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 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
