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The 2017 general comment (GC21) to the United Nations Convention on the Rights of the Child (UNCRC) on children in street situations, provides a framework of legal guidance for governments developing policies aimed at protecting street-connected children and sets up the rationale for more awareness raising and public education to counter negative and deficit attitudes towards street-connectedness. Within this framework, the media has a role to play in either challenging conceptualisations of street-connected children as out-of-place within the public and predominantly adult domain described by urban streets, or in reinforcing ideological constructions of citizenship and normalised notions of childhood that result in negative stereotypes of these children. GC21 recommends that interventions targeted at street-connected children should be ethically responsible -- adopting child rights approaches aimed at using accurate data/evidence that upholds the dignity of children, their personal integrity, and their right to life. As such, these approaches should also extend to how organisations engage with and utilise the media to represent street-connected children. Focusing on media representations of street-connected children during the six pandemic-affected months of February to July 2020, this paper provides a review of the content of the sources to provide an insight into the structural barriers that face street-connected children because of how they are positioned in society, during the pandemic and in general, and the extent to which the media reinforces or counters the rescue or removal narratives that can lead to inappropriate intervention responses.

The onset of COVID-19 made governments and other education actors prioritize distance learning, particularly through education technologies (EdTechs). Most sub-Saharan African countries adopted and adapted this approach. This paper examines the extent of EdTechs' deployment in Kenya during the COVID-19 pandemic among marginalized and vulnerable populations. A cross-sectional study design was adopted for the study from which this paper drew its data, with both secondary and primary data utilized. The findings show that marginalized/vulnerable learner populations are still left out on EdTech supported learning. This article proposes salient recommendations that could help advance inclusive education discussion and related EdTechs' discourse.

The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.

Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.

This paper contributes to the scarce literature on factors affecting EdTech use in households. These factors were considered through exploratory mixed‐methods analyses of cross‐sectional data on Kenyan girls and caregivers, captured during the COVID‐19 pandemic. Quantitative analysis of the child dataset (n = 544) suggested the importance of both structural factors—such as technology hardware availability—and non‐structural factors—including caregiver permission. Findings were supported by a thematic analysis of interview data from girls' caregivers (n = 58), which emphasised the role they play in girls' use of EdTech. Interviews also highlighted numerous caregiver concerns with EdTech, related to the relevance and rigour of educational content, the possibility of children accessing age‐inappropriate material and child health (especially eyesight). Policy makers could alleviate these concerns by providing guidance on EdTech use and clearly signalling their approval of verified initiatives. Practitioner notesWhat is already known about this topicEdTech can benefit girls' education, yet there are various barriers to it being used.Existing research shows clearly that EdTech use can be impeded by structural factors (eg, hardware ownership).However, we find insufficient empirical evidence on the role of non‐structural or behavioural factors.What this paper addsThis paper addresses this gap, using a mixed‐methods approach to explore the influence of 33 different measures (including non‐structural factors) that could affect the number of hours girls spend using EdTech at home.Findings from a quantitative sample of girls (n = 544) and a qualitative sample of girls' caregivers (n = 58) highlighted the importance of non‐structural factors, especially caregiver permission.The variable most strongly associated with girls' EdTech usage in our selected quantitative model concerned whether this was sanctioned by their caregivers.Our qualitative data suggested why caregiver permission to use EdTech might be withheld: caregivers emphasised perceived concerns about the risks and rigour of EdTech.Implications for practice and/or policyOur findings suggest the viability of policy interventions that provide EdTech guidance to caregivers.Caregivers uncertain about EdTech could be reassured of the appropriateness of verified initiatives, while those already convinced might be aided in their attempts to support EdTech learning.Such guidance could provide a low‐cost means of further exploiting the benefits that household EdTech learning can provide. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Development Research is the property of Palgrave Macmillan Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Kenya, like most developing countries, has for a long time grappled with overcrowding in its penal institutions. Prison decongestion has hence been a key focus area of the penal reforms which were rolled out in 2002. The reforms have however been relegated to the back burner amidst competing priorities. When the country announced its first COVID-19 case on March 13, 2020, penal institutions were immediately identified as weak links in the containment of the pandemic. The Institutions were put on a total lockdown and de-congestion measures upscaled as a means of curbing the spread in prisons. So far, the exercise has resulted in the release of over 12,000 inmates. This paper discusses the implementation of the decongestion measures during COVID-19 amidst certain systemic challenges incidental to its implementation and how the gains from the COVID-19 period can be infused into long terms policies of prison decongestion. [ABSTRACT FROM AUTHOR]

Introduction: over one third of total Disability-Adjusted-Life-Years lost in Kenya are due to noncommunicable diseases (NCD). In response, the Government declared significant commitment towards improving NCD care. The COVID-19 pandemic increased the burden on the already overstretched health systems in Kenya. The aims of this study are to assess whether health care providers perceived NCD care to be optimal during the pandemic and explore how to improve responses to future emergencies. Methods: this cross-sectional online survey included healthcare personnel with non-clinical roles (public health workers and policy-makers) and those delivering health care (doctors and nurses). Respondents were recruited between May and September 2021 by random sampling, completed by snowball sampling. Results: among 236 participants (42% in clinical, 58% in non-clinical roles) there was an overall consensus between respondents on NCD care being disrupted and compromised during the pandemic in Kenya. Detracted supplies, funding, and technical resources affected the continuity of NCDs' response, despite government efforts. Respondents agreed that the enhanced personnel capacity and competencies to manage COVID-19 patients were positive, but noted a lack of guidance for redirecting care for chronic diseases, and advocated for digital innovation as a solution. Conclusion: this paper explores the perceptions of key stakeholders involved in the management of NCDs in Kenya to improve planning for future emergency responses. Gaps were identified in health system response and preparedness capacity during the pandemic including the perceived need to strengthen NCD services, with solutions offered to guide resilience efforts to protect the health system from disruption. [ABSTRACT FROM AUTHOR]

Street artists around the world have been prominent in depicting issues concerning COVID-19, but the role of street art in public-making during the pandemic is unexplored. Despite burgeoning street art scenes in many African countries since the early 2000s, African street art is relatively neglected in critical street art scholarship. In response, this paper examines street art created during the pandemic in East African countries, principally Uganda, Kenya, Rwanda, and Tanzania, and explores the ways in which it is engaged in highly distinctive forms of public-making. Drawing primarily on qualitative online interviews with East African artists creating street art, and image analysis using online search tools, the paper argues that street art in urban areas is attempting to create knowledgeable publics through countering disinformation about the pandemic, to responsiblize publics through public health messaging and, through community activism, to build resilient publics. The paper concludes that street art is potentially an important tool in tackling the COVID-19 pandemic in East African countries due to the proximity, and mutual constitution of, creative practices and publics, which emerge from the embedding of street art within the social spaces of cities and everyday experiences of the pandemic. [ABSTRACT FROM AUTHOR]

We examined the impact of coronavirus disease (COVID) mitigation, supply and distribution interruptions on the delivery of long-lasting insecticide-treated nets (LLINs) in Western Kenya. The median monthly distribution of LLINs declined during COVID mitigation strategies (March–July 2020) and during the health worker strikes (December 2020–February 2021). Recovery periods followed initial declines, indicative of a 'catching up' on missed routine distribution. Mass community campaigns were delayed by 10 months. These observations offer encouragement for routine net distribution resilience, but complete interruptions of planned mass distributions require alternate strategies during pandemics. [ABSTRACT FROM AUTHOR]

COVID-19 pandemic has eroded gains towards Kenya Vision 2030's poverty eradication goal by denying Kenyan children and youth with disabilities access to (quality) education. Situational analysis on the impact of COVID-19 pandemic on education of primary and secondary schoolage individuals from March 2020 to December 2020 reveal that the education opportunities for learners with disabilities remained unpredictable as the disease ravaged communities to the end of the year. Learners with disabilities fell behind academically after school closure and COVID- 19 related biases predisposed them to academic failure and failed adulthood. Then, the implementation of disaster education and recovery plans are overdue and must intentionally target education of children and youth with disabilities. [ABSTRACT FROM AUTHOR]

The coronavirus pandemic affected the whole world in 2020, with high pressure on the health sector, many deaths, reduced business activity, rising unemployment rates, travel restrictions and social distancing. These developments have had severe consequences for all areas of every society around the globe. This also includes education. In many countries, primary and secondary pupils and university students alike were sent home as schools and universities closed abruptly as part of efforts to control the spread of the virus. As teaching moved online, learners and teachers were unprepared for the new situation, which posed a unique set of challenges. In this context, trainee teachers at a Swedish university were encouraged to support online teaching at schools in Japan, India and Kenya. The purpose of the digital internship was threefold: to continue the trainees' teaching placements in the absence of opportunities for inclass teaching; to provide an opportunity for trainee teachers to develop their own competence in online teaching; and to assist the foreign schools in the challenging task of delivering online classes. This article aims to investigate the challenges faced by pupils in Japanese, Indian and Kenyan schools and by 27 Swedish trainee teachers during this project. Data collection consisted of interviews, an online questionnaire, lesson observations, assessment forms, and reports given by trainees. The main challenges identified through our findings included internet access in host countries, the use of a teacher-centred approach to learning, and difficulty for trainees to relate to the pupils' life conditions. However, we conclude that the trainee teachers increased their global awareness through a climate-friendly alternative to the traditional teaching placement abroad. [ABSTRACT FROM AUTHOR]

Copyright of Gender & Development is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

On 30 January 2020, the World Health Organization declared the coronavirus disease of 2019 (COVID-19). After reporting its first COVID-19 case on 12th March, 2020, Kenya closed down all its learning institutions on 15th March, 2020. Subsequently, the Ministry of Education (MoE) developed the Kenya basic education COVID-19 emergency plan to guide the response and management of COVID-19 pandemic in schools. In spite of this plan, schools in Kenya remained closed for the next six months, with devastating effects on the academic, physical, and psychosocial wellbeing of many learners. In addition, COVID-19 has continued to spread within learning institutions even after re-opening on 6th October, 2020. The purpose of this study was to examine the capacity of Kenya's education sector in preventing, responding to and managing disease pandemics, such as the COVID-19. A desk review included the analysis of key national and education sector documents to determine how disease pandemics are categorised within Kenya's education sector; the elements of Kenya's education sector disease pandemic response and management framework; the capacity levels of the Kenyan MoE's disaster response and management (DRM) framework in responding to the COVID-19 pandemic; and recommendations to reinforce or redesign the MoE's current DRM framework. This study was anchored on Wenger's (2017) Prevent-Prepare-Respond-Recover framework which emphasises the aspects resilience and adaptability as key to an organisation's ability to rise from a disaster, rebuild and transform itself for posterity. The findings indicate that the element of 'whole system planning' with regards to DRM was strongly evident in several of the education sector documents, but challenges still persist in the aspects of anticipation, avoidance, accommodation, response, and recovery. Thus, the measures put in place to address disease pandemics appear to restore the status quo rather than enhance the education sector's resilience and adaptability. Therefore, it was recommended that the MoE should place emphasis on whole system renewal and provide the requisite resources in order to strengthen its DRM framework; consequently, creating a transformational DRM system. [ABSTRACT FROM AUTHOR]

Mathematical modeling of nonpharmaceutical interventions (NPIs) of coronavirus disease (COVID-19) in Kenya is presented. A susceptible-exposed-infected-recovered (SEIR) compartment model is considered with additional compartments of hospitalized population whose condition is severe or critical and the fatality compartment. The basic reproduction number ( R 0 ) is computed by the next-generation matrix approach and later expressed as a time-dependent function so as to incorporate the NPIs into the model. The resulting system of ordinary differential equations (ODEs) is solved using fourth-order and fifth-order Runge–Kutta methods. Different intervention scenarios are considered, and the results show that implementation of closure of education institutions, curfew, and partial lockdown yields predicted delayed peaks of the overall infections, severe cases, and fatalities and subsequently containment of the pandemic in the country. [ABSTRACT FROM AUTHOR]

Introduction: The COVID-19 pandemic will test the capacity of health systems worldwide and especially so in low- and middle-income countries. The objective of this study was to assess the surge capacity of the Kenyan of the Kenyan health system in terms of general hospital and ICU beds in the face of the COVID-19 pandemic. Methods: We assumed that 2% of the Kenyan population get symptomatic infection by SARS-Cov-2 based on modelled estimates for Kenya and determined the health system surge capacity for COVID-19 under three transmission curve scenarios, 6, 12, and 18 months. We estimated four measures of hospital surge capacity namely: 1) hospital bed surge capacity 2) ICU bed surge capacity 3) Hospital bed tipping point, and 5) ICU bed tipping point. We computed this nationally and for all the 47 county governments. Results: The capacity of Kenyan hospitals to absorb increases in caseload due to COVID-19 is constrained by the availability of oxygen, with only 58% of hospital beds in hospitals with oxygen supply. There is substantial variation in hospital bed surge capacity across counties. For example, under the 6 months transmission scenario, the percentage of available general hospital beds that would be taken up by COVID-19 cases varied from 12% Tharaka Nithi county, to 145% in Trans Nzoia county. Kenya faces substantial gaps in ICU beds and ventilator capacity. Only 22 out of the 47 counties have at least 1 ICU unit. Kenya will need an additional 1,511 ICU beds and 1,609 ventilators (6 months transmission curve) to 374 ICU beds and 472 ventilators (18 months transmission curve) to absorb caseloads due to COVID-19. Conclusion: Significant gaps exist in Kenya's capacity for hospitals to accommodate a potential surge in caseload due to COVID-19. Alongside efforts to slow and supress the transmission of the infection, the Kenyan government will need to implement adaptive measures and additional investments to expand the hospital surge capacity for COVID-19. Additional investments will however need to be strategically prioritized to focus on strengthening essential services first, such as oxygen availability before higher cost investments such as ICU beds and ventilators. [ABSTRACT FROM AUTHOR]