In 2024, the ALiVE Academy beckoned, and I heeded the call! I joined the Academy with the goal of acquiring knowledge and skills necessary to support the effective implementation of the ALiVE program in Kenya. Since then, I have greatly benefited from training in item writing management, and I am currently undertaking a course on Basic Statistics and key concepts in Psychometrics. The learning experience has been both enriching and practical, offering hands-on sessions and individual assignments that have deepened my understanding and allowed me to directly connect what I learn with my work. I am privileged to be part of the ALiVE Academy. Learning from leading experts in the field, alongside a community of dedicated scholars, has made the experience incredibly valuable. The practical nature of the training has made it easier to bridge theory and practice, and I now feel more confident in my ability to develop high-quality assessment items—quite a significant improvement from those I created before joining the Academy. I am sincerely grateful to the ALiVE leadership for the opportunity to be part of this transformative journey, to Prof. Esther Care for her exceptional training, and to my fellow scholars for the collaborative spirit and shared insights that have made the learning process both effective and enjoyable. @OwitiElizabeth

I joined the academy in 2023 to strengthen my understanding of how life skills and values can be assessed and nurtured, so I can better support other ALiVE members and stakeholders. The sessions have been highly engaging, practical, and reflective—encouraging open sharing and peer learning. I have gained clarity on key concepts and can now confidently explain life skills assessment processes in ways that resonate with educators. The products developed by teams in the Academy have been especially helpful in my facilitation work. What I appreciate most is the Academy’s vibrant community of scholars and the facilitation style that values every voice. The experience has expanded my professional capacity and shifted how I approach assessments beyond academic outcomes. Personally, I have become a better listener, collaborator, and advocate. I am proud to be part of a learning space that is not only enriching but also inspiring real change in how we educate for the future. @AriapaMartin

Since 2023, I have had the opportunity to be part of this transformative journey as an academy scholar, which has greatly enhanced both my professional and personal growth. I became part of the academy through my involvement in system-strengthening activities under ALiVE, specifically focusing on engaging with education system to enhance its capacity to integrate life skills and values into both curriculum and assessment. Supporting these efforts is a core aspect of Uwezo Uganda’s role in ALiVE, and central to my own responsibilities. In the course of this work, it became clear to me that to effectively support others, my own capacity needed to be strengthened. This is where the journey with th e academy began. The two years spent in the academy have not only been enriching but also eye-opening. Having started with limited prior exposure to the technical aspects of life skills and values, I have since developed a well-rounded and in-depth understanding of the concepts, their practical application, and their significance within the broader education system. The learning-by-doing approach used in the academy has been particularly impactful. It has allowed me to move beyond theory to practical application, enabling me to contribute more meaningfully to ongoing efforts in engaging with the system in the integration of life skills and values in curriculum and assessment. My journey with the academy has also exposed me and allowed me to engage with fellow scholars who have brought to the table experiences, expertise and diverse perspectives to the learning experience. The modules, interactive facilitation, and exposure to global and regional practices have all contributed to a holistic learning process. Being a part of this has not only built my capacity but has also enabled me to better advocate for life skills and values within the education system. In a sense, my journey in the ALiVE Academy has helped me to learn and to give what I didn’t have before. @FNmubiru

I am Akongo Rose Stella, a scholar in the ALiVE Academy. I joined the ALiVE Academy in August 2023, as part of the ALiVE Core Technical Team from Uganda. At that time, I had newly joined the ALiVE Program team in Uganda. The opportunity arose at a time when I was seeking to sharpen my thinking, elevate my professional practice, and connect with like-minded individuals passionate about advancing learning outcomes in Africa. The sessions in the Academy have been dynamic, thought-provoking, and deeply engaging. They are not the typical lecture-style trainings; instead, they’re interactive, reflective, and grounded in real-world applications. Each module builds on the other, integrating theory with practice in a way that constantly challenges us to think critically and act intentionally. Our technical advisor and facilitator Professor Esther Care is both knowledgeable and genuinely invested in our learning journeys. So far, my progress in the Academy has been both empowering and humbling. I have grown in my ability to develop assessment frameworks for skills and values, develop and use assessment tools to generate and interpret data to establish levels of competencies, develop learning progressions, ask the right questions, and design learning interventions that are responsive to context. I have also gained confidence in presenting evidence and framing narratives that can influence decision-making spaces. What I am most proud of is being part of a vibrant cadre of scholars who are not only passionate but also deeply grounded in their contexts. The peer learning has been just as enriching as the modules themselves. I am also inspired by how the Academy has created room for experiential learning — through field visits, travel across the region, and exposure to diverse cultural and education contexts, which have broadened my worldview and appreciation of African ingenuity and resilience. Professionally, the Academy has shifted how I approach my work. I now think more in systems and see the value of slow, intentional work that seeks to catalyse sustainable change rather than just deliver quick wins. I’ve embraced complexity with more curiosity and learned to lead with evidence. These are not just tools; they are mindsets that will continue to shape my leadership journey. On a personal level, the Academy has been a space of growth and reflection. It has reawakened my commitment to lifelong learning and reminded me that meaningful change begins with self. I’ve built lasting relationships, found mentors, and gained a renewed sense of purpose in life and work. I am deeply grateful for the ALiVE Academy — not just for the knowledge it has imparted, but for the community it has created and the vision it nurtures. I carry forward a deep sense of responsibility to apply what I’ve learned and to be part of a collective that is reimagining education systems in Africa. @StellaAkongo

My name is Daniel Marandu, a proud scholar of the ALiVE Academy, since 2022. I still remember our first session, which was a three-day workshop at in Nairobi, Kenya. Prior to my admission, I was not aware of the admission criteria, but I recall a conversation with my senior Khadija Shariff, who mentioned that ALiVE was forming a technical team to support life skills and values work with education systems. I accepted the invitation wholeheartedly and have been grateful ever since. I also feel deeply indebted to Dr. John Mugo, the Principal Investigator of ALiVE, as well as his co-Principal Investigator Khadija Shariff, for trusting me and allowing me to be part of this transformative journey. The Academy is highly engaging and demands real commitment, timely submission of assignments and active participation. Before joining, my knowledge of life skills and values was limited, but through a series of sessions and interactions, I have developed deep understanding and practical insight. I now feel confident in my ability to engage with these topics meaningfully and professionally. Being part of the Academy has brought me many proud moments. Working with Prof. Care, a global expert with vast experience in international organizations, is a milestone. The Academy also expanded my professional network across Kenya and Uganda, with Kenya now feeling like my second home. Besides, I have gained valuable personal lessons such as the importance of time management, the value of consistency, the power of collaboration, and the need to remain open to learning. These lessons have reshaped how I approach both work and life. I am truly grateful for the exposure, mentorship, and friendships I have made through ALiVE Academy. As I continue this journey, I carry with me not just knowledge, but a renewed sense of purpose and commitment to advancing life skills and values across our region.  Thank you, ALiVE for being a catalyst in my personal and professional transformation. By Dr Daniel Marandu

I am part of the pioneer scholars who have been in the academy since 2021.  Initially, I was admitted in the ALiVE Academy as one of the national technical team members who were involved in developing frameworks for assessment of life skills and values in East Africa at household level. This was an intensive 9 months’ work to develop contextualized tools to assess problem solving, self-awareness, collaboration and respect, to assess adolescents aged 13-17 years old. This was preceded by more training to master the 21st century, curriculum integration and nurturing of the same. The modality of session in the Academy comprised both virtual and on-site session which really got our hands dirty to make sure we go the tools right, pre-tested severally, piloted and validated. ALiVE Academy members at a past session with representatives from the 4 jurisdictions For the years in the Academy, I have gained immense experience and insights. I was originally a project management practitioner with a law background, now, after being baptized into this unique education intervention and the Academy, I have been inspired to enrol for a post-graduate course in Education. I cherish the richness of diversity of participants whose backgrounds offer a lot of learning and experience sharing. I also like the program approach. Despite being so tight, the schedule has taught me the meaning of agility and endurance. The system integration and engagement has sharpened by advocacy skills, while hands-on activities have taught me more than I could ever anticipate. Indeed, I appreciate that ‘The best way to have it done, is to do it yourself.’ I have widened by scope of knowledge, and skills especially in the novel areas of assessments of social emotional learning competencies alongside curriculum integration styles. The cross-border exposure and cultural experiences through various learning visits across East Africa, have also opened my lens wider to better understand contextual diversity. @SamsonSitta07

I have been a scholar at the ALiVE Academy since 2021. I joined the academy to deepen my understanding of life skills and values — how they work, why they matter, and how they can be applied both within and beyond education systems. Most importantly, I wanted to learn how these skills can be measured to track progress. Through the Academy, I have gained a deeper understanding of the nature and characteristics of these skills, their importance, and how they cut across different areas of life. I have also had a chance to apply what I have learned by working with education systems in Tanzania, Kenya, and Uganda — exploring how these skills can be integrated, nurtured, and assessed in schools.  One of my favourite parts of the academy is the learning approach: we learn by doing, and mistakes are seen as valuable steps in the learning process. I am grateful to continue building my capacity and hope to support the next generation in gaining these essential skills through education. @devotha_mlay

At the heart of the ALiVE Academy is Learning! The sessions combine both theory and practice to provide a holistic understanding of assessment and its context. While the theory aspect deepens participants’ understanding of the concepts, the practical sessions nurture capacities to produce assessment tools. Participants engage in intentional peer learning where they explore associated areas of interest to enhance understanding as well as the collegial spirit of the academy. The paragraphs below highlight the academy scholars’ voices through the different cohorts: I am David Alelah, and I am privileged to be part of the first cohort of the ALiVE Academy, which I joined in 2021. As one of the scholars selected from Kenya, I’ve been working with a diverse group of education practitioners from Kenya, Uganda, Tanzania mainland, and Zanzibar. Together we develop, pilot, and refine tools for assessing life skills and values among learners in East Africa. The Academy has been a rich learning journey, combining deep theoretical discussions with hands-on practice, including household-based assessments for adolescents in 2022 and the development of classroom-based tools for younger learners. The sessions have expanded my understanding of curriculum integration, cultural adaptation, and how to make assessments both practical and meaningful. Being part of this pioneering cohort has not only strengthened my technical capacity in education assessment and data analysis but also enhanced my leadership and collaboration skills. I’m especially proud of the strong network of like-minded professionals we have built across the region, and the opportunity to co-create solutions that are African-led and contextually relevant. Personally, the Academy has helped me grow in confidence, deepen my self-awareness, and better appreciate the power of regional collaboration. It has been both a professional and personal milestone — one that continues to shape how I approach my work in education and my contribution to building a more learner-centred system in East Africa. @alelahdavid2 https://www.youtube.com/watch?v=uta4ChIRcss

I have been a member of the ALiVE Academy since its inception. I have also been behind the scenes helping to coordinate and organize the Academy. I have learned quite a lot through the process, both in terms of the importance of the ALiVE Academy as a platform to nurture and grow experts in the field. I appreciate the rich information that has come out of the ALiVE academy, particularly helping to understand the unique nature and characteristics of life skills, and the deeper understanding of each of the life skills in terms of their dimensionality and the various ways that they can be observed, but also how they can be embedded within education systems.  We are lucky to have been part of the ALiVE Academy, for it is the ultimate class for those looking to enrich their capacities in matters life skills and values, especially within the East African context.   Khadija Ahmed Shariff is ALiVE Co-PI and Executive Director, Milele Zanzibar Foundation @kashariff

Professor Esther Care, of the University of Melbourne, serves as the lead trainer for the ALiVE Academy, working closely with ALiVE leadership to shape and guide the overall training programme. She began by mentoring a select cohort of eight experts who were trained as Master Trainers and now play a central role in designing and delivering capacity building sessions across the region. Increasingly members of the Academy will co-facilitate learning sessions drawing on their local experience. In the peer learning sessions, interested members facilitate topics they have researched. Where necessary and relevant, other teachers will be sourced based on expertise. Professor Esther Care is a renowned researcher who works with government and non-government organisations on education reforms, with a focus on 21st century skills and assessment. She is currently working with RELI Africa in East Africa on assessment of life skills through the ALiVE initiative. Pro. Care serves as the technical lead at the ALiVE Academy. This is one among many of her global roles that span decades. Her expertise lies in psycho-educational assessment, expanding to the mainstream education sector over the past decade. She is the author of several books focussed on 21st century skills, as well as writer of many academic articles on psycho-educational assessment, formative assessment, education system reform, and collaborative problem solving. We caught up with Prof. Care amid her global trips and here is the flow of that conversation: What is your experience around life skills and values? I first dealt with issues around learning that was not associated most strongly with cognitive functioning when I worked in careers education. During that time, I learned about the importance of interests, values and attitudes, all which impact life choices. Later in my academic career I specialised in the measurement of “difficult to measure” constructs which include many of those that we identify as social emotional learning, and which are associated with concepts of personality and temperament. In addition, in the 1990s I explored, researched and practiced around values education. This was brought about by my work with large industry employers who were looking to identify what values among workers would best suit the work environment. Then, from around 2011 onward, I developed expertise in the assessment of 21st century skills which include both cognitive and social emotional constructs. This was all against the background of my academic and practical expertise in assessment more widely. How important are life skills and values to young people, especially adolescents? From my experience in the careers and employment space, it is essential that employers look at competencies of their workforce beyond their technical skills or their cognitive skills. Other aspects such as how you want to contribute to society or how you see your place in that society are very important to workforce satisfaction. So, it is important that we enable adolescents to understand themselves, their values, and their attitudes if they are to reach fulfilment in the workforce and their lives more generally. What is your role in the ALiVE Academy? I am the lead facilitator for the Academy. In that role my major goal is to ensure that participants develop their understanding and expertise sufficiently that they can work in this area independently, that they understand what they do not know and need to find out more about, and that they are able to build the capacity of others. How relevant is the ALiVE Academy in the space of life skills and values? The Academy is critical in the context of integration of life skills and values into the four educational jurisdictions across Kenya, Tanzania mainland, Zanzibar and Uganda. This competency-based education initiative that we have seen across the world in the last decade is not an easy thing to implement.  Part of the reason for this is that in the education space, we tend to be experts in just one sector, for example, in assessment or in curriculum or in pedagogy. When we introduce concepts of life skills and values, these are cross-curricular and that means that we need to think much more holistically about how the education system integrates the principles and goals. Note that in the Academy we originally focussed on assessment. As the relevant jurisdictions shifted to think more deeply about integration, so also the Academy has increasingly been exploring this issue. Paramount has been the need to be aware of the multiple approaches to integration, and how we link across the three different sectors (assessment, curriculum, and pedagogy) and how we ensure understanding of the implications of integration of these constructs into the daily classroom. How are the sessions in the academy structured? The ALiVE Academy has taken slightly different forms across its lifespan. But overall it has consisted of four to five days of intensive in-person workshops, during which time there is a mix of instructional sessions, exercises, critical discussion, and practical assignments. In the first quarter of this year, we have met virtually and have discovered some of the pitfalls of virtual learning, which include issues of timetabling and availability. What is the progress of the Academy? The degree of expertise of Academy participants has significantly increased. Unfortunately, over time, we have lost a couple of participants, which is a loss not only for their own development, but also for the group’s development. One of the things that we endeavour to do is to rely on peer-based learning. For example, each participant engages in a critical review of their peers’ presentation or understanding of the issues. This means that all can develop their confidence in a non-threatening environment and at the same time, acquire tools and materials that they can use for their jurisdictional work while supporting partners. How crucial is the ALiVE Academy within the East African Context? As is clear from the diversity of requests from the education jurisdictions in which ALiVE is functioning, ALiVE is seen as a group that has a key understanding of the multiple aspects of competency-based education integration with a focus on life