Questions/Answers

The Teachers Service Commission (TSC) in partnership with Plan Denmark and Kenya, ChildLine Kenya (CLK), and Gender Violence Recovery Center (GVRC) implemented a 3 year (2014-2017) program entitled “Actions for Child Protection – Violence against Children (VAC) with funding from the European Union. This project contributed to minimizing various forms of violence against children, where especially girls and children with disabilities are at a particular risk of violence, including sexual violence. The TSC initiated, from the project, the Beacon Teachers Movement, (BTM) a movement whereby teachers uphold the welfare and dignity of the child, encourage effective growth and development while providing physical, emotional and social support and use alternative approaches of discipline, including appropriate measures for children with disabilities. The Education sector is mandated to address violence against all learners in institutions of learning and establish safe learning environments by implementing provisions of the Basic Education Act (2013), TSC Act (2012), TSC code of conduct and Ethics (COCE) – (2016), TSC Circular 3 of 2010 and the Education and training Sector Gender Policy 2015. As a critical actor within the school system, teachers may not only lack skills to prevent and respond to violence within the school system but may also be perpetrators. Beacon teachers went about changing the attitudes of their fellow teachers, learners and community. This has led to increased enrolment, retention and completion rate by pupils. Children, especially girls, can approach their teacher knowing fully well that they will be protected and offered help. These teachers do not only protect the children within their schools but they go among the community e.g. churches, bus parks, community meetings, etc. and advocate for the need of the child to go to school, be it a boy or a girl or children with disability without any form of discrimination.

To strengthen teachers’ capacity to detect and prevent violence against children at family, school and community level; to enhance response to victims of gender-based violence, sexual abuse and transactional sex, create a link between the child and the teacher towards services that offer child protection such as the police, hospitals, children services, etc; and enhance local and national integration of state and non-state child protection (CP) efforts

The beacon teacher movement is a first of its kind whereby teachers are child protectors as opposed to child protection organizations. The teachers provide physical, emotional and social support and use alternative approaches of discipline, including appropriate measures for children with disabilities. The children, including those with disabilities have opportunity to gain access to an education without any form of discrimination be it their gender, sex, age, mobility, etc. The teachers have redone the rules and policies within their schools which encompasses all the children. The teachers act as a link/bridge in accessing services from the various institutions. The support in rescuing of children by linking them up with shelters, violated/abused children are linked to hospitals, bring in counseling sessions within the schools every month, go to court rulings if it involves one of their learners in show of support, accompany parents/caregivers with police services, etc.Specifically, teachers (45%) and police (43%) are the most common options available to children and youth for formally reporting cases of violence against children while parents/caregivers (49%) and village elders (19%) are the most common options for informally reporting cases of violence against children.

The Kenyan Vision 2030 aspires to steer Kenya to a steady middle income economy as guided by the three key development pillars. Education lies in the social pillar and it directly influences the performance of the other pillars. This is because education transforms the lives of people by equipping them with knowledge and skills of innovating ways of production and bettering the lives of people. The Beacon Teachers Movement is espoused on the premise that through strengthening of existing child protection systems and sustenance of partnerships and collaborations, children are guaranteed of a holistic learning as well as development. The uniqueness of education is that it sets an equal platform for all children in accessing better opportunities in life. The initiative aims at bringing all stakeholders in the education sector, especially teachers and administrators on board so that the learning of children is improved. It targets provision of a conducive environment for retention and transition of learners upwards in the education system. A nation’s social fabric and future is assessed by how it treats its young generation. Thus, if the movement is embraced by all, everyone shall strive to offer the best service to children and the public at large.

Children, women, elderly and people with disability are considered to be special categories of the general populace due to their vulnerability to various adversities. Beacon teachers are proactive teachers in preventing and curbing any form of abuse among learners both within schools and outside the schools. The beacon teachers have created a link between the child and themselves whereby the child can now access services delivered in public institution. Majority of these children’s parents are illiterate and those who are literate are ignorant on the process to follow when responding to a situation affecting the child. The Beacon teachers are now in a position to educate and create awareness within the community and at the same time guide and support the child in accessing services. The police, the county offices, the hospitals, children services, local administration, and schools, the teacher can guide or refer the children, initiate rescuing by involving the police, referring cases to hospitals for further medical attention, etc. The community, are also capacity built on the existence of these public offices which can provide services that can support their wellbeing.

Children, especially the marginalized and those with disabilities are generally disregarded in terms of their rights and welfare. This is due to their vulnerability to abuse as well as the fact that their enjoyment of their rights relies on the responsibility, goodwill and the commitment of the adults around them. The Beacon Teachers Movement (BTM) has been very vibrant in creating awareness and capacity building both teachers and community members on attitude change. As a result, more teachers and community members such as parents have been “converted” to be pro- child protection. More than 80% of the total number of children and youth including groups with disabilities reached (63,701), know what to do and who to turn to in cases of violence against children: 99% females and 99% males of all children and youth surveyed know what to do and who to turn to in cases of violence against children and are aware of at least one option through which to report cases of violence against children. Girls have benefitted from more awareness created against harmful cultural practices such as female genital mutilation (FGM), child marriages, as well as selective education of children in favor of boys.

The Beacon Teacher Movement was the first movement to address Child Protection concerns in the country. The project identified teachers who were trained on Children’s right for protection, reporting, investigation, evidence collection and preservation and general judicial procedures concerning all violations on child protection. The TSC identified and supported selected teachers in upholding the welfare and dignity of the child which encouraged effective growth and development. This also enhanced consultation and participation between teachers and students on violence is the schools as well as create an open environment for dialogue and feedback between them unlike before

The innovation of the Beacon Teacher Movement was original because no other teacher movement had formed to address Child Protection concerns in the country. The Education sector is mandated to address violence against girls in institutions of learning and establish safe learning environments by implementing the Education Act , TSC Act , TSC code of conduct, TSC Circular 3 of 2010 and the Gender in Education Policy 2007.The TSC has made it a mission to safeguard the safety of children in and outside the school by creating a platform whereby the teachers are given an opportunity to learn how to detect any form of abuse, responding to it as soon as abuse is detected and carrying out measures to protect the children. The Commission has also implemented preventative measures through various guidelines, policies, disciplinary measures to create a child protection zone within the school and Child protection Champions who are teachers also known as the Beacon Teachers. Teachers fighting for the rights and safety of the child, teachers who go above and beyond in eradicating abuse from within their schools and their communities, teachers who are passionate about changing the society mindset whereby children, especially girls, as second class citizens.

Financial resources were used to implement the project in facilitating transport, meals, training venues, accommodation for facilitators and other miscellaneous expenses. Human resources were also used in terms of having facilitators who trained the teachers, project implementing officers amongst other. Necessary documentation like TSC Circular 3 of 2010 and other IEC (Information Education Material) material had to be printed and distributed amongst the teachers during the training.

Yes

The project has been transferred in other counties within the country. When the Beacon Teachers Movement started, it was within 5 counties which are Nairobi, Kisumu, Mombasa, Kwale and Kilifi counties. This initiative produced great results in these counties for example in the improved performance of learners. TSC was able to partner with another government organization National Council Aids Control Council to train teachers in other counties in the country like Kajiado, Nakuru, Kericho, Nyeri, Embu, Baringo, Meru, Kisii, Kiambu and Machakos. Beacon teachers were also formed in these other counties and there’s a warm reception in these counties of the Beacon Teacher Movement because they want to change and end issues of Child Violence in their schools and communities

The actions sustainability was ensured through a number of key strategies: - Recognition of the beacon movement by the Teachers Service Commission; The movement has its own constitution and formed its own secretariat. - The beacon movement also has its own curriculum. - The beacon movement has its own reporting mechanism and means of support. Reports are sent to the Teachers Service Commission Headquarters Gender, Disability and Child protection division as a means of monitoring their achievement. The movement also have a very vibrant WhatsApp group which acts a support mechanism for the teachers especially in areas whereby they feel they need clarity. - The beacon teachers also formed groups whereby money as a resource is gathered in order to help in fundraising in situations whereby a teacher comes across a child going through extreme hardships which would hinder his/her education. - Partnership between state and non-state actors: Strengthening cooperative relationships between state and non-state actors at national and county level through entering into formal bilateral cooperation agreements/memoranda of understanding (MOUs) between partners to ensure partner commitment during and after closure of the action. - Development of exit plan and holding close-out meeting: A close-out meeting was held to discuss key issues including the action’s process and outcome effectiveness, budget close-out, lessons learned, and roles and responsibilities turnover and development of a viable phasing out plan has been key in guaranteeing sustainability of the action. - Continued support for the action’s activities, especially in regards to the Beacon Teachers Movement; TSC has already secured funds from other sources (e.g. Plan International projects and other NGOs) to continue scaling child protection efforts. This will ensure continued support to the activities and therefore their sustainability. - Continuous Capacity building and public awareness campaigns

When the initiative was introduced, financial and human resources was used in order to capacity build and monitor the teachers. A lot had to be put in in order to change behavior of the teacher whereby they needed to be transformed to have duty to care of the child. With time teachers took up this challenge and became passionate about this initiative. Through their passion they discovered that without corporal punishment, the children behaved better, the work environment became conducive and friendly, performance improved etc. Teaching became a joy as opposed to a duty that must be done. This helped the movement to grow without the teachers being coerced/pushed to protect the child. With time teachers from the surrounding communities admired the beacon teachers and started inviting them to come to their schools and also talk to their fellow teachers and children on enhancing the rights of the child. The BTM expanded from 5 counties to 15 counties in total. There is the constitution of Kenya which highlights the need to protect the child and there are policies and guidelines within the TSC whereby the teachers have to adhere to in regards to the protection of the child. These policies are being used in support of the expectations of offering quality and equitable education to all. There is also a Gender and Child protection unit within the Commission whereby the beacon teachers send out their reports and cases. They also have their own WhatsApp platform whereby teachers from 15 counties have a place to share ideas and give each other support on various issues.

Yes

Plan International in Denmark and Kenya commissioned a final evaluation of the action: “Integrated Approach to Child Protection Against Violence in Kenya” implemented in partnership with Childline Kenya (CLK), the Teachers Service Commission (TSC), and the Gender Violence Recovery Centre (GVRC); and three government associates, the National Council for Children’s Services (NCCS), the Department of Children’s Services (DCS), and the Kenya Tourist Board (KTB). The main objective of the evaluation was to assess status of the action’s indicators and by applying the Organization for Economic Co-operation and Development OECD Development Assistance Committee (DAC) criteria, examine the relevance, efficiency, effectiveness, outcomes and emerging impact, sustainability as well as outline lessons learnt, conclusions and recommendations. It adopted a mixed-method approach entailing desk review, quantitative and qualitative design, data collection and analysis. Quantitative design, random mobilization of the action’s target groups was used. The qualitative design entailed use of Focus Group Discussions (FGDs) and Key Informants Interviews (KIIs) and adopted a purposive sampling approach due to the need of targeted and relevant interviews.

. Relevance Rating (5): Excellent The use of an inclusive approach entailing involvement of partners, associates, CBOs and target groups during the design and planning forums ensured that the objectives were wholly aligned with the needs, expectations and interests of the target groups and stakeholders. Efficiency Rating (4): Satisfactory All activities achieved on time using available resources, demonstrated compliance to set activity timelines and output targets in achieving its objectives and results within budget. Effectiveness Rating (4): Satisfactory To ensure functionality of the established and strengthened County-level structures, the BTM were trained on strengthening functional referral mechanisms at the community level and enhancing their capacity to act as a bridge between the community and the child protection systems; and advocating for a coordinated child friendly case management reporting system. Outcomes and emerging impact Rating (4): Satisfactory A number of benefits from this action intended and unintended, have been realized e.g. approximately 75% of parents and caregivers and 84% of teachers reported reduction in all forms of violence against children in the community and schools respectively Sustainability Rating (4): Satisfactory This is done through, capacity building and public awareness campaigns, partnership between state and non-stat

Reduction in all forms of violence against children in Kenya - number of children officially reported to the authorities as victims of violence for every year. Approximately 75% of parents and caregivers and 84% of teachers reported reduction in all forms of violence against children. Indicator 1: Increased percentage of self-reported violence of the total estimated cases of violence against children Approximately 55% of children surveyed (57% boys and 42% girls) had self-reported cases of violence against children that they had experienced Indicator 1.1.2: 80% of 59,000 children and youth, including groups with disabilities, know what to do and who to turn to in cases of violence against children More than 80% of the total number of children and youth including groups with disabilities reached (63,701), know what to do and who to turn to in cases of violence against children. Indicator 1.2.1: 1,000 teachers are aware of how to apply child protection and school policy on violence. Approximately 85% (81% males and 92% females) of the total number of teachers surveyed [40 (13 males, 27 females)] reported having knowledge on child protection and their respective school policies on violence against children.

The Teachers Service Commission (TSC) through the action: “Integrated Approach to Child Protection Against Violence in Kenya have in partnership with Plan Denmark and Kenya, Childline Kenya (CLK), Gender Violence Recovery Center (GVRC) and 9 sub- granted Community Based Organizations (CBOs) contributed towards eliminating all forms of violence against children in Kenya. The development objective of the action was to contribute to eliminating all forms of violence against children in Kenya through supporting the implementation of the National Child Protection System. The action, directly targeted in-school and out-of-school high-risk children - including children with disabilities, parents & caregivers, teachers, members of Area Advisory Councils (AACs), Primary Schools, members of Boards of Management (BoM), police & Child Protection Unit (CPU) personnel, safe house personnel, Beach Management Unit (BMU) personnel and other child protection service providers. This entailed use of CBOs in target groups’ communities to train and support school clubs, train out of school youth groups in youth leadership and support them to create community awareness on child protection through theatre and exhibitions, supporting community level rehabilitation of child victims, and supporting development of alternative livelihood strategies for parents and caregivers. Training of child peer educators in detection, prevention and reporting of violence against children was done using the SPEAK OUT BOX (SoB) approach. GVRC,CLK and Plan trained members from the select sub-grantees identified from community groups on group dynamics, to act as trainer of trainers and mentors for formation of parenting/psychosocial support groups. To streamline child protection systems, Plan trained participants from DCS, Police, TSC, CLK, and GVRC TSC, undertook a needs analysis assessment on key child protection issues in focus schools, trained teachers, initiated the beacon teacher movement (role model/

The Beacon teachers Movement has brought on board very substantial lessons in the course of its implementation. These are: (i) The social environment institutions plays an important role in determining the outcome of the objective of the organization. When teachers were sensitized on the importance of their relationship with their learners with respect to their performance, great improvement in enrollment, retention and transition were recorded. (ii) Collaboration of stakeholders has a guarantee of greater success in executing interventions. (iii) Outlining of structures and implementation plan prior to execution of projects/ interventions is key to guide implementers in remaining focused to the goal. (iv) Sometimes organizations and countries do have existing policy & legal framework. However, due to lack of good will, commitment and supportive structures, not much is achieved. BTM did not introduce new policy interventions, it focused on strengthening the existing child protection structures & mechanisms To improve this initiative, two approaches may suffice. Firstly is to reach out to all 47 counties, capacity build teachers and identify beacons. So far 15 counties have been reached since the end of the project. Secondly, enhance the capacity of stakeholders in the education sector for more support in their respective mandates.