Venue: Kenya Institute of Curriculum Development, Desai Rd, Off Muranga Rd, Nairobi, Kenya. Date: 25th -27th November 2025 Download the program
In a world where digital technology dominates nearly every aspect of daily life, a silent crisis is unfolding one that isn’t about gadgets or internet access, but about character. Across Kenya, educators and parents are increasingly worried that children are growing up digitally connected yet emotionally and socially disconnected. To bridge this gap, Action for Life Skills and Values in East Africa, ALiVE, embarked on a 10-week regional parental engagement campaign on nurturing problem-solving among children and youth. The campaign dubbed nurturing a generation of problem solvers was rolled out in Kenya, Uganda, Tanzania(Mainland) and Zanzibar, with an aim to support parents with practical tools that they can use to engage with their children and to help them identify problems and solutions to the problems. Here in Kenya, the campaign focused on two pastoral counties, Isiolo and Kajiado. Read more
How can schools move from policy to practice when it comes to nurturing life skills and values? From a recent review of literature conducted by Action for Life Skills and Values in East Africa (ALiVE), we identify forward-thinking models that reimagine not only how learners acquire knowledge but also how they develop compassion, resilience, and responsibility. In this blog, we discuss some of these models as promising approaches that can strengthen pedagogical practices in nurturing skills and values through the whole school approach. Reinventing the Learning Space The Inquiry-Based Flipped Classroom (IB-FC) model (Loizou & Lee, 2020) redefines classroom dynamics. Here, students engage with digital learning materials i.e. short videos, readings, or interactive tasks before class. This frees up classroom time for inquiry, reflection, and problem-solving. Teachers act as facilitators rather than lecturers, guiding students through collaborative exploration. The result is a participatory and inclusive environment that promotes independence, adaptability, and teamwork. This model demonstrates that when schools invest in digital infrastructure and teacher capacity, technology becomes a bridge to curiosity and creativity not a distraction. Coding Character into Learning The Creative Computational Problem-Solving (CCPS) model (Chevalier et al., 2022) uses robotics and computational thinking to teach collaboration, ethical reasoning, and innovation. Learners work in teams to design, code, and test solutions to real-world problems, blending technical skill with social intelligence. Teachers who piloted the model found that it improved teamwork, reflection, and creativity proving that coding can cultivate both competence and character. For Uganda’s growing digital economy, this model offers valuable insights into how Science, Technology, Engineering and Maths (STEM) education can become a vehicle for life skills development. Learning from our Roots Closer home, the African Traditional Education Framework (ATEF) (Onwuatuegwu & Paul-Mgbeafulike, 2023) reminds educators that values education is not new to Africa. Rooted in the philosophy of Ubuntu “I am because we are” ATEF promotes community learning, moral instruction, and apprenticeship as means of cultivating empathy, integrity, and interdependence. By weaving indigenous knowledge systems into modern schooling, educators can create culturally responsive curricula that celebrate heritage while building civic responsibility and social cohesion. Resilience and Leadership for the Future The Resilience Framework for Promoting Competence (Masten et al., 2008) and the Integrated Instructional and Transformational Leadership (IITL) model (Shava, 2021) position schools as ecosystems that nurture both competence and character. They show that effective education goes beyond lessons – it lives in school culture, relationships, and leadership. When teachers and principals adopt transformational leadership which models empathy, vision, and collaboration, schools become nurturing spaces that help students thrive emotionally and academically. The Big Picture Across these diverse models, one message stands out: nurturing life skills and values is a systemic responsibility. It requires synergy between curriculum design, school leadership, teacher development, and community participation. From a recent review of literature conducted by ALiVE, we conclude that “competence and character are cultivated when instructional design, leadership, counselling, cultural relevance, and emotional safety operate as a coherent ecosystem.” When education connects intellect with empathy and culture with innovation, classrooms become spaces where knowledge transforms into wisdom. This holistic approach is what education reform in Uganda and beyond must now aim for to provide an education that prepares learners not only to make a living but to make a difference. The future belongs to schools that educate both the mind and the heart. By Seezi Bogere Seezi Bogere is a Research Officer at NCDC and Co-Lead of ALiVE Learning Journey with Schools, Uganda
Across the world, education systems are undergoing a quiet revolution, a shift from rote memorization to the holistic development of learners who can think critically, empathize deeply, and act ethically. In Uganda, this transformation is being advanced through a strategic partnership between the National Curriculum Development Centre (NCDC, Uganda) and Action for Life Skills and Values in East Africa (ALiVE) initiative. Together, NCDC and ALiVE are championing the implementation of the Competency-Based Curriculum (CBC), which places life skills and values at the heart of teaching and learning, equipping learners to thrive in a changing world. Through this partnership, NCDC and ALiVE are on a learning journey with 6 primary schools to unlock evidence on working models for developing skills and nurturing values through the whole school approach. The partnership is also supporting the development of evidence informed Learning Progressions for three skills (cooperation, creative thinking and problem solving) across four grade levels (P6, S1, S2 and S3). This aims to enhance understanding of developmental progressions for these skills as well as strengthening classroom practices for nurturing these competencies amongst the learners. Under the same NCDC–ALiVE partnership, a literature review was conducted. This review offers insights that continue to inform and strengthen the ongoing learning journey with schools. It serves as an evidence base linking research to practice, ensuring that the partnership’s interventions for nurturing life skills and values are grounded in both global and local knowledge. As explained in the review, the 21st-century learner must be nurtured as a whole being, not just to pass exams, but as citizens who are compassionate, creative, and conscious of their role in shaping a just and sustainable world. An education that equips the whole person requires us to adapt and adopt to a new posture. From our current review of global and local literature, three key insights stand out: 1. Beyond Knowledge: Teaching for Humanity Traditional teaching methods often focus on content mastery, leaving little room for character formation or emotional intelligence. However, emerging pedagogies including inquiry-based learning, problem-based learning, reflective dialogue, and technology-enhanced instruction emphasize learning as a process of exploration and meaning-making. These methods allow learners to question, investigate, and collaborate, building confidence, curiosity, and empathy along the way. For instance, in inquiry-based learning, students become investigators of real-life issues, engaging in critical reasoning and ethical decision-making. In problem-based learning, they work collaboratively to find solutions to community challenges while strengthening teamwork, persistence, and accountability. Technology-enhanced learning, when used ethically, further develops digital citizenship and innovation skills, preparing learners for both local and global realities. 2. Learning from the World Around Us Bogere’s synthesis reveals that experiential and place-based learning play a vital role in connecting knowledge to life. When learners engage directly with their communities, natural environments, and local cultures, they develop a sense of belonging and responsibility. Such approaches nurture environmental stewardship and civic consciousness values that are crucial for achieving UNESCO Education for Sustainable Development goals. Whether through school gardens, community clean-ups, or local storytelling projects, these experiences teach children that learning extends beyond the classroom. They help students appreciate the interconnectedness of social, environmental, and ethical dimensions of life. 3. Teaching with Heart and Reflection The review also underscores the importance of reflective questioning and dialogue-based teaching. When teachers ask open-ended questions and facilitate discussion rather than dictation, they encourage learners to express themselves, listen actively, and respect diverse opinions. This nurtures humility, patience, and emotional intelligence – qualities which are vital for peaceful coexistence in diverse societies. By cultivating curiosity and moral reflection, educators help learners to see the value of compassion and ethical choice. These skills prepare them not only for the world of work but also for leadership, family, and community life. A Call to Action The message is clear: nurturing life skills and values is not an optional add-on; it is the very purpose of education. Schools that blend academic rigor with moral development and social engagement produce well-rounded individuals ready to thrive in a rapidly changing world. For teachers, this means rethinking classroom practices; for policymakers, reimagining assessment and accountability; and for parents, reinforcing values at home to complement what is nurtured in school. When these stakeholders work together, education becomes a force for both personal and national transformation. To build a peaceful, equitable, and sustainable Uganda, we must move beyond “learning to know” toward “learning to be.” When life skills and values drive education, schools do not just prepare students for jobs they prepare them for life. By Seezi Bogere Seezi Bogere is a Research Officer at NCDC and Co-Lead of ALiVE Learning Journey with Schools, Uganda
Jaimie Bleck | Robert Dowd | Danice Guzman | John Mugo | Jackline Oluoch-Aridi Education is thought to be an essential tool for building social cohesion in an ethnically diverse society. This paper evaluates the effect of exposure to a more diverse student body on trust, tolerance, and patriotism in one country where the government has made explicit efforts to use schooling to foster social cohesion: Kenya. In the wake of electoral violence in the 2007 elections, Kenya’s government expanded the number of ‘national schools’, schools with required regional diversity quotas, from 18 to 103. We leverage the policy change to compare 984 secondary students in schools that differ in their use of a diversity quota. We measure friendship with outgroup members, trust, tolerance, and national identity. Our findings indicate that national school students are more likely to have inter-ethnic friendships and are associated with a higher prioritization of civic national identity over subnational identities. We find that diverse friendships act as a mediating factor for increased trust and tolerance. Download Article
Stella Rose Akongo | Martin Ariapa | Mauro Giacomazzi | This systematic review explores the relevance, implementation, and assessment of 21st century life skills education in sub-Saharan Africa, with a focus on socio-emotional learning, soft skills, and resilience. It identifies life skills as essential for youth development, particularly among vulnerable populations facing social and economic adversity. Despite policy recognition across sub-Saharan Africa, life skills integration into education systems remains inconsistent due to infrastructural gaps, teacher preparedness, and lack of culturally relevant frameworks. The review analyses 27 intervention assessments, revealing that experiential, structured, and contextually adapted pedagogies—particularly those targeting internal domains like self-esteem and self-efficacy—yield significant psychosocial and educational outcomes. It also highlights a critical gap in validated, context-sensitive assessment tools, with most relying on Western self-report measures. Community and school-based programs showed positive outcomes, especially when grounded in participatory learning and local relevance. The study underscores the need for scalable models, systemic evaluation, and policy alignment, and advocates for strengthening teacher training and community involvement. It concludes with recommendations to enhance life skills programming through sustained, context-specific approaches and improved measurement frameworks. The findings aim to inform policymakers, educators, and practitioners in developing effective strategies for fostering youth competencies across the region. Download Article
When researchers, educators, and partners gathered for the ALiVE research methodology workshop, the atmosphere was marked by both curiosity and resolve. This was not simply a training; rather, it was an invitation to question long-held assumptions. They were not just there to learn; they were there to challenge their own assumptions, to unlearn rigid old habits, and to embrace new ways of thinking about how evidence can meaningfully shape competence-based curriculum reforms. Led by the Impact Evaluation Lab under the guidance of Dr. Constantine Manda, the five-day workshop combined guided reflection, rigorous debates, and practical exercises. Together, participants embarked on a humbling journey to rethink what it truly takes to design research that not only measures outcomes but also illuminates the processes, contexts and lived realities of CBC implementation. From Reflection to Rethinking Learning Pathways A turning point came when participants reflected on the state of CBC in their countries, not through numbers alone, but through stories of classrooms, teachers, and learners navigating change. The insight was clear- to understand whether CBC is working, we must go beyond measuring outputs to interrogating processes of how learners build competencies, how teachers adapt pedagogy, and how schools manage systemic shifts. From Concepts to Practice The workshop prioritized doing over discussing. Participants: Engaged in hands-on sessions on research design, data analysis, and randomization, building confidence in practical tools such as Excel for experimental design. Worked in national and thematic groups to frame research questions, sketched tools, and developed timelines for implementation, supported by technical mentorship. The energy in the room was palpable as debates sparked clarity and collaboration bridged diverse perspectives. Participants discovered that rigorous research thrives when grounded in collective efforts. Growing a Research Community By the end, what began as individual reflections had grown into a shared commitment to build an evidence culture that is process-oriented, context-sensitive, and policy-relevant. Draft research tools and timelines were developed, but more importantly, participants left with a renewed confidencethat they could generate evidence robust enough to guide and strengthen CBC implementation. As one participant reflected: “It wasn’t about getting the answers- it was about learning to ask the right questions.” While another affirmed that, “ the beauty about this workshop was discovering that collaboration doesn’t weaken research- it strengthens it.” I leave here with not only knowledge, but also with the courage to use it. Joyce Kahembe Head of Research, Consultancy & Publication, TIE. “I benefited from an excellent session led by Prof. Constantine Manda (University of California, Irvine) on core program evaluation methods including causal inference, randomized designs, regression discontinuity, differences-in-differences, and the research ethics safeguarding human subjects. Two ideas stuck with me: the power of randomization in experiments, and how larger samples sharpen precision and data quality. Just as important, the workshop reinforced a simple rule: define constructs clearly, ask causal questions explicitly, and anchor every claim in a credible counterfactual so we don’t confuse selection effects or time trends for impact. Practical fieldwork takeaways were equally strong: use proper randomizers, recruit local enumerators, anticipate social desirability bias (e.g., list experiments), and consider mobile surveys where appropriate. Given Kenya’s rich tradition of quantitative and mixed-methods studies, I left convinced that whatever the approach, we should still aim for designs that create credible comparisons and preserve balance between treatment and control groups. Finally, the human lesson: social capital matters. Peer networks open doors to better studies and career opportunities. I’m grateful to ALiVE, the Tanzania Institute of Education (TIE), and the Impact Evaluation Lab for an evidence-focused, hands-on convening. Above all, the experience affirmed that learning, relearning, and unlearning are essential as we pursue process-oriented curriculum implementation research. This was indeed a good opportunity of learning about how to ensure our learners across East Africa have the best chance at living meaningful lives and being competitive globally.” – Evans Mos Olao, Senior Research and Knowledge Management Officer, KICD. “Orthogonality in randomization might sound like a heavy term, but it is actually a simple idea with big importance in experimental designs. It’s about making sure that the treatment and control groups are truly comparable before the experiment begins. Why does this matter? Because we want certainty that any difference we see later on is due only to the treatment. If the groups already differ in important ways like age, income, or education then we can’t be sure whether the treatment or those differences are driving the results. Orthogonality helps solve that problem by giving us balance. A balance test is one way to check this. By collecting data on key characteristics at the start, sometimes through a simple baseline survey, or even using existing secondary data we can test whether the treatment and control groups are equivalent. If they are, then we know randomization has done its job. And the good news? This often means we can avoid running expensive baseline surveys. With orthogonality in place, the analysis becomes much cleaner. The treatment effect can be seen directly in the difference in outcomes between the treatment and control groups. That’s the power of getting the basics right from the start.” – Martin Ariapa, ALiVE Regional Senior Analyst. “This workshop marked a milestone in building a regional research community that puts life skills and values at the core of education. The methodologies we explored will ripple outward—helping governments track progress, shape interventions, and equip learners with the competencies they need to thrive in a complex and divided world. The journey does not end here. The seeds planted will grow into evidence that informs, questions that challenge, and practices that reimagine how education systems nurture competencies for learning and life” – Akongo Rose Stella, ALiVE Co-PI Learning Hub. By Einoth Justine – ALiVE Manager, Tanzania
Reflections from the AEAA 41st Annual Conference, Addis Ababa By Samson Sitta, ALiVE Senior Program Officer, MZF This August, education leaders, researchers, and practitioners from across Africa and beyond gathered for the 41st Annual Conference of Association for Educational Assessment in Africa (AEAA), in Addis Ababa, Ethiopia. The conversations rode on the theme, Transforming Educational Assessment: Towards Quality learning and Informed Decision Making. The first Sub-theme resonated around the question: How can technology help Africa rethink the way we assess learning? Beyond Exams: Why Technology Matters For decades, examinations have been the gateway to opportunities in Africa. But too often, education systems have measured only a fraction of what learners truly know and can do. Now, with rapid advances in technology, new possibilities are emerging. Imagine classrooms where tests are not only faster to administer but also fairer, more inclusive, and more connected to real life. Imagine assessments that recognize creativity, problem-solving, and resilience—skills young people need to thrive in the 21st century. This vision animated the AEAA conference, with speakers from across the continent sharing both challenges and inspiring solutions (Dieteren, 2025; Aminu et al., 2025; Sitta & Marandu, 2025; Mahlet, 2025; Namigadde, 2025). AI Can Help – But Humans Are Still Key Dutch testologist Nico Dieteren presented on Testology and Technology: How the Human Factor Can Leverage and Enhance the Use of AI in Making Good Tests. He reminded participants that while artificial intelligence (AI) can make testing more efficient—automating tasks like marking, test assembly, and item generation—it cannot replace human judgment. “AI is strong in speed and scale,” he explained, “but unreliable in creativity and ethics.” In Africa, where culture and fairness are central, AI must be paired with human expertise to ensure assessments remain meaningful and just (Dieteren, 2025). Samson Sitta at the AEAA Conference 2025 From Nigeria, Dr. Mohammed Aminu and colleagues presented findings on the Implementation of Inclusive Assessment Practices in Technical Colleges in Southern Nigeria. Their study revealed that while students perceive inclusive assessments as improving participation and learning outcomes, many teachers still rely on traditional tests. Barriers such as limited digital skills, gaps in training, and inadequate funding stood out. Yet, with investment in digital tools, teacher training, and policy support, assessments can be redesigned to celebrate every learner’s talents—not just those who excel in exams (Aminu, Stephen, Iluobe & Raymond, 2025). Digital Literacy: More Than a Tech Skill From Tanzania and Zanzibar, Samson Sitta and Daniel Marandu, presented on behalf of the Action for Life Skills and Values in East Africa (ALiVE) initiative. They shared insights on Leveraging Digital Technologies to Transform Educational Assessments in Africa. Their evidence shows that only 31% of adolescents could easily use digital tools, with girls and poorer adolescents most disadvantaged. Yet adolescents with stronger digital skills demonstrated higher confidence, problem-solving skill, and resilience. They observe that digital literacy is not just a technical ability—it is a life skill that opens doors to learning, work, and empowerment (Marandu & Sitta, 2025). Ethiopia’s Experiment with : Structured Pedagogy From Ethiopia, Mahlet (Luminos Fund) presented on “Scaling Structured Pedagogy in Sidama Using EGRA/EGMA Data.” Working with the Ministry of Education, Luminos piloted structured lesson plans combined with tablet-based assessments. The results were striking. Children in structured pedagogy classrooms recorded 29+ correct words per minute in literacy and nearly doubled their performance in numeracy compared to peers in traditional programs. This shows that when technology is blended with pedagogy and teacher support, learning outcomes improve dramatically—even in resource-constrained settings (Mahlet, 2025). Confronting Exam Malpractice in Uganda From Uganda, Namigadde Salimah of UNEB presented on Examination Malpractice at High-Stakes Primary Leaving Examinations (PLE) in Luweero District. She noted that malpractice—driven by academic pressure, institutional competition, and inadequate preparation—remains a serious threat to fairness and integrity of assessments. Proposed solutions included CCTV surveillance, biometric verification, and data analytics. However, Namigadde emphasized that sustainable solutions require more than technology: building a culture of honesty and accountability among students, teachers, parents, and communities is critical (Namigadde, 2025). A Shared Call to Action Across all the presentations, one message was clear: technology alone cannot transform education. It must be guided by values of fairness, inclusion, and cultural relevance and powered by people: teachers, learners, parents, and policymakers. As one speaker reflected, “Africa cannot afford to be the missing continent in the digital revolution, but neither can it lose sight of the human factor that ensures education remains meaningful and just.” The conference ended not with final answers, but with renewed determination: to build an education system where technology helps every child to learn, every talent to shine, and every assessment count. @samsonsitta07
In a world where education systems are increasingly called upon to cultivate not only academic excellence but also ethical, empathetic, and socially responsible citizens, Values-Based Education (VbE) has emerged as a transformative imperative. Kenya’s ongoing efforts to mainstream VbE through its Competency-Based Curriculum (CBC) offer valuable insights into both the promise and challenges of systemic integration of values into education. Recent findings from a VbE baseline survey conducted across several counties including Isiolo, Tharaka Nithi, Taita Taveta, and Kwale, paint a complex picture. While many learners demonstrated values such as respect and teamwork in daily school life, a majority struggled to define or articulate what values are or how they relate to education. In most schools visited, there was no formal structure for nurturing values. Instead, values-related practices were often informal, fragmented, and dependent on individual teacher initiative or co-curricular activities such as sports and clubs. Despite the clear enthusiasm among educators and stakeholders, the survey exposed a persistent gap in structured VbE implementation. Many schools lacked resources, teacher training, and system-level frameworks to embed values consistently. In some special needs institutions, physical infrastructure challenges and limited inclusivity further complicated efforts to nurture values equitably. Yet amidst these gaps, there are pockets of promise. Some schools demonstrated organic approaches to character formation, teachers modelling values through daily interactions, schools encouraging environmental stewardship and community service, and student clubs fostering responsibility and collaboration. In a few cases, talking walls (visual displays of key moral messages) were used to reinforce school-wide commitment to values like peace, responsibility, and social justice. To address these issues, stakeholders emphasized the importance of adopting the Whole School Approach (WSA), an evidence-based strategy that embeds values across every aspect of school life, from classroom instruction to peer relationships and leadership culture. Regular monitoring, peer learning forums, and investment in visual learning tools like value charts and displays were also recommended to strengthen long-term impact. Officials from the Ministry of Education, KICD staff, Zizi Afrique Foundation staff at the Taita Taveta County TSC Director’s office. These findings highlight a critical opportunity: the need for deliberate, system-wide capacity building to move from incidental to intentional practice of values-based education. This includes equipping teachers, school leaders, and education officials with the tools, frameworks, and pedagogical strategies to integrate values into both academic instruction and school culture meaningfully. Ultimately, the Kenyan experience affirms a core insight familiar to VbE experts worldwide: education systems thrive when values are not only taught but lived. With strategic investment, consistent training, and sustained collaboration, schools can become powerful ecosystems of character formation—shaping the kind of citizens our societies urgently need. Clarifying the CBC-aligned values i.e. respect, responsibility, integrity, love, peace, social justice, and patriotism. This included definitions, indicators, and strategies for integration. Strengthening school-wide practices, such as value-based leadership, positive school climate, and co-curricular programming. Elevating learner agency, encouraging students to model, question, and reflect on moral issues in peer settings. Mobilizing stakeholders, recognizing parents, support staff, and community members as active agents in reinforcing values beyond the classroom. Notably, schools that engaged families and communities in organizing cultural festivals, tree-planting events and service-learning projects created impactful opportunities for learners to embody and experience shared values in real-world contexts. For resources on values-based education, please visit https://kicd.ac.ke/cbc-materials/values-based-education-materials/ @biftukarayu, @enockimani
As part of Kenya’s national Values-Based Education (VbE) initiative, a targeted effort was made to include 16 Special Needs Education (SNE) institutions in a broader baseline survey and capacity-building program, spanning 19 counties. This inclusion reflects a growing recognition that learners with special needs deserve equal opportunities to experience values-based learning environments that foster moral development, character formation, and holistic growth. In the Central and Eastern SNE cluster, over 200 learners across four institutions—Raimu Integrated School (Kirinyaga), Tumu Tumu School for the Hearing Impaired (Nyeri), Isiolo School for the Deaf (Isiolo), and Ikuu Special School (Tharaka Nithi)—participated in the study. These schools provided rich contextual insights into how values are expressed and reinforced among learners with hearing and intellectual disabilities. One of the most striking findings was the critical role of non-teaching staff, including dormitory matrons, caregivers, and patrons, in modelling and nurturing values such as empathy, respect, and responsibility. Learners consistently referenced support staff as central figures in shaping daily behaviour, particularly in unstructured settings or when teachers were not present. This underscores the importance of adopting a Whole School Approach (WSA) that recognizes every adult in the school environment as a values educator. While formal learner-leadership structures and co-curricular activities were present across all schools, the hidden curriculum, transmitted through daily interactions, emerged as the most influential source of values learning. However, gaps remain. Although values are embedded in curriculum frameworks, the intentional practice of values within the classroom and school culture remains limited. Visual cues promoting values were notably absent, and many educators reported that values education tends to be implicit rather than purposefully designed. To address this, a two-day training for 24 educators, heads of institutions, and curriculum support officers was held in Tharaka Nithi County, introducing participants to the WSA as a systemic strategy to embed values across all facets of school life. For many, this was their first exposure to the framework, and it prompted reflection on missed opportunities to model values consistently and meaningfully. A teacher from Tumu Tumu School reflected, “I’ve come to realize how our everyday interactions among staff become models for learners, we are always teaching, even outside the classroom.” A learner at Isiolo School for the Deaf echoed this sentiment: “Support staff shape how we behave every day, especially when teachers are not around.” Learners at Kuja Special School for the Deaf (Migori) draw maps representing population densities during a Social Studies lesson. These insights reinforce the need for a deliberate, inclusive, and system-wide approach to values education in SNE contexts, one that honours the diverse ways in which learners understand and internalize values, and that empowers all members of the school community to participate in the moral development of every child. In Western Kenya, ALiVE and KICD teams visited 4 special needs education institutions across four counties namely: Kuja Special School for the Deaf (Migori), Chekombero Primary and Junior Special School for the Hearing Impaired (Vihiga), St. Oda Primary and Junior Special School (Siaya) and Nalondo CBM Special School for the Physically Handicapped (Bungoma). These visits included classroom observations, focused group discussions with learners, and interviews with teachers and school leaders, to assess the integration of values within the SNE learning environments. While many learners demonstrated awareness of core values such as kindness, respect, and honesty, their ability to articulate or apply these independently remained limited. This was particularly evident among learners with hearing impairments, who often showed hesitation to participate in class discussions, highlighting the need for more inclusive and adaptive pedagogical strategies. Teachers emphasized the importance of patience, empathy, and inclusive communication when delivering values education to learners with disabilities. Practices such as positive reinforcement, role-playing, and experiential learning activities emerged as highly effective in helping learners internalize values. These findings underscore the need for capacity-building approaches that are grounded in both inclusive pedagogy and values integration. In the Coastal region, additional insights were gathered from Christ the King Maktau Special School in Taita Taveta County, where structural barriers—such as poor infrastructure and environmental hazards—further complicate the delivery of quality education. One teacher shared how classes are routinely interrupted by the threat of wild animals crossing the school grounds, putting mobility-impaired learners at risk and forcing staff to prioritize safety over learning. Despite these challenges, staff remain committed to embedding values into daily teaching, even under resource-constrained conditions. The baseline survey and the consequent monitoring established some disparities in communicating with SNE learners. Most of the VbE-focused materials shared to schools had the values written and explained using words. However, it was established that some SNE learners like those with mental and hearing impairments, would benefit more from visual messages like drawings. Similarly, those with visual impairment would also benefit more with braille-typed materials. Customized materials would not only enrich the learners interaction with values, but also reduce the burden of coding the values and their indicators from the shoulders of teachers and caregivers. At the conclusion of the visits, each school developed tailored action plans focused on four key areas: teacher training, mentorship, parental engagement, and community involvement. Participants emphasized the need for ongoing professional development, including peer learning opportunities and the consistent presence of sign language interpreters to ensure inclusive participation in future engagements. This phase of the VbE pilot illustrates a central truth in values education: success depends not only on structured lessons or curriculum design, but on creating inclusive, value-rich environments where every adult in the school community serves as a living model of the values we aim to cultivate in learners. In SNE contexts especially, intentional, inclusive, and context-responsive strategies are essential to ensuring that no learner is left behind in the journey toward holistic development. @walteronyango1, @karani15701, @polo_raynor
