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We believe true and sustainable developement is obtainable when organization's realize that every community has its own unique resource and that one resource is people, Realizing that the true and meaningful development of not just Meru but other developing countries and communities lies on the younger generation who hold the future and exploiting the positive aspects of each community can we only experience true and sustainable development. The MKM Foundation aims to address the issue of sustainable development by focusing her energies on three particular areas which we believe will make the strongest impact: Education/ literacy, Health care and resource management.
Kaaga School for the Deaf
Most African communities regard disability as a curse and will discriminate against these disabled persons. Deaf Kenyan children in boarding school often appear very "down" or depressed when it is time to go home for vacation, except for children who have deaf parents.
There are a total of 34 primary schools or units for deaf children in Kenya and two secondary schools. There are also two colleges for deaf students in Kenya.
Reports state that 98 percent of all children with disabilities in developing countries are not in school. About 40 million children with disabilities of primary school age are not receiving an education. This includes children who have only a single disability, for example sighted deaf children without mental retardation, learning disabilities, or mobility impairments (World Bank, 2001).
The Kaaga School for the Deaf in Meru, Kenya, is a 'deaf school’ institution. While it has some deaf kids with multiple disabilities it's not specifically focused on the education of such children. Kaaga School for the Deaf Children was started in 1975 by the Methodist Women. Starting with only 7 pupils, the school has grown over the years to the present population of 165 pupils; 87 boys and 78 girls. The institution runs under the sponsorship of the Methodist Church in Kenya. The school is managed by the Board of Governors who are recommended by the Methodist Church and appointed by the Minister of Education. It caters for the deaf children ages 6 to 20 years. Currently, there are 25 members of teaching staff and 21 support staff members.
The school is located in Kaaga sub location, Mulathankari Location, North Imenti Division of Meru Central District. It is built on the Methodist Church in Kenya property parcel No. 782 Nyaki / Mulathankari and measuring 6 acres.
The catchments area is the greater Meru region; Meru South, Meru North, Meru central and Tharaka districts. However, due to lack of adequate special schools in the country, children come for admission from as far as Mombassa, Laikipia, Embu, Isiolo and Mbere districts. This gives the school a National outlook.
- Classes from pre-school (Nursery) to Standard eight (8th. Grade), at the end of which they take the Kenya Certificate of Primary Education (KCPE). This is the same exam taken by all pupils without handicap. Those candidates who perform very well in the exam and meet the high school requirements are admitted at Rev. Muhoro Secondary School for the Deaf Persons, one of the only two high schools for the deaf in Kenya, located in Nyeri District.
- Vocational training section. After the completion of standard eight, children learn different skills such as carpentry, tailoring, dressmaking, and masonry. After two years of training, they sit for the government Trade Test Grade III. After a further one year of practice, they take the Grade II Test. On successful completion of this course, they can seek jobs from the government, private sector or start their own income generating projects
 Kaaga School for the Deaf Children’s Library and Community Resource Centre
In Kenya, a reading culture has not been cultivated in children who are differently abled, like the deaf. The general feeling with deaf people is 'we don't know what to do, there is no training and no money, so anything we do is a help and we will do the best we can’.
Those deaf people who want to read and visit the public libraries have a hard time trying to explain to the librarians their need. Hence, having a library within this institution would serve not only the needs of the deaf but the community at large. Some deaf persons can be trained locally to be librarians too. Our recommendations is that the government, parent organizations, non-government organizations, and the mass media need to offer to the public simple, clear, precise information about opportunities for education and rehabilitation for this population and about the resources and programs available to them. This library would serve as a source of such information.
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