“If the learning is not benefiting the student, then we should not continue with it”: reflections from Kakuma Camp
At the end of July, protests broke out in Kakuma Refugee Camp and the Kalobeyei Settlement, Kenya, where much of Amala's work takes place. The protests were in response to the implementation of a new ‘differentiated’ system to distribute food rations.
Holli Ghaisen, Amala's Learning Lead in Kakuma, and Lizzie Bray, Amala's Director of Education Programmes, met to reflect on the incredible efforts of the Amala team of educators in Kakuma during this period of civil unrest and violence.
Lizzie: Holli, can you tell me more about what has been going on in Kakuma over the last several weeks?
Holli: It started with the changes to food distribution. This led to a strike in the camp that lasted for two weeks and could start again at any time.The community and its leaders are protesting over the new differentiated system of food distribution. Some refugees will get food and others won’t get anything. The refugees said that they would not accept food or services that were given to some and not others. Unfortunately the protests became violent and people were seriously hurt. The strike meant all schools and learning centres with connections to the internet had to stay closed.
So that means Amala’s students and educators haven’t been able to physically get to our learning centre - how has the team responded?
Amala was prepared. Working with Louie Barnett (Amala’s Senior Innovation & Learning Lead) we figured out what we could do to keep learning going depending on the level of disruption. We asked ourselves questions like: When should learning stop? When could students learn online? Or learn asynchronously? What learning matters most under these circumstances? We consulted with the wider Amala team about solutions. Our assessment was that students could continue to learn safely from home but we needed to contextualise the learning and we needed to ensure that they could connect online. The cost of data bundles was initially a blocker but we looked over our budgets and found a way to be able to provide data bundles for the students to study in the relative safety of their home.
Can you tell me more about what you mean by ‘contextualising the learning’ in these circumstances?
Once we determined that it was feasible to study at home we contacted students to find out more about their individual challenges. We identified learning experiences that were specific to these challenges and would be of benefit to the student. If the learning is not benefiting the student then we should not continue with it. We identified what they could learn at the moment. For example this was a civic demonstration - what actions do you take to be safe; To keep your family and community safe; In what ways does protesting help or hinder the refugee community? These types of guiding questions easily connect to Amala’s competencies about moral and ethical actions as well as conflict resolution.
Demonstrations present different issues and conflicts. Being part of the solution and contributing towards resolving the conflict themselves - this matters a lot. Communicating ideas is important; verifying sources of information; knowing what to share and how to share safely. It was not difficult to adapt Amala’s competencies to the context of the moment.
As a team we made the decision to set aside the scheduled courses and instead we focused on competencies that mattered most to the students in this moment of time. This made it possible for students to stay motivated and continue learning and it aligns really with the importance that Amala puts on the wellbeing of the learner.
Wow - this is a remarkable demonstration of the agility and talents of the Amala educator team. Were there any other competencies that you focused on?
Well, self-navigated learning was essential. Without educators and peers nearby, the students had to manage their own time, their priorities and their wellbeing to be able to study and learn effectively.
As we thought about the different competencies and the context of the students one thing we heard from students was with regard to the smaller food rations. Students don’t always remember that Amala values their lived experiences. So for example one of our competencies is about resourcefulness; the use and prioritisation of resources. The solutions that the students come up with to support their family and wider community with the decreasing food rations are examples that demonstrate proficiency within this competency area.
This is amazing and so responsive by the team - I am wondering, do you see any connections to Amala’s overall approach to teaching, learning and wellbeing?
The approach we took connects with Amala’s learning foundations in that the learning experiences during the time of crisis were shaped and enriched through collaboration with learners and different stakeholders. Educators gathered feedback from the learners and their surroundings about their current situation to help create relevant learning experiences. The thinking behind this approach is to support the learners to practice and develop competencies that matter in their lives now and in the future hence providing a platform for dealing with real issues affecting them and their communities in the moment.
This is an amazing example of how our educators adapt to meet the needs and circumstances of our learners. Do you think the actions demonstrated by the educators are also strong examples of Amala’s Transformative Educator competencies?
Absolutely, the educators demonstrated their ability to design and facilitate learning experiences that best meet the needs of the learners and their context. This is one of Amala's Transformative Educator competencies. Our educators become skilled at designing learning experiences that provide opportunities for the learner to tackle real issues affecting them and their communities.
Once again - I am blown away by all that you do Holli! When we first started to chat, we wondered if we had something to ‘blog about’ - I am pretty sure that we do!