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Expectations management; employer perspectives on opportunities for improved employment of persons with mental disabilities in Kenya

EBUENYI, Ikenna, D
et al
January 2019

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In Kenya, the employment rate for persons with disabilities is about 1% compared to 73.8% for the general population, and the situation is even worse for persons with mental disabilities. Persons with mental disabilities are often regarded as “mad”, and stand little or no chance of employment. An exploratory study was undertaken with employers and potential employers to understand factors that hinder or facilitate their employment and to gain insight into employers’ perceptions of mental disability.

A mixed method study design was adopted, including in-depth interviews (n = 10) and questionnaires (n = 158) with (potential) employers in Kenya to explore the barriers and facilitators of employment for persons with mental disabilities

 

Disability and Rehabilitation, https://doi.org/10.1080/09638288.2018.1534006

 

Bridging the Gap: Examining disability and development in four African countries. The case for equitable education

GROCE, Nora
et al
June 2018

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Over the course of a three-year project the Leonard Cheshire Research Centre worked with research teams in four countries: Kenya, Sierra Leone, Uganda and Zambia to better understand the relationship between disability and development in each country across four domains: education, health, labour markets and social protection. This mixed methods research used a range of interrelated components, including policy and secondary data analysis, a household survey of 4,839 households (13,597 adults and 10,756 children), 55 focus group discussions and 112 key informant interviews across the four countries. 

 

This report explores key findings in relation to education. Key findings discussed include school attendance, cost of education, inability to learn and gap in educational attainment.

"I washed and fed my mother before going to school" : understanding the psychosocial well-being of children providing chronic care for adults affected by HIV/AIDS in Western Kenya

SKOVDAL, Morten
OGUTU, Vincent O
August 2009

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This paper presents three case studies of young people each of whom is a primary caregiver for a relative living with HIV. They are drawn from a study in Western Kenya of how well children cope with the challenges of chronic care and the psycho-social impact it has on them

Growing pains : how poverty and AIDS are challenging childhood

SWIFT, Anthony
MAHER, Stan
2008

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This report looks at projects and programmes that aim to respond to the needs of very young children in southern and eastern Africa whose lives have been affected by both poverty and HIV. What is highlighted in the interventions that are examined is the effort of human beings in caring and supporting people and sharing resources

Violence against young children : a painful issue [whole issue]

June 2006

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The Convention on the Rights of the Child condemns 'all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation', and yet cultural practices often tolerate or even encourage some forms of violence, such as corporal punishment, genital mutilation or forced early marriage. This issue of Early Childhood Matters aims to contribute to the debate around the concept and practice of violence, abuse and neglect. Includes case studies of projects designed to reduce violence at home, in schools and in the streets

Girls' education in Kenya

UNITED NATIONS CHILDREN'S FUND (UNICEF)
October 2003

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In January 2003 the Government of Kenya announced the introduction of free primary education. There are still wide gender disparities in some regions but overall children aged 5-8 now have greater access to primary education with girls enrolment at 69% and boys at 68%. Pre-school education age 3-5 years is also occurring within Kenya and pre-school enrolment rate is at 40%. UNICEF is working, among other things, to strengthen education on HIV/AIDS prevention and the care of orphans, and to promote an integrated approach to the implementation of ECD, HIV/AIDS and formal primary and non-formal education sub-projects

Mobilising the community : a PILLARS guide

CARTER, Isabel
2003

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This guide looks at an example of community mobilisation that is based on using outside facilitators and workshops. However, recognising that resources to employ external facilitators and run such workshops may not be available, it takes the basis of the mobilisation process and shares it in a way that will help a well-organised and motivated group to use the process without outside help. It looks at participatory methodologies that can be used to focus on key community issues, how to gather information, presenting information and planning the action. It will be helpful to small groups or NGOs seeking to bring changes that benefit local people

State of the world's children 2004 : ­girls, education and development

BELLAMY, Carol
2003

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This year's report focuses on girls' education and its implica- tions for development. It presents the many benefits of educat- ing girls, examines the barriers that keep more girls out of school and the lasting impact such exclusion has on a country's development, details why education is the most effective means of combating many of the most profound challenges to human development and presents concrete and practical recommendations for the way forward

In the web of cultural transition : a tracer study of children in Embu District, Kenya

NJENGA, Ann
KABIRU, Margaret
November 2001

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The study compares children who were taught by preschool teachers trained in the two-year course run by District Centres for Early Childhood Education (DICECE) with those who had untrained teachers. The study, carried out in Embu District (Kenya), found significant differences between the two groups of children particularly in terms of performance in primary schools, with children cared for by DICECE-trained teachers faring better, and in relation to absenteeism, repetition and dropout rates

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