How Community Supported Education Intervention Impacted Literacy and Numeracy Among Adolescents in the Ur Informal Settlements of Nairobi.

Abstract

This paper investigates how a community-supported education intervention influenced literacy and numeracy outcomes among adolescents living in the urban informal settlements of Nairobi, Kenya. The study draws on data collected from participants in the Ur informal settlement, examining changes in learning outcomes attributable to community-based support mechanisms. Findings suggest that structured community engagement can meaningfully improve foundational skills among out-of-school or educationally marginalised adolescents. The paper contributes evidence on alternative education pathways in resource-constrained urban settings and offers lessons for scalable community-driven learning models.