This study examines the educational experiences of children living in Charitable Children's Institutions (CCIs) in Kenya, within the context of national care reform. While institutional care is often framed as a protective response for orphaned and vulnerable children, in practice it often fills gaps left by inadequate education and other kinds of service provision in contexts with high levels of poverty.
Drawing on eleven semi-structured interviews with practitioners, policy actors, and care-experienced advocates, the research explores how key stakeholders perceive and respond to systemic challenges affecting children's access to and participation in education. Particular attention is given to barriers related to education costs, curriculum implementation, school inclusion, and safeguarding.
Findings show that institutional care can create new risks while failing to address the root causes of educational exclusion. Children in CCIs often face marginalisation in schools and experience stigma, violence, and disrupted learning. However, the study also identifies promising levers for change, including cross-sector partnerships, safeguarding training, and the potential for CCIs to transition into community-based support providers within the national care reform process.
The paper contributes to the emerging evidence on education in alternative care settings in low- and middle-income countries. It offers insights to inform policy and practice that aims to support inclusive services, enable family-based care, and reduce reliance on institutional care for children.
