Home > Shoe4Africa Community Centre

In the West, the afterschool clubs play an instrumental role in youth development. In rural Kenya, the element of free character-building classes, finance and long-term planning, health-based, empowerment programs, education to vocation planning talks are scarce. Many children return to homes lacking electricity, and small scale ‘shamba’ farming jobs fill the late afternoon and weekend hours.  Our idea: create a holistic Youth Empowerment building offering free classes, and more to better develop the child.

“Regular participation in a high-quality after school program can lead to significant gains in academic achievement, improved work habits, and more opportunities.” The Armory Foundation, New York City.

FREE CLASSES
POWER GIRLS –Mondays and Wednesdays, 3:30 pm to 5:30 pm: Educating, Inspiring, Support, and Mentorship of the Girl Child.  A trained staff member directs a social group with discussions, idea sharing, self-esteem boosting, skill learning, and confidence building, all shaped for young ladies. Ages six to twelve.
BOYS & GIRLS ATHLETICS –Tues/Thus, after school, 3:30 pm to 5:30 pm: Kids Running Club.  Kids meet for running and fitness training, with lecture sessions following the run.
SOCCER KIDS/DRAMA – Fridays

The centre is run on a volunteer basis. Power ladies, and our assistant men, are helping to change lives in the community.

BIOS of our team

Dr. Florence Jaguga is a consultant psychiatrist working at the Moi Teaching and Referral Hospital (MTRH) in Eldoret, Kenya.

Florence holds a master’s degree in Psychiatry and a Bachelor of Medicine Bachelor of Surgery degree from Moi University School of Medicine. She is head of the Alcohol and Drug Abuse unit at MTRH.
Dr. Jaguga’s expertise includes treatment and prevention of substance use disorders, implementation science research, human rights for persons with disability and mental health conditions, policy formulation, and workplace mental health.

She is a champion for staff mental wellness within MTRH and has been a member of the Employee Assistance Program committee at MTRH since 2018 and a chair of the same committee since August 2022. 


Girls Mentor, Mary Keitany, is among other accolades, the women’s world record holder in the marathon, is four times New York City Marathon Winner, three times London champion, and a World Half Marathon Champion.
Recently retired, Mary gives back to her community and helps to inspire our young community members.
Mary is a recipient of a Shoe4Africa School secondary school in Torokwonin, Baringo where she grew up as a child. Mary was also our first female Hospital Ambassador at the Shoe4Africa Children’s Hospital and is a regular visitor inspiring our young patients..

Girl Mentor, Janeth Jepkosgei, a former World Champion runner, Olympic Medalist, and co-founder of the 2Running Club.
Janeth leads from the front; she coaches juniors and has recently been training the ‘Refugees’ athletes based up in Kakuma, Turkana.
Janeth has retired from a stellar career making a name as of the world’s best 800m runners. Janeth is also a recipient of a Shoe4Africa School in Kapsumbeiyo, Nandi.

Girl Mentor, Chelimo Saina, now a Senior Manager at Microsoft’s homebase in Redmond, USA.
Chelimo was a national champion in her junior years, and narrowly missed being selected for the World Juniors in track and field.
Chelimo runs the Women’s Empowerment program in Cherangany, Trans-Nzoia, heads the Shoe4Africa conservation program, is on the Kenyan National Master’s team, and is married to the founder of Shoe4Africa.

Kids health and wellbeing mentor, Grace Maore is the Centre Manager Eldoret of Faraja Cancer Support Trust.

Our Location — About Iten.

Our centre* is right in the central space at the Iten Sports Ground, situated on the green location field.
See MAP.
Iten, formerly known as Hill Ten, has been awarded the title of a World Heritage Sports Site.

Home to numerous world class athletes, Iten has become a popular training resort and hundreds of foreigners flock to the town to train with the local champions. Luminaries such as Paula Radcliffe and Mo Farah have logged miles at this high altitude venue, and with Brother Colm O’Connell, who first came to Iten in 1976, have helped put this Rift Valley site at the forefront of Kenyan Running. Each morning hundreds of athletes can be seen pounding the trails trying their best at mid/long distance running. (*English spelling).

The Community requested this building as we align with Kenya’s sustainable development goals.

The Arts and Sports Science pathway provides opportunities for self-realization and expression as well as individual development and fulfilment. Moreover, this career pathway is expected to enable the learners to participate in the economic development of the country through utilization of their own talents, thus contributing to cultural preservation, sustenance and development in arts and sports. Students graduating from this track shall join middle level colleges or universities to pursue careers in the visual or performing arts, and the sports industry. However, the teaching of the subject faces challenges including negative attitudes toward it, insufficient number of teachers, and inadequate modem facilities and equipment. Therefore, to further promote the teaching of PE in the country, suitable strategies need to be continually devised and implemented.

Education, physical activity and sport are recognized as the critical means through which to achieve the Sustainable Development Goals (SDGs). Therefore, it makes sense that school physical education (PE) also has the potential to contribute to the visions set out by Agenda 2030. A critical question is how sustainability can be understood, framed and integrated in PE. In this explorative paper, we, therefore, performed a review regarding the distinct role of PE in the context of Agenda 2030 and its SDGs (Hardman, Murphy, Routen, Tones, 2014). Education to the young population is the single most important means by which individuals and society can improve personal endowments, build capacity levels, overcome barriers, and expand opportunities for a sustained improvement of their wellbeing. It is the pillar of national development, for it is through this that the nation obtains skilled manpower to serve in different sectors of the economy.
Sport has been recognized as an essential tool for the implementation of the SDGs by The Agenda 2030 for sustainable development. The post-2015 development agenda on sport for development shows that SDGs provide several opportunities to sport for development such as:
The sport could establish skills and toolkits that play a substantial role in independent and healthy living and contribute to earnings-generating practices and economic participation (SDG1).
Sport may encourage poverty eradication and raise funds and foster alliances for that aim (SDG 1).5
Sport may stimulate global food production, food protection, a balanced diet, and organic farming. Sporting enterprises should set a precedent by purchasing food from liable suppliers and mitigating the effects of food waste (SDG 2).
Curriculum programs focused on sports will seek to transform behavior for a sustainable society (SDG 2).6
Sustainable Development Goals (SDGs) for 2030 would obviously assist with investment in policies to promote walking, biking, sports, outdoor recreation, and play. The physical activities policy interventions have multiplicative healthcare and socioeconomic benefits. They would lead directly to SDG3 (wellness and good health), and also other goals, including SDG2, for example (ending malnutrition in all aspects of health); SDG4 (education for quality); SDG5 (equality between men and women); SDG8 (decent job and economic development); SDG9 (industry, innovation, and infrastructure); SDG10 (reduced inequality).

REFERENCES

Hardman, Ken; Murphy, Chris; Routen, Ash; Tones, Steve (2014): World-wide survey of school physical education: final report. Loughborough University. Report. https://hdl.handle.net/2134/27642
Right to Education Project (2014). The Right to Education in Kenya: A Brief Analysis (accessed on 20th February 2022) Available online: http://www.right-to-education.org/resources/country/
UNESCO (2015). International Charter of Physical Education and Sport. UNESCO; Paris, France. (accessed on 30 September 2020). Available online: https://en.unesco.org/themes/sport-and-anti-doping/sport-charter. [Google Scholar]