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Education, Health & Life Skills


The right to education is one of the basic human rights stipulated in the Universal Declaration of Human Rights. According to the World Development Report (2007), young people need to acquire the right knowledge and skills to become productive workers, good parents, and responsible citizens. Learning takes place in many environments— home, school, the workplace—but most investments in learning take place in schools.

Those investments need to happen during childhood and adolescence, and the investments in adolescence are needed to make earlier investments pay off. However, preparation of youth for work and life is very low, just as demand for skills and knowledge is rising.

Past education policies focused on increasing the number of people who go through the education system, rather than learning that takes place in schools. To improve the skills of young people for work and life, education opportunities must be made more relevant to

the needs of all young people as learners and future workers, parents, and citizens, and young people need to be provided with the tools to develop their capabilities so they can make the most of opportunities. In order to succeed in today’s competitive global economy, they therefore must be equipped with advanced skills such as: thinking skills (critical analysis and creativity); behavioral skills (perseverance, teamwork, self discipline, ability to negotiate conflict and manage risks), specific knowledge (numeracy and literacy competencies); and vocational skills (a mix of specific knowledge and skills to perform jobs that rely on clearly defined tasks).

Kenya is a member of the United Nations and a party to the Millennium Development Goals MDGs. The education and health situation for Kenya reveal serious inadequacies and access, retention and completion are still key challenges.

Overall, data on pre-school enrolment rates indicate a higher enrollment of pre-school for boys than for girls. Central Province has the highest gross enrollment rates for both boys and girls (47.4%) while North Eastern has the least enrollments. It is important to note that children who do not participate in quality ECDE programs are ‘vulnerable’ to repetition, to dropping out and to unrealized potential.

Since 1990 there has been a steady increase in the number of both private and public primary schools. North-Eastern records the least number of primary schools while Rift valley records the highest number of primary schools. 26% of all primary school enrollments are in Rift Valley, followed by Eastern (18%) and Nyanza (18%) provinces have had the highest primary school enrollment rates over time. North Eastern (1%), Nairobi (3%) and Coast (7%) have consistently had the lowest primary school enrollment rates. Western and Central provinces absorb 15% and 12% respectively of all the enrollments.

(Statistical abstracts; Kenya youth fact book, 2010; Achoka, Odebero, Maiyo , Mualuko 2007)

TYSA will seek to use the advantage of value based sports for all to mobilize children, parents and communities to ensure children join, stay and complete school. TYSA will build on its existing models using football with other partners to create safe spaces and to make school attractive for children reducing barriers to children’s enrollment and attendance.

TYSA will also work with local leaders and the various structures in the devolved governments to ensure local legislation and bylaws on primary education.

Under health, Indicators for WASH and other sanitation related illnesses still reveal serious challenges.  Cases of open defecation, poor hand washing behavior, among others are still prominent and a key transmitter of disease in schools and communities.

TYSA will still use the sports for health models focusing on preventive strategies through the promotion of healthy and active lifestyles among youth, campaigns on health through soccer as well as mass community sensitization events.

TYSA will implement models and initiatives in and outside the school setting with different partners. The ultimate end here is a youth full population that is conscious of good hygiene as a way of life.


Kenya still has a big section of its youth full population unskilled and therefore unemployed with slim chances of penetrating the scanty and competitive job market. Youth unemployment stands at an un acceptably high rate of 70%. This is too dangerous for security and peace in the communities and could breed high crime rates. No wonder the majority prison population 54% is from the youthful age bracket.

TYSA through its value based sports models will work with government of Kenya and other actors to promote life skills and empower youth to tap in to existing livelihood improvement opportunities like the youth venture funds, SACCOS among other initiatives.

TYSA will also seek to build a partnership seed fund for youth entrepreneurship in its operating communities as a way of promoting a culture of work among youth.

The target populations under this area include; children 5 years and above, teachers, parents, community leaders, health educators, youth 18 to 25 years in and out of school.

 Improved equitable access to holistic Education, career guidance and livelihood opportunities for youth

Target groups

·         Boys and girls 5 years and above

·         OVCs aged 5-17 yrs

·         Youth  (18-24 yrs)

·         Parents and caregivers

·         Community leaders

·         Health educators

Key areas

·         Education access (enrollment, retention and completion),

·         Career guidance, mentorship and development

·         Life skills(Sexual Reproductive health, HIV prevention, Best sanitation practices – WASH, active lifestyles among youth)

·         Entrepreneurship and livelihoods


Grants, Government of Kenya, self help groups and self mobilized community and group savings and credit schemes (VSLAs)

Potential partners

Government of Kenya ( ministry of education, Ministry of Health, Ministry of youth affairs, Ministry of Sports, the devolved local governments, community development department), UN Agencies (UNICEF for WASH, UNDP for entrepreneurship and livelihoods), Street football world, Global Giving, SNV, other partners and NGOs, private sector (banks, telecom companies, Kenya Seed co. among others)

Operating Model(s)

·         Soccer for education

·         Football for WASH

·         Youth production groups

·         Value chain

·         Career fairs/events

·         Micro Enterprise Development, VSLAs

·         Child friendly school model

·         Youth centered advocacy

·         Child centered education advocacy

·         Community-led Total Sanitation

·         Public Private Partnerships

·         Youth SACCOs

·         Skilled inspirational volunteer placements

·         Youth camps

To achieve this, we will need to address the following key priorities:

·     Partnerships, networking and collaboration with government, donors, UN agencies and sector working groups

·     Effective community participation

·     Resource acquisition WASH

·     Staff performance – performance plan linked to program targets