Publications - Shule Yangu

To accelerate the titling process and strengthen the Campaign, our 2018-2019 framework has identified increased public involvement in the protection of public schools through local (county) movements as a catalyst. It is expected that this will further result in a strong, structured and sustainable Alliance.  This calls for concerted efforts between the Alliance members and partners.

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The School-titling program has reached over 7,000 schools in Kenya and brings together stakeholders from the Lands and Education Sector in a bid to accelerate the protection of public school land. Grabbing of public school land jeopardises the realisation of fundamental principles and rights within the constitution of Kenya including the right of children to free and compulsory education.

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The policy brief expands on “One Year on From Lang’ata: Why Public Schools are Still at Risk”, a qualitative study released in January 2016 by the ShuleYangu Alliance. It looks at the correlation between land grabbing and the violation of fundamental human rights, and seeks to prove that land grabbing affects the State’s ability to protect and provide for fundamental human rights. In an attempt to prove this, the brief employs a case-study approach, looking at the social, psychological, economic, and institutional impact of land grabbing on 15 school communities across ten counties. It makes assumptions on the general impact public schools face as a result of public school land grabbing.

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One year ago, Kenya was rocked by the teargassing and violence used to stop the reclamation of the Lang’ata Road Primary School. Using exclusive primary research, nine civil society organisations release figures to demonstrate that Kenya’s 29,151 schools are still at risk of land-grabbing. Interviews with 3,400 Head Teachers reveals that 83% of public schools in Kenya are currently without title deeds or lease certificates. 41% of public schools are at risk of encroachment or grabbing and 14% (about 4,100) of schools in Kenya have reported cases of land contestation, encroachment or grabbing to the National Land Commission. These and other findings contained in the report were captured six months after the 22^nd January 2015 Presidential Directive to have all primary and secondary public schools in Kenya titled.

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The handbook has incorporated technical views from key stakeholders both in the public and civil society. We are hopeful that it will serve its intended purpose, which is ensuring that right holders are equipped with the requisite knowledge and skills to defend and protect public school spaces, with a view of complementing ongoing efforts by the government to ensure that all public schools are titled and protected.

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