Why We Exist

Africa is suffering from many problems such as poor governance, conflict, corruption, environmental degradation, disease, and illiteracy. Challenges of access to education and literacy in many rural areas of Africa are often deep-seated and begin in early childhood, primary and secondary school, which when left unaddressed, often lead to cyclical illiteracy among the population. The problems of poor governance, conflict, corruption, environmental degradation, and diseases contribute to lack of access to education, but there are several, more pertinent factors that contribute to lack of access to education among low-income African rural communities. These factors are the reason for the establishment of Providence International School to offer Early Childhood, Primary, and Secondary School Education in the Flax area of Elgeyo Marakwet County. Some of these factors include:

 

Lack of Exposure

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In early childhoods of many low-income, rural Africa, children have not been exposed to books. This is in sharp contrast with the number of books in middle-income, urban children’s homes. In low-income homes, education is not a priority; the families prioritize the need to eke out a living, searching for basic life needs of food, clothing, and shelter. It is therefore necessary to set up a school with high standards, from birth where language skills, language exposure, reading expectations, a love of learning, and a connection can be made between academic success and future success. 

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Lack of Stability

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Many low-income African households live in tumultuous environments that create challenges for children to get to school, have homes that are conducive to learning, and engage in safe activities after school. Available statistics show some of the struggles low-income rural African families face including:

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• Single-parent families (more likely to be female-headed) are prevalent and are twice as likely to have low incomes compared to all families with children, and almost three times as likely to have low incomes compared to married-couple families with children.

 

• Health problems are more prevalent among low-income families, and these families are more likely to be incapable of accessing medical services.

 

Separate studies have also shown that existing conventional schools in African rural areas have high rates of student mobility, the majority of them coming from populations of migrant workers, homeless children, or low jobless families. These children do not have the opportunity to form enduring connections and are likely to experience lower achievement levels and are at high-risk for dropping out.

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Lack of Role Models

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In low-income rural households in Africa, where parents and other adults are less likely to have any education at all, children lack positive academic role models. Even in existing schools, less than two percent of teachers can be said to be positive role models. 

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First Generation

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More than 75% of children entering school as ECDE (Early Childhood Development Education) learners are first-generation students, meaning no one in their family has earned more than primary school education. This group is also low-income, jobless, or subsistence peasants. Within eight years, a large percentage of low-income first-generation students leave school without entering high school. First-generation low-income students are four times as likely to drop out of school with only a primary school education. This is likely to be due in part to the fact that first-generation students often straddle two cultures — the family culture and the school culture — each with its own set of expectations, rules, and demands. Without a supportive school atmosphere, it can be difficult for children to navigate the challenges of school and face sometimes conflicting demands.