnancy is a challenge for girls in Kenya that often has immediate effects on their educational opportunities, future implications for their social, health, and economic outcomes, and negative impacts on their children. For girls to achieve well-being in early and late adolescence, no single-sector intervention—whether education, health, wealth creation, or prevention of violence—will be adequate. The Adolescent Girls Initiative–Kenya (AGI-K) delivered multisectoral interventions to over 6,000 girls aged 11–15 in two marginalized areas of Kenya: the Kibera informal settlement in Nairobi and Wajir County in Northeastern Kenya. These interventions were carried out for two years (2015–17) and comprised a combination of girl-level, household-level, and community-level interventions. The two-year follow-up results largely confirmed the AGI-K theory of change and held up the view that an investment in early adolescents among the right groups of marginalized girls would have short-term benefits on asset accumulation, educational attainment, and household economic status that translated into longer-term impact on delaying childbearing. This report describes the intervention and research design of AGI-K, and presents the impact findings from the two-year follow-up data

Maternal Education and Immunization Status Among Children in Kenya

Abstract Child morbidity and mortality due to infectious diseases continues to be a major threat and public health concern worldwide. Although global vaccination coverage reached 90 % for diphtheria, tetanus and pertussis (DTP3) across 129 countries, Kenya and other sub-Saharan countries continue to experience under-vaccination. The purpose of this study was to examine the association between maternal education and child immunization (12-23 months) in Kenya. This study used retrospective cross-sectional data from the 2008-2009 Kenya Demographic and Health Survey for women aged 15-49, who had children aged 12-23 months, and who answered questions about vaccination in the survey (n = 1,707). The majority of the children had received vaccinations, with 77 % for poliomyelitis, 74 % for measles, 94 % for tuberculosis, and 91 % for diphtheria, whooping cough (pertussis), and tetanus. After adjusting for other covariates, women with primary, secondary, and college/ university education were between 2.21 (p \ 0.01) and 9.10 (p \ 0.001) times more likely to immunize their children than those who had less than a primary education. Maternal education is clearly crucial in ensuring good health outcomes among children, and integrating immunization knowledge with maternal and child health services is imperative. More research is needed to identify factors influencing immunization decisions among less-educated women in Kenya

Comparison of Methods for Classifying Persistent Post-Concussive Symptoms in Children

Pediatric mild traumatic brain injury (pmTBI) has received increased public scrutiny over the past decade, especially regarding children who experience persistent post-concussive symptoms (PPCS). However, several methods for defining PPCS exist in clinical and scientific literature, and even healthy children frequently exhibit non-specific, concussive-like symptoms. Inter-method agreement (six PPCS methods), observed misclassification rates, and other psychometric properties were examined in large cohorts of consecutively recruited adolescent patients with pmTBI (n = 162) 1 week and 4 months post-injury and in age/sex-matched healthy controls (HC; n = 117) at equivalent time intervals. Six published PPCS methods were stratified into Simple Change (e.g., International Statistical Classification of Diseases and Related Health Problems, 10th revision [ICD-10]) and Standardized Change (e.g., reliable change indices) algorithms. Among HC, test-retest reliability was fair to good across the 4-month assessment window, with evidence of bias (i.e., higher symptom ratings) during retrospective relative to other assessments. Misclassification rates among HC were higher (>30%) for Simple Change algorithms, with poor inter-rater reliability of symptom burden across HC and their parents. A 49% spread existed in terms of the proportion of pmTBI patients "diagnosed" with PPCS at 4 months, with superior inter-method agreement among standardized change algorithms. In conclusion, the self-reporting of symptom burden is only modestly reliable in typically developing adolescents over a 4-month period, with additional evidence for systematic bias in both adolescent and parental ratings. Significant variation existed for identifying pmTBI patients who had "recovered" (i.e., those who did not meet individual criteria for PPCS) from concussion across the six definitions, representing a considerable challenge for estimating the true incidence rate of PPCS in published literature. Although relatively straightforward to obtain, current findings question the utility of the most commonly used Simple Change scores for diagnosis of PPCS in clinical settings

Reproducibility and Characterization of Head Kinematics During a Large Animal Acceleration Model of Traumatic Brain Injury

Acceleration parameters have been utilized for the last six decades to investigate pathology in both human and animal models of traumatic brain injury (TBI), design safety equipment, and develop injury thresholds. Previous large animal models have quantified acceleration from impulsive loading forces (i.e., machine/object kinematics) rather than directly measuring head kinematics. No study has evaluated the reproducibility of head kinematics in large animal models. Nine (five males) sexually mature Yucatan swine were exposed to head rotation at a targeted peak angular velocity of 250 rad/s in the coronal plane. The results indicated that the measured peak angular velocity of the skull was 51% of the impulsive load, was experienced over 91% longer duration, and was multi- rather than uni-planar. These findings were replicated in a second experiment with a smaller cohort (N = 4). The reproducibility of skull kinematics data was mostly within acceptable ranges based on published industry standards, although the coefficients of variation (8.9% for peak angular velocity or 12.3% for duration) were higher than the impulsive loading parameters produced by the machine (1.1 vs. 2.5%, respectively). Immunohistochemical markers of diffuse axonal injury and blood–brain barrier breach were not associated with variation in either skull or machine kinematics, suggesting that the observed levels of variance in skull kinematics may not be biologically meaningful with the current sample sizes. The findings highlight the reproducibility of a large animal acceleration model of TBI and the importance of direct measurements of skull kinematics to determine the magnitude of angular velocity, refine injury criteria, and determine critical thresholds

Reflections of Teachers in the FPE Era

The free primary education policy has led to a significant increase in primary school enrollment in the country, from 8.6 million children in 2008 to 9.9 million in 2012. Increased enrollment complicated the work of teachers in the classrooms in the wake of FPE. This article seeks to document the challenges that teachers face in Kenyan classrooms across six urban sites in Kenya. Data come from the Education Research Program at the African Population and Health Research Center, collected in the months of January to March 2012. This article presents data from Focus Group Discussions, which were analyzed using thematic qualitative analysis. Results show that teachers across the six urban sites faced numerous challenges, with the most striking one being the process of evaluation by district quality assurance officers, who need to take into consideration the circumstances in which teachers teach in the schools across the country. Overall, the study called for the need to take the contexts of the respective schools into consideration even as they visit schools to ensure that teachers adhere to the quality assurance and standards procedures. This is because different schools have different teachers implementing the curricula