Skip Content

An update on our work in Kenya - the Wezesha project

22 September 2014

A deafblilnd girl weaving with a weaving machine

This time last year saw the first deafblind curriculum being rolled out in Kenya. This was a result of a partnership between Sense International Kenya and the Kenyan Institute for Special Education as part of project Wezesha.

Before this project, many specialist teachers were struggling without a curriculum. The classrooms could be chaotic, lacking in direction and teachers were asking us what they could do to ensure the correct ground was being covered and how they should measure children's progress.

As a result we approached KIE to ask them if they would work with us to create a new national curriculum for deafblind children. Over the next few months we worked with KIE bringing with us a great deal of practical experience from working with deafblind children and their families and a desire to create a curriculum that would improve the standard of teaching for the children and allow us to measure their progress.

A year on, this has had a huge impact on the quality of education being provided to deafblind children. There is now a structure to the school year and it is far easier to track progress.

However this hasn't been the only part of the project. As well as receiving a basic education deafblind children also need to develop the skills they need to become self sufficient when they leave school. Poverty is a huge challenge for the families we support and the opportunity to earn an income is vital.

At Sirki Vocational School we have been providing training that will enable deafblind children to earn an income when they leave school. Ranging from weaving to farming skills each student has the opportunity to learn something that will help them earn an income. You can read about Daniel's experience of the programme.

For more information about the Wezesha Project and our work in Kenya you can read an update from our team in Kenya - The Wezesha Story.

 

 

First published: Tuesday 18 June 2013
Last updated: Wednesday 11 October 2017