Elimisha Dada

LOHYI International implements education interventions in various counties across Kenya with the aim of ensuring educational right to local vulnerable young people, promoting inclusive equitable, quality education. The objective of the organization is to enable participation, engagement and inclusion of the marginalized.

We focus on education in schools, both in primary and secondary level. The following are our working areas under education:
1. Enrollment
2. Retention
3. Quality
4. Transition

  • About

    Education is a vital human right and plays a key role in human, social, and economic development. LOHYI International has aligned its education interventions to provide equal learning opportunities and sustainable learning experience for all children through addressing inefficiency, accountability and appropriateness for quality enhancement.

  • Impact

    • Parent and community satisfaction.
    • Created platforms to sensitize/create awareness, interact and acquired gainful information.
    • Motivational and Mentoring sessions
    • Life skills training
    • Better performance and more confident
    • Girls are more comfortable and can stay in school without interruptions.
    • Feel motivated inspired and encouraged.


A) Mentorship and motivation

Mentorship and motivation
Mentoring is a process for the informal transmission of knowledge, social capital and the psychosocial support perceived by the recipient as relevant to work, career, or professional development; mentoring entails informal communication, usually face-to-face and during a sustained period of time, between a person who is perceived to have greater relevant knowledge, wisdom, or experience (the mentor) and a person who is perceived to have less.

The aim of mentorship and motivation is to build positive friendships, provide a platform guidance and support and inspire children to reach their full potential. This program involves the same genders whereby they are gathered in one class and all mentored on issues concerning societal issues and encouragement to work hard in their education hence tips on how to set objectives for their own.
This focus on: - Sanitizing on drug and substance abuse
- Peer pressure/self esteem.
- Sex, Love and Relationships
- Gender based violence
- HIV/AID’S Awareness
- Hygiene and sanitation
- Life skills and Career choices.
This program outlines the basis of a mentoring young generation in the community. As well as collecting first hand personal accounts on particular incidence from the young mates as they grow.
Life Skills are abilities for adaptive and positive behavior that enables individuals to deal effectively with the demands and challenges of everyday life.

We help young people identify goals and build a good and healthy future for themselves. The acquired abilities are practiced, mastered and perfected to become skills.

B) TVET (Technical Vocational Education and Training)

TVET (Technical Vocational Education and Training)
TVET is defined as building skills for work and life. Is the education or training process where it involves, in addition to general education, the study of technologies and related sciences and acquisition of practical skills relating to occupations in various sectors of economic life and social life (as defined by UNESCO).
TVET comprises formal, non-formal and informal learning for the world of work. Young people, women and men Learn knowledge and skills from basic to advanced levels across a wide rage of institutional and working settings and in diverse socio-economic contexts.

In Kenya, most educational curriculum lacks practical and critical thinking needed to enable youth. Therefore, even the “educated” struggle with landing employment or engaging in entrepreneurial activities that enable them to catch up with market demands. Lacks of basic skills that promote enterprise have been a major setback factor in Kenya–leading to 40% of Kenyans living on less than $1/day. There are challenges in the way of overall economic success and self-reliance.

The good news is that the potential “payback” or return on investment from resources and opportunities properly applied is very high. In other words, responsible programs established with long-term educational and vocational results in mind are very successful.
In many countries, TVET is often considered as second last education compared to the mainstream academic branch, but TVET is increasingly seen as the master key to poverty alleviation and social cohesion and a chance for countries to jump on the bandwagon of development and globalization. In China for example, where skilled laborers represent the backbone of the current economic expansion, at least one third of all secondary school students are enrolled in vocational schools.
But at the other end of the spectrum, many nations are still struggling to create those indispensable bridges between education and the world of work. For many countries like China, TVET is not an option, it’s a necessity, with primary school leavers on the rise throughout the world, the need to expand further learning opportunities is urgent. Yet, many secondary school systems are unable to absorb these large numbers and jobs are even harder to come by. Young people need skills that are flexible and relevant to the demands of a constantly evolving, globalized labour market.

In order to ensure quality in TVET, responsible national authorities should establish criteria and standards, subject to periodic review and evaluation, undertake benchmarking from other countries, applying to all aspects of technical and vocational education, Including: a) All forms of recognition of achievement and consequent qualification
b) Staff qualifications
c) Ratios of teaching and training staff to learners
d) The quality of curricula and teaching materials.
e) Safety precautions for all learning and training environments; and
f) Physical facilities, buildings, libraries, laboratories, workshop layouts, quality and type of equipment.

To meet international training standards, programmes need to fully reflect on modern industry practices, have a strong focus on competency – based training methods and provide students with robust practical experience.


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