Triple Response Model as a Learning Facilitator Among Young Women in Technical Training Institutions from Marginalized Communities of Kenya

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Date
2022-09
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Commonwealth of Learning (COL)
Abstract

PCF10 Sub-theme: Inspiring Innovations // Globally, female students from marginalized areas experience multiple disadvantages. In Kenya, the marginalized communities are synonymous with arid and semi-arid areas that continue to experience education disparities. Culture, the education and training systems, and the learning mode are among the other barriers that continue to disenfranchise women and girls in the education space. Towards ensuring women are proportionately benefiting from the education and training opportunities, Masai Technical Training Institute (MTTI) tested some tools of learning with students mainly from the Maasai and Swahili communities that have been marginalized for long. We employed an innovative Triple Response Model (TRM) of skills development encompassing flexible learning technologies, multimedia content and psychosocial support. This model benefited regular girls and girls with disabilities. Partly attributed to this intervention, MTTI has realized an increased number of trainees with disabilities by 40 percent improved retention and completion rates of female students during the COVID-19 reopening of institutions. This paper, documents the TRM as a learning solution in marginalized communities with the potential of scaling beyond Kenya. Practical steps on development and implementation in different setups within learning systems will be provided. Key lessons will be recommended to learning institutions, governments and development partners for remodeling and replication. // Paper ID 1780

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Subject
Women in Education,Technical/Vocational Education and Training (TVET),Rural Communities,Innovation
Country
Kenya
Region
Africa
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