Frequently Asked Questions (FAQs)

To date we have strategically placed 46 dynamic primary and secondary school libraries; one in Ghana and Tanzania each and the rest in Kenya across 12 counties in 6 provinces.

KEY libraries are impacting more than 44 300 students with a 5:6 ratio girls to boys at an average cost of $135 per child.

The internet and digital age have had a significant impact on access to online databases, and e-book access. With internet and the advent of our digital age, access to information and information management and analysis has become much easier.

Likewise, technical tools such as computers (pre-loaded with information so they’re useful even without an internet connection, or a teacher for that matter) and digital chalkboards help expand the nature and quality of education. Access to technology also motivates teachers and brings students closer to the world’s best learning practices.

We are a small team of 5. We do not recruit librarians. KEY works with professionals who include among them volunteer librarians affiliated with institutions.

To be a librarian, one needs an undergraduate degree in Kenya. Although, there are other library assistant and technical positions that require one to have a certificate or a diploma in information studies. It is important to note that specific requirements for qualifications as a librarian depend on the country, the type of library and the desired position in a library.

Our targets are both to drive the growth and impact of libraries in Kenya, and to scale our library interventions for modeling in developing countries. Our goals are to do this by:

• Advocating and promoting awareness of the relevance and success of providing well-resourced library interventions in schools for improved learning outcomes for all students and the potential future benefits of education in terms of income, employment, social change and economic production.
• Increasing engagement with expert librarian volunteers.
• Creating more corporate and donor partnerships.
• Building more strategic libraries, including one in Nyanza and in the North Eastern province, because we haven’t gotten there yet.

KEY is a charity. In our first years, we self-funded so we were not making decisions through trial-and-error with other people’s money. In the past few years, we’ve received donations-in kind and worked with a range of supporters and funding partners such as corporate donors like M-Pesa Foundation, donor governments like the Turkish Government, and donor agencies like Goethe Institute.

School libraries should help form a knowledge foundation, but students should also read for pleasure. KEY equips libraries with dedicated computers, e-readers, interactive white boards (smartboards), posters iv, book shelves, reading and study area furniture and a relevant contemporary collection of over 1,500 new books (covered and labeled) that are specially selected to realize the general objectives of Kenya’s Primary and Secondary Education Syllabus, the Constitution and Vision 2030 to educate for knowledge, diversity, citizenship and democracy. The books are sourced form local and international publishers and cover varying local, regional, national and international issues in current affairs, politics, history, science, environment, culture, religion, classics, best sellers, life-skills, inspirational, business, economics, geography, biographies, business, culture.

We are working to make libraries in government schools a constant feature. To succeed, among other goals, we apply strategic experimentation in every new library we enroll in which we validate adaptations or innovations to justify, support and stabilize our scaling plans.

For this reason, we very seldom respond to solicitations. Instead, we approach schools that have the necessary and sufficient conditions to fit our scale-up plan.

What needs to be true for each library we provide for is that: it generates new value, its budget is within marginal range or reduced cost, there is funding to pay for it, and there is a cooperative and reliable partner who has oversight and accountability for the operations of the library after we hand it over. We have found partners in schools, companies, and conservation trusts.

In addition to providing fully resourced, furnished, and decorated libraries, KEY provides a working library management system that fosters a culture of democratic and participatory governance, accountability, and ethical behaviour from students and from communities who are users of the library.

KEY provides resources that fully promote children’s human rights, health, and emotional and spiritual well being.

In addition, KEY libraries promote national culture and pride.

We encourage the school’s librarian(s) to pursue best practices and provide them continuous professional development and support.

Our experience is that a KEY library instantly becomes the favorite place in a school and its resources are widely used, valued and enjoyed.

• We have seen how a diverse selection of books covering a variety of topics—from the environment, to life skills, to creative expression—when placed in the heart of a comfortable and inspiring library environment, motivates and excites students to come to read – especially if they’re reading books they enjoy.
• Likewise, technical tools such as computers (pre-loaded with information so they’re useful even without an internet connection, or a teacher for that matter) and digital chalkboards are motivating for students and excites them to spend time in the library.

The library increases students’ interest and enhances their learning of the curriculum.

• Our strategy to provide interactive digital chalkboards (Smart boards) and adequate seating to fit at a minimum one classroom at a time has engaged and motivated teachers to use the library to teach their classes. In our experience Key libraries are booked throughout the school day by teachers