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By Amber McMunn Christine Owinyi, of the government’s Kenya Education Management Institute (KEMI), shares her perspective at last week’s education meet-up. Education across Africa is improving. Do you agree or disagree? This was one of the statements posited to the attendees at the education ecosystem event Metis co-hosted withEdTech Nairobiand theAL Group. Over 100 attendees were challenged to engage in discussion and debate around a variety of education-based topics. The room filled with shuffles and chatter as people moved to stand on the side of the room for either disagree or agree to the statement. While few people were willing to stand with disagree to the concept that education is improving, attendees were challenged in their perceptions when a woman who positioned herself with disagree gave her view. She argued that until education was taking place in an African context, and not a British or French or other colonial background, and students are learning about themselves and their history, education is not improving. She further explained, “[School] doesn’t teach me about myself, it doesn’t ground me in my identity. And yet you tell me that our education system is getting better?! I don’t think so.” As the room filled with clapping and cheers, it was clear that with only the first statement asked, people began to question their viewpoint and open themselves up to their ideas being challenged. The room was more evenly split with the second statement: everyone should learn to code. With polite and respectful but passionate discussion back and forth, both sides shared their view with cheers and claps of encouragement from the people around them. As the statements progressed and debate was sparked, people moved back and forth across the room for standing with agree or disagree. When the prompting questions came to an end, attendees were encouraged to carry on the discussions on their own. The room remained lively as people introduced themselves, heard about new organizations throughout Nairobi and the work they’re doing, and then continued to engage in conversations we so rarely open-up to. People moved about the room entering into conversations and starting discussions with people that were previously strangers. The opening statements had given the room points to start conversations on and it was clear they were anxious to continue. These are questions we do not need to wait for a networking event to ask. Talk to the people around you about if they think schools should focus on social/emotional learning as much as academics. Ask your coworkers where they stand on the view that vocational training is more valuable than a university degree. These conversations might be hard as they force us to reflect on why we have taken certain positions, and we must be open to other perspectives but changes within the education sector can only occur when people are willing to talk about their views, why they hold them, and are willing to have them challenged.

ByClifford Oluoch A meal time at the inception of the organization Shule Mtaani in Deep Sea slums. The boys cook for themselves and eat as a family. Clifford is a Metis Fellow in Cohort II. A dynamic, fun-filled, and creative teacher, with a mentoring and writing career path spanning almost 30 years in local and international curriculum is what defines the “Odijo”, as fondly referred to by his street children. Education is at the heart of everything he dreams of. Junior was 18 years old when he passed away in the streets of Nairobi in early February 2019. He had been living on and off the streets of Westlands for the last twelve years, having dropped out of school twice, first when he was 7 years old and barely into standard 2. He had joined up with a group of other street boys with similar dispensation to eke out a living on the plush street of Westlands where revelers would part with generous amounts of money or leftovers of sophisticated foods. Junior became addicted to the street life and did not see a reason to go back to school, after all he was making as much as the housegirls in Westlands. But one thing that Junior did not contend with was that he would grow up and lose his childhood charm that made people part with money so easily. The older he grew, the scarcer the money became leading to frustration and possible foray into petty crime. At 15, Junior got his second shot at formal schooling when he met sponsors eager to get him back to mainstream schooling. He did not last a month, mainly because at 15, his Literacy and Numeracy skills were too rudimentary and he was put in a class with much younger and sharper students than him. He dropped out of school. Shule Mtaani session with one of the many volunteers. The focus being on basic literacy and numeracy skills but coloring and painting do play a big role in the therapy sessions. The final attempt to help Junior was to get him into rehabilitation. The urge to change was there, but Junior lacked the resilience and staying power to see him through whatever he got involved in, a common trait among street people. It came as no surprise when Junior and four other street boys walked out of rehab after only a week, citing rigidity in rules and hard work. But two teenagers stayed back and went through the six month course, graduating with some basic vocational skills and a renewed vigour in life, thus making Junior regret his decision to stay out of rehab. As Junior hurtled dangerously towards full time crime, a script well followed by those before him, one wonders what would have made Junior and his street family prefer the unpredictable streets to a structured system. Firstly, there is freedom of movement and a fairly loose code of conduct in the streets: you sleep when and where you want, eat at your convenience (when you get food). Secondly, there is the monetary side where, like businessmen, money comes in daily. During club days, especially on Fridays and Saturdays, the stakes are high and on average, a street boy/girl can make as much as ksh.1000 per night. Thirdly, there is the comradeship where they hang around each other waiting for the next phase of their lives to kick in. Below the veneer of a dirty street person, is a well calculated and thriving drug/alcohol business where the street people are used as mules to transport the drugs/alcohol from one point to another at a ridiculous low fee of about ksh.50 per trip giving a blind eye to the risks. Worse is the peddlers selling the drugs to the street people on credit to permanently keep them hooked and in debt, leading to a vicious cycle of petty thieving to sustain the habit. It becomes harder to break out of this rut. We have a big problem on our hands. Mlango Kubwa in Mathare slums hold their Shule Mtaani sessions every Saturday. With a population of almost 300 street families, this proves to be one of the most challenging sessions that volunteers go through Junior was one of the 250 000 street youth in Kenyan and 60 000 in Nairobi. Whereas street boys and girls have always been part of the society, though mainly around slums, the explosion of street families in Kenya happened from 1992 as a result of highly politicized land clashes starting off initially in Rift Valley province. From then on, every election year saw the number of street children and families increasing exponentially to reach a dizzy and maddening 600 000 Internally Displaced Persons in 2007 Post Election Violence. As the number of street families spiral out of control, and a central and county governments look the other way, as a society we can do more. Much more. The begging question emerges of whether religious organisations can play a larger role than the one offs that leave the street families hungering for more. For example, Westlands / Parklands region is home to almost 20 religious centres, none of which have a structured program for street families. Against a background of almost 500 street families, each religious centre has the capacity to take in 25 street families and turn around their lives. Last year, a volunteer from India had a chance to share with the street families how he had teamed up with a few lawyers to compel the Indian government to allow public schools to be used as feeding centres in the evenings. He also talked of how, after work, people have volunteered their time to teach street children. Kenya can borrow a leaf. Public schools can introduce evening classes/vocational training for street children. This can also double up as feeding centres where those willing to donate food/clothing can do so. Many companies have a Make A Difference Day (MADD) where their employees engage in mentorship programs for the underprivileged. This can, and has, been extended to include private, local, and international schools to partner/adopt many of the slum schools. They can initiate feeding programs that will enable many of the slum students to stay in school and keep off the streets.

By Rukia Sebit Photos by Rebecca Crook Rukia is a Metis Fellow in Cohort II. She is a change maker who believes in improving lives of the economically disadvantaged by providing literacy among children. She is passionate about using technology as a force for social change, empowerment, literacy, and the education of young women and girls. What does it take to support children to believe in themselves and become who they want to be? Learn from Sunflower’s approach in Kibera, Nairobi. Students head home after an afternoon at Sunflower full of learning, laughter and growth. Joyce* is a grade six pupil at a local private school in Kibera slum. She was born and raised in Kibera and lives with both parents and four other siblings in a two roomed house. She has been in and out of school for the better part of her school years because of either school fees arrears that her parents could not raise or learning resources that were never there. These factors make Joyce and other girls and boys from the same environment lag behind academically and branded as low performing children. This means that any academic opportunity will be given to the ones who are top in their class. Joyce was one of our first beneficiaries at Sunflower Trust. She joined Sunflower with an aim of being linked to a scholarship or sponsor who would enable her to smoothly finish her primary education. At Sunflower, instead of finances, we provided her with a space and an environment where she can be heard, where she expresses herself without any fear of victimization, and somewhere she can interact with learners like her who are facing similar challenges. She also has access to learning resources and people she can see as role models. These are people who have stories similar to hers and are now successful. Through Sunflowers after school program, Joyce has not only improved academically, but also her attitude has improved, mental health, behavioral change, and most importantly she has people around her who listen. A young girl peaks over a car window as she leaves Sunflower to go home at the end of the day. Sunflower believes in its LEADership principles which are the guiding force behind all programming; we are building LEADers through the active cultivation of Love, Education, Action, and Discipline. Every day, we challenge our Fellows to demonstrate our LEAD principles through their actions towards themselves and one another. We celebrate and track when they do! When children demonstrate a LEAD principle they receive a bead: red for love, blue for education, green for action, and yellow for discipline. They wear the resulting bracelets with pride! Literacy as leadership and a form of justice is at the core of our programming. Free literacy is not simply the ability to read and write fluently, but the ability to freely express oneself through reading, writing, discussion, and arts. While there are many literate youth in the world, there are few who are truly freely literate; whose voices are heard, whose opinions and beliefs are listened to and taken into account, and who have the ability to fully express themselves and be who they want to be. The Pathways to Alternative Learning and Education (PALE) is an alternative primary school program for vulnerable girls at risk of ending their education early due to a myriad of different challenges. Our PALE program begins in fifth grade. We work to identify girls at risk of ending their education early and transition them to the PALE program. PALE changes the trajectory of a girl’s life. PALE students receive a holistic, high-quality education from our highly trained educators. We strive to provide Sunflower Fellows with a world-class curriculum emphasizing critical thinking and reasoning, as well as opportunities for collaboration and enrichment activities at our partner schools. A robust after-school program with supplemental art, literacy, technology, and reproductive health programs provides daily enrichment to our PALE students. Bright, driven, and enthusiastic, our PALE students are the future leaders of their community and the world. This young student is as excited to attend Sunflower as we are to have everyone there! Joyce is in her second year at Sunflower and the improvement has been tremendous both academically and character wise. We are working with her until her final grade of primary school and we hope to make her dream come true by linking her to a scholarship that will see her through her secondary education. There are many young boys and girls like Joyce who haven’t gotten a chance to explore their capabilities which enable them to shine academically. Only if we come together can we identify and support these boys and girls to believe in themselves and become who they want to be.

By Wanjira Mathai Wanjira is a Metis Fellow in Cohort II who is an inspiring leader, with over 20 years of experience on both local and international platforms. She is currently leading the development of the Wangari Maathai Foundation’s programs to advance the legacy of Prof. Wangari Maathai by nurturing a culture of purpose and integrity through curriculum for students and teacher training that inspires courageous leadership In January 2016, the East Africa Institute released the results of the East African Youth Survey. About Kenya we learnt that 80 percent of our population is under the age of 35! So we have a very youthful population into whose future the delivery of countless development goals rests. We also learnt from the survey that youth in Kenya (and East Africa) are optimistic about the future, they believe corruption is a legitimate way of doing business, and a large percentage of them reported that they are afraid to stand up for what they believe in for fear of retribution. How is this possible in a country that produced one of the boldest activists in the world (Professor Wangari Maathai) who went on to win the most coveted prize in the world, the 2004 Nobel Peace Prize? There has never been a time so critical in our history to inspire courageous leadership in our young people. A somewhat fearful and optimistic population that believes in corruption as a tool for progress, will not get us there. We must do something to change this and do it fast! And we must start early in their lives. The Wangari Maathai Foundation (WMF) recently collaborated with Crossing Thresholds to bring over 100 children from Kibera’s Mobjap and FAFU Schools, and some of their teachers, to Karura Forest. It was magical in many ways. None of these children had ever been to the forest, and some had never left Kibera. But thanks to both organizations, we made it possible through the Green Jeneration (J is for ‘Junior’). The Green Jeneration is an initiative created by children, for children who told us they want to be part of “making the world a better place”. This movement, supported by the WMF, creates beautiful learning environments by greening schools, improving the learning environment, and developing the value of responsible stewardship. The Green Jeneration creates opportunities for children of all walks of life to spend time in nature at the Karura Forest under the stewardship of the Karura Forest Environmental Education Trust. According to Six Seconds research, the climate in a school determines the success of the school and is linked to the level of engagement of the school community - teachers, students, governors, and parents. That the more conducive the climate in a school, the more engaged the school community will be. In the process of engaging with the Green Jeneration, children will also enrich their environmental awareness as they care and nurture the plants in their school. Education should be about building life skills for a future we know little about. Children need to be prepared for jobs that do not currently exist. But what we know is that whatever those jobs will be, they will need people of character to staff them. So as we pursue our various missions, let us do so knowing that the great work is laying the foundation for the future. Winter Wheat by Anita Roderick captures the essence of the slow deep work we are all engaged in. We must persist because it’s worth it: When I was young I thought that failure was impossible All wrongs would be righted in my time. Now I am old I see that failure IS impossible I pass the torch to you. Will you hold it high? For we are sowing winter wheat That other hands will harvest That they might have enough to eat After we are gone. We will plant shade trees that we will not sit under We will light candles that others can see their way We’ll struggle for justice though we’ll never see it flower Our children’s children will live in peace one day. As a Metis Fellow, I was inspired by the articles we read at the beginning of this journey. By far my favorite was one by Fred Swaniker, about Moments of Obligation. I loved it because it confirmed that the challenges we face pursuing purpose are meant to be hard. It’s hard work pursuing purpose, but when we are addressing what seem like massive challenges, drawing on our passion, and knowing that we are uniquely equipped to tackle them is all we really need. The rest is heart. Stick with it for the long haul.

By Amber McMunn Students attending post-secondary school do so with the hope of gaining the skills they need to pursue a fulfilling career. They are dedicating their time, finances, and talent to an institution they believe will help them. However, it takes an average of 5 years for a Kenyan graduate to find a job. Youth finish school lacking the skills and competencies they need to be successful in the 21st century. The 2018 Skills Mismatch Report by the Federation of Kenya Employers (FKE), details how individuals with degrees have taken up positions meant for diploma and certificate holders such as clerical and receptionist positions. Those with diplomas and certificates are then edged out of jobs and unable to find work. Unemployment rates have been reported as the highest for those with secondary levels of education, who also make up a majority of the labor force. This suggests significant skills mismatches in the labor market. The FKE report further explains that employers are now spending an average of Sh20,000 up to Sh100,000 to train new employees. This training is to address the skills gaps employers are finding with their new hires. As post-secondary graduates are unable to find work and employers are paying to train them, this demonstrates a gap in the system. There needs to be a change and there are a number of organizations doing the work to make this change happen. Organizations aiming to address these skills gaps are growing throughout Nairobi and across the continent. Some, like Moringa, CAP-YEI, ALX, Tustawi, and Tunapanda develop technical and soft skills. Others, such as Shortlist, Fuzu, and Kipawa support with placement. Sunflower and Lumen Labs are examples that develop life skills in younger kids and some, including GMin, Educate!, and Junior Achievement develop entrepreneurship. We can grow the efficacy of these organizations, and close the skills gap, through more intentional collective learning and collaborative action. On Wednesday, September 18th, we saw the potential of this at an event Metis co-hosted with Nairobi EdTech--Innovating for CBC: Building competencies for leadership and life. Representatives from some of the above organizations shared a dilemma they are facing in their work. Collaboratively, attendees brainstormed and discussed solutions. This event allowed everyone present to share successes and failures from their own work and to leverage synergies. If we are going to address a challenge of this scale, it is going to take the collective efforts of a myriad of organizations. Wednesday night was a small testament to the potential of a more coherent ecosystem in closing the skills gap. To advance our collective mission, we need diverse leaders and institutions who are willing to support each other and understand how their work fits into a broader picture.

Welcome to ReimaginED, Metis’ podcast! Together we learn from the best practices, challenges, and stories of education innovators in Kenya. You may just find your next co-founder, board member, principal, or friend on this podcast. Did you know life skills can be taught through dance? Listen to our first episode as Francis Odhiambo shares how ChezaCheza is reimagining education using dance. You will finish the conversation feeling inspired by how he is using his local knowledge (metis) to address challenges in Kibera. Get inspired here! As the podcast is in its pilot phase, we would love your feedback so that we can improve. Tell us what you want to hear, how we can improve, or if you know of an innovator we should hear from!

By Amber McMunn I met the Fellows of Cohort II one week after arriving in Nairobi from Ontario, Canada. Nairobi was to be my home for the next year as I completed a fellowship at Metis through Engineers Without Borders Canada. As the Metis Director of Storytelling, I arrived with the excitement of meeting education leaders within Nairobi and sharing the stories of their work to inspire others. Through this work, I wanted to grow the Metis Movement of reimagining education. My Metis journey coincided in a timely manner with Cohort II Fellows. We started our journey at the same time. As they completed their fellowship, I was six months into mine and halfway through my time living in Nairobi. This job had a learning curve, not only through adjusting to a new position but through life in a new city, in a new country, on a new continent. Throughout all this, it was the dedication and inspiration from our Fellows that kept me going. They welcomed me into their place of work and happily shared their personal and professional goals during their time with Metis. As I got to know the Fellows and learned more about their bold ideas, I was introduced to the challenges experienced in the education sector in Kenya. More than this, I got to know the people who were addressing these challenges and passionate about changing them. I saw many challenges that reflected issues I experienced in the Canadian education system, which further reinforced to me that we need a global education revolution. And here I was, meeting people ready to lead it. The issues addressed by the Fellows covered a wide range of topics from how best to educate street youth, to connecting learning to life, to STEM for out of school youth. But the similarity was that they all wanted more for the youth they work with. They were all ready to give their time and energy to help ensure the education experience was made better for youths of today and youths of the future. As the second Cohort comes to an end, I am sad to say goodbye to the Fellows. Though I feel extremely lucky to have met and worked with every person in Cohort II. They have inspired me more than they will ever know. The Fellows taught me to persevere through challenges, to always look for a solution when presented with a roadblock, and to believe that if we don’t agree with how things are currently being done, we can play a role in making it better. I look forward to the privilege of continuing to share their work and keep up to date on all the positive changes they are making within the education space. I am also excited about meeting and getting to know Cohort III. I do not think I can even anticipate what the incoming Cohort’s bold ideas will be, as every leader I have met working to reimagine the education space is addressing different challenges with innovation and passion. If you are an individual that works in education and has an idea of how education can be made better, apply for Cohort III. We seek leaders who want to create an education sector that works across silos to create the best experience possible for all learners. If that is you, I can not wait to meet you and share your story.

By Faith Ngogoyo For this guest blog, we are joined by Faith Ngogoyo of Lumen Labs. Lumen Labs aims to to bridge the digital divide by making computer education accessible to under-served and last-mile communities. “How many doors are in the city of Nairobi?” Or perhaps let’s contemplate an easier question: ‘How many primary school-going children do we have in Kenya?’ Imagine sitting in an interview as a fresh graduate from one of the leading universities in Kenya, and being asked such critical thinking questions. Many times, the candidate will be shocked at such queries. Their initial reaction will be to answer and say that they do not know, or that they do not have the statistics to informatively answer the question. Their next reaction (assuming that they are quick enough and have some level of initiative) will be to pull out their phone and attempt to find some guiding statistics that would help to answer these questions. Very few students will have the foresight to work backwards to arrive at a number and explain how they arrived at a figure or answer, however hypothetical. Nevertheless, this is precisely what employers are looking for. In Kenya, we operate in an environment that requires us to pass exams by whatever means possible. Because exams have been set as a measure of success and a determinant of potential, we find ourselves caught up in the processes of preparation. Society has dictated that we cannot succeed if we do not pass our exams; it is the means by which we attempt to rise above the average. Memorize, cram if you must, and ace that test! But what are such practices breeding? A culture of rote learning--one that is a deterrent to critical thinking and problem-solving. We prepare not for the workforce or future challenges, but short-term obstacles to academic success. This culture instills in students the fear of failure and the fear of failure, in turn, influences our ability to think. We are taught to memorize but never to think. The reason why a student will not attempt to answer a question such as ‘how many doors are in Nairobi’ is that their ability to think critically is disabled by the fear of failure and a lack of exposure to situations in which independent thought is a prerequisite. An article previously published by Metis paints a severe picture of unemployment in Kenya. Even with highly qualified graduates being released from leading universities each year and companies being established every other day, the supply and demand gap in employment continues to grow. Despite growing cohorts of academically qualified students, employers still complain about a lack of skilled candidates. Are they, perhaps, looking for students who can think beyond the classroom and solve problems in their organizations? It is possible to influence education outcomes and ensure that we are nurturing well-rounded students who are better equipped to imagine and innovate solutions on their own. At Lumen Labs, we work to ensure that the education systems across East Africa prioritize project-based learning: a teaching method in which students gain valuable knowledge and skills by investigating real-world challenges in a hands-on manner. Lumen’s students collect mobile data to investigate and develop solutions to real-world challenges. In the process, they are exposed to the use of technology as a tool in the problem-solving process and encouraged to develop their own solutions. We partner with schools, NGOs, and government implementing partners to offer project-based education, and empower students to solve the problems in their communities through technology. Our goal is to influence the critical thinking capabilities of students so that they can grow to be change-makers, leaders, and visionaries, in their own communities. We must address the smaller gaps that are contributing to the bigger problems we have. As we pursue this goal, Lumen continues to seek out partners that will help champion the project-based learning approaches, and transform Kenya’s long-established traditions of rote learning in education. Learn more: www.lumenlabs.cc

By: Mercy Munialo Antanasia skips over potholes on her route to school. She thinks of her learners and her heart immediately beams. She wants the very best for all of them. She, just like them, grew up in a marginalized community. She knows what it’s like to have unqualified teachers for most of one’s life. To share desks and books, and the leftover supplies from wealthier schools. She also knows the value of a teacher who makes you feel valued and seen. Who challenges and supports and believes in you. She wants to be that teacher for her 41 learners. Yet as she walks, something has kept gnawing at her mind. She is a keen teacher in the way she approaches classroom culture. Her students are motivated and focused. Antanasia’s Dignitas leadership coach has helped her get to this point. Their workshops and quarterly observation and coaching has strengthened her skills. However, she still struggles with differentiation and planning inquiry-based lessons. Her coach has two months until she exits her school. What will happen when her coach leaves? Will she be able to gain these skills in time? How will Antanasia keep learning after her coach’s exit? Educators Dignitas works with are able to create schools where students thrive. These are the questions my educators and I face. As a senior leadership coach at Dignitas, I have the privilege of training and coaching teachers and school leaders from Mathare to Homa Bay. Our team is proud to unleash the potential of 450 educators in marginalized communities so that 33,000 students have a higher-quality education. But the question still remains: how do we sustain our impact after formal partnership ends? Our apt school leaders have been doing well through our programming. However, in some cases, after our tenure in our schools, learning dwindles away and teachers revert back to old habits. As an organization, we had to come back and brainstorm on ways of addressing this problem. This is why I joined Metis. During my Fellowship period, I am working to answer this question: how might we support leaders to collaborate for personal and professional growth? On this journey, I have interviewed teachers and headteachers, I have learned skills for program design and behavior change. I have learned from other organizations and will be connecting with Metis mentors who can guide me. Mercy having a coaching conversation with a teacher at Alpha Care School Uthiru. “Metis enables me to thrive in my work!” Mercy with Metis Fellows at a Community of Practice. Metis, a movement of change makers came in handy in helping bridge this gap to help us refine, try and iterate our idea in order of remodel PLCs to prepare implementation in our schools. Metis is actively involved in turning each individual’s bold idea of change into actionable steps that can bring about lasting change. I was lucky to be nominated by our Executive Director and got a scholarship through Metis and Dignitas late last year in order to be a part of this dream team under Cohort 3 of education change makers. The most effective leaders are the most attentive learners! Both Metis and Dignitas take learning and growth to be at the core of what they do. Both organizations are not only keen on individual but collaborative growth which bridges the gap of working in ‘silos’ to bring about robust and impactful change. As a change maker set to learn from an intersect of passionate believers in quality education for the Kenyan child from both organizations, I stand a chance to help my organization test out and refine how we have previously conducted PLCs to help enable sustainability in our schools and the larger communities. In this way, Antanasia who is a representation of the teachers I work with can have a hope that long after Dignitas has exited, her school will have clear structures that help build knowledge sharing among teachers courtesy of the impact that Metis will have had on making this a reality. Thank you Metis! Thank you Dignitas! Thank you changemakers! Read more about Mercy and her workhere. Learn more about Dignitas here.

Dispatches from Metis Fellows on the Frontlines, Part 1 By: Jeffrey Oduor, Metis Cohort 2 Fellow, Carolina for Kibera Over the past few weeks, humanity has for the first time been united in unprecedented levels of corporation, humility, and fear; fear for our very own existence. We have had to reassess our lives as individuals, and organizations' values in the midst of shutdowns. COVID 19 knows no boundaries, and for the first time is traumatizing both the rich and poor in equal measure across the globe, which is not a necessary good but speaks volumes in support of universal healthcare. I have had the privilege of servicing in development work over the past 9 years, and yet none of those experiences has prepared me for the level of disruption COVID 19 has presented. As the disease continues to steadily spread across the country, one can't help but sympathize with the already overburdened health care system which is already on overdrive, communities in which social distancing is all but a fancy word for suburbians, dysentery, typhoid, and cholera are a regular occurrence and of course lack of basic infrastructure. Actually it's not all doom and gloom for these communities in the informal settlements. My experience in Kibera has shown that we are extremely resilient and have over the years overcome a lot of challenges. Over the past week, I together with my colleagues have been visiting highly vulnerable households and I have learned a couple of things about this disaster; I'll call it the other side of COVID 19. My greatest concern for the community is the other side of COVID 19 that has been overshadowed; the breakdown of social support structure and system, gains made in advancing women and girls right, the daily lunches in schools that guaranteed at least one meal a day, for thousands of school children, the other diseases (STI's, HIV among others), shortage of contraceptives among other things we have become so much accustomed to a regular part of life. In my various interactions, I have met and interviewed a lot of youth and women, and the desperation for basics is a pending disaster that I think should equally have safety nets. Government, private, and civil society responses MUST not only address sanitation and corona prevention, but also include provisions for food, contraceptives, safety from abuse particularly for children and women, and support for those dealing with others diseases. In the words of Al Pachino "We either win as a team or die as individuals"' as the world puts its best feet forward in addressing this disease, we should equally spare a thought for the millions who are left without jobs, the declining democratic space for women and other vulnerable groups. I continue to have faith in our ability to contain this disease, my appeal to all of us to pitch in, not to allow gains made over the years be washed away.

By Julie Auma, Metis Cohort 3 Fellow, Africa Yoga Project Dispatches from Metis Fellows on the Frontlines, Part 2 “Being of Service” was an alien concept to me before August 2016. When I joined Africa Yoga Project and became acquainted with this impactful ideal, it has made a complete difference for me personally and professionally. Being of service means doing what is wanted and needed, when it is wanted and needed. As wellbeing leaders, the Coronavirus COVID-19 crisis was and is another Africa Yoga Project call to action. Our program beneficiaries (yoga teachers) reside in our city’s low income neighborhoods. As you read this right now, you may not be aware of the realities and inherent challenges of calling these neighborhoods home. Babadogo, Kahawa west, Luckysummer, Gachie, Eastleigh, Huruma, Kariobangi, Majengo, Jericho, Mathare, Embakasi, Lungalunga, Kangemi, Umoja, Kiambu, Saika, Deep Sea Slums, Kibera and Wanyee. There are areas in these neighborhoods where majority of vital resources are shared. Bathrooms, toilets, water taps, kiosks/stalls, markets, food, and general sanitation. It is a daunting challenge to socially distance when a whole family shares one room. Where a whole floor/plot share one bathroom. Where water is collected from a central point. How do we “lockdown” where every day you are not at the market, at your stall, at a construction site is a day without money and without a meal? Leave alone the luxury of 2 meals a day or an extravagant 3. We looked for ways to be of service to members of our community while still keeping the spread of Coronavirus COVID-19 at bay. “Share the Sanitizer” Wellbeing Kit. This starter campaign from creation, fundraising and delivery of kits took 1week. Africa Yoga Project received such generous support from our community members, to organizations, to random individuals who wanted to make a difference. Together we were able to be of service and provide 1,485 kits to address a few immediate needs. Each kit contains 20 litre jerrycan for water storage. Soaps Hand Sanitizer A mandala and crayons A loaf of bread and snack Wellbeing booklet - containing yoga poses for immunity and stress relief and actionable precautions. Within this same one week, studio owners and Alumni of AYP, Yoga Heart Kenya began setting up hand washing stations in Kangemi, Kawangware and beyond. Current Africa Yoga Project teachers living in Masoro Rwanda, pulled together to provide soap and educate the elderly in their community on how to wash their hands as a precaution for Coronavirus COVID-19. There is still much to do, however, the beauty of being of service is the domino effect it has in creating impact. In inspiring people to do what is in their power to be of service in their communities. As you take precautions to protect yourself and others at this time, spare a thought and be of service. Opportunities are everywhere. It may be in this period of taking precautions. Be it at your next work call, as you create content, as you prepare food for yourself or your family, as you write that email or dial that number, get curious and think: How can I be of service at this very moment?

By: Rebecca Crook The Metis Manifesto guides our community’s work—an includes our core values! 1. The Vale School Builds Agency and Curiosity at Home Soiya Gecaga, school founder and Metis Cohort 1 Fellow, guides The Vale School Muthaiga through this time with the same love for learning and leadership she hopes to see in her staff and students. “It’s such an exciting time for all of us!” she says. The Vale School went online the day after school closure was announced. They’re using Toddle, an IB app, to send content and assignments to students. Students then upload pictures and videos back to their teachers and classmates. ​Namachaka tills for his family’s kitchen garden. Penzi, a class 2 student, not only completes her school assignments with vigor, but also is finding her voice as a young leader. To help people relax and exercise from home, Penzi started using her mother’s Instagram account to livestream yoga classes. We love how Penzi and the Vale community are innovating and serving others during the pandemic. 2. Children in Freedom Scholars Blend Learning and Life At Children in Freedom (CIF) School in Nakuru, Dr. Kanayo-Kiragu and her students blend learning and life! CIF Scholars are busy learning to read, write, create, and farm, at home. As is characteristic of Children in Freedom, students are bold and proud teachers as well as learners. Watch Jahdiel, Grade 2, teach about synonyms, antonyms, and homophones. Watch Nkatha teach us how to wash our hands. 3. Shule Mtaani Provides Food and Shelter As Head Teacher, Clifford Oluoch has not only supported the successful transition to distance learning for 800+ students at Premier Academy, but he also cares for the health and safety of surrounding community members. Through his organization Shule Mtaani, he’s provided 100 families in Gashei and Deep Sea with 1 month’s worth of food. Moreover, in the spirit of “Further Together”, Cliff is also fundraising for other grassroots organizations. Check out his facebook page to learn of credible, community-led initiatives in need of support. 5. Nova Pioneer Pivots to Distance Learning Dr. Nyaboke Nduati and the team at Nova Pioneer supported the safe and rapid transition of all their boarding students back home. They now learn via Zoom and Google Classroom. She shared some of her best tips on motivation and mental health with parents at our Webinar with WomenWork last week, which you can watch here. “We need to make sure our students still have the means to socialize, connect, and be kids during this time!” 6. Metis’ Collective Response To COVID-19 The Metis community has worked relentlessly to adapt and respond to the needs of learners, leaders, and parents. As COVID-19 has catapulted us to the future of learning, our community has collaborated (and sometimes commiserated!) to shift to distance learning. We’ve provided coaching and guidance on technical tools (Google Classroom, Classroom Dojo, Zoom) and pedagogy. Most excitingly, our community has collaborated to create resources for learning. We created an online resource hub for parents and educators. We partnered with Mum’s Village and WomenWork to host a webinar for 100 parents. (Access the recording here.) We co-created a Home Learning Guide and will distribute to 15,000 vulnerable families in Riuru and Nairobi counties. Contribute to our flash fundraiser campaign here. As we continue to navigate uncharted territory, we gain strength and hope from the collective leadership of educators, parents, and students. We hope that you also choose to do hard things, go further together, listen and learn, redefine excellence, and do small things with great love. Our schools and systems have failed so many for so long. Could this be an opportunity for us to reimagine teaching in learning--not only during the pandemic, but beyond it as well?