The youth for tomorrow mentor-ship program provides an alternative for youth whose am parent are unable to fulfill a mentoring role and serves as an additional resources for students and youths.

Research has shown mentoring to be particularly effective for youth who face environmental risk factors such as poverty due to lack of employment social and economic support or youths whose parents are engaged in their lives.

Mentoring programs in particular are becoming an increasingly popular personalization strategy in many developed African Countries.

Therefore mentoring should be explored as one component of the overall remedy to the high school drop out crisis and the community youth indiscipline.


  • Fosters are sense of community
  • Is ecologically responsible
  • Strive For Quality
  • Embraces diverse groups of people
  • Supports personal growth through green economy


  • To develop a career pathway for the youth
  • To gain a greater awareness of opportunities to the idle youths at risk of radicalization, human trafficking and drug abuse.
  • To enrich the educational experience of youth at risk of academic failure and school drop out.
  • To promote students success and healthy development.
  • To enrich the girl child/student at risk of teenage pregnancy with greater awareness of opportunities and educational experience.
    To promote a conducive learning environment for students and teachers.


The mentorship shall involve the following programs.

  • Traditional Mentoring: One to one Mentoring places one adult in a relationship with one youth.
  • Group Mentoring: involves one adult mentor forming a relationship with a small group of young people.
  • Team Mentoring: involves several adults working with small groups of young people.
  • Peer Mentoring: involves a caring youth working with another young person.
  • E-Mentoring: (also known as online mentoring or tele-mentoring). E-mentoring connects one adult with one youth on the Internet or by phone. During the summer months, e- mentoring can serve as a bridge for mentors and mentees who were in a traditional one-to-one mentoring.


  • Improve academic performance, in general improvement demonstrated in the subjects the girl get them to of science and written and oral language.
  • Improve the quality of classic work.
  • Increase the number of homework and in class assignments turned in.
  • Reduce serious school infractions, such as disciplinary referrals, fighting and suspension.
  • Increase students perceptions of scholastic competence.
  • Reduce skipping classes.
chendango_changia_huduma_endeleza_amani_chenda_ngo_mombasa_kenya_n.g (4)

Past Event of Team Mentoring


  • Improved academic performance (usually defined through grades or standard test scores)
  • Improved feelings of scholastic competence and confidence
    chendango_changia_huduma_endeleza_amani_chenda_ngo_mombasa_kenya_n.g (3)

    Peer Mentoring Taking Place

  • Improved relations with peers, teachers, and other school personnel
  • Increased attendance and class participation
  • Improved homework completion
  • Increased access to other school resources (such as the library or computer lab)
  • Reductions in classroom disruptions, fighting & other negative school behavior.
  • Increased exploration of, or acceptance to, secondary education opportunities
  • Improved job placement or career exploration
chendango_changia_huduma_endeleza_amani_chenda_ngo_mombasa_kenya_n.g (1)

Past Event of School Mentoring Session