By Racheal Ngumi

As part of the annual observance of the International Day of Persons with Disabilities on December 3, USIU-Africa formally launched the Disability Inclusion Center, which was established to assist the university community especially the Persons with Disabilities in accessing quality service and education in learning requirements while at an institution of higher learning. The Center provides an availability of technology through information systems, and technologies; hardware, and software whereby they are accessible and usable to Persons with Disabilities and Special Needs, thus advancing the disability mainstreaming agenda.

The annual observance of the International Day of Persons with Disabilities was proclaimed in 1992, by the United Nations General Assembly resolution 47/3. The observance of the Day aims to promote an understanding of disability issues and mobilize support for the dignity, rights and well-being of persons with disabilities. It also seeks to increase awareness of gains to be derived from the integration of persons with disabilities in every aspect of political, social, economic and cultural life.

In its Disability Policy, USIU-Africa commits to providing equal opportunities and support to all its diverse members including Persons with Disabilities and Special Needs. The university further recognizes and respects the rights of specific individual and group needs of Persons with Disabilities and Special Needs. Moreover, the University shall, therefore, progressively provide reasonable adjustments for inclusive and quality education to enable them actualize their full potential.

Disability Inclusion is a life transforming event for persons with disabilities. This video demonstrates how USIU-Africa, and other partners of the Mastercard Foundation are working together to break down systematic barriers to inclusion and create accessible opportunities in education and work.

World Humanitarian Day (August, 19): An Opportunity to Celebrate Persons with Disability (PWD)
by Solomon Njengah

Introduction and History
According to the United Nations, August 19 is dedicated to mark World Humanitarian Day (WHD). It all began on August 19, 2003 when a bomb went off at The Canal Hotel in Baghdad, Iraq, killing 22 humanitarian aid workers, including the UN Special Representative of the Secretary-General for Iraq, Sergio Vieira de Mello. Five years later (2008), the United Nations General Assembly adopted a resolution designating August 19 as World Humanitarian Day (WHD). Each year, WHD focuses on a theme, bringing together partners from across the humanitarian system to advocate for the survival, well-being and dignity of people affected by crises, and for the safety and security of aid workers. Many aid workers end up becoming disabled due to harsh reality while fighting for the rights of less privileged in the World.

Humanitarian Action and Persons with Disability
According to World Bank report (2020), one billion people, or 15% of the world’s population are the most vulnerable especially those in the humanitarian context especially in the developing world where the disability prevalence is higher. PWDs are more likely to experience adverse socioeconomic outcomes such as less education, poorer health outcomes, lower levels of employment, and higher poverty rates.

Poverty may increase the risk of disability through malnutrition, inadequate access to education and health care, unsafe working conditions, a polluted environment, and lack of access to safe water and sanitation. Disability may also increase the risk of poverty, through lack of employment and education opportunities, lower wages, and increased cost of living with a disability.

Inclusion of Persons with Disabilities in Humanitarian Action
While inclusive humanitarian action for persons with disabilities is an emerging area for most actors implementing the UN Convention on the Rights of Persons with Disabilities (CRPD), the endorsement of the Charter on Inclusion of Persons with Disability in Humanitarian Action brought a new breath to this whole phenomenon. International Organizations including CBM, Humanity & Inclusion – Handicap International (HI), and the International Disability Alliance (IDA) marked the International Day of Persons with Disabilities by releasing a collection of 39 examples of field practices inclusive of persons with disabilities in humanitarian context and disaster risk reduction (DRR), from 20 countries of intervention. The report shows that deliberate and proactive action is required to ensure that persons with disabilities from all constituencies are systematically included and meaningfully participate in DRR and humanitarian preparedness, response and recovery. It draws lessons from field practices, but does not provide technical guidance.

Why we mark World Humanitarian Day
Across the globe, humanitarian workers help the world’s most vulnerable people when disaster strikes. Persons with disability are among the most vulnerable in disaster context but why should we celebrate the day?

1. To celebrate humanitarian aid workers who provide life-saving assistance to suffering people all over the world. Those workers who live in conflict zones or in areas devastated by natural disasters are especially vulnerable;
2. To pay tribute to aid workers killed and injured in the course of their work, and to honor all aid and health workers who continue, despite the odds, to provide life-saving support and protection to people most in need, and commit to doing everything possible to protect them and their vital work;
3. To educate the public on issues of concern, to mobilize political will and resources to address global problems, and to celebrate and reinforce achievements of humanity;
4. To help people who are suffering and saving lives any time any place in the world while being responsible, conscious of the circumstances of other people's lives, and assisting them on the basis of need, without discrimination;
5. To advocate for increased participation of persons with disabilities and their representative organizations in humanitarian response and recovery;
6. To remove barriers to access humanitarian assistance and protection though projects in which persons with disabilities are at the center of assessing and addressing those barriers, and examples of humanitarian actors seeking external technical support;
7. To influencing coordination mechanisms and resource mobilization, such as through disability-focused coordination mechanisms, as well as by influencing national Humanitarian Response Plans and pooled funding.

By Elizabeth Wanjiku

On Friday, November 8, USIU-Africa Disability Inclusion Office and Placement Career Services in collaboration with Light for the World Kenya, launched the Ready for Inclusive Sustainable Employment and Entrepreneurship (RISE/E) program, an initiative aimed at equipping all students with the skills needed to bridge the gap between graduation and meaningful employment. While the program is open to every student, it places special emphasis on ensuring students with disabilities have equal access to these opportunities, recognizing the additional barriers they often face in securing internships and job placements. The RISE/E program aims to make a difference by creating a more inclusive workforce where all students, regardless of their abilities, are prepared to excel.

In this onboarding session, students were introduced to a range of components designed to make them job-ready. These components include employability skills training, such as resume-building, interview techniques, and communication skills. Recognizing that students with disabilities may face unique challenges, the program has incorporated strategies to help them confidently navigate the workplace and advocate for accommodations where necessary. This approach not only levels the playing field but also fosters a sense of empowerment among students, enabling them to enter the workforce with the same confidence as their peers.

A key feature of the program is safeguarding, which ensures responsible and respectful interactions within professional environments. This element includes training on setting boundaries, respecting personal space, and understanding reporting channels for any issues that may arise. Safeguarding is crucial for all students but especially so for those with disabilities, who may experience heightened vulnerability in certain workplace situations. This component emphasizes mutual respect and integrity, promoting an inclusive and respectful work culture for everyone involved.

The professional development curriculum, tailored for all participants, includes essential skills such as crafting impactful CVs and cover letters, interview preparation, and workplace etiquette. Special sessions focus on building self-leadership, advocacy skills, and workplace professionalism, empowering all students to thrive in their careers. For students with disabilities, this training is particularly valuable as it includes practical strategies for self-advocacy and tips on how to discuss necessary accommodations. This inclusive approach enables every participant to feel prepared and equipped to navigate the demands of the modern workplace.

In addition to technical skills, the program addresses mental health and work-life balance, acknowledging the importance of well-being for all students as they enter demanding environments. The program provides resources and strategies to help students manage stress and maintain a balanced lifestyle, recognizing that mental health can impact productivity and overall job satisfaction. This holistic approach is beneficial for every student, as it promotes a culture of well-being and resilience.

Financial literacy is another integral component of the program. Through sessions on budgeting, saving, and long-term financial planning, students are encouraged to develop sound financial habits early in their careers. This training is essential for everyone but can be especially empowering for students with disabilities, who may face additional financial considerations. By instilling these skills, the program aims to support long-term financial independence and stability for all.

The program also values student feedback and input, creating a meeting schedule with a mix of physical and virtual sessions to accommodate diverse needs and preferences. This flexibility not only makes it easier for students with disabilities to attend but also allows every student to participate in a format that works best for them. The regular meetings provide a supportive space for learning, mentorship, and community-building, ensuring that students have access to guidance and resources as they progress.

The launch of the RISE/E program at USIU-Africa signifies a shared commitment between the university and Light for the World Kenya to foster a more inclusive job market. By providing access to skill-building, mentorship, and industry exposure, the program ensures that all students—regardless of their background or abilities—have the opportunity to succeed. The program is about creating an inclusive environment where each student can find their place in the workforce, advocate for themselves, and build a fulfilling career. Through this initiative, USIU-Africa and Light for the World are working to dismantle barriers, promote equality, and support a future where all students have the resources and support they need to thrive in their professional journeys. The training will end on Friday, January 17, 2025 when the students will graduate from the program.

by SOLOMON Njengah

Introduction and History
United Nations declared 12 August as the International Youth Day and is commemorated every year. in 1999, the UN General Assembly in its resolution 54/120, endorsed the recommendation made by the World Conference of Ministers Responsible for Youths (Lisbon, 8-12 August 1998) that 12 August be declared International Youth Day. The day is a global opportunity for youth across the world to organize activities that raise awareness about the situation of youth in their countries.

Youth with Disability
Though the actual figures are uncertain on the exact number of youths with disability in the world, one thing is clear – that individuals with disabilities form a significant proportion of the youth population in every society. The number of youth with disabilities is likely to increase due to the large youth populations in most developing countries and to medical advancements which promote higher survival rates and life expectancy after impairment-causing diseases, health conditions, and injuries. In fact, youth itself can be a contributing factor to disability as young people are at an increased risk of acquiring a disability through such incidents as road traffic accidents, injuries from diving and other sport activities, violence and warfare (Aito et al. 2005, Cripps 2003, Karacan et al. 2000).

Challenges faced by Youth with Disability and Alleviation strategies by The Convention on the Rights of Persons with Disabilities (CRPD)
According to UNICEF (2013), youth with disabilities are among the most marginalized and poorest of the world’s youth population and are more likely to face severe social, economic, and civic disparities as compared with those without disabilities, even in developed countries.

For many young people with disabilities, exclusion, isolation, and abuse as well as lack of educational and economic opportunities are daily experiences. However, The Convention on the Rights of Persons with Disabilities (CRPD) and with the 2030 Agenda for Sustainable Development are making strides towards the greater inclusion of youth with disabilities in society and development, as well as toward the realization of their human rights. According to United Nation’s Department Of Economic And Social Affairs Disability Section, there are numerous challenges that affects youth with disability. Latest reports highlight some of the challenges, which include;

1. Poverty: While young people in general experience poverty at higher rates than their older counterparts, youth with disabilities are especially at risk of falling at or below the poverty line. The CRPD notes this crisis of poverty among persons with disabilities; Article 28 calls for the creation of poverty-reduction programs targeted at persons with disabilities and their families.
2. Lack of education: Youth with disabilities have a lower probability of entering, staying or advancing in school than children without disabilities (World Health Organization, 2011). Article 24 of the CRPD addresses these inequalities and seeks to ensure that persons with disabilities are included in the general education system and that individual supports and accommodations are provided to facilitate the development of their full potential.
3. Transitional challenges to work and financial independence: Many young people with disabilities face a difficult period of upheaval and uncertainty as they transition from childhood into adulthood, primarily with regards to achieving successful employment and independent living.
4. Unemployment: Unemployment rates for youth with disabilities are higher than for the rest of the youth population in every society (Mitra, Posarac & Vick, 2013). Article 27 of the CRPD stipulates that all persons with disabilities, including youth, have the right to work. To this end, many governments (local, regional and national) have implemented incentives for hiring persons with disabilities as part of efforts toward a more inclusive society.
5. Rejection: Young people with disabilities often experience rejection and seclusion due to their peers’ misconceptions, or prejudices. Feelings of loneliness and isolation may be reinforced by activities and spaces that are inaccessible to persons with disabilities. CRPD avers that, concerted efforts are needed to raise awareness and disseminate accurate information that challenges misconceptions and stereotypes about persons with disabilities.

To date, most societies have not fully integrated youth with disabilities, leading to the exclusion and isolation of a large and important segment of the population. Clearly, more work is required to create an integrated and equitable world for youth with disabilities. Providing opportunities for full and equal social, civic, economic, and political participation is beneficial not only to youth with disabilities, but also their surrounding societies, allowing youth to contribute fully to the country’s development and economic growth to fullest extent of their abilities.

The CRPD and the 2030 Agenda for Sustainable Development offer a plan for including all persons with disabilities in all aspects of society and development. The implementation and realization of this plan will require focused attention and effort by all stakeholders, especially Governments and policy makers, to ensure that the rights of persons with disabilities remain a priority and that all persons may exercise the same rights regardless of disability status.

By Beryl Kamusinga

Getting favorable employment in Kenya can be a headache, especially in the field you want. According to an online poll, only 33% of disabled people are employed. This can be attributed to the fact that many employers have a bias against people with disabilities. This could be because of systemic beliefs that people with disabilities aren't effective workers or the employers don’t have and are unwilling to create an environment suitable for people with disabilities.

Fortunately, institutions like USIU-Africa do not have such misgivings, and employment is solely based on merit. USIU-Africa has for years had a reputation of being inclusive, to both students and staff. One of the benefits of working at USIU-Africa is its toxic-free working environment, and understanding and patient supervisors.

This is according to one of USIU-Africa employees Winnie Wambura, an employee of the institution who has a physical disability as a result of an accident when she was two years that crushed the bones in her leg.

“When I had the accident, I was rushed to Ombo Hospital, where the doctors recommended the amputation of my leg. However, I was taken to Mater Hospital, where a metal plate was inserted in my leg, which allowed me to walk, and rejoin the bones together. She had her last operation in 1999 to remove the metal plate since the bones had connected “she said.

Winnie studied Information Science at Kenya Methodist University and has been working for the institution in the Library department for the past four years. She had previously worked as an intern for six months before being formally employed.

Winnie asserted that USIU-Africa had been her dream institution to work at ever since her brothers enrolled as students. She constantly applied from her first year to get an internship for her first year of university before finally succeeding.

She applauded the institution for giving her a job based solely on her passion rather than her disability. She added that learning continued for her at USIU-Africa as she is able to practically apply what she learned at University.

She credits USIU-Africa for being a good employer, particularly for being diverse. “It is a very conducive environment to work in”, she says, further noting that she enjoys working at the institution because there is no micromanagement.
“Disability doesn’t define or reflect a person's capabilities. It’s time society stopped thinking of disability in terms of what someone can’t offer. We should start looking at disabled people in terms of what they can offer despite their challenges,” she notes.

Winnie plans to further her studies abroad by going to study for her Masters in Information Science, currently not offered at USIU-Africa.

By Beryl Kamusinga

USIU-Africa has consistently worked in ensuring that differently-abled students have ease of movement and suffer very few inconveniences in their day-to-day activities. Medical conditions such as Cerebral Palsy need not be a reason to forgo a university education. Movement can be improved through surgeries that are expensive and multiple surgeries might be needed. One such student who has experienced this is Vihir Sumriya, who has undergone about ten surgeries in his life to enable him to walk.

Vihir Sumriya is a fourth-year student of Applied Computer Technology student concentrating on Cybersecurity. He chose to attend USIU-Africa because of its facilities and in particular the infrastructure that the University has put in place to ensure that the campus is convenient for differently-abled students.

“USIU-Africa has been conducive for my studies because it has made it easy for me to get around campus. The Faculty members have been keen to assist me in any capacity required, any requests that I have made have been swiftly handled,” he said.

Vihir, who has consistently been on the Dean's list for academic achievement, found the atmosphere of USIU-Africa welcoming from the moment he first got into the institution.

“USIU-Africa has been welcoming to my needs. One of the most important ways that the University supported me was by switching my classes to a more accessible classroom to make it easier for me to attend my classes. The University also fixed an elevator in one of the buildings to make attending classes more convenient. I have built good working relationships with my lecturers, who have been accommodative of my needs,” he added.

He notes that the University can continue to improve its facilities by making more provisions for students who have hearing and sight impairments.

By Elizabeth Wanjiku

On November 28, the university marked the International Day of Persons with Disabilities ahead of the globally recognized date of December 3. This early celebration demonstrated the university's commitment to prioritizing disability inclusion and raising awareness while accommodating its academic calendar. The event reinforced USIU-Africa's status as a leader in inclusivity and its dedication to creating an environment where all individuals, regardless of ability, can thrive.

The day’s events commenced with the launch of a new accessible bus where students, faculty representatives, and invited guests gathered to witness a live demonstration of its features, showcasing how it facilitates mobility for individuals with disabilities. This milestone highlighted the university’s commitment to providing inclusive transportation options, ensuring equitable access to campus facilities, address mobility challenges, and foster accessibility.

After the demonstration, attendees proceeded to the auditorium for the main event. The program began with opening remarks by Mr. Elon Bett, the Student Council Association Representative for Persons with Disabilities. In his address, Mr. Bett reflected on the university's significant progress in advancing the inclusion agenda. He highlighted achievements such as the representation of persons with disabilities and other minority groups within the student governance structure. Mr. Bett also commended the institution for consistently celebrating the International Day of Persons with Disabilities for the past three years, emphasizing the importance of raising awareness and fostering a culture of acceptance and equity.

Following Mr. Bett’s remarks, the President of the Student Association Council, Mr. Luat Dudi, addressed the audience. He reaffirmed the council's unwavering commitment to promoting inclusion and prioritizing accessibility in all aspects of university life. Mr. Dudi's speech aligned with the theme of the day, encouraging the university community to continue championing inclusivity as a shared responsibility.

The University of Nairobi made a notable contribution to the event by presenting a skit that illustrated the transformative power of inclusive higher education. The presentation emphasized how accessible education creates opportunities for students with disabilities, enabling them to overcome barriers and achieve their potential. This collaboration between universities underscored the shared commitment to advancing inclusion across Kenya’s higher education landscape.

Representatives from Light for the World were also in attendance and Esther Otieno, speaking on behalf of the organization, stressed the need to extend the conversation on inclusion beyond boardrooms and into the public sphere. She advocated for a national approach to disability inclusion, urging stakeholders to leverage mainstream platforms such as media to amplify the message and reach marginalized communities.

USIU-Africa’s Deputy Vice Chancellor- Student Life, Dr. Victor Boiyo, delivered a keynote speech outlining the institution's ongoing journey toward becoming a fully inclusive campus. He identified people, places, processes, and policies as key pillars of the inclusion agenda. Dr. Boiyo provided updates on the implementation of recommendations from the June 2023 audit conducted in partnership with the University of Arizona and Light for the World. He highlighted the progress made in making processes more accessible, improving physical and digital infrastructure, and influencing institutional policies to reflect a commitment to disability inclusion.

Dr. Boiyo expressed optimism for the future, suggesting that stakeholders reconvene next year to reflect on achievements and evaluate milestones reached in advancing inclusion at both institutional and national levels. He emphasized the importance of assessing the impact of these efforts on individuals, organizations, and society as a whole, reaffirming USIU-Africa’s commitment to driving positive change.

The event concluded with a collective pledge to continue building on the progress made and to work towards a more inclusive future. The celebration served as both a reflection of the strides taken and a call to action for all stakeholders to remain steadfast in their efforts to champion disability inclusion across Kenya and beyond.

By Elizabeth Wanjiku

On February 4, the Disability Inclusion office conducted a disability inclusion sensitization training for staff members from various Departments in collaboration with Light for the World Kenya. This initiative aimed to enhance awareness of inclusive services, address existing barriers, and equip participants with strategies to better support students with disabilities. Given USIU-Africa’s commitment to fostering an inclusive environment, the training was a crucial step toward ensuring that all students, regardless of ability, have equal access to opportunities and resources.

The session was a direct outcome of a stakeholder analysis jointly conducted with Light for the World Kenya. This analysis assessed the university’s strengths and weaknesses in disability inclusion, identified opportunities for improvement, and proposed a strategic implementation plan. One of the critical gaps identified was the need for capacity building among staff, particularly those in direct service roles. With a significant number of students with disabilities enrolled at USIU-Africa, it was essential to ensure that all staff members had the knowledge and skills necessary to support them effectively.

The two-hour training session brought together representatives from diverse Departments, including Student Life, E-Learning, Library, and the cafeteria, all of which play a vital role in shaping the student experience. A major highlight of the session was the participation of a student with a disability, who shared personal experiences navigating campus life. The student provided firsthand insights into the effectiveness of existing holistic support services, the challenges they face, and the areas that require improvement. Their testimony underscored the fact that USIU-Africa has made significant strides in disability inclusion proving to be a center of excellence for learning.

The training covered a range of topics, including an overview of different types of disabilities, the barriers that hinder full participation in academic and social activities, and strategies for fostering a more inclusive environment. Through discussions and interactive sessions, participants were encouraged to view disability inclusion not as a special favor but as a fundamental right that should be upheld by all members of the university community.

Throughout the session, staff members acknowledged the commendable efforts the university has made toward disability inclusion. Several achievements were highlighted, including the implementation of adaptive and inclusive sports programs, innovations in the full accessibility of online courses, academic support tailored to individual needs, and the establishment of a well-structured referral system connecting students with essential resources and services. However, the training also revealed several areas that require further attention.

One of the key challenges identified was the lack of training among service providers, particularly those working in student service areas such as cafeterias. Many of these staff members are unfamiliar with disability etiquette and inclusive service provision, which can create unintentional barriers for students with disabilities. To address this issue, USIU-Africa plans to celebrate the Low Vision Awareness Month and Wheelchair Awareness Day next month.

These initiatives will focus on sensitizing staff in service areas on best practices for assisting students with disabilities and promoting a culture of inclusion across campus.

As the training concluded, the project manager of the Ready for Inclusive Employment project, RISE, Ms. Dona Akoth delivered closing remarks, emphasizing that this sensitization session was part of a broader strategy to strengthen disability inclusion at higher education institutions. The primary goals outlined included identifying students who require additional training and equipping them with employability and core life skills, conducting disability audits in institutions to assess and improve accessibility, and training staff members to ensure that disability inclusion is effectively integrated into institutional practices.

The training was an eye-opening experience for many staff members, who expressed appreciation for the initiative. Several participants noted that the session helped them recognize areas where they could strengthen their efforts, while also introducing them to new strategies for making their departments more inclusive.

For USIU-Africa, this training is just one step in an ongoing journey toward greater inclusivity. As the university continues to implement initiatives that support students with disabilities, collaboration between Departments, student feedback, and ongoing staff training will remain essential. Disability inclusion is not just about compliance—it is about creating an environment where every student, regardless of ability, has the opportunity to thrive.

By Elizabeth Wanjiku
The USIU-Africa Persons with Disabilities Club, in collaboration with the Disability Inclusion Office and the Sports Department hosted the Inclusive Sports Day on February 29, to mark the Low Vision Awareness month.

The day commenced with an opening ceremony presided by Ms. Halima Bakari from the Sports Department and Ms. Elizabeth Wanjiku from the Disability Inclusion Office who welcomed the guests, and also kicked-off the first game, goal-ball, with the hosting team and invited guests facing off. The game was played concurrently with inclusive scrabble and chess at the Basketball court, while adopted swimming was conducted at the swimming pool.

The sports event officiated by external experts in para-sports, provided an avenue for individuals with low vision to showcase their talents and participate actively alongside their peers, with winners in each activity receiving a medal award according to merit.

The players and participants invited from Thika primary, University of Nairobi and Machakos Teachers College, were awarded at the closing ceremony where the Guest Speaker, Mr. Henry Wanyoike, a World Record holding Paralympic made his final remarks.

“We have to show the world that we can also make it in life. The only way to demand opportunities is for us to be prepared to be excellent once the opportunities are accorded to us. I have known the power of sports and how far sports can take a person. If we want the world to know our potential, then we have to prepare and train because there are a lot of opportunities,” he said.

Metrocare Health Clinic was on ground and conducted free eye screening services in a bid to address eye health, enabling participants to check their visual health and gain insights into preventing low vision and potential blindness.

This pioneering initiative set a precedent for future events, highlighting USIU-Africa's commitment to fostering an inclusive campus environment where everyone is valued and supported.

By Henry Musau

On May 3, 2024, a significant event unfolded at USIU-Africa, symbolizing the university's unwavering commitment to inclusivity and empowerment. A meeting was convened specifically for persons with disabilities, showcasing the institution's dedication to supporting para sports and fostering an environment of equal opportunities for all.

Key attendees included: Halima Bakari (Coach), Henry Musau, Nichodemus Kilunda, Paul Mulwa, Edwin Macharia, Muchesia Anyika, Ezra Ndarú, Hezborn Muiru, Coach Margaret and Faith Blessings.

The highlight of the gathering was a captivating talk delivered by Faith Blessings, an esteemed international swimmer and a person with a disability. Faith shared her inspirational journey in para sports, shedding light on the challenges she faced and the triumphs she achieved. Her message resonated deeply with the audience, emphasizing the importance of meticulous training and unwavering determination in pursuing one's dreams.

Coach Halima and Coach Margaret, pillars of support within the university's sports community, echoed Faith's sentiments. They encouraged all attendees to consider joining the swimming team, assuring them of seamless integration into the school team. This inclusive approach underscores USIU-Africa's commitment to mainstreaming persons with disabilities in sports and beyond.

The meeting provided a platform for students to engage actively in discussions related to sports. Questions poured in, reflecting a genuine interest in understanding the nuances of para sports and the opportunities available. Each query was met with comprehensive responses, fostering a deeper understanding and appreciation for inclusivity in sports.

As USIU-Africa continues its journey towards promoting para sports and inclusivity, several action items emerged from the meeting:
1. Encouraging individuals to meticulously plan their training regimes.
2. Facilitating seamless integration of persons with disabilities into the university's sports teams.
3. Providing ongoing support and guidance to individuals interested in pursuing para sports.

This serves as a testament to USIU-Africa's unwavering support for para sports. By sharing our commitment to inclusivity and empowerment, we aim to inspire others to embrace diversity and champion equal opportunities for all.

On Tuesday, November 5, USIU-Africa, in partnership with Standard Chartered Bank, hosted the Futuremakers Mentors Den. This collaboration, organized with Futuremakers, Sightsavers, and Light for the World, was designed to engage young individuals with disabilities from universities, including USIU-Africa and Kenyatta University, in discussions on job readiness, employability and to help them advocate for inclusive employment. The program focused on empowering participants by enhancing employability skills, self-confidence, and career aspirations through career mentoring. The event provided students a platform to discuss their Futuremakers journey, which has helped many participants build essential skills and envision clear paths toward entering the workforce.

The Vice Chancellor, Prof. Mwenda Ntarangwi expressed gratitude for the collaboration, underscoring USIU-Africa’s commitment to fostering inclusive education and creating opportunities for students with disabilities. The Vice Chancellor emphasized the importance of recognizing the diverse abilities within academic institutions and highlighted key strategies for fostering inclusive recruitment, accommodations, and professional development for individuals with disabilities. In addition, he stressed that building an inclusive workplace culture involves empathy, adaptability, and a steadfast commitment to providing accessible learning and professional development opportunities.

Robin Lawther, CBE, an Independent and Non-Executive Director from Standard Chartered Bank, shared her remarks, emphasizing the bank’s commitment to the Futuremakers program. She expressed that Standard Chartered believes in empowering Futuremakers participants and is dedicated to supporting them in building their confidence. Lawther encouraged participants to develop their personal brands and to take practical steps to prepare thoroughly for their career paths—whether in employment, entrepreneurship, or any other professional venture. She highlighted the importance of being meticulous when applying for opportunities, urging Futuremakers participants, particularly those with disabilities, to carefully review job applications to ensure they meet the qualifications and are fully prepared. Lawther concluded by underscoring that self-belief is crucial to success, and that the foundation of self-belief is thorough preparation.

Two Futuremakers participants, Joseph Kaikai and Josephine, shared their success stories, reflecting on how the program helped them transition into career-ready individuals. Joseph shared how Futuremakers provided him with a platform to present his ideas and to begin his entrepreneurial journey. Josephine spoke about how the mentorship helped her embrace self-employment, despite facing biases in traditional employment settings due to her physical appearance. She expressed her belief in the potential of persons with disabilities as valuable employees, highlighting the importance of employers focusing on abilities rather than appearances.

The mentorship sessions, structured as group discussions, fostered meaningful engagement between participants and senior bank leaders in small circles. The discussions covered self-advocacy, resume-building, job interviews, and the importance of disclosing disabilities to access reasonable accommodations. Many participants shared that these discussions equipped them with practical insights into standing out professionally and developing negotiation skills.

Feedback from the group sessions revealed a significant impact, with many students feeling empowered to advocate for themselves and envision more inclusive workplaces. Mentors underscored that inclusive employment practices should go beyond policy implementation to foster a workplace culture that values collaboration with individuals of diverse abilities.

A representative from Standard Chartered shared a poignant takeaway from a Futuremakers participant who remarked, “Everyone has scars—some visible, some invisible.” This reflection captured the event’s essence, underscoring the need for a holistic approach to inclusivity that acknowledges both visible and invisible disabilities. The Futuremakers Mentors Den exemplified how partnerships can foster inclusive environments and equip young people with disabilities with the confidence, skills, and resilience to succeed in their careers.