The Conference highlighted the need to establish a contextual understanding of life skills education in the varied contexts. The database will exhibit robust evidence and provide an avenue to learn about the best practices on nurturing life skills and values, and where the adapt/adopt the ALIVE tools for assessment of life skills and values will be stored. It will also help the various institutions to engage in what is already going on. In the database there will be documented success stories on curriculum implementation within the classroom and how this is translating into acquisition of actual skills among the learners. The curricular used by different training institutions do not adequately incorporate life skills assessment and methodologies. Further, the in-service teachers do not have a common understanding of values and Life skills. It is recommended that the teacher education curriculum should include the concept and practices and how to contextualize and nurture them. It is recommended that there is a need to develop materials to support the retooling of all teachers across the country. Develop a module for teacher training that integrates pedagogical practices and methodologies for assessing and nurturing life skills and values. Read full report

This report describes the development and validation of the tool designed to measure proficiencies demonstrated by adolescents from 13 to 17 years of age in Kenya, Tanzania, and Uganda, in the three life skills and one value. Furthermore, the report provides results from the large-scale household-based assessment that used the tool. The information provides the background for the assessment results that are needed to inform policy of the participating countries as they seek to include life skills and values in their national curricula. It emphasizes discoveries that show differences, in skill levels among demographic categories such as gender, age and educational background. The outcomes aim to guide policies promote the incorporation of life skills and values into national educational programs and add to worldwide understanding of evaluating these vital life skills and values. Download 

The conference highlighted the need to establish a contextual understanding of life skills education in the varied contexts. Proposing the development of a database to exhibit robust evidence and provide an avenue to learn about the best practices on nurturing life skills and values, and where the adapt/adopt the ALiVE tools for assessment of life skills and values will be stored. In addition, this repository would also help engage various stakeholders – a database documenting success stories on curriculum implementation within the classroom, and how this can be translated into the transfer and acquisition of actual skills among learners. Download

ALiVE has developed a valid and reliable tool for assessing problem solving, collaboration, self-awareness, and respect proficiencies of in and out-of-school adolescents in Uganda. This report draws attention to several issues which have implications for assessing life skills and values as well as developing life skills and nurturing values in East Africa. This is a call to action for all of us – how do we move from having a tool and evidence to ensuring that all our children in Uganda have the needed life skills and values to navigate the 21st century world? Download

The ALiVE assessment was conducted in 34 districts of Tanzania mainland, in July 2022. A total of 14,645 adolescents aged 13 to 17 years were assessed from 11,802 households. This one-on-one assessment was administered orally in the local language (Kiswahili) assessing collaboration, the adolescents worked in groups of four, some in separate gender (boys, girls) and some in mixed-gender groups. The assessment combined the use of scenarios with a scoring rubric to measure the skills, and performance tasks with an observation rubric to assess collaboration. Download

This report is a product of collaborative work among more than 2000 people across Kenya, Tanzania, and Uganda. A contextualized tool developed via a learning-through-doing approach by 47 people, advisory teams of more than 25 local experts, more than 100 trainers, and close to 800 assessors. This work is evidence of fortitude and our story of self-empowerment. ALiVE has developed a valid and reliable tool for assessing problem-solving, collaboration, self-awareness, and respect proficiencies of in and out-of-school adolescents in Kenya. This report draws attention to several issues that have implications for assessing life skills and values as well as developing life skills and nurturing values in East Africa. This is a call to action for all of us – how do we move from having a tool and evidence to ensuring that all our children in Kenya have the needed life skills and values to navigate the 21st-century world? Download

This report outlines the dissemination strategies, geographic scope, target demographics, and key outcomes of the ALiVE assessment findings dissemination efforts. It addresses pre-dissemination learning objectives and questions, highlighting focal areas, lessons learned, and suggestions for future improvements and best practices. Overall, the dissemination exercise not only served as a powerful advocacy tool but also provided a valuable learning experience for all involved stakeholders. It is hoped that this resource will serve as a valuable tool for insights that will be utilized in future engagements of a similar manner. Download

A deeper understanding of 21st century skills in East Africa (Uganda, Kenya and Tanzania) presented in a series of studies conducted in the aforementioned countries. It contextualises an understanding of self-awareness, respect, problem-solving and collaboration determining the skill structure and deriving a toolbox for a large-scale assessment of problem solving in all three countries. Problem Solving: Kenya Respect: Kenya  Self-Awareness: Kenya Collaboration: Tanzania  Problem Solving: Tanzania Self-Awareness: Tanzania Collaboration: Uganda Problem Solving: Uganda Respect: Uganda Self-Awareness: Uganda Understanding Collaboration: Phase 1 Assessment for Kenya, Tanzania and Uganda Understanding Problem-Solving: Phase 1 Assessment for Kenya, Tanzania and Uganda Understanding Respect: Phase 1 Assessment for Kenya, Tanzania and Uganda Understanding Self-Awareness: Phase 1 Assessment for Kenya, Tanzania and Uganda

To what extent are life skills and values embedded in the primary and secondary education systems of Kenya, Uganda, Tanzania Mainland, and Zanzibar?  This study was evidenced by both explicit and implicit mentions of life skills and values in the curriculum, assessment, and teacher training documents/materials of the systems. In the four aforementioned countries of East Africa, the ALiVE Initiative conducted this study gathering the most current baseline information to determine the extent to which life skills and values are embedded in their education systems, providing evidence of how they progress over time. Study outcomes can be used in the future to track the extent to which life skills and values are integrated into their education systems and the advancement of the entire initiative.   Download

More than 15,000 delegates are gathered in Mombasa for the annual Kenya Primary School Headteachers Association (KEPSHA) conference 2024. This year’s theme is “Transformative Leadership in the Digital Transition, for Inclusive and Sustainable Quality Basic Education in Kenya.” The conference, which also doubles as the KEPSHA Annual General Meeting, was officially opened on Tuesday by the Chief of Staff and Head of Public Service in Kenya, Mr. Felix Koskei. Mr. Koskei underscored the value of digital technology in improving learning and advancing school leadership and management while also emphasizing the 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. Mr. Felix Koskei, Chief of Staff and Head of Public Service in Kenya The Principal Secretary for Basic Education Dr. Belio Kipsang appreciated teachers for stabilizing the implementation of competency-based curriculum (CBC). He also lauded the milestones in integrating digital technology into the Kenyan Education system. 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 centers 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 instill 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. Felix Koskei, Chief of Staff and Head of Public Service in Kenya On his side, the KEPSHA National Chairman Mr. Johnson Nzioka urged headteachers to embrace technology as a vehicle to effectively navigate the complexities of modern leadership. He called on the government to employ more teachers who would share in the growing workload of the progressing competency-based curriculum.  Mr. Nzioka spoke as he presided over KEPSHA rebranding. 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. Mr. Johnson Nzioka, KEPSHA National Chairman Click here to watch the opening ceremony Technology for School Leadership: Phone, Data, Evidence and Decisions The Executive Director of Zizi Afrique Foundation, Dr. John Mugo noted the organization’s digital journey and the power of technology as a tool for transformative change. His presentation shared existing innovations that have worked to ease the implementation of CBC, both within and without Zizi Afrique Foundation. “We have adopted a lot of technology at Zizi Afrique Foundation. Our digital dashboards, for example, allow us instant access to information on our programs just at the click of a button. When I want to track our progress, I don’t need to do many emails and give colleagues time to respond. I just click it and get it right where I am.” Dr. Mugo praised the power of technology in expanding access to educational information and interaction across communities. Today, we no longer think of education and child labour as ‘either/or’. Through technology, the young people herding animals in Mandera, and the married girls in Samburu, can have education without abandoning their culture. We must make learning possible for them. 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. Dr. John Mugo, , Executive Director of Zizi Afrique Foundation and Principal Investigator of ALiVE During the conference, Zizi Afrique Foundation and Regional Education Learning Initiative (RELI-Africa) teams conducted a random survey of teachers, seeking answers to this question: What data do you require to make decisions in the running of your school?  Zizi Afrique Foundation thrives in continued partnership with the Ministry of education, teachers, parents, and other education stakeholders. The organization is a long-time partner of KEPSHA and is one of the sponsors of the KESPHA conference 2024. 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. We thank all the headteachers who have opened their school gates for us from time to time, whenever we get permission from the Ministry, in all the counties where we work. Together, we will improve learning for the children in Kenya. Dr. John Mugo, , Executive Director of Zizi Afrique Foundation and Principal Investigator of ALiVE Zizi Afrique Foundation has led many tech-based initiatives even during the Covid-19 pandemic, to foster household