Blog

by Megha Rana

What is the Issue at Hand?
Kenya faces a shortage of dental workers and dentists, leaving much of the population underserved for their dental needs. According to the Economic Survey, in 2020 Kenya had 1,090 registered dentists. However, following the pandemic around 2023, statistics from the Dentists Association of Kenya indicate that the number of dentists dropped significantly. Today, the estimated dentist to patient ratio is one to 70,000 people. Compare this to the WHO recommendation for a maximum dentist to patient ratio of one to 7,000. The lack of dentists and dental assistants in Kenya has created severe barriers to dental care for the lower and middle classes.

To compound this, the government does not view dental services as an essential part of healthcare, leading to high out-of-pocket costs which those financially struggling cannot afford. Yet, much of the Kenyan population suffers from dental diseases, which can further complicate into life-threatening conditions. An estimated 34% of the Kenyan adult population suffer from untreated dental disease (tooth-related), and 98% of the adult population suffer from periodontitis or gum-related disease. Periodontitis has been linked to respiratory disease, chronic kidney disease, rheumatoid arthritis, cognitive impairment, obesity, metabolic syndrome, and cancer.

NTS Attempts to Create a Dental Clinic
This year, NTS realized that none of our students have ever received dental care and decided to find a dental care partner, with the end goal of creating a clinic. As a long-term volunteer, I offered to take on this task in confidence that I would be able to find outside organizations. The hope was that these organizations would come to NTS to provide dental care or host a clinic at their site. Initially, I reached out to 20 organizations expecting that at least one would have a network through which I could wend my way. I also contacted dental schools, first in our Kisii region and then broadly. Not one dental school replied back.

Barriers, Barriers, Barriers
First, not one dental school responded despite multiple emails sent. The NGO’s I did contact, all had reasons for why they could not help. These ranged from losing funding during the pandemic and downsizing, to closing, to focusing their work on other areas of Kenya. Some lacked the resources to take on new patients, particularly a new school.

What Does this Mean for the Average Kenyan?
Like anyone, I hate to lose a battle. I am a scientist and have contacts to network within the medical world. So, what struck me most intensely was this: How does the low-income Kenyan, with no connections to the dental or medical world, limited phone access, and no internet for research, begin to find help? Who could they possibly reach out to? Even if they have some success, how will they afford treatment when there are few government subsidies? I also wonder about dental organizations and how they must struggle to survive, bombarded with patients and yet not making a dent in the thousands of people who need care. Are they well-supplied? Do they have access to trained clinicians, hygienists, or trained international volunteers? And what happens to communities when the organizations that keep the lives and health of thousands afloat, can no longer survive themselves?

References

Business Daily. “Kenya’s dentist shortage leaves rural poor underserved.” Business Daily. 22 Dec. 2020. https://www.businessdailyafrica.com/bd/economy/kenya-s-dentist-shortage-leaves-rural-poor-underserved-2111646#google_vignette

Gitonga, A. “Kenya faced with shortage of dentists.” Health. 1 Nov. 2023. https://www.standardmedia.co.ke/health/health-science/article/2001459677/kenya-faced-with-shortage-of-dentists

Ogada, Cyril, and Laetitia C. Rispel. ““Dentists are never seen”: Perspectives of key policy actors on multiple job holding among dentists in Nairobi, Kenya.” Jun. 2024, doi:10.21203/rs.3.rs-4518350/v1

Okumu, Brenda A et al. “Geospatial Analysis of Dental Access and Workforce Distribution in Kenya.” Annals of global health vol. 88,1 104. 21 Nov. 2022, doi:10.5334/aogh.3903

Winning, L., Linden, G. Periodontitis and systemic disease. BDJ Team 2, 15163 (2015). https://doi.org/10.1038/bdjteam.2015.163

By Laura Darcey.

With 50% of its population under the age of 25, Kenya is teeming with potential. Its youth represent the nation’s most valuable yet underdeveloped resource. However, this potential can only be realised if young people have access to a modern education system that prioritises intellectual and creative development. Among this young generation are future innovators, engineers, entrepreneurs, scholars and leaders poised to drive Kenya forward. Technical Vocational Education and Training (TVET) offers a clear path to unlocking this potential, equipping the youth with essential skills for the future.

The Kenyan government passed the 2013 TVET Act naming TVET the ‘preferable’ option for post-primary education for young people, identifying it as a method to close stubborn skill gaps and reinvigorate Kenya’s stalling economy. Moving away from a general education provided at most Kenyan universities, TVET provides specific skills that are sought after in the job market, enabling graduates a smooth transition into productive work. With emerging jobs in Kenya concentrated in fields such as manufacturing, construction, polytechnic, textiles and hospitality, TVET is a clear path forward for Kenya’s youth.

TVET for Personal and Community Prosperity

Technical Vocational Education and Training (TVET) equips students with practical skills and knowledge essential for success in their chosen trades, effectively addressing skill gaps in the job market. Programs are tailored to meet the needs of local employers, ensuring students acquire in-demand skills and are well-prepared to enter the workforce upon graduation.

Countries like Hong Kong, Singapore, South Korea, and Taiwan have invested heavily in TVET programs alongside university and polytechnic training, resulting in the emergence of highly-skilled workforces and lower youth unemployment rates. Investing in a skilled workforce promotes productivity growth, leading to more and better jobs for the current workforce. Businesses can find the talent they need to grow, promoting economic prosperity which, in turn, increases the demand for skilled workers in the community and reduces youth unemployment rates. Coupled with the entrepreneurial potential of TVET graduates, these initiatives can foster sustainable socio-economic development, benefitting both current and future generations.

Ingredients for a successful TVET program

While TVET has the potential to transform an economy, the Kenyan government has not yet invested sufficiently in its public TVET programs to unlock these benefits. Consequently, schools like NTS remain essential in communities like Nyamboyo Village.

For TVET programs to have a broad impact, they must be accessible to the youth of the country. In Kenya, despite investments that have lowered the cost of attendance, at a yearly cost of $550 it still remains out of reach of many, especially those living in poverty.

As learners enter TVET programs after primary education, they are expected to have the foundational skills applicable to their studies. Unfortunately, due to the poor state of primary education in Kenya, students often enter public TVET programs with limited literacy and math abilities, making the acquisition of technical skills challenging. Successful TVET programs must ensure that students possess basic skills, supplementing their education in these areas as needed to provide them with tools to excel in their studies.

An effective TVET education fosters the development of general skills, including basic and soft skills, as well as “learning how to learn” abilities that support lifelong learning. As industries evolve rapidly, this approach can future-proof TVET graduates, enabling them to adapt to changing environments. A key factor in the success of a TVET program is its ability to meet the dynamic demands of local industries. Programs must be flexible, inclusive, efficient, and collaborative, delivering the skills employers need while recognising that these needs frequently change.

TVET Success at NTS

NTS provides a TVET education that addresses the shortcomings of the public system. The four vocational programs offered at NTS have been extensively researched by professionals to ensure they are in growing economic sectors with an expanding need for qualified professionals. Senior NTS staff regularly engage with local employers about the skills they seek in young, trained professionals. These employers are also recruited as volunteers who actively participate in the classroom, working directly with students.

All NTS teachers are qualified teaching professionals with advanced NITA certification and practical experience as business owners and employees. Many of the teachers work in businesses on weekends and holidays to stay current in their field, ensuring they remain up-to-date with the skills in demand.

While NTS ensures students receive quality technical education, we understand it is not enough to simply teach students the theory and practical skills for their chosen profession.

NTS’ approach to learning opens our students’ minds to bigger ideas. They view their professions as not just a route to financial stability, but an exciting challenge that will keep them engaged and excited to work for years to come. Their education goes far beyond the practicalities of their profession, as they learn how to run a business in their region, with math, English and entrepreneurship skills preparing them to excel in the world of work.

by Laura Darcey

Young people, who against the odds managed to stay in school, graduate and acquire professional qualifications, often find that educational attainment is not linked to employment in Kenya.  In fact, youth unemployment is extremely high. Although overall unemployment in Kenya is 12.7%, Kenyan youth (18 to 34-year olds) have the highest unemployment rate of 35% ¹ .  Only 17% of employed youth are able to secure formal jobs, and up to 25% of youths with tertiary education are unable to find employment ² . Many young Kenyans resort to underemployment, meaning their work does not provide them with regular hours, or does not align with their skills.

Formal education has long been seen as a reliable method to break the generational cycle of poverty, but a regression analysis found that secondary education is not sufficient to break out of poverty. Access to education counts for little when the low quality of education and the high opportunity cost of attending school are combined with weak links between the formal education system and the labour market ³ . But ultimately, many of these problems have arisen due to the lack of formal employment opportunities in the Kenyan economy.

Why are there so few formal employment opportunities?

According to the Kenyan government, the growth of the economy has not been adequate to generate sufficient employment opportunities to absorb young Kenyans looking for work. Each year the labour force increases between 500,000 and 800,000, but poor and worsening economic conditions and low levels of business creation mean the economy has not been able to provide sufficient employment opportunities ⁴ .

A growing informal economy, and a stagnant formal economy 

While Kenya’s informal economy is large and rapidly growing, its formal economy is small and relatively stagnant. Between 2010 and 2015 only 354,000 workers were added to Kenya’s formal economy, compared to 4.8 million who were added to the informal economy in roles such as street vendors, motorbike taxis, small-scale manufacturers and day labourers ⁵ . 

Informal jobs are unattractive. They are unreliable, poorly paid and offer few or no worker protections and government benefits. People instead seek formal jobs, but there are simply not enough available for young people.  While Kenya has experienced some economic growth, this has been in high GDP-creating sectors such as the mining and extractive sectors, which are not labour intensive and create few jobs ⁶ .

Kenya has unusually low levels of new firm creation.

Firms creation is extremely risky, expensive and time consuming. There are stringent regulatory procedures to formal registration and they require a certain threshold of revenue. Even connecting to the internet, a requirement for formal organisations, is burdensome. Just connecting to the power grid in Nairobi takes 6 steps, more than 5 months, and costs 10 times more than the Gross National Income per Capita ⁷ .

High levels of corruption in Kenya also contribute to low levels of firm creation as employers attempt to avoid paying the bribes associated with setting up and running a business. 1 in 6 Kenyan companies report having to give gifts and make informal payments in order to obtain an operating licence, and 1 in 3 companies report having to pay bribes in order to obtain construction permits ⁸ .

Yet new firms create the highest level of new employment opportunities in the formal sector.
In Kenya, less than 20% of manufacturing and services firms are younger than 5 years old ⁹ .

What else contributes to youth unemployment?

Competition for formal jobs

With youth hesitant to work in the informal sector, they engage in fierce competition to secure the few formal roles available, which offer them better pay, more development possibilities and labour protections.  With so many candidates and so few jobs, educated youth apply for jobs in the formal sector, neglecting to find informal work where they will be faced with low wages and job insecurity. 

But unconnected youth are at a huge disadvantage.  Bribery and nepotism are rife in the formal job market. This means that qualified candidates are bypassed, in favour of those with connections in the market. 75% of Kenyan youth surveyed by the British Council agreed that “knowing people in high places is critical to getting a job” ¹⁰ .

Skills mismatch

While Kenya has prioritised education at the primary and secondary levels, both quality and access to higher levels of education are limited, and have posed challenges to the preparedness of Kenyan youth for the employment market and their attractiveness to employers. While employers are generally satisfied with the disciplinary knowledge of graduates, they find significant gaps in ICT skills, personal qualities (e.g. reliability) and transferable skills such as teamwork and problem solving. 

In addition, the skill sets and aspirations of Kenya’s younger generation are often disconnected from the realities and demands of the labour market. For instance, only 11% of Kenyan youth aspire to work in agriculture despite the sector’s huge capacity for employment ¹¹ . 

A preference for older workers

Additionally, employers often prefer experienced workers over new market entrants.  Hiring someone with a proven track record is less risky for employers, and older employees are likely to possess many of the soft skills (communication, teamwork, time management) vital for productive work.

Young Kenyans are very aware of this preference and believe the system is stacked against youth in favour of elders ¹² .  This belief is supported by the unemployment rate among 15-24- year olds which is almost triple that of older workers.

Where does that leave Kenyan youth?

Many Kenyan youth either remain unemployed or take up informal work that does not utilise their full potential. This situation is referred to as underemployment, where an employee experiences a skill underutilisation, works insufficient hours, or lacks opportunities for growth and advancement ¹³ .  In rural Kenya, youth often become day labourers, pulling weeds or moving bricks on a building site. Their work is inconsistent, unpredictable, and they are paid a pittance, as little as 50 cents a day.

Young Kenyan women are even less likely to be employed than their male counterparts. They are less likely to be able to find jobs and are more vulnerable to workplace abuse, including sexual harassment ¹⁴ . 

Kenya’s “youth bulge” could be a major asset and bolster the economy, but only if young people are able to find appropriate employment. Lacking this, Kenya is at risk of developing a lost generation, who languish in a stagnating economy and fight over jobs that always go to those with inside connections. 

How does NTS ensure graduates find employment?

Everything we do at NTS is preparing our students to have a prosperous future and break the intergenerational transmission of poverty. Our students gain NITA qualifications in one of four vocational fields, all of which have been extensively researched by professionals to ensure that they are in growing economic sectors with an expanding need for qualified professionals.  In addition to vocational studies, every student has classes in English, math and business skills. Students take control of their careers, learning interview techniques, self-presentation and practising different business skills.  They learn how to manage their money, create long and short-term financial goals and how to make safe investments.  They graduate ready to take control of their lives and begin the process of moving themselves and their families out of generational poverty.

NTS teachers are all qualified teaching professionals with advanced NITA certification as well as practical experience as business owners and employees. Many teachers work in businesses on the weekends and holidays to stay current in their field. However, all consider teaching their primary job and responsibility. 

Once each quarter, NTS teachers develop a community service project for their students. This can range from rebuilding a wall falling down outside a church, to making clothes for children in a poor neighbourhood, to giving haircuts to the elderly. Students become known locally for their skills, their professionalism, and their caring attitude. Teachers further elevate respect for NTS in the local community, taking classes onto job sites where students assist employers, demonstrate their skills and ensure employers feel confident hiring NTS graduates in the future. 

But support doesn’t stop when students graduate.  NTS is developing a vibrant graduate program to support our students in the first 5 years of their careers.  Today, this includes assisting graduates with job placement, holding regular get-togethers where they share experiences and provide mutual support, and making staff available for counselling when needed.  In the future, this program will also include assistance with developing new skills, financial counselling, and a mentoring program in which graduates mentor current students.  The goal is to create a vibrant NTS graduate community building an ever-expanding network of support.

References

¹ Ariemba, Youth Unemployment Crisis in Kenya: Causes and Options, https://www.kiep.go.kr/aif/issueFileDownload.es?brdctsNo=342694&brdctsFileNo=84227#:~:text=Accelerating%20economic%20growth%20is%20central,jobs%20are%20of%20good%20quality.
² UK Aid , Youth Employment in Kenya, https://www.britishcouncil.co.ke/sites/default/files/ng_kenya_youth_employment_in_kenya.pdf
³ USAID, Resilience and Sustainable Poverty Escapes in Rural Kenya, https://www.resiliencelinks.org/system/files/documents/2019-08/poverty_escapes_kenya_report_508_v2.pdf
⁴ UK Aid
⁵ Ariemba
⁶ UK Aid
⁷ World Bank Blogs, A blueprint for better jobs in Kenya, https://blogs.worldbank.org/en/jobs/blueprint-better-jobs-kenya
⁸ Gan Integrity, Kenya Risk Report, https://www.ganintegrity.com/country-profiles/kenya/
⁹ World Bank Blogs 10 British Council, Next Generation Kenya, https://www.britishcouncil.org/sites/default/files/h198_next_generation_kenya_a4_final_web.pdf
¹¹ British Council
¹² British Council
¹³ UK Aid
¹⁴ Ariemba

by Laura Darcey

Since the end of single-party rule in 1991, Kenya has been navigating the challenges of democracy. Despite 30 years of a multi-party system with regular elections, Kenya’s concentration of power has remained in the hands of the political and economic elites. The top 0.1% of the population owns more than the bottom 99.9% combined ¹ . This means a tiny fraction of the population commands a disproportionate share of wealth while the majority survives on the breadcrumbs. Thus, while the framework of democracy exists on paper, many Kenyans feel side- lined from meaningful political participation. Money has come to rule politics, leading to a growing sense of apathy among the populace.

Poverty as a Barrier to Free and Fair Elections

When each day is a fight for survival, average Kenyans have little time to engage with politics, and see the state as accessible only to those with higher education, economic might, or a strong ethnic affiliation to those in power. The majority of the poor do not possess the education, the economic opportunity or the associated amenities to understand their political rights, leaving most poor Kenyans feeling powerless and adrift from the democratic process ² . In rural Kenyan communities such as Nyamboyo Village, the poor have no access to the internet, no newspapers and hear only snippets of political news through the radio and discussions among community members. They cannot access accurate information or gain the knowledge that could help them engage politically and hold their representatives to account. Moreover, poverty causes low self-esteem and a lack of courage which can limit citizen’s ability to participate in civil, cultural and political activities. People may not feel they know or understand enough to challenge governmental decisions ³ . When poverty is rife, politicians take advantage of the desperation of potential supporters through vote buying, which is exchanging a citizen’s vote for some form of compensation. According to an Afrobarmeter survey, between 2003 and 2014 more than a quarter of the Kenyan population engaged in vote buying, although the real number is likely higher ⁴ .  Politicians, or individuals working for politicians, purchase voters’ allegiance by offering them money or gifts to show up and vote for a particular candidate or party. Perversely, politicians also corrupt the democratic system by paying people to stay home. A Kenyan politician once showed up in a settlement he knew did not support him with kegs of beer intending to get potential voters so inebriated that they would not turn out to vote ⁵ .

Politicians also engage in the slightly less nefarious practice of tokenism. Campaigners may offer a favour in the short-term – paying school fees during a crisis, covering hospital expenses or legal fees and court fines, hoping to gain voters’ support ⁶ . At campaign rallies, they hand out free t-shirts, fizzy drinks, and small stipends to the crowd. During the 2017 election it was thought that the demand for ‘something small’ was so great that the 50-shilling note became rare. Over time, payments and free handouts to potential voters have become expected. Kenya’s poor know that once politicians are elected to office, their needs will be neglected and look to capitalise on handouts before campaigning politicians become elected officials and forget them ⁷ .  

Money in Politics

Running an election campaign in Kenya is prohibitively expensive, but winning office is extremely lucrative. In 2022, victorious Senators spent more than double what losers spent during their campaigns ⁸ .  To run and win a campaign, an individual must have access to a significant amount of money, essentially baring huge swathes of the electorate from running for office. Money begets money as members of Parliament are paid a monthly packet of at least US $10,000 which includes a basic allowance, making parliamentarians some of the most highly paid individuals in Kenyan society. They are also bestowed the individual title of Mheshimiwa – Kiswahili for honourable – and are granted access to patron-client networks, providing great opportunities for self-enrichment ⁹ .

The high cost of running for office means that many capable candidates are excluded from running. Political seats go to those who have the funds to offer the most handouts, whether that be in the form of contributions to development projects, donations to groups, or raising funds for individuals in need. When politics is boiled down to who has the most money to throw around, policy debate and dialogue is cast aside.  Once elected to office, politicians begin to prepare for their next campaign, with many incentives to engage in corruption to raise funds. Voters see political candidates as moneybags and openly demand money before agreeing to go to their meetings, snowballing the costs of campaigning ¹⁰ . Yet despite being given the opportunity to make a change, in 2021 legislators turned down a move by the electoral body to cap campaign spending ¹¹ .

Ethnocentric Politics

In Kenya, ethnic groups with a representative in power receive more government investment.  When Kenyans know that their representatives will vote along ethnocentric lines to enrich their own group, politicians need not promote nuanced ideologies or philosophies in their manifestos, but must simply appeal to their ethnic group. Political contests are framed as zero-sum gains along ethnic lines, promoting a climate of mistrust and animosity, diverting attention from substantive policy issues and fostering a sense of “us against them” among voters ¹² . 2010 saw a new Kenyan constitution with a ruling that a president needed 50%+ 1 of votes to win. It was thought this could end ethnic voting as no ethnic bloc makes up the majority of the population. But in response, ethnic groups began to form pre- election coalitions with different ethnic groups. Today, Kenyans still vote along entrenched ethnic lines to insure their groups’ interests are best protected ¹³ . Despite the changes, power remains concentrated in the hands of a few ethnocentric elites, accountability mechanisms are weak, and impunity thrives.

Voter Apathy

It seems intuitive that living in a society with high levels of inequality and few opportunities for growth would compel people to engage with the political process to fight for their rights, but sadly the opposite is true. Studies have shown that where there is a high level of inequality, democratic support is often reduced because people become disillusioned with the system ¹⁴ .

In Kenya, many voters feel disillusioned by the limited options presented during elections. The barriers to running for office often result in a lack of genuine competition with the same elites and parties dominating the political landscape election after election.  With widespread corruption, political scandals and repeated failure to address social and economic issues, Kenyans also question the efficacy of the political process.  In recent years, election-related violence and intimidation has created such a fear of violence or coercion that it has deterred some individuals from exercising their right to vote ¹⁵ .

Some Kenyans have looked for alternative ways to engage in the political process, but many have switched off entirely. With huge inequality and an electorate with little ability to engage in politics, Kenya can hardly claim to have free and fair elections ¹⁶ .

How Can the Kenyan Majority Fight Back?

Low levels of political engagement across the populace means campaigning politicians get away with promising a great deal and delivering very little once in office. The March 2023 riots, during which Kenyan citizens expressed their displeasure over a ‘skyrocketing’ cost of living, was followed by concession by President Ruto.  Politicians will only truly work for the people, when the majority feels empowered to hold their representatives to account. This shift cannot occur solely through legislative change, but must arise through a grassroots focus on education and citizenship.  

Kenyan politicians have historically been able to run on little more than their ethnicity. Opening up the political conversation to include ideologies and strategies for the future requires fostering a national identity among citizens. Education can encourage young people to feel loyal to their country, learning to prioritise it above or on par with their ethnic, racial, regional, class and religious communities. Toward this end, at the beginning and end of each day, the NTS community – students and teachers – assemble to raise the Kenyan flag above the school, and again, to lower it at the end of the day.  Education has also been shown to build social cohesion, and it has been found that those with more education feel a greater sense of belonging to the Kenyan nation. With this greater allegiance to the national community they are able to rise above their narrow ethnic group, and are more likely to fight for the well- being of all Kenyan citizens rather than simply their particular ethnicity.

At NTS, all students learn about both their rights and responsibilities through the Civics curriculum. They are able to develop the knowledge, skills and confidence to make their own decisions and take responsibility for their own lives and communities. They have an in-depth understanding of their rights as guaranteed by law, and are able to articulate both their freedoms, and what opportunities their government should make available.

Civics education can go beyond improving political participation and accountability for representatives by nurturing self-confidence and a sense of agency. An education that includes teachings about citizenship and a young person’s role in their greater society, illustrates for these young citizens how their contribution is vital for national, community and personal development. A young person is more likely to break out of
the cycle of poverty if they feel they belong, are valued, and that they can, and must, contribute to society.

References

¹ Oxfam, Kenya: Extreme Inequality in Numbers, https://www.oxfam.org/en/kenya-extreme-inequality-
numbers
² Musili, The Link Between Poverty and the Right to Free, and Fair Elections in Kenya,
http://erepository.uonbi.ac.ke/bitstream/handle/11295/154318/Muli%20S_The%20Link%20Between%20Pove
rty%20and%20the%20Right%20to%20Free%2c%20and%20Fair%20Elections%20in%20Kenya.pdf?sequence=1
&isAllowed=y
³ Musili
⁴ The Conversation, Vote Buying is a Big Problem in Kenya, How to Curb it Before the 2022 Elections,
https://theconversation.com/vote-buying-is-a-big-problem-in-kenya-how-to-curb-it-before-the-2022-
elections-171630
⁵ The Conversation
⁶ Nyanjom, The Political Economy of Poverty, Tokenism and Free and Fair Elections in Kenya,
https://www.researchgate.net/publication/305367552_The_Political_Economy_of_Poverty_Tokenism_and_Fr
ee_and_Fair_Elections_in_Kenya_In_Okoth_Okombo_Ed_Discourses_on_Kenya’s_2007_General_Elections_pe
rspectives_and_prospects_for_a_democratic_society_Nairo
⁷ The Conversation, Kenya’s Elections are Much More than Just A Ruthless Game of Thrones,
https://theconversation.com/kenyas-elections-are-much-more-than-just-a-ruthless-game-of-thrones-81957
⁸ Kanyinga, The Cost of Politics in Kenya: Implications for Political Participation and Development,
https://nimd.org/wp-content/uploads/2021/07/WFD_NIMD_2021_The-cost-of-politics-in-Kenya-1.pdf
⁹ Kanyinga
¹⁰ Kanyinga
¹¹ The Guardian, ‘It’s an Illusion of Choice’: Why Young Kenyans are Boycotting the Election,
https://www.theguardian.com/global-development/2022/aug/05/young-kenyans-boycotting-the-election
¹² Kwatemba, Ethnicity and Political Pluralism in Kenya, https://www.eisa.org/storage/2023/05/2008-journal-
of-african-elections-v7n2-ethnicity-political-pluralism-kenya-eisa.pdf
¹³ Odidi, Issue-Based Politics in Kenya: Assessing the Underlying Factors, Progress Made, and Barriers,
https://www.researchgate.net/publication/377957506_Issue-
Based_Politics_in_Kenya_Assessing_the_Underlying_Factors_Progress_Made_and_Barriers
¹⁴ Krieckhaus, Economic Inequality and Democratic Support,
https://www.researchgate.net/publication/274030717_Economic_Inequality_and_Democratic_Support
¹⁵ McCrone, Political Elite are Stirring Violence in Kenya by Moving Voters Around,
https://blogs.lse.ac.uk/africaatlse/2023/11/14/political-elites-are-stirring-violence-in-kenya-by-moving-voters-
around/
¹⁶ Musili

by Laura Darcey

Corruption pervades all levels of Kenyan society and is arguably considered the leading cause of Kenya’s inability to develop beyond a third-world nation. Each year, Kenya loses at least a third of the state budget to corruption – the equivalent of $6 billion – although many believe the actual proportion might be much greater ¹ . 

Large Scale Corruption

Large scale corruption undermines Kenya’s development into a prosperous state. It subverts the operating of services and institutions, and stifles investments and innovation. Public purchases are made at inflated prices, and fictitious companies are paid for contracts that are never executed. Huge amounts of revenue are lost through corruption, stalling government-funded programmes, hollowing-out institutions and leaving Kenyans with inadequate public services.

Public sector bureaucracy is rife with opportunities for corruption. Accounting firm Price Waterhouse Cooper recently found 4,000 ghost workers on payroll at the City Council of Nairobi, constituting 35% of the 12,000 strong workforces with a monthly bill of approximately US $800,000 ² .  These positions had been created by officials responsible for payroll who had colluded with others to fraudulently collect salaries and benefits. These ghost workers inflate the government’s wage bill, wasting public funds, and undermining the efficiency and effectiveness of public service delivery.

In 2020, a media exposé revealed a series of incidents that led to the loss of billions of shillings by the Kenyan Medical Supplies Agency when they purchased medical equipment to combat Covid-19. Funds intended to provide lifesaving support during a global pandemic, instead lined the pockets of corrupt officials. This event was investigated by the Ethics and Anti-Corruption Commission (EACC), who found a number of officers culpable, but to-date, they have not been able to charge them with any crime ³ .  The EACC was created to investigate corruption but it lacks the powers of enforcement or prosecution.

Things look unlikely to change under President Ruto. Despite campaigning on a platform which promised to crack down on corruption, since he was elected in 2022 the Director of Public Prosecutions (DPP) has dropped several cases of corruption and human rights abuses against Ruto’s close allies, some of whom he has since appointed to his cabinet ⁴ . He has also failed to begin a commission of inquiry into state capture under his predecessor, for whom he was his Deputy. It is speculated he is personally fearful of what an inquiry might reveal ⁵ .

Small Scale Corruption

Petty corruption is also pervasive in Kenya, with citizens regularly asked for ‘a little something’ to get a document stamped, a service provided, or an infraction overlooked ⁶ . While the amounts demanded may be small, they quickly add up for those living in poverty.  According to one study, Kenyans pay on average 16 bribes every week ⁷ .

The Kenyan Police Service is thought to be the most corrupt institution in Kenya. 75% of Kenyans believe that most or all police officers are corrupt, and 50% admit to paying a bribe to the police.  The police force is known to engage in corruption crimes such as false imprisonment, fabrication of charges, and abuse of human rights to extort bribes ⁸ . When faced with demands for a bribe, there is very little that regular Kenyans can do but pay it.

Corruption and Underdevelopment

Corruption hurts many and benefits only the few. The quality of government goods and services suffers as funds are diverted for private gain. Corruption takes funds from infrastructure which is frequently of a lower standard and often deteriorates quickly or fails to meet safety standards. Economic competition is undermined as jobs or contracts are given to those who pay bribes or have a personal connection to the government. Qualified firms and candidates are turned down from positions and contracts, rewarding undeserving people and creating inefficiencies in the market ⁹ . International firms are also hesitant to invest in the Kenyan market due to concerns about the reliability of institutions, the rule of law, and the security of their investments.

The unpredictable nature of bribes in Kenya means that business owners have a hard time incorporating them into their cost structure, leading many to shut down unexpectedly. States with high levels of corruption tend to have larger underground economies because employers want to avoid bribes associated with setting up a business ¹⁰. 1 in 6 Kenyan companies report having to give gifts and make informal payment in order to obtain an operating licence, and 1 in 3 companies report having to pay bribes to obtain construction permits ¹¹ .

Corruption also dampens international aid. In 2010, the US government announced it was suspending education funding to Kenya following reports that more than US $1 million was missing from the country’s primary schooling program. The US could not trust that money it was supplying was going to its intended cause ¹² .

Ultimately, the economic costs of corruption fall disproportionately on the poor as they are frequently asked for bribes, and must rely on underfunded and dysfunctional public services such as health care and education ¹³ . These are vast sums that could have been used to improve the lives of many, but instead have been used to line the pockets of the corrupt.

Where does the money go?

Kenya suffers from a leaky tax base. Political and economic elites routinely move their money out of the country to tax havens. This is true both of the money they earn through their economic endeavours and the money they steal from the public pot ¹⁴ . The wealth of the elites, both earned and stolen, is squirrelled away in jurisdictions with opaque tax laws, notably the United States, British Virgin Islands, Cayman Islands and Mauritius.

What can be done?

Major changes must come from within a country. Transparency International Kenya argues that the solution is to increase the independence of the country’s judicial system, ensuring that those guilty of misappropriating funds will be held to account.  This must be coupled with comprehensive electoral reforms including the establishment of rigorous electoral vetting processes to scrutinise the backgrounds of candidates running for office, ensuring that individuals facing corruption allegations or with a questionable ethical standing are disqualified from running for office. The punishment for corruption needs to be clear and consistent. Anti-corruption laws and regulations also need to be strengthened, and independent commissions must be able to track down and punish corruption in all sectors ¹⁵ .

A lack of transparency is a great contributor to corruption. Another priority for the Kenyan government is to make information on budgets, government contracts, and resource allocations public in order to prevent fraud and corruption. An early-detection oversight system could be put in place to identify corrupt acts early and prevent them from taking root ¹⁶.

Responsibility also lies in international actors investing, and donating to countries where corruption is rife. The World Bank has faced issues with misused funds in the past, and now subjects all potential projects to rigorous scrutiny. And when there are substantiated allegations of fraud or corruption, companies involved are barred from engaging in any new World Bank Group financed activity. The World Bank believes that prevention calls for credible deterrence and relies on accountability and enforcement mechanisms to send a strong message to potential wrongdoers of the potential cost of their misconduct ¹⁷ .

As long as Kenyans cannot rely on their public leaders to combat corruption, integrating anti- corruption education into school curricula can help young citizens develop ethical values and a strong understanding of the detrimental impact of corruption, fostering a culture of honesty and accountability. Education also empowers children to recognise corrupt practices, and as they age into adulthood, to demand transparency from government institutions, and actively engage in civil society initiatives aimed at combating corruption.

How does NTS resist the culture of corruption?

NTS ensures that all students have a thorough understanding of corruption through the Civics curriculum, but we also lead by example.  NTS refuses to give or accept bribes, and will never allow politicians to influence which young people are able to attend the school.

All staff, board members and staff are required to understand and sign our Anti-Corruption Policy, and any transgression is comprehensively enforced. We also require signing a comprehensive Conflict of Interest Policy, ensuring that everyone associated with NTS declares any association that may put them in conflict with the mission of the organisation.

References

¹ The Borgen Project, 10 Facts About Corruption in Kenya, https://borgenproject.org/10-facts-about-
corruption-in-kenya/
² Hope, Kenya’s Corruption Problem: Causes and Consequences,
https://www.researchgate.net/publication/267457638_Kenya%27s_corruption_problem_causes_and_conseq
uences
³ Cheruiyot, The Fight Against Corruption and Economic Crimes in Kenya: The Plight of EACC and Its Lack of
Prosecutorial Powers
⁴ Human Rights Watch, Kenya: Events of 2023, https://www.hrw.org/world-report/2024/country-
chapters/kenya
⁵ The Conversation, William Ruto’s First Year: He Promised to Make Life Easier for Kenyans, but Things Got
Worse, https://theconversation.com/william-rutos-first-year-he-promised-to-make-life-easier-for-kenyans-
but-things-got-worse-215171
⁶ World Bank Blogs, Corruption in Kenya, https://blogs.worldbank.org/en/africacan/corruption-in-kenya
⁷ PBS, How Widespread Corruption is Hurting Kenya, https://www.pbs.org/newshour/show/how-widespread-
corruption-is-hurting-kenya
⁸ Gan Integrity, Kenya Risk Report, https://www.ganintegrity.com/country-profiles/kenya/
⁹ United Nations Office on Drugs and Crime, What Is Corruption and Why Should we Care?,
https://www.unodc.org/e4j/zh/anti-corruption/module-1/key-issues/effects-of-corruption.html
¹⁰ Mungai, How Corruption is Holding Back Sustainable Development in Kenya,
https://www.linkedin.com/pulse/how-corruption-holding-back-sustainable-development-kenya-mungai/
¹¹ Gan Integrity
¹² Hope
¹³ Hope
¹⁴ International Consortium of Investigative Journalists, Offshore Havens and Hidden Riches of World Leaders
and Billions Exposed in Unprecedented Leak, https://www.icij.org/investigations/pandora-papers/global-
investigation-tax-havens-offshore/

¹⁵ Transparency International Kenya, Achieving Anti-Corruption Goals in Kenya Requires Collective Action,
https://tikenya.org/2023/12/08/achieving-anti-corruption-goals-in-kenya-requires-collective-action/
¹⁶ World Bank Blogs, Practical Mechanisms for Rooting Out Corruption, https://blogs.worldbank.org/en/youth-
transforming-africa/practical-mechanisms-rooting-out-corruption
¹⁷ The World Bank, Combatting Corruption,
https://www.worldbank.org/en/topic/governance/brief/combating-corruption

by Laura Darcey

The Covid-19 pandemic led to widespread closures of schools and implementation of stay-at-home orders aimed at curbing the spread of the infectious disease. These measures significantly disrupted learning outcomes for students around the world.

Loss of learning was especially pronounced in poor, rural communities with limited ability to participate in remote learning. An estimated 49% of learners in Eastern and Southern Africa had no access to digital learning due to the absence of electricity, electronic devices, and internet connections ¹ . Prior to Covid, historical data from past pandemics had already revealed an inequality: girls are three times less likely to engage in home-based learning than boys.  This is due to the already disproportionate burden of girls’ household chores and caregiving responsibilities that are intensified during a pandemic, further limiting their ability to participate in remote learning activities, even for girls who might have otherwise been able to access digital lessons ² .

But there is a substantial body of evidence that the Covid-19 pandemic did more than limit girls’ access to education and learning opportunities. School closures also limited girls’ social protection and access to essential services, leaving them vulnerable to FGC, sexual violence, teen pregnancy, child marriage, and ultimately, school drop-out.

The impact of school closures during Covid-19

Female Genital Cutting (FGC) – The Covid-19 lockdown was seen as an opportune time for girls to undergo FGC at home with ample time for healing away from the eyes of those who may disapprove. The protection of school had disappeared. Data gathered by UNICEF in nine Kenyan counties showed a 121% increase in the number of FGC cases in 2020 compared to the same period in 2019 ³ .  The effect of school closures was further compounded by pandemic-related travel restrictions, which prevented government officials, law enforcement, and humanitarian workers from travelling to implement child protection programmes.

Sexual Violence – The pandemic significantly raised the risk of violence and abuse against girls, with economic stressors and the lack of alternative spaces or shelters increasing girls’ vulnerability.  According to the national protection hotline, sexual violence against girls surged by 230% during the Covid-19 lockdown ⁴ .

Teen pregnancy – Kenyan adolescent girls who were forced out of the classroom for 6 months during Covid-19, were twice as likely to become pregnant than their contemporaries who finished school in 2019 ⁵ . Cut off from resources at school and under economic stress, many girls struggled to access basic hygiene requirements such as water, soap, and menstrual products.  This created a ‘shadow pandemic’ where Kenyan girls were preyed on by older men with spare cash and exchanged sex for money to buy hygiene products. Within the first three months of lockdown,152,000 pregnancies were reported in Kenya, an estimated 40% increase of prior levels ⁶ .

Child Marriage – In times of financial insecurity, girls will be married off to lessen a household’s economic burden and provide immediate relief in the form of a dowry. Financial insecurity can also lead girls to engage in practices that leave them vulnerable to teenage pregnancy. Engaging in sex outside of marriage is often frowned upon and deemed socially unacceptable, so an unplanned pregnancy may drive families to organise a marriage to protect the family honour.  This effect is so extreme, that in times of increased levels of sexual assault, families will pre- emptively marry off their daughters hoping to protect them from assaults and ‘preserve their honour’ ⁷ .

Following the pandemic, many girls did not return to the classroom. When schools reopened, 99% of boys aged 10-14 reported back to the classroom, compared with 95% of girls.  But the disparity was much greater amongst older students, with 74% of boys aged 15-19 returning to school, but only 63% of girls ⁸ . High rates of dropout were driven by pregnancy and early marriage in girls, and the taking on of income- generating activities in boys, with both groups’ rates exacerbated by families’ inability to pay expensive school fees.

Individual and Generational Benefits of Educating Girls

The World Bank has recognised that there is no investment more effective for achieving economic development goals than educating girls.  When girls stay in school, they acquire skills and knowledge that can help them succeed in the labour force. School attendance boosts girls’ self-esteem, agency, financial literacy and problem-solving abilities. Educated girls grow into educated women who can better care and advocate for their children, leading to generational benefits. But fundamentally, staying in school has been found to be a protective factor against child marriage, pregnancy and FGC.

Education delays girls’ entry into the labour market, instead developing their skills, boosting their self-esteem and teaching them about their reproductive health. Educated girls are more likely to delay marriage, and marry someone who is closer to them in age, as well as educated. Girls with a secondary education are 6 times less likely to marry as children. It also protects girls from teenage pregnancy, with research showing that teenage girls with no education or only primary education are more likely to begin childbearing in their teens compared to those with secondary education ⁹ .

School attendance can also protect girls from FGC. In countries where FGC is practised, 54% of women with no education report they have undergone the procedure, compared to 19% of women who have some level of secondary education ¹⁰ . Additionally, according to the International Centre for Research on Women, education can protect the next generation from FGC, as women’s support for FGC decreases as their level of education increases ¹¹ .

Educating women generates improved outcomes for their children. With delayed birth, women are more mature when they become mothers, meaning they are better able to care for their children, reducing the child mortality rate. In fact, children of literate mothers are 50% more likely to live past age 5 ¹² .

With education out of reach, not only is the personal development of women curtailed, but their ability to acquire skills and qualifications necessary for future employment opportunities is halted.  Women are trapped in a cycle where lack of learning begets further financial hardship, making it more difficult for them to send their own children to school, further perpetuating the intergenerational transmission of poverty.

Free Education at NTS

NTS has worked strategically to eliminate barriers to girls in our community attending school presented by poverty.  First, school is free with no tuition, hidden fees, supplies or teacher “gifts” demanded.  Second, every student is provided with 3 full meals daily, meaning the money girls would have earned as day labourers is covered in the food they are provided.  Finally, we work closely with each family to eliminate any obstacles they may find throughout the three years.  As a result, our female students stay at NTS, completing their education and moving into economically rewarding careers.

References

¹ Oulo, Understanding the Barriers to Girls’ School Return: Girls’ Voices from the Frontline of the COVID-19
Pandemic in East Africa,
https://www.researchgate.net/publication/352740245_Understanding_the_Barriers_to_Girls%27_School_Ret
urn_Girls%27_Voices_from_the_Frontline_of_the_COVID-19_Pandemic_in_East_Africa
² Oulo
³ Vice, Female Genital Cutting is on the rise during COVID in Kenya,
https://www.vice.com/en/article/xgzm83/female-genital-cutting-is-on-the-rise-during-covid-in-kenya
⁴ The New York Times, These Girls are Being Cut and Married in Droves,
https://www.nytimes.com/2020/12/10/opinion/kenya-covid-child-marriage.html
⁵ SciDev, Kenyan Lockdowns ‘Led to Pregnancies, School Dropouts’, https://www.scidev.net/sub-saharan-
africa/news/kenya-lockdowns-led-to-pregnancies-school-dropouts/
⁶ Munala, The Impact of Covid-19 on Girls from Low Income Urban and Rural Areas in Kenya,
https://assets.researchsquare.com/files/rs-1594640/v1/ea2df3c4-cf2f-4410-898c-
be61066a25ff.pdf?c=1652561510
⁷ Educational Development Trust, Emerging Issues for Girls’ Education in East Africa,
https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/17074/EIR_48_Girls_Education_in_East
_Africa.pdf?sequence=12
⁸ Nation, Girls’ Access to Education Faced Challenges, but Covid-19 Made it Worse,
https://nation.africa/kenya/news/gender/covid-made-challenges-of-girls-access-to-education-worse-3490060
⁹ Somani, Importance of Educating Girls for the Overall Development of Society,
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1225&context=jerap
¹⁰ Orchid Project, Intersection between female genital cutting and education
https://www.orchidproject.org/wp-content/uploads/2021/07/Intersection-Between-Female-Genital-Cutting-
and-Education.pdf
¹¹ ICRW, Leveraging Education to end female genital cutting worldwide https://www.icrw.org/wp-
content/uploads/2016/12/ICRW-WGF-Leveraging-Education-to-End-FGMC-Worldwide-November-2016-
FINAL.pdf
¹² Somani

by Laura Darcey

Child marriage, defined as the marriage of a child under the age of 18 (but sometimes as young as 10), is common in Kenya, especially in poor households. 23% of Kenyan girls are married before their 18^th birthday, and 4% are married before the age of 15^[i]. Child marriage has been prohibited in Kenya since 1990 when the country ratified the Convention on the Rights of the Child. Following this commitment, the country enacted various laws including the Children’s Act of 2001, the Sexual Offences Act of 2006 and the Marriage Act of 2014, all of which contribute to the criminalisation of the practice^[ii].

Yet, child marriage remains prevalent in Kenyan communities, driven by financial insecurity exacerbated by climate change, gender inequality, cultural tradition, and minimal law enforcement.

The Drivers of Child Marriage

Deeply ingrained cultural traditions mean many young Kenyan girls are seen as predestined for marriage and motherhood. Rooted in the belief of gender-based inferiority, the girl child is assigned roles for childbearing and domestic duties, while the boy child is seen as a future economic contributor. Rather than a contributor, a 2016 UNICEF study found that girls are more likely seen as an economic burden, or an asset to be traded for goods^[iii]. It is only a matter of time, therefore, until a girl is married off in exchange for a dowry, and numerous factors will push a family to make this choice before a girl reaches the legal age of 18.

Poverty can push a family to commit their underage child to marriage. In times of financial insecurity, girls will be married off to lessen a household’s economic burden and provide an immediate relief in the form of a dowry, comprising goods such as livestock, textiles and clothing, or jewellery. Globally, dowry practices are exacerbated in times of crisis and displacement, such as drought caused by climate change, and contribute to the higher prevalence of child marriage^[iv]. Families turn to child marriage to cope with the climate-related loss of crops or livestock.

Kenya is particularly vulnerable to climate shocks. It was recently ranked 36^th among all countries in vulnerability to climate change effects, and 152^nd in terms of preparedness to deal with these effects^[v]. In 2019, a large swarm of locusts flocked to Kenya after a bout of unusual weather patterns exacerbated by climate change. The locusts devoured crops resulting in catastrophic agricultural damage^[vi]. These events will become more common as climate change alters weather patterns and causes more extreme weather events, such as heavy rainfall and cyclones.

The increasing prevalence of drought also presents heightened challenges for women. Often tasked with collecting water, prolonged journeys to seek water sources exposes young girls to the increased risk of sexual assault resulting in unwanted pregnancies^[vii].  Additionally, poverty exacerbates the vulnerabilities of young girls, leading some to resort to transactional sex with older men in exchange for essential goods like soap or menstrual products^[viii]. Limited reproductive knowledge and inadequate access to birth control contributes to many girls finding themselves facing unplanned pregnancies.

Engaging in sex outside of marriage is often frowned upon and deemed socially unacceptable. An unplanned pregnancy can drive families to organise a marriage to protect the family honour and prevent negative perceptions associated with sex outside of marriage. This effect is so extreme, that in times of increased levels of sexual assault, families will pre-emptively marry off their daughter, hoping to protect her from such assaults and ‘preserve her honour’^[ix]. 

Denied Education  

With school attendance financially challenging for many families, they must choose which children to prioritise. Poor families believe that educating male children will generate greater benefits for the household and, in almost all cases, boys are prioritised ahead of girls^[x]. Sons will support parents in their old age. Daughters, when married, move to the husband’s home and become members of the husband’s family, lessening not only the family food burden but also any ongoing responsibility. As a result, among the poor, education for girls is frequently sacrificed in favour of preparing them for early marriage and childbearing.

Additionally, once married, a girl is far less likely to continue in school. Education is seen as an unnecessary investment of the girl’s life and the family’s financial resources, and married girls have many household tasks to tend to^[xi].  Marriage is frequently followed by pregnancy, which can result in a young girls’ exclusion from education due to social stigma or policies that restrict pregnant girls from attending school^[xii].

Negative Outcomes for Child Brides and Their Children

Child marriage is often preceded by Female Genital Cutting (FGC), deemed as a vital part of the transition from girlhood to womanhood. Also illegal in Kenya, FGC can have severe health implications that can plague young girls for the rest of their lives^[xiii]. In addition, women who bear children at a young age may face serious health consequences, experiencing higher rates of maternal mortality, a higher risk of obstructed labour, and pregnancy induced hypertension^[xiv].  Their young bodies are simply unprepared for childbirth.

Girls who are married young often lack status and power within their marriage and households, and are more likely to experience domestic violence, sexual abuse, and isolation from their family and community. With child brides deemed to have little use for education, and their domestic responsibilities as wives and mothers taking precedence, they are excluded from the classroom. This not only limits their opportunity for a prosperous life, but negatively impacts the future of their children. The children of better-educated women are more likely to survive infancy and childhood and go to school themselves, and to live longer, healthier lives^[xv]. Barring a girl from school perpetuates the intergenerational transmission of poverty.

Unconvincing Enforcement

Child marriage is illegal in Kenya, but some authorities do not see it as their job to prevent it. Birth and marriage registration are rarely produced or verified at the point of marriage. Furthermore, cases of child marriage that make their way to prosecution in courts are often beset by delays or incomplete proceedings. In addition, some communities are resistant to calls to stop child marriage as the practice aligns with customary practices and religious beliefs, and the enforcement of the law can encounter resistance form community and religious leaders^[xvi].   Ultimately, there are no specific child protection programmes in place that directly focus on protecting children from child marriage, and referral pathways for help are weak^[xvii].

How NTS makes a difference

NTS offers an alternative path for girls and their families, providing a route to a successful career that will benefit their entire family. By learning professional vocational skills such as tailoring and hairdressing, girls can earn a meaningful income, leveraging their talents and time more effectively by practising their trade in real employment rather than working exclusively in the home.

An NTS education demonstrates to girls that they can escape poverty and bring long-term financial stability to a family. In the short term, because they are fed three meals per day at school, it removes the need for parents to marry them to reduce food insecurity. By offering free education, NTS takes away the need for families to choose which child should attend school.

NTS also takes great care to ensure students are well-informed. In civics lessons, we cover students’ constitutional and legal rights, including the fact that child marriage is illegal in Kenya. And our child safeguarding policy ensures all students are aware of their rights to physical and emotional safety.  Additionally, gender equality lessons help to break down some of the patriarchal assumptions that can contribute to child marriage.

Our very own hairdressing teacher, Madame Irene Kwamboka, said “Because of our community’s poverty, girls can be married at 14, and often abused by their jobless husbands. I believe they can escape this trap with a profession that enables them to earn a living. Teaching professional skills to young women benefits the whole family.”

References

^[i] Girls Not Brides, Child Marriage Atlas, https://www.girlsnotbrides.org/learning-resources/child-marriage-atlas/atlas/kenya/#:~:text=Legal%20age%20of%20marriage%20%2D%2018%20years%2C%20no%20exceptions,-What’s%20the%20prevalence&text=23%25%20of%20Kenyan%20girls%20are,regions%20and%20among%20ethnic%20groups

by Laura Darcey

The threat of teenage pregnancy stalks the lives of Kenyan youth, curtailing their opportunities for a brighter future, funnelling them into a narrow life of motherhood and domestic responsibilities. 1 in 5 Kenyan teenage girls from 15-19 years-old are either pregnant or already a mother ¹ .  These early pregnancies are triggered by a lack of access to sexual and reproductive health services and education, poverty, child marriage and sexual violence.

Teenage pregnancy perpetuates the cycle of intergenerational poverty as young mothers struggle to complete their education and find a reliable income.  Their children grow up in poverty, often falling victim to the same struggles as their parents, perpetuating a cycle of poverty across generations.

The Kenyan government has attempted to address the issue of teenage pregnancy, but to little avail, with teenage mothers still facing social stigma, isolation, worsening poverty, and poor physical and mental health outcomes.

What can contribute to teenage pregnancy?

Inadequate Reproductive Education

Sex and reproductive health are considered taboo subjects in much of Kenya ² .  Parents are hesitant to discuss such topics with their children, and are often misinformed themselves. At school, children have classes in “Life Skills” in place of reproductive education in which teachers share messaging around abstinence, the consequences of having sex, how to prevent HIV and drug abuse. Schools do not provide accurate and age-appropriate information, leaving young people to turn to their similarly uninformed peers and social media for guidance ³ . When youth are simply told to abstain from sex, they know little about how to engage in safe sex. The 2022 Kenya Demographic and Health Survey revealed 41.6% of teenage girls between 15 and 19 in Kenya are sexually active but do not use any form of contraceptive ⁴ .  Challenges and fear around accessing contraceptives, combined with a lack of awareness about their necessity, contribute to unplanned pregnancies ⁵ . When messaging prioritises abstinence, the crucial knowledge of safe sex practices is often neglected.

Poverty

Poverty pushed families to make damaging decisions in order to survive. In the face of financial hardship some families resort to child marriage, marrying off a daughter in exchange for a dowry. While child marriage is illegal in Kenya, it remains prevalent in many communities driven by financial insecurity which continues to be exacerbated by climate change, gender inequality, cultural tradition, and minimal law enforcement ⁶ .

It is not long after marriage that many young girls fall pregnant and become teen mothers. This is often thanks to the power imbalance between a young bride and a much older groom limiting a bride’s ability to negotiate safe sex practices, and the societal and familial pressure for young brides to prove their fertility and fulfil traditional gender roles by bearing children early in the marriage ⁷ .

Many families living in poverty cannot afford to buy essential goods, leading girls to engage in transactional sex as a means of economic survival. They trade sex for access to basic necessities like pads, tampons, soaps and more. Sometimes sex is exchanged for as little as the 15 Kenyan Shillings (11 cents) required to pay for a daily shower in a public bathroom ⁸ .  With little reproductive knowledge, girls do not use safe sex pregnancies and often find themselves pregnant.

Compounding these issues is the prioritisation of male children’s education over their female siblings when families cannot afford to send all of their children to school. Not attending school puts girls at a higher risk of teenage pregnancy.
Out of School

Regularly attending school protects girls from teenage pregnancy, with research showing that teenage girls with no education or only primary education are more likely to begin childbearing in their teens compared to those with secondary education or above ⁹ .  Education delays girls’ entry into the labour market, and instead teaches girls self- esteem and (some) sexual education. Educated girls are more likely to delay marriage, and marry someone who is closer in age, and educated themselves.  All of these factors can delay childbearing ¹⁰ . When schools closed during the Covid-19 pandemic, the power of school attendance in deterring teenage pregnancy was made abundantly clear.  Within the first three months of the pandemic, 152,000 teen pregnancies were reported in Kenya, marking a 40% increase. Unable to attend school, girls were exposed to Female Genital Cutting, child marriage, elevated levels of sexual assault, and financial insecurity ¹¹ . Even when schools reopened, many girls were unable to return.  

What challenges do teens face once pregnant?

Barriers to Education

While education is one of the most important determining factors for a girls’ future, it is often the first thing she loses access to upon pregnancy. Despite legal provisions permitting continued schooling, headteachers often instruct girls to leave school, citing concerns about teasing, but also considering them a potential negative influence on other students ¹² .  

Approximately 13,000 Kenyan girls drop out annually due to pregnancy-related challenges. The Kenyan government has instituted legislation to support pregnant teenagers and young mothers staying in school, but these re-entry policies have notable flaws. For instance, the existing guidelines do not address what a school should do once a pregnancy is revealed, including the duration a student should remain in school and the timeline for returning after childbirth. There is little guidance or support for returning mothers who need to catch up academically. Furthermore, the programme lacks sufficient accountability and enforcement, leaving most schools to operate as they did before ¹³ .

In addition to lack of academic support, those teen mothers who do try to return to the classroom encounter significant social obstacles, including teasing and stigma from both teachers and peers. Emotional support and counselling are seldom provided. In addition, the financial burden of childcare, formula, and school attendance is often insurmountable making it nearly impossible for nursing mothers to return to school.  These challenges are exacerbated when teen mothers lack support and involvement from their parents and family ¹⁴ .

Health Implications

Women who bear children at a young age can face serious health consequences, experiencing higher rates of maternal mortality, a higher risk of obstructed labour, and pregnancy induced hypertension. Teenage mothers are also at high risk of experiencing nutritional deficiencies affecting their health and the development of the foetus.  Infants born to teenage mothers have a higher likelihood of preterm birth, low birth weight, and developmental issues, creating a cycle of health challenges that extend to the next generation ¹⁵ .  Additionally, teenage mothers are at higher risk of experiencing mental health challenges such as depression and anxiety which can be compounded by the stresses of early motherhood alongside social stigma ¹⁶ .

Girls who decide they do not want to go through with the pregnancy face challenges because access to abortion in Kenya is legally restricted. The law allows termination of pregnancy only under specific circumstances, such as if the life or health of the mother is in danger.  If young girls cannot access safe and legal abortion services, they may resort to clandestine methods, putting their health and lives at risk. “Underground” abortions are a major contributor to maternal mortality and morbidity globally, and can lead to severe complications such as infections, haemorrhage, and long-term reproductive health issues ¹⁷ .

Intergenerational Transmission of Poverty  

Teenage pregnancy perpetuates the intergenerational transmission of poverty, maintaining a cycle that affects not only the immediate generation but echoes through subsequent ones.

First, the educational trajectory of young girls is significantly disrupted. This curtails not only their personal development, but also restricts their ability to acquire skills and qualifications necessary for future employment opportunities. As a result, they are stuck in a cycle where lack of learning begets further financial hardships.  The absence of stable employment exacerbates their vulnerability, making it difficult to provide for and invest in themselves and their children.

Finally, societal stigma exacerbates all of these challenges for young mothers. They face judgement and exclusion, contributing to a sense of marginalisation and limiting their ability to participate in community life. In addition to losing an education, young
mothers are frequently denied the networks and support systems essential for economic and social mobility ¹⁸ .

Breaking this cycle requires efforts addressing the root causes, including comprehensive education, economic empowerment, and dismantling of societal stigmas surrounding teen pregnancies.
How does NTS help break this cycle?  

Sending a child to NTS alleviates the economic burden of a household, as each student is fed 3 nutritionally-complete meals each day.  Additionally, all female students receive training and reusable menstrual products from our partner, AFRIpads.  These services mean that our female students are much less likely to be taken out of school to be married off in exchange for a dowry, and they need not resort to engaging in transactional sex for menstrual products.
NTS provides comprehensive reproductive health education to all our students, both male and female. This means that the entire cohort knows how to engage in safe sex, and understands how to avoid unplanned pregnancies. Female students receive additional lessons with AFRIpads, teaching them about the female menstrual cycle and how to manage their reproductive health.
In the case that a student does fall pregnant, we provide support such that she experiences as few disruptions to her education as possible.  We have strict anti- bullying policies at NTS, which extend to ensure zero tolerance for teasing and discrimination against young mothers.  Our goal is to help pregnant students stay in school for as long as possible, and invite them back to school after giving birth.
Some girls need more time before returning to the classroom, so we offer them a spot to repeat the year if needed. During their time off, we provide them with food for themselves, and extra food to take home in the evening and on weekends for the baby.  In the future, we also hope to provide childcare for young mothers. 

References

¹ Kenyan National Council for Population and Development, Teenage Pregnancy and motherhoodsituation in Kenya, https://healtheducationresources.unesco.org/library/documents/teenage-pregnancy-and-motherhood-situation-kenya-county-burden-and-driving#:~:text=This%20policy%20brief%20looks%20at,to%20sexual%20and%20reproductive%20health
² UNFPA, Breaking the silence that led to a high teenage pregnancy in a Kenyan county, https://kenya.unfpa.org/en/news/breaking-silence-led-high-teenage-pregnancy-rate-kenyan-county
³ Devex, Is religious influence fuelling the teen pregnancy crisis in Kenya?, https://www.devex.com/news/is-religious-influence-fueling-the-teen-pregnancy-crisis-in-kenya-103080
⁴ The Elephant, Sex Education: Are we going enough?, https://www.theelephant.info/analysis/2023/09/19/sex-education-are-we-doing-enough/
⁵ The Elephant
⁶ Girls Not Brides, Child Marriage Atlas, https://www.girlsnotbrides.org/learning-resources/child-marriage-atlas/atlas/kenya/#:~:text=Legal%20age%20of%20marriage%20%2D%2018%20years%2C%20no%20exceptions,-What’s%20the%20prevalence&text=23%25%20of%20Kenyan%20girls%20are,regions%20and%20among%20ethnic%20groups

⁷ K4D, Early marriage, pregnancy, and girls school dropout, https://assets.publishing.service.gov.uk/media/5c6ac30440f0b61a1afc3f7c/470_Early_Marriage_Preg
nancy_and_School_Dropout.pdf
⁸ The Guardian, ‘Sex for sanitary pads’: how Kenya’s lockdown led to a rise in teenage pregnancy, https://www.theguardian.com/global-development/2020/dec/24/sex-for-sanitary-pads-how-kenyas- lockdown-led-to-a-rise-in-teenage- pregnancy#:~:text=%E2%80%9CSometimes%20sex%20was%20in%20exchange,promised%20them %20such%20small%20luxuries.%E2%80%9D
⁹ Kenyan National Council for Population and Development
¹⁰ Behrman, Does Keeping Adolescent Girls in School Protect Against Sexual Violence? https://www.sciencedirect.com/science/article/pii/S1054139X16303548
¹¹ The New York Times, ‘These girls are being cut and married in droves’, https://www.nytimes.com/2020/12/10/opinion/kenya-covid-child-marriage.html
¹² Idinsight, Supporting teen mothers return to school: Lessons from Kenya, https://www.idinsight.org/article/what-works-to-support-teen-mothers-to-return-to-school-lessons-from-
kenya/
¹³ Idinsight
¹⁴ Idinsight
¹⁵ Kumar, Adolescent Pregnancy and Challenges in Kenyan Context, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5937539/
¹⁶ Congo, Pregnancy trends and associated factors among Kenyan adolescent girls and young
women pre- and post-COVID-19 lockdown, https://online.ucpress.edu/agh/article/1/1/1811306/194929/Pregnancy-trends-and-associated-factors-
among
¹⁷ KHRC, Teenage Pregnancy and Unsafe Abortion, https://www.khrc.or.ke/index.php/publications/69-teenage-pregnancy-and-abortion-case-study/file
¹⁸ Wiggins, Teenage Pregnancy and Social Exclusion, https://discovery.ucl.ac.uk/id/eprint/10003007/1/Wiggins2005TeenageParenthood.pdf

by Laura Darcey

Deeply ingrained traditional gender roles mean that despite recent efforts to reduce gender inequality, male and female children are treated differently in many communities in rural Kenya.

In 2021, Kenya was ranked 128th in the Gender Inequality Index by the United Nations based on reproductive health ¹ , empowerment and participation in the labour market. Progress towards gender equality has been hampered by the inadequate implementation of laws, inadequate funding, weak accountability, and the slow transformation of discriminatory and patriarchal gender norms, attitudes and practices ² . 

These differences start at birth. Many girls and boys in Kenya have reasonably separate upbringings, each learning the duties and obligations specific to their gender ³ .

The Girl-child

Girls are taught from a young age that their future is in the home.  They complete a significant list of chores each day, assisting their mother in caring for the home and younger siblings in preparation to one day run their own household. In rural areas that lack modern appliances, these chores can be extremely time consuming, with women and girls carrying water and firewood long distances to provide for their families ⁴ .

With her future in the home, a girl must be prepared to be wed.  The more appealing a girl is to potential husbands, the greater the dowry her family will receive. This is particularly important for families living in poverty, who may marry off a daughter to relieve their financial burden. The ideal wife is submissive, obedient and content to enjoy the status of her husband.  Young women who are too outspoken can be deemed unsuitable for marriage ⁵ .

When a daughter is married, she will leave the family home to live with the family of her new husband.  This means that any investment made in a daughter will ultimately benefit another household ⁶ . Kenyan girls are taught to excel in housework, take care of the children, fetch water, and keep their homes tidy, all of which benefit their families in the short-term and make them appealing as wives. Education is of little priority ⁷ .  

Barriers to Education

When money is tight, families are unlikely to prioritise educating their daughters. Not only will the future gains of their education benefit the family of her future husband, but there is an additional opportunity cost to their education.  Girls play such a fundamental role in completing household tasks, and providing care for younger siblings and the infirmed, some families cannot afford to have her time occupied elsewhere.  If a family sends their daughter to school, they must pay the fees associated with attendance, and forego the unpaid domestic labour their daughter contributes to the household ⁸ .

Education can also make a girl less attractive for marriage. In some regions, families wish to protect their daughters from contact with outside ideas and cultures. Parents can discourage ‘too much’ education, believing that an educated girl may find it more difficult to find a husband and be a good wife ⁹ .

The Boy-child

Boys are also prepared for their future, taught that they will one day be the leader of their household. A son will inherit his father’s role when he is old enough to do so, making decisions concerning the family structure and economy, leaving the daily household responsibilities to the women. While boys will have chores of their own, they grow up with fewer obligations than their sisters. They are not allowed to engage in traditionally female roles and are socialised to expect the women to work for them ¹⁰ .

Even when money is tight, families prioritise the education of the boy-child. Some parents believe that boys are more intelligent and that they will perform better in school 11 , but either way, parents will inevitably reap more of the returns when they invest in a son’s education as he will remain a part of their family even after marriage. Boys need to be prepared to become the man of the house and support their family financially ¹² , so their education is deemed more important.

But this responsibility can be burdensome for young boys, and many feel a huge weight on their shoulders from a young age.  They are taught that masculinity is closely associated with self-control and dignity. They are expected to not express any emotions or weakness, instead to be brave, and suffer in silence ¹³ .  Such responsibility can be difficult to deal with.

Gender Inequality in the Classroom

Schools have the power to either empower the girls in their classrooms or fall back on existing inequitable gender norms.
Girls receive constant messages about their place in society with their textbooks portraying women as passive, meek, nurturers of children and households, home- keepers and good wives to their husbands. Men are conversely portrayed as leaders, thinkers and creative minds. Boys are uplifted and inspired, while girls are told they have less potential than their male peers ¹⁴ .

A study found teachers claim to teach all pupils equally irrespective of gender.  Researchers saw that this assertion was false, as teachers gave male students favourable treatment. Nonetheless, a gender-blind approach to teaching is not appropriate in Kenyan schools, as female students face different challenges and have different needs to male students, and should be treated accordingly. Boys in the classroom tend to be more confident, raising their hands and actively participating in a lesson.  Girls were more likely to shy away from questioning and participation ¹⁵ . More work is therefore required from teachers to draw female students into classroom discussion. 

The same study interrogated the gender stereotypes held by male and female students. They described men as being intellectual, competent, strong and brave, while women were described as homely, warm and expressive, incompetent and passive ¹⁶ .  Students’ perceptions of girls’ capabilities are mouldable. When teachers encouraged and engaged girls, they began to believe in themselves, develop skills and were more likely to choose careers that offered them the best chances of employment.  Overcoming the unconscious bias that makes teachers discount the potential of female students is fundamental to girls’ continued success in school. When teachers do not use gender-sensitive pedagogy, girls shy away from their studies ¹⁷ .  

NTS and Empowerment

NTS is sensitive to challenges faced by our male and female students, helping all to stay in school and excel in their studies.
We work to maintain gender balance in our community, ensuring that girls represent 50% of students.  To achieve this, we work with parents in the community, actively encouraging them to send their daughters to NTS, framing it as a long-term investment in their family’s financial security. We also work with the Ugandan-based organisation, AFRIpads, providing girls with reusable menstrual products to ensure they do not miss school due to menstruation.
Inside the walls of NTS, we run gender-sensitive pedagogy training for all of our teachers, alongside safeguarding training.  This means that teachers are able to effectively teach our female students, and are trained to look out for signs of abuse.  This includes gender-based violence, as well as parental pressure for girls to get married or undergo Female Genital Cutting. Teachers also keep an eye on girls who may have been given too many chores and who are struggling to handle school and home responsibilities.  In this case, NTS works with parents to help girls find a balance.
We elevate female empowerment in all realms of the school.  We have a female president of the NTS Board, setting an aspirational example to all of our students. As we create our student government, we will feature women in leadership roles, communicating to all of our students that women can be seen as leaders, and must be treated equally at student government meetings.
And with this, comes the teaching of respect for both genders.  Men and women must develop mutual respect, understanding that as professionals and people, no one is superior to another.  This is the NTS culture.

References

¹ Human Development Reports, Gender Inequality Index, https://hdr.undp.org/data-center/thematic-composite-indices/gender-inequality-index#/indicies/GII
² UN Women, Kenya, https://africa.unwomen.org/en/where-we-are/eastern-and-southern-africa/kenya

³ Cultural Atlas, Kenyan Culture, https://culturalatlas.sbs.com.au/kenyan-culture/kenyan-culture-family 
⁴ Cultural Atlas
⁵ Chege, Girls’ and Womens’ Education in Kenya, https://ir-library.ku.ac.ke/bitstream/handle/123456789/9574/Girls%20and%20womens%20education%20in%20Kenya.pdf?sequence=1
⁶ Warrington, “It makes more sense to educate a boy”: Girls ‘against the odds’ in Kajiado, Kenya,https://www.sciencedirect.com/science/article/abs/pii/S0738059311000927
⁷ Journal of International Women’s Studies, Towards Inclusive Advancement: An Analysis of Gender Equity in Kenya, https://vc.bridgew.edu/cgi/viewcontent.cgi?article=3070&context=jiws
⁸ Journal of International Women’s Studies
⁹ Chege
¹⁰ Antonsson, The Vulnerable Boy-Child, http://www.diva-portal.org/smash/get/diva2:1114987/FULLTEXT01.pdf
¹¹ Chege
¹² Jayachandran, The Roots of Gender Inequality in Developing Countries,https://www.nber.org/system/files/working_papers/w20380/revisions/w20380.rev0.pdf
¹³ Antonsson
¹⁴ Akinyi, School based factors affecting girls academic performance,https://files.eric.ed.gov/fulltext/EJ1236803.pdf
¹⁵ Mukiri Limboro, Influence of Teacher Pedagogical Practices on Gender, https://ir-library.ku.ac.ke/bitstream/handle/123456789/24895/
¹⁶ Mukiri Limboro
¹⁷  Nabbuye, Gender-sensitive pedagogy, https://www.brookings.edu/wp-content/uploads/2018/11/Hawah-Nabbuye-FOR-WEBSITE.pdf