Kenya Integrated Education Programme (KIEP)

The Kenya Integrated Education Programme (KIEP) is an ongoing program implemented by Kenya Society for the Blind in partnership with the Ministry of Education. The organization’s goal is to increase public schools' capacity to integrate learners with visual impairment by training teachers and delivering learning resources.
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Year launched: 
1989
Launch country: 

CEI Plus Status

Program Results Status
Monitoring and Evaluation Reporting
Primary Approach: 
Implementer: 
Kenya Society for the Blind
Primary Topic: 

Location Data

City: 
Embu, Narok, Nakuru, Baringo, Turkana, Trans-Nzoia, Samburu, Nairobi, Kericho, Kwale, Mandera, Wajir, Kajiado, Kitui, Isiolo, Homabay, Kisumu, Bungoma and Nyeri
Geography type: 
Program Description: 

Kenya Integrated Education Programme (KIEP) is part of the education activities mandated by the Ministry of Education, Science and Technology (MoEST) and implemented by Kenya Society for the Blind with financial support from NGO donors. The program seeks to identify visually impaired (VI) learners and integrate them into the Kenyan public school system. The program currently supports 3,000 children across 541 schools in Kenya.

VI learners are identified for the program through parental and community referral.  To facilitate this process, awareness building sessions are held with various stakeholders in different sectors to sensitize them about visual impairment and how to promote inclusion.

A key goal of the program is to improve the quality of education for pupils with VI. Thus KIEP works with local schools to create an inclusive learning environment where children with VI can learn alongside their peers. In particular KIEP makes provisions in three key areas:

1. Educational Materials:

Equipment such as slates, stylus and braille machines are bought to allow the pupils to write. Audio-readers and computer software may be bought to allow the pupils to follow class readings.

2. Teacher Training:

Teachers are identified from the regular integrating schools and attend a national 4 month training session. During this training, itinerant teachers are equipped with braille and low vision skills to facilitate assessment, teaching and support of learners with visual impairment in their schools.

3. Sensitization:

A key element of implementation involves creating an inclusive environment for the pupil, eg. ensuring there is no discrimination at school. This involves meeting with all teachers and parents. Parents of out-of-school children are supported with information and in instances where the child’s family cannot afford school fees, scholarships are provided for the pupil.

By working with the MoEST the program seeks to entrench education programs for pupils with VI into ministry of education structures.

Key Challenges: 
Assistive devices for blind children are not provided by the state.