Child Sponsorship Complements Traditional Schooling

Typical school systems in the developing world don’t address a child’s non-academic needs. They engage, educate and shape the way the children think, preparing them for the “world out there,” but through our Child Sponsorship Program we prepare children to deal with daily life and help them envision a future

Child Sponsorship Supplements Schooling

  |   Posted: April 13, 2015

As part of our holistic approach to child development, our Child Sponsorship Program complements and supplements the school systems where we work.

Kenyan boys sitting at desks in their classroom

All the children in our programs, regardless of country, are required to attend their normal school system. However, typical school systems in the developing world don’t address a child’s non-academic needs. They engage, educate and shape the way the children think, preparing them for the “world out there.”

Through our Child Sponsorship Program we prepare children to deal with daily life and help them envision a future.

Two Ghanian girls wearing blue and white school uniforms sit in the front row of their classroom.

Through the contextual and localized application of our program in each country, we not only address the academic (cognitive) but also the socio-emotional and physical. Most importantly, we also bring the children the knowledge of Jesus Christ.

We provide an age-graded curriculum to our church partners to help minister to the children consistently. The age-graded curriculum is based on the outcomes we hope to see in in the four facets of child development: spiritual, physical, cognitive and socio-emotional.

We’re successful when the children in our Child Sponsorship Program commit their lives to Christ, choose good health practices, are physically healthy, are motivated to learn new skills, demonstrate the skills to support themselves in the future and interact with others in healthy and compassionate ways.
Child Sponsorship and School in Kenya

To illustrate, Silas Irungu, our field communications specialist in Kenya, explains how our Child Sponsorship Program complements and supplements the school system in Kenya.

My country’s education system has been heavily influenced by the British system. Students have eight years of primary school, four years of high school, and four years in an undergraduate program at a university.

In Kenya, the Compassion programs are most commonly conducted on Saturdays. Because public school runs Monday through Friday, the children are easily available for the center activities on Saturday.

Spiritual Development

The spiritual activities at child development centers include praise and worship, testimonies from children, various presentations such as memory verses, short sermons, and prayers.

A group of Kenyan children kneel in a large circle

The implementers ensure that children are actively involved and are exhibiting understanding of the Bible and the essence of prayer and service. During special occasions, the implementers invite outside facilitators.

The public school system has designated days for pastoral programs. Certain teachers or the school chaplain take the students through devotion that lasts for about half an hour. Each student attends devotion, depending on his or her faith.

Physical Development

The physical well being of the children is addressed through various activities depending on the resources available at the child development center.

A young Kenyan boy in a blue sweater holds a soccer ball

Soccer is a popular sport for boys, while volleyball and netball are popular with girls. Some church partners have swings, table tennis and board games that engage the kids during breaks.

In the physical realm, the most significant difference from the public school system is that we provide medical intervention for the sponsored children. The health of the child is monitored on a regular basis through health screenings. Public schools tend to offer first-aid intervention, while the parent or guardian takes care of any other expenses incurred at the local health facility.

In addition, public schools rarely offer nutritional supplements to children with deficiencies. We, on the other hand, provide nutrition education as well as nutritious food during program days.

Socio-Emotional Development
Socio-emotional lessons develop the children's view regarding themselves and others; lessons help children understand their identity as a creation in God’s image. Each child is unique, special and valuable and created with a purpose.

Socio-emotional interaction is paramount for the well-being of every child, especially children growing up in dangerous environments. Compassion-assisted children are given opportunities to interact in a more meaningful way than in a school. The activities provided are a fertile ground for enhancing one’s self-esteem and dignity.

Two Kenyan girls in blue sweaters are laughing together as one has her hand up over her mouth.

Our children are encouraged to interact from a biblical perspective, and high standards of morality are advocated. The curriculum taught at the development centers lays a good foundation for self-awareness and reflection. It helps the children recognize their own strengths and weaknesses and how to best cultivate their God-given gifts.

The concept of stewardship is taught, helping them to be aware of their responsibility to the community.

Vocational Bible studies, youth camps and seminars, drama clubs, and other creative arts, picnics, and inter-partner competitions offer opportunities to practice what they have learned.

Our goal of leading children along the path of economic independence compels implementers to help children complete the various stages of education.

The unfortunate thing about the public school system is the difficulty in updating the curriculum to fit emerging trends. Much of the material is very dated and not relevant to children’s daily challenges.

Our curriculum is customized and targeted to the children in their various environments. In case the child does not continue to secondary education, vocational skills are available both at the development center and in a few institutions that can help the child become economically self- supporting.

The youth learn income-generating activities, such as soap making, mat weaving, tailoring, cookery and beadwork.

Four smiling Kenyan boys from the Kibera community.

Community service helps children experience the joy of giving back. The young ones in the sponsorship program are encouraged to engage in community cleanups on designated days. More often than not, they help clean the church premises for Sunday services. They also clean their own classrooms, and plant and water flowers and trees within the church compound.

Older kids sometimes visit the sick and elderly in the hospital to pray for and encourage them.

Cognitive Development

The usual school holidays in Kenya take place in April, August and December. The month-long breaks separate the school terms, providing opportunities for children to rest and spend time with their families. During this time, many of our church partners offer holiday programs for the children.

However, the competitiveness of the schooling system has forced many schools to conduct holiday sessions that offer specialized training. The schools then continue with the normal curriculum and children have to pay an extra admission fee, exam fee and catering fee.

During this same time, the majority of Compassion Kenya’s child development centers conduct remedial classes for their children for free. Holiday sessions at the development centers continue to supplement what takes place in school. An added advantage is the provision of textbooks and an environment in which to study.

Three smiling Kenyan students smile while looking at a notebook.

Normally, remedial classes last about two weeks of the holiday. Part-time teachers collaborate with the child development workers to help students, especially those in upper primary school and candidates waiting to take their exams. Over and above class work, these students are engaged in the normal Saturday program activities and are provided with nutritious meals during the day.

During normal school days, many children attend the development center in the evenings for group learning and review. With the help of part-time teachers, they review past papers to test their knowledge and become familiar with the most critical topics.

Most of the children we serve in Kenya attend government schools, where the teacher-student ratio can be as high as 1 to 80.

Some of our church partners do run their own schools but the schools are not affiliated with Compassion.

In these circumstances, we run our own program parallel to what takes place in the school. This way, the children benefit from both the school activities as well as the sponsorship program.

A young Kenya boy in a green sweater sits at a school desk and writes.

While the school program incorporates both the Compassion-assisted and non-assisted children and focuses mainly on academics, the sponsorship program concentrates on holistic child development.

School activities are usually funded primarily through school fees paid by individual pupils through their guardians and other donors. On the contrary, our sponsorship program depends largely on donor funding and minimal contributions from parents.

In the event a child’s parent is unable to sustain a school fee payment, the child no longer benefits from the program offered by the school. But our program continues to offer services to the assisted children and their families without attaching monetary requirements to it.