The prevailing poor economic conditions have caused many families to live in severe poverty in Kenya making it difficult for them to provide immediate needs for most vulnerable children; food, shelter, health and education. There are many children out of school who cannot access education as well as many children dropping out of school to fend for their families, engage in child labour, etc. This is caused by the diminishing income at the family level as well as HIV and AIDS. The government through the Minister for Education, Science and Technology (MoEST) launched the Free Primary Education (FPE) on January 6, 2003. Fees and levies for tuition in primary education were abolished as the government and development partners were to meet the cost of basic teaching and learning materials as well as wages for critical non-teaching staff and co-curricular activities. The FPE did not require parents and communities to build new schools, but they were to refurbish and use existing facilities such as community and religious buildings. If they wished to charge additional levies, school heads and committees had to obtain approval from the MoEST. This request had to be sent to the District Education Board by the Area Education Officer, after a consensus among parents through the Provincial Director of Education.

It was estimated that the Net Enrollment Rate rose from around 6,314,726 to 7,614,326 by the end of 2003, representing a 22.3% increase nationally. It was also estimated that another 3 million children were not enrolled in school. However, while free primary education has increased participation, it has at the same time created considerable problems. It has exacerbated the problem of teaching and learning facilities. As a result of the high influx of new pupils, classrooms are congested. Free primary education has made the situation of the teaching force in most of the districts generally bad. Teachers complain of increased pupil teacher ratios. Many primary schools are understaffed as a result of the free primary education programme. This does not augur well for the quality of education being delivered. SMCs cannot recruit because they cannot collect levies to pay teachers through PTA.  The improvement of school infrastructure is an urgent requirement to enable many needy children access quality education and complete their primary education.

Programme background
Many children in Kisumu East district are not able to go or complete school due to financial constraints which makes it difficult for the parents to afford school uniforms, desks, fees, etc. high prevalence of HIV and AIDS in the district has also lead to increased number of child headed households as a result many children have dropped out of school to take care of their siblings. Many schools are in deplorable conditions; they lack physical infrastructure hence making it difficult for children especially the most vulnerable ones to access education akin to other children. The Teachers are also demotivated due to poor working conditions as some schools do not have adequate learning environment to facilitate active learning. The recent post election skirmishes led to the exodus of teachers form other communities who had a bias in subjects like Swahili, this has contributed to understaffing. Some schools are not accessible during rainy season because most of the areas are prone to floods. This has lead to decline in enrolment in schools, retention rates, poor quality education, and eventually most vulnerable children pushed out of school.

KUAP mobilizes and sensitizes the community and engages them in community discussions to identify their strength, weaknesses, opportunities and challenges. After which action plans are developed together with the Ministry of education, municipality education office, ministry of public works, ministry of public health, Constituency Development Fund (CDF), Social services to start the assessment of the school to be supported for infrastructure development. This project starts with training of Artisans who will build the schools, head teachers and deputy heads as well as school management committee on supervision and stores management. After which the construction starts and afterwards the project is certified by Public works and handed over to the school for use.

We also creating and enabling environment in (the school environment) and out (in the community) of school by forming and supporting health clubs in schools. Conducting peer education, guidance and counselling, sporting activities, HIV and AIDS education, mentoring talks, sexuality education. This targets the most vulnerable children in the peri-urban areas of Kisumu town.

 The main objectives of the project are:

1. Increase access, retention and completion of basic primary education by removing barriers that hinder OVCS from school
2. Improve school learning infrastructure
3. Identify and nurture talents of children and retain/sustain children in school.
4. Ensure community participation

This programme is realized through support from friends and partners. With the support from Concern worldwide we have been able to improve over 55 schools between 2008-2010. We have also provided various tools for repair and maintenance of 70 schools in Kisumu East. This was supported by Concern Worldwide. We have managed to train over 165 school management committee members in stores management, building supervision, development of BQs and relevant accounting documents eg. Delivery notes, goods received notes etc. We have also trained 55 artisans in interpreting plans, quality works and modern technology for school infrastructural development. WE have also linked the schools with the ministry of public works for future supervision and issuance of completion and handing over certificates to school building projects.

Impact of the project
The investment made in Kisumu East through the school improvement programme will provide quality learning environment and enhance protection of the children. Quality learning environment; good classrooms, chalk walls, water tanks and latrines with a changing room will translate into children being healthier. They will have fewer incidences of disease. They will also have better academic performance and fewer school dropouts and repetition as a result of having been exposed to stimulating learning experiences in the newly improved school infrastructure.  SIG will help reduce poverty: Quality learning environment will contribute to more productive human resources because children who are exposed to such experiences have better success in school and hence grow up to get better paying jobs when they enter the labour market. Such adults have higher living standards. Reduce social inequalities: Quality learning environment help children with special needs and those from poor families to maximize their potential maximize the progression of disabilities and get out of the cycle of poverty. When children with special needs and those from disadvantaged backgrounds are exposed to stimulating learning experiences, their placement, retention, and academic performance are enhanced. This means that they are more likely to enter at the right time and complete school successfully, get better paying jobs and therefore live higher quality life. The SIG activities complements the software activities carried out in some of the supported schools and its helped us improve chances of girl child, moral values in the communities, increase opportunity for parental and community empowerment, enhance enrollment, retention and completion on equal grounds, improve health and sanitation, link children to services, enhance child protection as well as economic empowerment.