About Us

WHY WE ARE HERE

In Kenya, 23% of girls are married before the age of 18, and 4% are married before the age of 15. The Gender parity in secondary school enrollment in Kenya ranks the 105th in the world. Girls are still left behind in all sectors of life in Kenya. While the failure to make enough grades to progress to a university leaves approximately 50% of the candidates dropping out of school.

That is why we are here

Our Mission

Build an all-girls secondary school to empower the future of Kenyan female leadership.

Our Vision

Develop a transformational 21st century secondary education model system that is relevant and sustainable.

Our Curriculum Model

The philosophy of learner-centered education expands beyond head knowledge work and involves working with learners holistically. Each student’s work will be documented on an individual learning plan created and updated for each learning unit with the learning team (the student, advisor, and, whenever possible, internship mentor) in a learning plan meeting.

All the components that make up the student’s learning experience – the curriculum, the learning environment, the use of time during the school day, the choice of workshops, the focus and depth of investigation – will be developed based on the student’s individual interests, talents, and needs.

The philosophy of learner-centered expands beyond head knowledge work and involves working with learners holistically. Each student’s work will be documented on an individual learning plan created and updated for each learning unit with the learning team (the student, advisor, and, whenever possible, internship mentor) in a learning plan meeting.

All the components that make up the student’s learning experience – the curriculum, the learning environment, the use of time during the school day, the choice of workshops, the focus and depth of investigation – will be developed based on the student’s individual interests, talents, and needs.

Outdoor learning will focus on and around the natural environment, and all activities will be designed with the objective of encouraging the development of creativity and self-guided learning, while reinforcing independence and self-esteem.

These experiences have the potential to build character and strong work ethics. These, in turn, will produce highly motivated young people who will be role models to their peers, as well as productive and responsible citizens.

The best way for them to learn how to perform is by being immersed in the related field. With mentoring, a young person steps into the professional world on a regular basis and interacts with a variety of adults. Mentoring moves a young person beyond the familiarity of the subject matter in her personal life and provides a broader range of role models.

The projects will be based on service learning and connected to the student’s interests while meeting the needs of the mentors, and will be the main root to deepening student learning and academic growth.

The curriculum design is conducted by Dr. Heather Greenhalgh, an expert on curriculum development and girls education. We aim to develop a culturally relevant and holistic education system that will transform the girls and their related communities. 

img_learner01

Learner-Centric

The philosophy of learner-centered expands beyond head knowledge work and involves working with learners holistically. Each student’s work will be documented on an individual learning plan created and updated for each learning unit with the learning team (the student, advisor, and, whenever possible, internship mentor) in a learning plan meeting.

All the components that make up the student’s learning experience – the curriculum, the learning environment, the use of time during the school day, the choice of workshops, the focus and depth of investigation – will be developed based on the student’s individual interests, talents, and needs.

img_project01

Project-Based

Based on the Bloom’s Taxonomy, Project-based learning(PBL)  helps students to respond to a complex question, problem, or challenge and apply the knowledge in a real life situation.  Bloom’s Taxonomy was created in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts.

The curriculum will advance the student learning process beyond remembering and regurgitating the information to deeper understanding and the ability to transfer and apply knowledge. 

img_outdoor01

Outdoor-Experiential

Outdoor learning will focus on and around the natural environment, and all activities will be designed with the objective of encouraging the development of creativity and self-guided learning, while reinforcing independence and self-esteem.

These experiences have the potential to build character and strong work ethics. These, in turn, will produce highly motivated young people who will be role models to their peers, as well as productive and responsible citizens.

mentoring-icon-10a

Mentoring

The best way for them to learn how to perform is by being immersed in the related field. 
With mentoring, a young person steps into the professional world on a regular basis and interacts with a variety of adults. Mentoring moves a young person beyond the familiarity of the subject matter in her personal life and provides a broader range of role models. 

The projects will be based on service learning and connected to the student’s interests while meeting the needs of the mentors, and will be the main root to deepening student learning and academic growth. 

Our Curriculum Model

img_learner01

Learner-Centric

img_project01

Project-Based

img_outdoor01

Outdoor-Experiential

mentoring-icon-10a

Mentoring

The philosophy of learner-centered education expands beyond head knowledge work and involves working with learners holistically. Each student’s work will be documented on an individual learning plan created and updated for each learning unit with the learning team (the student, advisor, and, whenever possible, internship mentor) in a learning plan meeting.

All the components that make up the student’s learning experience – the curriculum, the learning environment, the use of time during the school day, the choice of workshops, the focus and depth of investigation – will be developed based on the student’s individual interests, talents, and needs.

Based on the Bloom’s Taxonomy, Project-based learning(PBL) helps students to respond to a complex question, problem, or challenge and apply the knowledge in a real life situation. Bloom’s Taxonomy was created in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts.

The curriculum will advance the student learning process beyond remembering and regurgitating the information to deeper understanding and the ability to transfer and apply knowledge.

Outdoor learning will focus on and around the natural environment, and all activities will be designed with the objective of encouraging the development of creativity and self-guided learning, while reinforcing independence and self-esteem.

These experiences have the potential to build character and strong work ethics. These, in turn, will produce highly motivated young people who will be role models to their peers, as well as productive and responsible citizens.

The best way for them to learn how to perform is by being immersed in the related field.
With mentoring, a young person steps into the professional world on a regular basis and interacts with a variety of adults. Mentoring moves a young person beyond the familiarity of the subject matter in her personal life and provides a broader range of role models.

The projects will be based on service learning and connected to the student’s interests while meeting the needs of the mentors, and will be the main root to deepening student learning and academic growth.

The curriculum design is conducted by Dr. Heather Greenhalgh, an expert on curriculum development and girls education. We aim to develop a culturally relevant and holistic education system that will transform the girls and their related communities. 

Our Architecture Model

“The biggest goal is to produce architecture that influences community in a positive manner, giving the building a meaningful purpose by creating an environment where people want to hang out, communicate, and gather”

– Ricardo Torres, Architecture Designer for Top of the Hill Girls Secondary School

More about Kenya girls education situation

“We continually have girls performing below the boys, and they continually have issues that affect them”

“Top of the hill helps girls not only excel academically, but also excel in the ability.”