Inclusive learning environments for Nairobi's children and youth: Lessons for community­ based affordable, sustainable, and child-centred school development

Abstract

As its point of departure, this article takes the view that if local communities in Nairobi are involved in the development of inclusive learning environments, from inception to implementation and maintenance [using appropriate tools and school models), then such schools will likely be more affordable, and sustainable, than current [non-sustainable and expensive) school construction practices in Kenya. In addition, community-based school development will enhance the notion of community ownership. There is evidence that lack of safety and health, environmental degradation and the poor sanitary and technical state of schools, affect children. However, funding of educational development in Africa mostly emphasizes reform of educational policies and programmes, training, and edu­cational materials provision. The importance of inclusive learning environments in supporting education in Africa is usually not recognised by local authorities. Inclusive school environments are likely to have a positive effect on motivation, academic performance and community ownership. Communities should be taken seriously in the development of schools, since, due to their public nature, schools can play a guiding role in sensitisation, creating awareness, understand­ing and action taking in Sustainable Development issues. The introduction of Curriculum 2005 in South Africa, together with new learning and teaching methods, new technologies, decentralisation of education and shift of responsi­bility towards the schools, may be a unique opportunity to implement the concept of inclusive school development in conjunction with the local communities, and draw on the environment and local resources for learning.