•According to Umuru, children like Mohamed left school to support their parents, and the savings from schooling costs were directed towards basic needs such as food and fetching water from far distances.
•Mohamed appreciates the second chance at getting an education, bringing him closer to his dream of becoming a science teacher.
Image: Lucas Odhiamabo/ Unicef
On his first day back to school, he showed the same emotions as an individual reuniting with his long-lost family. Returning to school after an unintended break rekindled his hopes to secure a brighter future.
For seventeen-year-old Hiribea Mohamed, returning to school after a short unintended break, the classroom presented renewed hope and a golden moment to learn with his peers, to play together, laugh together, eat together, and reconnect in school.
He smiles joyfully and shows off his new books at Kilelengwani Primary School in Garsen, Tana River County, Kenya. Mohamed is one of the 156 learners (89 boys and 66 girls) brought back to this school through a back-to-school program supported by Unicef Kenya and its partner Women Educational Researchers of Kenya (Werk) with the support of Education Cannot Wait (ECW) and Norway. The 17-year-old, now in grade six, had to drop out of school for years for several reasons.
"I had to drop out to work with my family in the rice field. I missed learning and meeting my friends," says Mohamed. My father could not afford to buy food, books, and other school supplies," he explains.
Mohamed left school to work long hours on his father's rice farm for years to ensure they had enough to eat and sell for his family's needs.
Through a collaborative outreach targeting out-of-school learners affected by drought, Mohamed was identified, and his family was sensitized to the importance of his return to school. He receives educational support and mentorship to ensure his learning is not interrupted.
To ensure holistic solutions for children left furthest behind Unicef and Werk work together to make schools safe and inclusive. Teachers and school communities are sensitized on child protection issues and gender-based violence, and psychosocial support is provided.
Kilelengwani Primary School head teacher Umuru Jalua notes that during the prolonged drought season families and children resorted to negative coping mechanisms due to reduced household income, drying of nearby water sources, and affected livelihoods.
According to Umuru, children like Mohamed left school to support their parents, and the savings from schooling costs were directed towards basic needs such as food and fetching water from far distances.
"The out-of-school situation for many other learners in this region was largely due to families affected by floods in late 2023 and prolonged drought for the last four years,” Umuru said.
"For the past three years, we have struggled to keep learners in school; they are lured out of class by various challenges, including early marriages, famine, and the recent floods in this area," he added.
"Most of the learners in this school cannot buy school items like books and pens and pay additional charges to facilitate their stay there. They come from very vulnerable families that struggle to meet their daily needs. Most of the families were also affected by the floods last year and lost their sources of livelihood," he added.
Image: Lucas Odhiambo/ Unicef Kenya
Umuru highlights the hope and optimism brought back by the support provided by Unicef Kenya and Werk.
"We have returned more learners to school in the last three months. Unicef donated stationery such as books, pens, backpacks, rulers, chalks, erasers, water tanks, and other teaching materials to make teaching and learning easier," says Mr. Umuru.
The Water and Sanitation situation in the schools has also improved the headteacher notes.
"We also had a challenge harvesting rainwater for the learners, but with the new tank installation, we will be able to store enough water to last us a whole term," he said.
Mohamed appreciates the second chance at getting an education, bringing him closer to his dream of becoming a science teacher.
"I enjoy being in class now; I used to spend long hours working with my dad on the rice farm," says Mohamed. “Now, I am learning new things in class every day, and improving my football skills in between my classes.”
"My teachers are very supportive. They always check and talk to me to give me the moral support to be in school. They gave me a new school bag, books, rulers, and pens," says Mohamed. "I love the science classes; I learn a lot about the human body and how it functions," he added.
"I want to teach others about it (science), especially my friends who are not yet back in school like me," he concluded.