KAKUMA REFUGEE CAMP, PRIMARY RURAL TEACHERS

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© 2021 JWL

When migration becomes development: "Use Your Talent Innovative Program" for People Prosperity at Kakuma Refugee Camp and Kalobeyei Settlement in Kenya.By Maria Angeles Alvarez Laso

1 A first step question is: How the NGO´s JWL (Jesuit World learning) is developing a learning facilitator program for rural teachers at LWF primary schools, and how the Use Your Talents program congregation at Kapenguria, Chesta (Pokot people of Kenya) and Lodwar, Kalemngorok center are using assets for Sustainable development?

In this VIDEO, you can see how the JWL Program is, and the map is done with the UYT in Kenya.

Answer

four questions: development, accountability, quality education JWL&UYT, SWOT analysis.

Student life Cycle Norway-Kenya June-December 2021

MARIA angeles

Name Zone: Kakuma Name Online facilitator: Maria Angeles Name Onsite facilitator: Stella, Ghak, Seme, Jackob Israel, Mayen Adress practice: Name place practice: Unity, Shambe, Kalobeyei, Horseed, and Rai. Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

Design Interactivitybsaed on transformative approach by Dr. Farland and Care approach Dr. Friedmann

CURRICULUM PLANNINGADDIE

MONITORING AND EVALUATION

TTICC 1

COMMUNITY 1

COMMUNITY OF INQUIRE

RPARTICIPATORY LEARNING

UYT- IP LWF

ANALYSE THE CONTEXT

DESIGN YOUR OBJECTIVES

MONITOR AND EVALUATE

IMPLEMENTTHESTRATEGY

DEVELOP YOUR CIPP PLAN

© 2017 Maria de los Ángeles Álvarez Laso

RESOURCES

TTICC 2

COMMUNITY 2

week 20-24

week 1-6

practicum

week 13-15

week 7-12

UNIT 1LEARNING FACILITATOR

UNIT 2PLANING FOR LEARNING

UNIT 3TEACHING AND LEARNING STRATEIES

UNIT 4LEARNING AND DIVERSITY

UNIT 5LEARNING ENVIRONMENTS

PATH

lifecycleEiE Education in emergencies

Teacher role and well-being

Child protection well-being and inclusion

edagogy

Curriculum and planning

IPTSD-MS

UNHCRSHERE STANDARDS

Community research network

NEED DETECTION

María Angeles Alvarez Laso Name of the project: Design interactivity Place: Kenja Curriculum Planning: I will Introduce the ADDIE model for a digital proposal. Objectives: Relate ADDIE model to Bloom Taxonomy for every step of the process Continous assessments: Relate MS-Standards to ADDIE and Bloom Taxonomy Performance and summative assessment: Develop the prototype for monitoring and evaluating Creating learning experience: Bold and accelerating learning by video and zoom if it is possible Active and cooperating learning: The onsite facilitators and online students cocreate their cases Questioning strategies and critical thinking: Based on the LF program, the path of inquiry. Memorization and understanding: Increase the concepts and vocabulary at the LF program Learning strengths and challenges: The strength to become digital with mobile devices. Challenge gets more digital infrastructure with a Mobil campaign in Norway to help JWL Learning across the cultures: Create a common visual language. Learning and gender: To support family life cycle by including multilevel strategy Inclusion: Celebrating to be alive with art gallery and the living heritage-based approach Learning in schools and classrooms: Find a way to develop a library for the community where tablets are accessible. Learning in community learning centers: The community center can connect the schools with tablet access. Learning online: Open sources for the community Learning in working environments: continue a set of ADDIE proposals Sharing experiences for practicum: Develop a living portfolio and share it with the Jesuit International Conference, universities and networks.

Making learning meaningful

UNITY: STELLA AND MARIA

Michael

emmanuel

susan

WILLIAM

My Identity Concept Map My name is William Malok Madong, South Sudanese, aged 23 years. I am last born in a family of six members, two brothers, two sisters, and a mother. I was born in Wunlit District in South Sudan in 1997. I was told it was during the dry season when I was born. My parents are from Jalwau community in Tonj, South Sudan. They are both from Dinka tribe. We are all, therefore, Dinkas. Jalwau community is neighbored by so many communities. When I grew up, I was many stories especially those that were trying to explain the origin of our community and how it had been coexisting with the neighboring communities. Jalwau community is comprised of four subtribes. They all have differences in some norms but share a lot of practices. These sub-tubes are Kongor, Ador, Bach, and Pakor. I was told they love each other and work collectively. I was told if one subtribe is attacked, they jointly fight against the same enemy. Jalwau community respects the culture of the neighboring communities. I started my study in one of the district schools. I studied grade one to grade five at Wunlit Primary school from 2006_2010. I was with learners from different communities. We shared ideas and learned together. I came to Kakuma Refugee Camp in 2014 and joined grade seven and did my Kenya Certificate of Primary Education in 2015. I was with learners from different communities with different cultures. I appreciated our differences. I was sponsored to high school and studied at Lodwar Boys high school. This school had learners of diverse cultures and languages. It was challenging to adapt to this situation. I later learned how to cope with cultural diversity. At first, I was a traditionalist as all my community members do. I later converted to Christianity where I was baptized. Currently, I am a Christian. At the community level, I do participate in community ceremonies, for example, marriage ceremonies and other important occasions. In Christianity, I do participate in Palm Sunday, Good Prayer, and Christmas ceremonies. Where I was born has positively influenced my view of the world. I have a love for the culture of everyone and am ready to learn new things from the different cultures. I do associate with people of different tribes though I love people with the languages that promote understanding. I don't associate with people with strong political beliefs. I hated them.

AJAK

Yes, Where and when were you born? I was born in the year 1988 Where were your parents from? They're from Jonglei state, Twice county, Nyuak Nyuak Payam, Dinka Bor What stories did you hear when you were growing up? I was told my grandparents from paternity and maternity both sides were all chiefs and sultans during their era as my father on his days before he passed on. What school did you attend? I attended Buma primary school and shiners boys high school in Nakuru before I moved to the school where I finished my last exam in form four @2011. Do you practice a specific religion? Yes, I was introduced to Christianity by my parents What ceremonies do you participate in? Weddings and graduations when time allows How has where you were born affected how you look at the world? During my ancient (grandparents) time, my lineage was rich both with domestic animals and agricultural products. Now am very poor right with nothing just struggling from the very start until now. What group do you most closely identify with? (tribe, community, political) Mine just base on education community only, no tribes, no politics List your identities. 1. James Ajak Dau 2. Age of 33 3. Male 4. Individual 845-00015572 5. Refugee in Kenya 6. 2011 KCSE C+ 7. Contact; 0790074871

BOYI

JAMES

NYANKIIR 75

LINO 75

MUHAWENIMANA

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCELWF

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCELWF

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCELWF

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE LEARNING FACILITATOR COURSE, 2ND COHORT KALOBEI CENTRE-KAKUMA 8.12.2021 COMPILED BY: # 23XKV Joshua Sitati Chelekesi Review by Dr. Maria Angeles Alvarez Laso Total points: THE LEARNING ENVIRONMENT WHERE I DID MY PRACTICUM I did my practicum in Shabelle refugee camp primary School. The environment for learning was quite appealing and Inclusive. The school had enough space for all sorts of activities for learners,it has rams where physically impaired learners are able to move into and out of the classroom and and pit latrines with ease. The environment was conducive for learning because the parents and teachers had a good relationship and this helped a lot in solving learner's problems and meeting their needs. The school also had SNE trained teachers who helped learners with different impairment and needs.The school is well managed with the help of board of management drawn from the parents of learners, students' government which comprises of learners who are selected by their fellow students and all other teachers and subordinate staffs. Group of learners The school has a population of over 2500 learners distributed into two categories;pre_primary and primary section. Pre primary section has two classes of PP1 and PP2 aged four and five years respectively.Primary section has eight Classes starting from grade 1 to grade 5 who are doing the current syllabus of Competency Based Curriculum (CBC) and standard 6 to 8 who are learning the 8_4_4 system(old syllabus). The learners come from different cultural backgrounds despite staying together in the community because we have different nationalities in the refugee camp. We have Muslims and Christians from eight different countries,namely,DRC Congo, Burundi,Somalia,Sudan,Uganda, Eritrea,S Sudan and Burundi. We have learners with different impairments and needs under the same compound and classrooms. There are those with difficult in speech, visually impaired, physically impaired and those with Hearing impairment who are the majority among the learners with special needs. The school provides an Inclusive learning environment for all learners by applying the theory of multiple intelligence and recognizing that every learner can learn irrespective of the status or race. Classes are built in a way that that supports learners with different needs and teachers are employeed on specific needs of learners like in the case of the deaf learners,we specific teachers who understand sign language to help learners move along with their colleagues in class sessions and promotion.Learners with disability are given support through supply of hearing devices, wheelchairs,eye glasses and special oil for those with skin problems. Impacts of my practicum to my community Since the JWL course started,I have witnessed tremendous changes in the community including;

• Increased school enrollment as many learners enjoy lessons and inform others.
• Due to active and cooperative learning ,many learners are becoming responsible.
• Through the use of technology and media, even illitrate parents are now incorporated in learning activities because learners are learning through practicals.
• Community learning centers are are going to have more learners hence more skilled people in the community.
• Most of my colleagues are now using varied strategies and approaches in their lesson presentation leading to enjoyable learning environments.
• Inclusion has taken center stage in community representation and activities.
• Learners are now cooperative and working as team with the knowledge that once achievement is dependent on their collective teamwork.
• Students learning and learning outcomes
• Students learned well after I acquired knowledge on SMART OBJECTIVES , learner's needs and classroom management. Most of the lessons were well taught and learners' needs were taken care of.
• Learning outcomes were achieved through the assignments given to students ,marked and records kept for reference.Since the learning outcomes were SMART ,each learners needs were covered and correct content taught.
• Challenges during my practicum
• There were minimal challenges since I had learned on how to tackle most of them.
• Time management , balancing between school work and and personal studies wasn't easy
• Due to large enrollment in classrooms was a challenge to my limited learning resources hence I had to strain so that I can reach all learners.
• Lack of of some ICT gadgets to help deliver the content to learners and submission of work was a challenge.
• Network interruption and sometimes my phone used to hang leading to delays in assignment piling hence more stress.
• Despite the above challenges,I managed to complete my practicum successfully.
• LEARNING ACTIVITIES THAT ENGAGED LEARNERS IN BOTH MEMORIZATION AND CRITICAL THINKING
• Students were engaged in group discussions,debates and field visits, forming acronyms of certain topics to enhance their memorization skill and critical thinking. They did this by carefully analyzing their findings from field visits during class discussions.
• LIKES AND DISLIKE FROM THE PRACTICUM
• I liked the knowledge and skills I acquired during my on the job learning because I was learning and applying what I was learning immediately,hence more knowledge retention.I enjoyed the group discussion during the in class sessions which
• were so lively and actively participated by all members,this made it easier for us to learn from one another,.
• Our online Facilitator too with the living chat made it easier for us to meet and discuss with our global classmates, this made us have a good relationship with her,in fact we thought we were in the same room,I will really miss this company.
• The practicum was so I can't remember what I didn't like, maybe failing to meet our online Facilitator was the most demoralizing experience, second only to lack of gadgets that we were promised at beginning of the course. All in all we thank God that we at least made it.

PRACTICUM EXPERIENCEKenyan Counsil

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE Name of the project: Name Student: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE Describe the learning environment where you completed your practicum. I did my practicum at NGUNDENG REFUGEE PRIMARY SCHOOL as an inclusive teacher. Our school is surrounded with households and one side at the main road that means the school is more community engaged. The communities that surround the school include the following; Somali, Nuer, Burundi and Congolese. The school has 22 classrooms one kitchen and one room for the security guard which is near the school gate. Describe your group of learners (highlight special aspects – culture-inclusion-number of students). As the class teacher I have 182 learners in my class 99 boys and 83 girls. Out of the 182 learners I have 8 learners with disability 6 with hearing impairment, one with vision impairment and lastly one with physical impairment. There are some of the best things I can tell about my learners first is the collaborative aspect that is working on any activity given to them by any teacher either curriculum activities and co-curriculum activities. Describe the impact of your practicum on your community. The impact that I know that my community had due to my practicum is the deliveries of quality knowledge and skills to the kids that belong to the community and how am trying to educate them on the importance of inclusion in the community. Reflect on student learning and learning outcomes during your practicum. During my teaching practicum am able to deliver the learning according to the capacity of the learners and also as per what the curriculum wants me to do like for instance when I was teaching agriculture I manage to take my learners to the nearest nursery bed so that they are able to see and touch what I had taught them in the class. Reflect about challenges in your practicum experience. Am so grateful that I have get myself in a school with some challenges that I know they are going to make my experience in handling large number of learners. Some of the challenges include the following; Too many learners and lack of space in the classroom. The number of learners that am handling in the classroom is absolutely too many such that it’s very difficult sometime to give an assignment because it will take more than two hours marking the work and identifying them all and to find out who has missed school that very day. Different nationalities. My practicum station and also the work place has learners from more than five nationalities that have got their own way of living so as a teacher sometimes it becomes a challenge because each and every learner just want to protect the other learner from their own community therefore making it so difficult to bring them together so that they all work together share everything as one. Lack of enough resources. Here in the camp it’s not easy to get the appropriate resources to implement the curriculum but we use the available resources which not even relevant sometimes like the issue with flowers when teaching flowers. Reflect on the learning activities that engaged students in both memorization and critical thinking. Some of the learning activities that I do know personality that my learners may need memorization are the names of the Nilotes, fresh water lake in Kenya, Germany colonist and many others. The learners need to memorize these groups, lakes and countries because they are mostly examining and therefore it need remembrance due to the facts that they are confusing. Then when taking about the critical thinking it comes when handling mathematic questions because it surely needs more of thinking like the number patterns. Reflect on what you like – what you did not like about your practicum experiences. Since in everything that we do as human beings there must be something that you like and that you didn’t like and so is the same to me because teacher in a large classroom of 183 learners is not easy it makes it difficult to accept that I like, also the duties that am assigned by the administration are too much and I cannot have refused because it’s my duty to do it then talking about what I like is the working atmosphere between staffs because we are all doing our work and anyone is not coming due to some reasons we are always there to cover up that person and also the performance of the learners are so encounraging.

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

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SHAMBE: GHAK GHAK AND MARIA

MATTHEW 61

ACHIRIN

IDENTIFY CONCEPT MAP Name... Achirin Rachiel Place of birth... Kakuma Refugees Camps Date of birth...7/1/1998. Story heard ....Sudan and s.sudan war Schools. ..... kakuma Refugees secondary schools Moi town ship primary school Lake turkana pre-school Religious....... Christianity Ceremonies practicipate in.......... religious occasion, married ceremony and anniversaries. How kakuma affected how I look at the world? It's affected in hardship of life without soon changes due to hopeless of moving out. Tribe..........s.sudanese , Dinka IDENTITY.......... Story teller, female , best cook Watching series , religious leader

BIOR WEK

PAUL 58

ANIETH

SHINJI

PRACTICUM EXPERIENCELWF

y experience is...... Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCELWF

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

Making learning meaningful

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SHAMBE: GHAK GHAK AND MARIA

MATTHEW

ACHIRIN

IDENTIFY CONCEPT MAP Name... Achirin Rachiel Place of birth... Kakuma Refugees Camps Date of birth...7/1/1998. Story heard ....Sudan and s.sudan war Schools. ..... kakuma Refugees secondary schools Moi town ship primary school Lake turkana pre-school Religious....... Christianity Ceremonies practicipate in.......... religious occasion, married ceremony and anniversaries. How kakuma affected how I look at the world? It's affected in hardship of life without soon changes due to hopeless of moving out. Tribe..........s.sudanese , Dinka IDENTITY.......... Story teller, female , best cook Watching series , religious leader

BIOR WEK

PAUL

ANIETH

SHINJI

PRACTICUM EXPERIENCE

y experience is...... Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

Making learning meaningful

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KALOBEYEI: SEME AND MARIA

MELLAN 51

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE A Sample Practicum Report During my practicum , I took the opportunity to re-examine the teaching and learning process and the strategies I employed to ensure that my facilitation was a success. This endeavor emphasized both my Strengths as an instructor as well as underscored a need for flexibility. It also illuminated areas in which I can improve and offered insight into methods and strategies to improve the overall learning experience. • The practicum learning environment. My practicum was conducted in an onsite class at Friends Primary School in Kakuma refugee camp. The focus of the class was good time management and classroom control. It took place during our second term of our school calendar. The practicum took place onsite since learners were available in schools and this made our work easier . We were able to interact with learners face-to-face. • The group of learners at the Practicum The class consisted of 84 learners. Thirty five were of South Sudanese descent. Twenty five were of Ethiopian . Ten were of Congolese descent. Eight were of Burundian descent. Five were of Somalian descent. One was of Ugandan descent. There were Forty nine boys and Thirty five girls. They came from different cultural groups and ethnistic groups , were everyone believes in different cultures and believes. • Impact of you practicum student learning and learning outcomes . The practicum had a positive impact on the students which was demonstrated through an increase in the overall quality of a written assignment as well as an up-tick in meaningful onsite group discussions. In particular, the alteration from the group discussions to an individual written exercises not only gave them a creative outlet to analyze what was being discussed in class but also saw excellent use of citations as well as drawing on scholarly resources to buttress and support thoughts. • Challenges during the practicum experience . We had challenges in incorporating all nationality in one class since each community had their own way of working out things. We had inadequate teaching/learning resources. Learners with disabilities were denied chance to reach school due to distance covered from home to school. Language barrier was the biggest challenge I faced during the practicum, I was forced to have interpreters at a given time to help learners understand the lesson well which took more time as expected. • Critical thinking activities I took initiative to introduce different ways of working together and bringing learners together in way that will accommodate each other. We used different ways to learn like brainstorming, discussions, role play etc. Learners were given assignment in which they are supposed to present in front of the rest this boosted their courage and motivated them to work well. We plan for bench marking where we invited the schools near us for a mathematics contest. • Lesson learned The papers and discussions this practicum sparked were truly heartening in the wake of such a trying time re many things that I enjoyed about the practicum. One of the greatest moments for me as a facilitator was when my students were able to handle assignment on their own without difficulties. Conversely , the course also illuminated a bias of my own, I tend to focus my energy on students that are struggling and give less feedback to students that are doing very well. This is likely a reflection of my own desire to be left alone when I am working. I also learnt that online learning needs more commitment and sacrificing for you to achieve the goal intended to be achieved.

YAWA 36

I lukol JOSEPH 70

PRACTICUM EXPERIENCELWF

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE PRACTICUM REPORT LEARNING FACILITATOR COURSE, 2ND COHORT KALOBEI CENTRE-KAKUMA 6.12.2021 COMPILED BY: # Q4RJ2 Ilukol Joseph Essian Review by Dr. Maria Angeles Alvarez Laso Total points: PRACTICUM REPORT Overview JWL IS a learning center that offers several courses to students across the margins. among these courses is the learning facilitator course which I am studying online in kalobeyei learning site, kakuma Kenya. the learning is taking place also in onsite classes where students meet and discuss experiences together as they also share ideas. This learning center is located in kakuma refugee camp that is under UN HCR in Kenya. The learning environment where I completed my practicum I completed my practicum in a pre-primary and primary mixed school called morning star primary school which was located at kalobeyei settlement refugee camp in kakuma Kenya. The school had a population of about four thousand learners and managed with about thirty-three teaching staffs and ten non-teaching staffs. the school was funded by UNHCR[1], and the implementing partners were FINN CHURCH AID (FCA)and WINDLE INTERNATIONAL KENYA (WIK). The school facilitated learning of learners from different tribes and cultures, nationalities and religions. The implementing partners were providing quality education through inclusion[2]. The learning environment had enough classrooms that were conducive for all learners, the school had a number of already trained teachers who used to guide and correct me where necessary in the curriculum implementation during my practicum. The school also had enough learning materials provided by the funding organizations and where the materials were not available we use to improvise the locally made materials from the surrounding environment which were inclusive. The impact of my practicum on my community My practicum had an impact in my community in various ways. however, the changes were both positive and negative and people in my community took these changes in different ways based on their differences. The following are some of the impacts I identified are caused as a result of my practicum. Changes in different ways of performing duties in daily lives activities, people in my community changed the ways in which they do their daily work both in schools and home based activities this helped them adopt to new ways of lives. Changed in behaviors of students to adopt to modern ways of lives that were brought in by the new technology. Social aspects also changed, and students accepted to stay together with others of different nationalities in the same learning environments. There was also the development of a common language that ease the communication of students with different languages. In respect to different cultures and beliefs all students were to respect each other’s culture and beliefs as this promoted peace and harmony among students and members of the community regardless of their differences. Activities that promoted inclusion such as play games were improved in the learning center and in the community. This promoted the high level of problem solving skills and mechanisms It also led to the improvement of high standards of critical thinking, memorization and improved teaching methods among students and people in the community. Reflection on students learning and learning out comes during my practicum During the learning of my students there were several observations that I made, and this were both leading to the achievement of the learning out comes during the learning process. There was active e participation among students. this was evidence when students actively participate in pairs and groups each contributing to the achievement of the desired objectives of the lesson. Students were able to adopt to the new teaching strategies that enhance their participation and suit their interest in learning this was made easy with the use of the teaching strategies and skills such as questioning strategies and memorization skills. However also learners were able to achieve the desired objectives of the learning, and this made learning more successful. Challenges during the practicum experience Although the practicum was interesting I experience certain challenges and among them include the following. Issues with time management, allo tment of trivial wok, which was not done by my practicum partner, adequate compensation for the load of work done, competitive co-interns and hesitation to ask questions, managing large classrooms was also a great challenge with the high population which was really very tiresome and cause exhaustion every day Learning activities that engaged students in both memorization and critical thinking During my practicum I used a number of activities that could help my learners get engaged in both memorization and critical thinking and some these activities include the following. Taping into the student’s prior knowledge, learning students interest, organizing classroom discussions, fostering competition among student’s attribute linking –building community by taking perceptions and also body sculpting using theatre to explore important ideas Promote interaction among students, allow reflection time and use real life problems. Last but not least during my practicum there are a number of things that I liked, and this boosted my moral during the practicum and some of this things include but not limited to; Job experience in terms of knowing improved teaching skills and strategies Having access to a variety of departments in the learning environment and others supporting sectors Research experience, mentorships, creation of professional network, build strong resume, help guide career goals and also secure good reference and recommendations. However, I also experience a few things that were really disappointing during my practicum and this include work simulation, great expectations, left over, perpetual guilt, no remuneration, vague boundaries and finally his wasn’t in the job description you will always hear your self-wondering time and time again. This has been a brief report about my practicum practice during my job experience otherwise thanks JWL for offering me this professional course thanks. Ilukol joseph essian ID Q4RJ2 [1] https://www.unhcr.org/education.html [2] https://www.kirkonulkomaanapu.fi/en/work/education/

Making learning meaningful

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HORSEED: JACKOB ISRAEL AND MARIA

DAK

JOSHUA

HORSEED SITE MY IDENTITY CONCEPT MAP SUBMIT WORK I was born on the 28th day of November 1986 in Sinoko village of Chwele Division in Bungoma county. My parents were Mr. Saul Chelekesi and Mrs. Mary Chelekesi respectively, all of who are deceased. My parents hail from Bungoma county western part of Kenya. While growing up in my early years, I used to hear very funny and scary stories about animals like the ogre and the tricky hare and hyena, why the Hyena limps. I attended several schools due to some reasons, I started my kindergarten education in Wabukhonyi SA primary School, then later transferred to Naitiri RC, then did my Kenya Certificate of Primary education (KCPE) Examination in Nabing'eng'e FYM primary school in Bungoma county. From there I joined Busakala high school where I did my KCSE. After KCSE, I joined Bungoma teachers training college and graduated after two years. I practice Christianity since my childhood till now, so I practice Christianity as a religion. As a Christian, I celebrate various ceremonies like baptism, Christmas, marriage, and burial ceremonies of loved ones. Before I was born again, I used to practice traditional ceremonies like circumcision and traditional marriage ceremonies. I was born in an area where people are very hospitable and generous which is sometimes very challenging when I visit other areas where people are self-reliant and they are independent, they don't easily mingle with others, this has been challenging me to an extent of sometimes blaming them or my community for not freely collaborating or being wasteful respectively. I mostly identify myself with the Bakitwika ( Bukusu) tribe of the larger Luhya community affiliated to the FORD Kenya political party although politics is dynamic, I am not static in terms of political parties. Joshua is a Christian, teacher, learning facilitator, and Luhya Bukusu man affiliated to a vibrant political party known as FORD, this is my identity.

LUKA 72

About myself I am yuhana Luka nabashti born I family of five Where two parents and three children, two girls and one boy, which is me .my. Both parents are farmers. I was born in a Christianity background, and we have attended a Catholic church since today, where I was baptized at the age of 6 months and grown-up the church. I was also Born in Khartoum, capital of the Sudan republic, and brought up in the Nuba mountain region in another part of Sudan. We have experienced many civil war challenges in Sudan, which was between the national party and our party as Sudan people liberation army/movement (SPLA/M) which fight for the freedom of people, thus why we also told the stories of our enemies Arabas. They are in power in our land and made us refugees, which is so sad always. Being born in the capital has never had any positive impact on my life however had just taught me my Enemy language, which I come to see as scum and a way of making us Islamist. We are Sudanese By nationality, and I attended Arabic school and finished primary school. Later, when we transferred to the Nuba mountain region where people are learning English, I shifted from Arabic to English until class five in2011, when the current civil war started. After that, I fled to Kenya for refuge and continued with my education. I started primary five in 2012 and did my national exams for primary at Fuji primary school in kakuma Kenya camp and scored a good grade. I was offered a scholarship to learn my high school at Bushiangala secondary school in Kakamega county in Kenya till I finished my high school national examination in the year 2020 with grade c. One of the most ceremony webs performed is circumcision and age. I'm identified by Moro tribal and SPLAM members of the party.

Making learning meaningful

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCELWF

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

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RAI: MAYEN AND MARIA

SAFI

GARANG

I was born in South Sudan, Jonglei state, on the first of January 1997. The name of the village I was born in is Wangulei. My parents hailed within the same region. They are both South Sudanese from Jonglei state. Their names are Mary Ajook Wal and Stephen Wach Garang. When I was growing up, there was a war in my country between Islamic radicals in the North and SPLM fighters in the south who were Christian by faith and were opposing sharia laws being imposed by the Islamic government. Most of the stories I used to hear revolve around this war because my father took part on the SPLM side. Also, being from a pastoralist community, I used to be told stories about young men who take good care of their cattle by protecting them from wild animals and raiders. As I approached ten, my father came back home from the army and began talking to me about education. He went further to take me to a local school in my village. My first school was an Adventist school called Aluel Primary school. There, I studied up to class five, after which I fled my country for the Kakuma refugee camp. I'm a Christian by faith; therefore, I practice Christianity only. There are so many activities which I take part in. The religious ceremonies include; Christmas, Good Friday, Palm Sunday, and Easter. The other rituals in the community I participate in include; the celebration of Independence Day, World refugee day, and labor day. Based on my experiences from where I was born, I have concluded that the world is still evolving. It is yet what it should be. Collective effort is required to make the world a better place to stay. I come from the Dinka tribe of South Sudan and the Twic community particularly. I'm a neutral person in political matters in my country. I do not believe in the government's current political parties, and I have decided to wait for the right party to support me. My name is Garang Wach Garang. I'm a South Sudanese by nationality from the Dinka tribe. I practice Christianity, and I would like to become a teacher or lecturer in the future.

MAKOKHA

Making learning meaningful

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

PRACTICUM EXPERIENCE

Name Zone: Name Online facilitator: Name Onsite facilitator Name place practice: Adress practice: Contact person for the practice: Name Student: Name of the project: Place: Kenja Curriculum Planning: Objectives: Continous assessments: Performance and summative assessment: Creating learning experience: Active and cooperating learning: Questioning strategies and critical thinking: Memorization and understanding: Learning strengths and challenges: with a Mobil campaign in Norway to help JWL Learning across the cultures: Learning and gender: Inclusion: Learning in schools and classrooms: Learning in community learning centers: Learning online: Learning in working environments: Sharing experiences for practicum: I ANALYZE YOUR CONTEXT II DESIGN YOUR OBJECTIVES III DEVELOP CIPP IV IMPLEMENT THE STRATEGY V MONITOR AND EVALUATE

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Basic steps I Whose assets are you mapping: I am mapping the teachers at the vocational learning program in Kenya with recognition from COE through the Infolfstad Catholic UniversityOur community assets are based on ABCD core principles.1. Individual: Primary school teachers at kakuma refugee center2. Associations: Learning Facilitator program from JWL at LWF primary schools physical 3. Assets: relationships between telecenter and primary schools infrastructure4. Institutional: JWL and LWF agreement on Quality Education at Kakuma refugee camp5. Local Economy: UYT-IP from NMS (Digni)6. Culture Stories: Based on 24 weeks course on Learning Facilitator ProgramII How do you facilitate for local ownership? There is an agreement between JWL and LWF primary schools. UYT-IP belongs to NMS Digni KenyaIII How do you organize capacity mobilization and coordination through cooperation between JWL and LWFIV Concrete, local steps for a community development process.

2 A second step question is: How can UYT-IP from VID University can help develop the LWF schools students practice for sustainability? Appointment with Dr. Sigurd Haus, andcontact with:- Rev. Edwin who UYT-IP unit is 400,000 km from a Refugee camp, - Raquel Wli Mwakazi Sjærpe to know her project in food sustainability in Kenya.From Dr. Stephanie seminar contact with:.Beatrice Johansson Nekesa about UYT-IP through congregations. Answer: Map at the center lifelong learning program from Kenya and the European Commission as a key issue with vocational program in Germany at Ingolstadt University I am in contact with the Nairobi University, with the network for the Curriculum in primary schools and the importance of the living heritage and research done by our professors long before VID has been created. Finally, as a global asset, I have added JWL, NMS, DIGNI, LWF and the importance of their collaboration and constant support in Kakuma with priority to quality education and food safety.

3The third step question is how can we use our talents and existing resources to contribute to the development of their communities with locals in Kenya? The JWL coordinator in Kenya, Mr Dennis who is from Kenya, will contact Rev. Edwin to meet. "They will use their talents as contact share point and faith oriented leaders”, Mr. Dennis will visit Rev Edwin with the same trajectory as me.I have been only at Nairobi University with the team who has developed the primary school program for emergencies.It has been a good experience with stress at the airport for new COVID Variant.UYT-IP has started thanks to Mr Dennis and Rev. Edwin I hope to meet them both next year at UYT-IP conference in TanzaniaThe UYT program is going to be introduced to the LF program and the primary schools from LWF and the program in Sustainability.Conclusions from Nairobi conference: One of the primary resources to link with the case is the agenda 2063 and SDG #2, Zero Hunger, #3 Good health and well-being, # 4 Quality Education, and #15 Land development . and #17 collaborations. The plan has as a continental priority to devolvement seven aspirations for Africa. One of the strategic priority buildings is Healthy National and Regional Food Rural Communities (Agenda 2065) 2 . Quality Education for Sustainability and digital transformation is one of the thematic priorities. The Ingolstadt University is part of the Centers of Excellence at the Agenda 2063. In the photo, you can see the importance of the aspirations and the correlation with SDG

Africa Agenda 2063

4The four and final step research question being explored is: What have I discovered with the SWOT analysis? The SWOT analysis has helped me see the importance of the Led Community approach instead of the Supply approach, which creates dependency. Somehow I am happy that I have to split my trip and that the contact person is the community in Itself, with local people from Kenya and local people from the kakuma refugee camp. Both have been in zoom conference in SwahilliThe JWL is willing to meet in Kakuma or at UYT Unit. From my point of view, the will and interest are the inspiration for continuing with this project which has been a big challenge in terms of time with my family, love to my community, faith in our organizations, and hope to overcome so many challenges togetherI have been in Kenya from 23th to 29th, I am traveling tonight back to Norway. It is becoming more difficult to travel with COVID new variant. A lot of restrictions at the conference and has been a challenge.

SWOT analysis

My concern as a Faculty teacher with JWL started when one of the students, Aimee, asked me for food. She wrote me, "please, my mother and I are starving." How can we continue online education if the students are hungry?JWL had a dilemma that can be solved as an asset-based community development with UYT-IP If at the refugee camp the Learning Facilitator students are hungry at the LWF primary schools, then how to connect the UYT-IP (Use Your Talent. Innovation Program) from NMS, Digni LWF Kenya as a local asset for land development and poverty, with the kekuma camp need for food safety.This case presentation is the beginning of a research study, with my Job at JWL as a teacher and VID University as a researcher. I hope so.

Kakuma caseSummary

Thank you