More than 15,000 delegates gathered in Mombasa for the annual Kenya Primary School Headteachers Association (KEPSHA) conference 2024 under the theme, “Transformative Leadership in the Digital Transition, for Inclusive and Sustainable Quality Basic Education in Kenya.” The conference, which also doubled as the KEPSHA Annual General Meeting, was officially opened by the Chief of Staff and Head of Public Service in Kenya, Mr. Felix Koskei. Highlights from key speakers are presented below: Mr. Felix Koskei, Chief of Staff and Head of Public Service in Kenya There is value in utilising digital technology in order to improve learning and in the advancement of school leadership and management. Additionally, there is need for collective responsibility in ensuring that the digital transition does not erode learners’ values. “Global digital transformation has redefined how we learn, how we teach and how we lead. We urge all teachers to make digital literacy an integral part of every learner’s journey, equipping them with the skills to become suitable digital citizens and innovators of the future. Technology is the way to go because it supports both delivery and assessment of our curriculum. The assessments in teacher training colleges will all go digital both in administration and marking. We look forward to leveraging technology in similar ways in our schools too. I thank you teachers for taking charge of the 2024 Kenya Primary School Education Assessment (KPSEA), which concluded without challenges. I am happy that we did not need police officers to man assessment centres with guns as had been the case before. This is a huge relief because assessment should be done in a cheerful and relaxed atmosphere.” Dr. Belio Kipsang, Principal Secretary for Basic Education The leaders reiterated the need for deliberate integration of values and life skills in education, to help develop a whole learner who will be ready for opportunities and challenges of the 21st century. “Primary school education is not merely a phase, it is a critical level where we embed essential values, cultivate skills and instil competencies upon which students rely for their journeys in life. We appreciate that education is a sum of intelligence and character. Allow me to share wisdom from an old man who taught me never to hire for competencies alone but to always hire for character. This is because, you can train people to acquire skills, but you cannot teach them to become who they are not – in character.” Mr. Johnson Nzioka, KEPSHA National Chairman Headteachers were urged to embrace technology as a vehicle to effectively navigate the complexities of modern leadership. The government was also called to employ more teachers who would share in the growing workload of the progressing competency-based curriculum. “We are not just gathered to celebrate our achievements but also to launch a new chapter in our story, a chapter defined by a revitalized identity, renewed commitment and a bold vision for the future of primary and junior school leadership in Kenya. We can only look into the future with purpose, passion and professionalism. A future where every child in Kenya can access quality education and where every school headteacher is empowered to lead with excellence.” Dr. John Mugo, Executive Director of Zizi Afrique Foundation and Principal Investigator of ALiVE Zizi Afrique Foundation’s digital journey and the power of technology as a tool for transformative change. Of note, Zizi Afrique led many tech-based initiatives even during the COVID-19 pandemic, to foster household learning in marginalized communities. This and many other initiatives demonstrated technology’s power to expand access to educational information and interaction across communities. Zizi Afrique thrives on continued partnerships with the ministries of education, teachers, parents, and other education stakeholders. With a special mention of long-time partner KEPSHA, one of the sponsors of this KESPHA conference 2024. “We must use technology to enhance the learning experience. Previously, teachers spent a quarter of the lesson time drawing on and rubbing the chalkboard. Today, simple concepts in science or math can be illustrated using videos and virtual reality. This is the way to improve learning outcomes, especially for those facing learning difficulty and with special needs. We do not work to create parallel solutions to government. We have adopted systems change, supporting the public education system to improve so that it works for all children. In Bungoma County for instance, we distributed tablets loaded with content for parents to get involved in their children’s learning. We also had radio and short message service (SMS) technology for learning and continuity. We had tailored messages to create awareness amongst parents, while raising questions on how best they would support their children to learn even at the household level.” Ms. Virginia Ngindiru, the Director of Innovations and Practice at Zizi Afrique Foundation As part of a panel discussion, “Unlocking the Prospects for Enhancing Parental and Community Engagement in Schools by Addressing the Digital Divide”, Ms. Virginia Ngindiru called for parental engagement in the desired value-based education. Parents are key actors in foundational learning. They are the custodians of values and are partners in promoting inclusion of children living with disability and they support the identification and nurturing of talents for holistic learning. They must be engaged. Ms. Nyambura Thiong’o, RELI Kenya Country Coordinator Representing Ms. Margaret Wawira, the C.E.O of RELI Africa, highlighted a key challenge – limited access to requisite infrastructure further compounds marginalization among learners furthest behind. Access to devices, accessories, electricity, and storage facilities, often present prohibitive costs. Data privacy and security, weak policies, and resourcing gaps for digital technology inclusion are among the challenges that complicate the use of technology in education. In Closing At the end of the ceremony, Mr. Koskei urged teachers to commit to a functional, resilient, and thriving education system. He also called on headteachers to be prudent and accountable as they handle school funds and resources. In the current financial year, the government allocated 627 billion shillings for the education sector. The weeklong conference closing ceremony was presided over by Cabinet Secretary for Education, Hon. Migos
On November 19th 2024, ALiVE launched its open-source platform. A one-stop centre that shares is our lessons learned and knowledge gained since our inception in 2021. You can access the platform and if you’re interested, watching the launch.
Join Prof. Esther Care, Dr. Mauro Giacomazzi, John Kabutha Mugo, and many more from the 12th to 14th March 2024 as they discuss “The Contextualization of 21st Century Skills: Assessment in East Africa” – a book as discussing the need for assessments of life skills and values in the East African community at the CIES 2024 conference. You can download this free book and/or listen to the launch.
Since its launch in 1990, the ‘Education for All’ Initiative has grown worldwide recognition, even as the world has become increasingly complex, and the future even more unpredictable – driven by innovation and knowledge, but also confronted by unresolved political, environmental, and health challenges. In seeking to attain the Sustainable Development Goals by 2030 in sub-Saharan Africa has necessitated resilient effort to transform education systems to graduate learners well-equipped for 21st century living and working. Fortunately, education systems in Kenya, Tanzania, and Uganda are integrating values and life skills, albeit at varying levels. Kenya is already implementing a curriculum that has integrated 8 values and 7 core (21st century) skills. Uganda has integrated life skills in both policy and curriculum. A new curriculum has been introduced for the secondary level, and this includes 21st century competencies. Tanzania is revisiting and revising the National Life Skills framework and through the support of UNICEF, has even developed a detailed strategy and tools for formative assessment of selected life skills at primary and secondary levels. In all three countries, the values and life skills group of Regional Education Learning Initiative (RELI) has given a significant contribution to the processes and tools. Subsequently, governments have acknowledged the worth of these competencies in determining success in learning, life, and work for the 21st century learner. However, the real work is just beginning. First, there is little clarity on what works, and support and accountability are needed to move beyond written intentions to working classroom practices and finally attain sustainable outcomes. The region is yet to document evidence on whether some life skills are more critical than others. In all three countries, there is an acknowledgment that appropriate and contextualized tools are needed to assess outcomes in these areas to measure progress and improve policy and practice. To address these challenges, RELI initiated a three-year project on Assessment of Life Skills and Values in East Africa (ALiVE). The ALiVE initiative targets adolescents (aged 13 to 17 years) in and out of school, focusing on four life skills competencies: self-awareness, collaboration, problem-solving, and respect. It aims to: Develop context-relevant, open-source tools for assessing life skills in East Africa. Undertake household assessments targeting adolescents with the aim of generating evidence. Use the evidence to draw attention to and increase awareness on the worth of these competencies among stakeholders (public policy advocacy). Elevate RELI-VaLi to a regional community of practice on methods and measurement of life skills, replicable at the national and regional levels for sustainability through transnational alliance building. Enhance peer learning and feedback among the RELI member organizations working on improving learning outcomes in East Africa through learning, sharing and capacity strengthening.
Given that research consistently demonstrates that life skills such as: problem-solving, collaboration, respect, and self-awareness are not only essential for job success, but also for academic achievement and holistic development. However, limited awareness and understanding of these skills persist across the continent. Research findings from the ALiVE Kenya, Tanzania, and Uganda Regional Report 2023 demonstrated that significant challenges in life skills persist among adolescents in the region. Approximately one-third struggle with recognizing problems and identifying potential solutions, while nearly half (49%) exhibit the ability to acknowledge a problem from one perspective and act towards finding a solution. More on this article here.
The Uasin Gishu Youth Initiative with Zizi Afrique Foundation, a local non-governmental organisation organised a successful dissemination of a report on the Assessment of Life Skills and Values (ALiVE) among teenagers in Eldoret. The initiative seeks to enhance Kenyan education systems among school-going children within the age of 13 to 17 years by equipping them with the skills and values for learning, living and for working. Speaking during the report launch, ZiZi Afrique highlighted the core skills as: problem-solving, collaboration, self-awareness, and respect, with literacy and digital literacy as additional areas. With the hopes that the national curriculum will come to emphasize the integration of life skills and values from early childhood development to institutions of higher learning. “We need to incorporate life skills and values in the curriculum from pre-primary to university level to churn out a graduate ready for the job market.” Joshua Kemboi Uasin Gishu County Coordinator Read the full article
At Machakos Teachers Training College, learners from all walks of life are admitted regardless of their physical abilities. The college has embraced Kenyan Sign Language (KSL) in classrooms and other social spaces, the incorporation of sign language interpretation in classrooms is boldly breaking communication barriers between learners and their educators, fostering a more equitable and inclusive learning experience and embody a sense of acceptance and collaboration. Despite the progress made through decades of learning, not all inclusion initiatives have supported learners with disabilities. However, the introduction of Kenyan Sign Language at basic education levels in Kenya may help change the tune. This move may incite substantial efforts by both state and non-state actors to support learners and workers to learn and use KSL. It is a welcome move at Machakos TTC where hearing students and staff learn KSL every so often and tap on signs from the hearing-impaired students as well – bridging the silent gap of communication that is often evident between hearing and deaf populations. A peek into the second-year Mathematics class at Machakos TTC presented a new lens through which to look at inclusion. Rose Nafula demonstrated how she would take a learner through a mixed fraction sum, engaging the rest of the class while Alice Wambui, the assigned KSL interpreter signs along. Beston Kiprotich, also a KSL signer then took on the sum with Alice as support. What a sight to behold! The integration of Kenyan Sign Language and interpreters into Kenyan classrooms is a laudable step towards a more inclusive educational system creating classrooms where communication is accessible to all. Students no longer feel isolated, they actively participate in discussions, contribute ideas, and engage in class activities. Learning sign language and interacting with interpreters promotes broader societal inclusion and challenges the notion that spoken language is the only way to communicate. Machakos TTC is one of many institutions collaborating with Zizi Afrique Foundation (ZAF) to champion core competencies, also known as life skills and values. ZAF also supports teacher educators at the college to define, integrate, nurture and assess these core competencies, and has influenced the formation and strengthening of clubs to enhance the implementation of competency-based education. Machakos college has gone further to introduce the said values and life skills during students’ orientation. They practice the same as they go about their businesses within and without the college.
Teacher education is a key pillar in realizing quality education. It ensures that teachers are equipped with the requisite skills, knowledge, and pedagogy to effectively engage learners and facilitate meaningful learning experiences. In 2022, Action for Life Skills and Values in East Africa (ALiVE) conducted assessment of life skills and values among adolescents in Kenya, Tanzania, Uganda and Zanzibar. Results revealed that only 5% of adolescents in Kenya are proficient in problem solving and consequently, ALiVE embarked on a journey to address this gap. The big question was, how does the teacher education space need to evolve to prepare a teacher to effectively develop life skills and nurture values? In answer, within the Kenyan context, Zizi Afrique Foundation (ZAF) through the ALiVE initiative is working in collaboration with Eregi and Machakos Teachers Training Colleges in the space of foundational learning (core competencies, values, literacy, and numeracy). The collaboration is through a learning-by-doing model to explore ways through which teacher education can prepare a teacher with the capacity to connect content and pedagogical approaches for improved foundational learning outcomes. Specifically, Zizi Afrique is supporting the colleges to mainstream core-competences in their day-to-day activities through a whole school approach to unlock the formal, informal, and non-formal opportunities while using accelerated learning approach as a vehicle to achieve this. The work with teacher educators started by forming a common understanding of the current gaps in foundational leaning, the role of the teacher and how this connects with teacher education. Effective implementation of the Competency Based Education and Training (CBET) require teacher educators who have the core competencies, the pedagogy to mainstream core competencies, skills to develop formative assessments of measuring core competencies and values and to model values in the school environment. This kind of training and environment is likely to produce teachers with the relevant skill set, knowledge and values. Teacher educators from the two colleges have received training on introduction to life skills and values, to enhance their understanding and facilitate mainstreaming of the core competencies and values. Other trainings will focus on assessment, nurturing and accelerated learning approach. This collaboration aims to impart knowledge, skills, and to shift the mind-sets of the teacher educators and by extension the teacher trainees, to effectively implement competency-based curriculum. The results will be useful in shaping teacher education work in Kenya, Uganda, Tanzania, and Zanzibar.
In April 2024, the Action for Life Skills and Values in East Africa (ALiVE) embarked on a journey to assess life skills and values in Taita Taveta, Nyeri and Kisumu counties, in Kenya. The assessment covered 1,265 adolescents aged between 13-17 years old, across the three counties. ALiVE aimed to assess 3 life skills: collaboration, problem solving and self-awareness alongside the value of respect. The assignment began with a 3-day training of assessors who were selected from a crop of trainee teachers. This choice of assessors was strategic because the ALiVE initiative aims to expose teachers to identify life skills and values, integrate them in the education curriculum, and ultimately be able to assess them at the classroom level. Watch more on the assessment here. At the end of the weeklong exercise, some of the assessors wrote the following blogs as a highlight of their experiences during the assessment. The culmination of the ALiVE household assessment on life skills and values marks not just the end of an evaluation but the beginning of a transformative journey. The values and life skills learned mark the strength and wisdom behind the program. Focusing on self-awareness, problem solving and collaboration as yardsticks, as an assessor and teacher in training, my immersion in this assessment has been a profound exploration of empowerment and growth regarding life skills and values among adolescents in East Africa. The program was full of immense learning opportunities that included a three-day training programme and ground research. Pivotal moments of the assessment included: witnessing first-hand the resilience and aspirations of adolescents aged 13 between and 17 years, engaging learners in discussions about values and life skills revealed an array of experiences, challenges and dreams, as well as observing this youthful world of exuberance. These experiences benefitted the assessment, and opened windows into the hearts and minds of our future leaders. Navigating diverse household dynamics underscored the interconnectedness of values and life skills with familial environments. Each household visited in Kisumu county presented a unique narrative, reflecting the rich tapestry of East African culture. From bustling urban settings to serene rural landscapes, the common thread was the unwavering dedication of parents and guardians in instilling essential virtues in their children. Additionally, communication proved pivotal in the assessment process. Effective dialogue, laced with empathy and understanding, fostered trust and openness among adolescents and their families. This experience reaffirmed the impact of communication in nurturing personal development and fostering meaningful connections. Much can be said of the Zizi Afrique Foundation-led assessment. However, it did not pass without challenges. The challenges included logistical hurdles given the terrain of the villages visited. We also met occasional resistance at the household level. But with resilience and adaptability, we pulled through most of the challenges and embraced them as catalysts for co-existence and growth, strengthening our resolve to advocate for comprehensive life skills education for all adolescents. Reflecting on the ALiVE household assessment, I am reminded of its significance beyond data collection. It is a call to action—a call to empower, educate, and uplift the youth of East Africa, for life. It is a testament to the collective effort of educators, parents, and stakeholders in shaping a generation equipped with the tools to thrive in an ever-evolving world. I believe the ALiVE program will have positive and long-long effects on all those reached. In conclusion, I extend my gratitude to Zizi Afrique Foundation for orchestrating this impactful assessment and commend my fellow assessors for their dedication. Let us carry forward the lessons learned, championing the cause of holistic education and empowerment for our youths. Brian Okoth Despite these challenges, the experiences gained during the assessment were invaluable. Engaging directly with parents and the adolescents provided insights into the unique dynamics and needs within each household. Where parents or care givers embraced the assessment, meaningful conversations ensued, building a sense of collaboration and shared responsibility for adolescents’ growth and development. They in turn expressed appreciation for the opportunity to reflect on and discuss essential life skills and values with their children. Conversely, in households where ALiVE was met with resistance, the assessment process became an opportunity for dialogue and awareness creation. Concerns were addressed through trust building and rapport with doubtful household heads, emphasizing the potential benefits of equipping the adolescents with critical life skills for present and future success. Throughout the assessment, self-awareness emerged as a recurring theme for parents and adolescents alike. Discussions around respect, problem solving, and collaboration often promoted self – reflection encouraging individuals to examine their own behaviours, beliefs and attitudes towards others and towards life encounters. Overall, the assessment experience reinforced the complexity of promoting life skills and values within diverse communities. It underscored the importance of inclusive and participatory approaches that recognize and respect the cultural context while striving for positive change. Moreover, by engaging with the households and doing dialogue, the assessment process became not only a means of evaluation, but a catalyst for community engagement, empowerment and (hopefully) transformative growth. A special acknowledgement must be made to the team at Zizi Afrique for their invaluable support and guidance throughout the assessment process. If there is anything directly influential in value development, it most definitely must be the ALiVE program. The program is geared towards personal expression of values and life skills and an appreciation of those around us. Zizi Afrique Foundation team facilitated the household assessment of adolescents aged 13 to 17 years, to evaluate their proficiencies in 3 life skills and one value that is: self-awareness, problem solving, collaboration and respect. Ann Gitonga BY STELLA ROSE AKONGO
Amidst ongoing global concerns regarding the direction and implementation of education, East Africa is experiencing an educational transformation, with curriculum reforms at the forefront. The shift to competency-based education (CBE) has sparked a growing emphasis on nurturing life skills and values to educate learners fit for the 21st century. However, a lasting impact may become elusive if educators lack the skills to effectively teach, assess, and foster these competencies throughout the school system. This transition requires teachers to adapt to CBE with new teaching strategies, and a deeper understanding of how to foster competencies such as: critical thinking, creativity, and problem-solving, among others, in their learners. Technical capacities to teach, assess, and nurture these competencies remain a real challenge in many classrooms, leading to disparities in how the competency-based curriculum (CBC) is delivered across schools. However, there is a risk is that CBC could exacerbate existing inequalities instead of bridging gaps. With limited evidence on what works in nurturing life skills and values, there is no better time than now, for researchers and academics to collaborate in exploring promising approaches to nurturing life skills and values through rigorous and robust studies. The potential impact of this research is significant, as it will generate the evidence necessary to inform and support the implementation of CBC. Evidence on the specific needs of teachers, students, and school systems is essential for targeted school interventions, tailored professional development for teachers, and curated learning materials that ensure all schools, regardless of location, can deliver the CBC effectively. Since May 2024, the Action for Life Skills and Values in East Africa (ALiVE) initiative, in partnership with Kenyatta University (Kenya), and the University of Utrecht (Netherlands) have been exploring collaborative research opportunities uniting East Africa’s leading universities and universities in the global north for a North-South research agenda, aimed at delivering what works in nurturing life skills and values. Regional organizations have since joined the collaborative. They include United Nations Children’s Fund (UNICEF), Aflatoun International, Network of Impact Evaluation Research Africa (NIERA), and Education Sub-Saharan Africa (ESSA), alongside regional higher institutions of learning like Strathmore University and the University of Dar-es-Salaam. Others like Kyambogo University, Makerere University, and State University of Zanzibar have also shown interest. The first co-creation meeting organized and hosted by Kenyatta University occurred on September 23rd – 24th 2024. Different government entities, including curriculum institutes, teacher service commissions, assessment agencies, and teacher educators, participated in the workshop to co-create a research agenda, focusing on exploring promising nurturing approaches that teachers (and parents, to some extent) use to develop values and life skills. During the workshop, participants co-developed a strategy for a randomized controlled trial (RCT) to identify the most effective methods for nurturing life skills and values. The participation of key government stakeholders, including representatives from the Kenya Institute of Curriculum Development (KICD) and the Teachers Service Commission (TSC), contributed valuable insights to ensure practical application and policy alignment. A central theme of the workshop was the need to strengthen locally led research, remarkably increasing the involvement of women and early-career African researchers. By fostering collaboration and promoting African-driven solutions, the workshop laid a foundation for meaningful improvements in teacher education and the overall implementation of CBC in classrooms across East Africa. Find out more about our work. BY STELLA ROSE AKONGO