The Dignitas Project

Improving learning outcomes requires a system that is aligned, responsive, and working together.

Last week, this came to life as we joined partners across the 𝐀𝐋𝐢𝐕𝐄 𝐏𝐫𝐨𝐠𝐫𝐚𝐦𝐦𝐞 for a 3-day 𝗥𝗘𝗟𝗜 𝗔𝗳𝗿𝗶𝗰𝗮 convening, bringing together government and education actors advancing life skills and values-based education. The ALiVE Programme focuses on ensuring children gain the skills and values they need to thrive in school, work, and life.

As an implementing partner, our work in Isiolo focuses on supporting teachers through training and coaching to integrate these skills into everyday teaching and learning.

But strong classroom practice is just the starting point. For this work to last and reach more learners, it needs to be supported across the system through:

✔️ Alignment across education actors
✔️ Use of evidence to inform decisions
✔️ Coordination between policy, schools, and communities
✔️ Sustained system-level support

This is what it takes to move from strong teaching in individual classrooms to lasting impact for all learners.

Happy Labour Day!

How do you know, during a lesson, that both your boys and girls are actually learning?

In Homa Bay County, we conducted a training with school leaders under the Leading Learning for Gender Equality (LL4GE) program.

We focused on Assessment for Learning—real-time checks teachers use during lessons to understand learner progress and adjust teaching immediately so that both boys and girls are supported to improve outcomes.

We’re excited to be part of the CIES 2026, where our team will be sharing insights on strengthening school leadership and improving learning for all children.

We’ll be talking about how school leaders and teachers can play a stronger role in advancing foundational learning, and how we can overcome everyday challenges that affect the teaching of life skills, values, and gender equality in our schools.

These are real conversations about what’s happening in classrooms and how we can turn policies into practical actions that support both teachers and learners.

This International Women’s Day, we celebrate the women on our team who give their knowledge, leadership, and support to make sure we all gain stronger teams, stronger schools, and better opportunities for every child.

When women lead, support, and learn from one another, the impact goes far beyond individuals, strengthens the whole system.

Happy International Women's Day!

Kenya’s shift to 𝐂𝐨𝐦𝐩𝐞𝐭𝐞𝐧𝐜𝐲-𝐁𝐚𝐬𝐞𝐝 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 (𝐂𝐁𝐄) is reshaping how we teach, assess, and support our learners.

At a recent workshop convened by Kenya Education Management Institute (KEMI), we launched our 𝐁𝐫𝐞𝐚𝐝𝐭𝐡 𝐨𝐟 𝐒𝐤𝐢𝐥𝐥𝐬 𝐫𝐞𝐬𝐞𝐚𝐫𝐜𝐡 𝐫𝐞𝐩𝐨𝐫𝐭 and reflected on what CBE looks like in real classrooms.

Here’s what we found:

✔️ Teachers believe in CBE and are committed to nurturing communication and collaboration.
✔️ Some competencies — like digital literacy and “learning to learn” — are not yet consistently embedded.
✔️ Gaps in CPD, digital tools, and learning materials continue to limit implementation.
✔️ Greater alignment across curriculum, assessment, and teacher support is needed.

The message is clear: curriculum reform alone is not enough. Strengthening teacher support and system coordination will determine whether CBE delivers on its promise.

We invite you to read the full report and reflect on what this means for your school: https://www.brookings.edu/articles/learning-what-matters-in-kenya/

How can we better support teachers before they enter the classroom?
This was the focus of a workshop hosted by Kenya Education Management Institute alongside African Population and Health Research Center (APHRC) and Dignitas Project, bringing together education stakeholders to examine evidence on mentorship and coaching frameworks that support pre-service teachers.

The discussions explored coaching as a key enabler of quality learning, highlighting the need for stronger and more structured mentorship systems during teaching practicum. Bridging the gap between teacher preparation and classroom realities will require closer collaboration between Teacher Training Colleges, practicum schools, and education stakeholders.

The workshop also marked the launch of our 𝐂𝐨𝐚𝐜𝐡𝐢𝐧𝐠 𝐚𝐭 𝐒𝐜𝐚𝐥𝐞 𝐏𝐢𝐥𝐨𝐭 𝐑𝐞𝐩𝐨𝐫𝐭, officially launched by DR. MAURICE ODONDO PhD. The report shares insights on strengthening coaching systems to better support educators and improve teaching practice.

Strengthening mentorship and coaching during teacher training ensures that the transition from training to the classroom is guided, supported, and impactful. We will be sharing more detailed insights from the report soon.