Education & Mentorship

441 pupils have transitioned into secondary school through Miss Koch Kenya’s scholarship programme. That’s not a projection. It’s a count.

Scale

A LOT-Change

A 9-year, three-phase research partnership with APHRC (2013–2022): Phase I (2013–15) supported adolescent girls in grades 6–8 with homework help, mentoring, and parental counselling; Phase II (2016–18) scaled to include a leadership component and both boys and girls; Phase III followed the Phase II cohort into secondary school to test whether the model held at an older age. Result: 900+ youth reached, and published research showing mentoring measurably improves school transition and exam performance.

SILP (Strengthening Innovative Learning Practices)

A post-COVID scale-up of a home-study pilot, delivered with mentoring partner GRIC (Grassroot Nest for Innovations and Change), helping learners keep up with schoolwork and building a peer-learning platform.

18-year scholarship and mentoring programme, running since MKK’s NGO registration opened access to structured funding in 2010

300+ students funded to date

441 pupils transitioned to secondary school

University-level support has continued since 2010

80 teachers trained in interactive teaching techniques and e-learning, post-COVID

50+ children received physiotherapy support through a partnership with Team Pankaj (cerebral palsy support)

ECD Center: a secured, purpose-built space for 160 early-childhood learners, built with the HP Dawda Foundation on reclaimed riverbank land

Starting school isn’t the same as finishing it.

Across sub-Saharan Africa, only around 12% of secondary-school-age children complete a full secondary education. In Korogocho, that statistic isn’t abstract. It’s the reason our scholarship and mentoring programme exists.

We track transition, not just enrolment.

A scholarship only counts as a result when a student moves on to the next stage of school, not when the fees are paid.

Our Commitment

To provide continuing support to beneficiaries beyond the scholarship year, and to keep partnering with stakeholders — including our own former beneficiaries — in how the programme runs.

To take an integrated approach to improving learning outcomes, psycho-social wellbeing, and behaviour among adolescent girls and boys — not just funding fees.

To keep tracking transition, not just enrolment: a scholarship counts as a result when a student moves to the next stage of school, not when a cheque is issued.

To treat the evidence from A LOT-Change’s 9 years with APHRC as a long-term investment, not a closed study — the mentoring model it proved keeps informing how current mentors and counsellors work.