Sipili School for the Deaf in Laikipia is grappling with a significant financial setback after a failed bus purchase deal that has left the institution without essential transportation for the past 15 years. The Board of Management (BOM) of the school is now seeking assistance to recover Ksh 600,000 from Thika Motor Dealers, which remains outstanding despite years of efforts.
Samuel Kimani Mbogo, Chairman of the school’s BOM, provided an update on the situation, detailing the initial plans and subsequent complications. Sipili School had collaborated with parents and a generous Canadian donor to raise Ksh 1.4 million to contribute towards the purchase of a 52-seater bus, with the total cost estimated at Ksh 4 million. The donor’s involvement was anticipated to cover the remaining Ksh 2.6 million. However, the project was abruptly disrupted when the donor unexpectedly left the country, halting the planned purchase.
Following this setback, the BOM reached out to the motor vehicle dealer, requesting a refund for the funds paid. After a protracted negotiation period spanning a decade, the BOM managed to recover Ksh 800,000. Yet, despite their persistent efforts, the remaining Ksh 600,000 has proved elusive over the past five years.
“We have been trying for over a decade to get our money back. While we did recover some of it, Ksh 600,000 is still outstanding,” Mbogo lamented. To support the initial fundraising efforts, the students had even participated in a 20 km walk from Nanyuki to Sipili, underscoring the community’s commitment to securing the necessary funds. Nevertheless, the absence of a bus has continued to impede the students’ access to educational trips and sporting events.
“The lack of a bus has been a major obstacle for us,” Mbogo continued. “We remain hopeful and appeal to well-wishers to assist us in acquiring a bus for the 80 students currently enrolled.”
In addition to transportation issues, Sipili School for the Deaf is contending with significant staffing shortages. Jane Kamau, a BOM member, revealed that the school’s Junior Secondary School (JSS) class is currently without a teacher proficient in sign language. With another class set to advance to Grade Nine next year, Kamau has called on the Teachers Service Commission (TSC) to deploy specialized teachers to the institution.
“Sign language proficiency is essential for our students’ education,” Kamau emphasized. She also urged parents to learn sign language to improve communication with their deaf children, highlighting that many students feel isolated at home, in churches, and in public spaces due to communication barriers.
Kamau stressed the importance of active parental involvement, especially within the Competency-Based Curriculum (CBC), to support special needs education. This call for parental engagement underscores the broader challenge faced by special needs institutions in adapting to evolving educational frameworks.
Esther Gathoni Ndung’u, another BOM member and chairperson of the JSS class, expressed frustration with the government’s funding model, which allocates resources based on student numbers. She argued that this approach unfairly disadvantages special schools like Sipili, which have smaller enrollments.
“The current funding model doesn’t provide adequate support for special schools,” Gathoni said. “We urge the government to introduce a funding system that addresses the unique needs of institutions like ours.”
Despite these challenges, the board members expressed their gratitude to the Nyahururu Catholic Diocese and the surrounding community for their ongoing support, particularly through food donations. They also issued a renewed appeal to well-wishers to continue assisting the school, which serves children from various counties, including Samburu and Nairobi.
The situation at Sipili School for the Deaf highlights the broader issues faced by special needs institutions in Kenya, including financial constraints and the need for targeted support to address the unique challenges they encounter. The school’s ongoing struggle to secure a refund and adequate resources underscores the critical need for continued community and governmental support to ensure that students with special needs receive the education and services they deserve.
