Eddah Kibata (she/her)

Fifth Grade Teacher • Kirigu Primary School • Nyeri, Kenya

Over the last couple of years I’ve sought out and interviewed inspiring inquiry-based teachers from around the world. Most of them are teachers I know from the US and international school networks. Often overlooked, however, are the teachers from schools who don’t have access to expensive IB training or robust professional development programs. I want to change that! So this year, during my sabbatical, I hope to shine a light on some of these teachers - starting with Eddah Kibata. I met Eddah through my colleague at UNHCR in Nairobi. We were able to share lunch under some lush trees at the Pallet Cafe to conduct this interview. If you want to reach out to Eddah to learn more - and explore opportunities for classroom exchanges, please reach out to her directly here: eddahkibata@gmail.com. Enjoy and thanks for reading. Happy holidays! - Kimberly

How did you get into teaching?

“By accident” [laughs, as her older sister Catherine says, “She was always meant to be a teacher”]!

I was a young mother and had to make ends meet after high school. I was a property manager and office assistant for many years, however, working with children was always a passion of mine. My sister finally convinced me to attend Kamwenja Teachers College. I graduated and taught for only one year before the schools were closed for eight months due to COVID 19. Then, I went back and dove right in full force last year!

Who was a teacher who made the biggest positive impact on your life?

When I went to school, teachers were feared, not revered. They were often the bullies - and so our instinct when seeing a teacher was to run and hide. Ms. Adams, however, was very different. She was compassionate, loving and really listened to us. She taught Home Economics in primary school [yes…that actually is a thing here]! We learned how to cook ugali, mandazi and chapati [which, it should be noted is her sister Catherine’s specialty]. Ms. Adams also taught needlework – something I continue to teach my students to this day. It helps with fine motor skills, creativity, precision and is very meditative.

What is a professional inquiry you are pursuing right now?

Why are teachers so undervalued by the government? 

Most people say they greatly value teachers, but I’m not sure those elected by the people demonstrate or reflect this value. Teachers are poorly paid in Kenyan government schools, and sometimes not at all. Perhaps because children cannot vote, their interests aren’t always represented well. I am also very interested in supporting students with disabilities and refugee status. They aren’t receiving the support and care they need to be fully engaged in our classrooms. I’m not entirely sure how to solve this issue except to do what I can as a teacher to advocate for them on a case-by-case basis. 

What is a personal inquiry you are pursuing?

Editor’s Note: Eddah answered this question in between hurried bites of lunch, and couldn’t think of questions that didn’t directly relate to her work as a teacher!

How can I best advocate for my students?

I regularly reach out to elected officials, the ministry and UNHCR to ask for support. Sometimes they respond [laughs]! A representative at the UN put me in touch with Ann Strandoo who runs an NGO called Refugees in Schools. Their organization offered an exceptional student at my school, Daniel Pieng, a refugee from South Sudan, with a full scholarship to enroll in a prestigious high school outside of the Kakuma camp where he lives.

This relationship then led to another opportunity to help an eight-year old deaf student at my school, Monicah Nyaguthi Mugo. With their support, she was tested and fitted for hearing aids for the first time in her life. Both of her parents are deaf and she is partially deaf. Watching her hear clearly for the first time was such an emotional experience – one I’ll never forget!

How can I adjust my teaching to ensure all students are getting what they need?

We have a new curriculum in Kenya called the Competency Based Curriculum or CBC for short. It’s very good – and integrates project-based and inquiry-based learning – however, many teachers and parents are completely unprepared for this new way of teaching! I worry that the most marginalized students will now fall even further behind their counterparts because they don’t have access to resources at home.

What are three ideas you would propose to improve the teaching profession?

1) Provide students with free meals at school.

Many teachers in Kenya bring our own food to share with students at school. The government does not provide meals and so many of our students are hungry. This would be a really good way to increase enrollment and incentivize parents to send students to school.

2) Increase teacher pay.

This increase should be across the board – every teacher. The average teacher in Kenya makes only 150,000 KSH/month (the equivalent of $1,330 USD). This is not nearly enough to support a family and belittles our professional expertise.

3) Provide mental health support for teachers, as well as students.

Teachers understand and often absorb the trauma that our students go through - it is rampant and more severe because of the pandemic. We need to make sure teachers are healthy and supported enough so that they, in turn, can help their students. We should also offer addiction resources to teachers who need them. Right now, I don’t see this happening…but you’d better believe I’ll find a way to make it happen!

You gotta see this!