She aso thinks that while we are fighting for quality education, the system should be flexible in approaching sex education comprehensively. “Comprehensive sex education is critical and should form part of the system we want to solve (lack of quality education),” she says.

And because they are solution-based, the SAYDS fellows want to train youth to tackle complex problems continuously. “Empowering youth should not stop at the center stage but to walk with them till we see change. From the training, I believe it is what SAYDS is doing to see a long-lasting solution travailing. I am overwhelmed to learn new things and what it takes to solve a complex social problem.” Says Faith Ashion, a mapper.

The application of systems thinking is not just for policy implementation but for everyday processes. Being a teacher, Rone Oduor’s work involves a lot of interaction with his students. He says: “A good educational outcome must start with integrating Christian values into society. What SAYDS is doing is going to impact many people in the region. As a teacher and having been part of the process, I have applied the knowledge in class and has worked especially in the analysis stage.”

Robert Odera, a SAYDS fellow, also opines, “Just spending time in school is not enough. There has to be a significant gain in skills  that requires improving the quality of education.” For this reason, youth in Makadara continue to champion the implementation of policies that create a habitat for quality education. In doing so, the youths not only learn theory but essential skills that shape their lives and career paths.