The mention of the name Eastleigh used to evoke, in my mind, images of guns, drugs, violence and strong-scented Somali perfumes and deodorants.
To me, the place was simply known as small Mogadishu. But all this changed a few years ago when I left my teaching job at a top private school to join Eastleigh High in Nairobi.
On the first day, I boarded a Route No. 9 matatu from the city centre. The loud music in the vehicle made my imagination run wild. As I got near the school, I was filled with fear.
What had I got myself into? Would I adjust to the new environment? But as I walked to the school's serene compound, I sighed with relief. The bell rang and out of the classrooms streamed students neatly dressed in navy-blue pullovers, white shirts and grey trousers.
In an orderly fashion, the boys moved from one classroom to another just like in other schools. I had expected to be confronted by over-age, tall, huge, red-eyed students and frustrated teachers.
I soon realised that the school was disadvantaged in many ways. Most students are from poor estates in the city's Eastlands – Dandora, Mathare, Kariobangi and Huruma.
Many times, teachers complain that their students are not interested in learning and they cite failure to do their homework and assignments even when they are threatened with punishment. But do they consider the conditions the children live in, congested one-roomed houses where candles and small lamps are the only source of lighting?
The parents are mostly semi-literate, illiterate, semi-skilled and unemployed. Secondary education is costly and many parent from the city slums cannot afford schools fees. Consequently, absenteeism and dropout rates among students are high. In the end, this affects their academic work and performance in the Kenya certificate of Secondary Education (KCSE) examinations.
The environment at home and in the school neighbourhood is demotivating. Unlike top schools such as Alliance High and Sunshine Secondary, the school lacks learning and boarding facilities. While in most boarding schools students are assured of a bed, three meals a day, electricity and other facilities, those in poor district day schools such as Eastleigh High only dream of such things.
It is no wonder that there are enormous academic performance gaps between top schools and Eastleigh. But the students' thirst for knowledge is heartening and an indication that all is not lost for children in the area. Every morning, many walk long distances – some up to 25 kilometres – to school.
But before they begin the journey to school, they first carry out chores such as fetching water, washing utensils and cooking. I even know a student whose parents died of Aids, he become the family's breadwinner and took care of his brothers and sisters. Such conditions harden the students to a point where their humanity is compromised. In such situations, students react in one of two ways. Some struggle on and plead for help until they get it, while others live in denial. The latter eventually drop out, having succumbed to drug abuse or a life of crime.
The emotional scars among some students at Eastleigh are deep. Recently, a teacher noticed that a student looked worried during a lesson. When asked, the student insisted that all was well. Later in the day, however, a relative came to school and informed the administration that the boy's mother had died that morning.
He wanted the teacher to help "break the news" to the boy. As the teacher struggled to find a way of telling the boy what had happened, the student announced that he already knew! Apparently, his mother had died in his arms that morning after a two week illness.
So why did he come to school? He replied that he did not know what to do or who to tell, and so he shut the door, left the mother's body in the house and came to school. With such harsh realities to deal with, it is little wonder that the students abuse one another with abandon.
Sometimes I wonder how the school administration is able to maintain discipline. When I first became a teacher, it was a "hold on" job until something better came along. But this changed after my students made me feel needed and appreciated.
Although Eastleigh High School may not celebrate the results of KCSE Alliance style, we celebrate anyway. Despite the many challenges, we manage to send students to public universities. Some are pursuing architecture, medicine, law courses. My hope is that one day, a ranking system that reflects the disparities of the education system and schools will be devised. The current one does not truly reflect this.
July 2007 |
