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  • Career Pathway Selection

    The CBC Advantage

    The Competency-Based Curriculum (CBC) is a way of learning that helps learners develop real-life skills instead of just memorizing information for exams. It focuses on teaching things that are useful and can be applied in everyday life. The CBC uses a mix of classroom lessons and practical activities, along with regular assessments and feedback, making learning more engaging and meaningful. It also focuses on mastering concepts, meaning learners don’t just learn facts, but learn how to use acquired competencies in real-life situations. A well-implemented CBC helps learners prepare for life beyond the classroom by promoting important skills like creativity, critical thinking, problem-solving, communication, collaboration, lifelong learning, and social responsibility.

    In Kenya, the Competency-Based Curriculum (CBC) has been adopted as the national curriculum. The learning journey starts with Pre-Primary (2 years), followed by Lower Primary (3 years), Upper Primary (3 years), Junior School (3 years), and Senior School (3 years), after which learners can transition to tertiary institutions. Pre-Primary and Lower Primary together form the Early Years Education level, while Upper Primary and Junior School make up the Middle School level.

    The Career Pathway Dilemma for Grade 9 Learners

    With effect from 2025, Grade 9 learners must make important decisions about their studies and future careers. They are required to choose:

    • a general career pathway to follow in senior school. There are three options to choose from:
      • Arts and Sports Science
      • Social Sciences
      • Science, Technology, Engineering, and Mathematics (STEM).
    • career track from 7 different options.
    • three elective subjects which will be studied alongside four (4) compulsory subjects
    • a senior school that offers the career pathway, track, and subjects of interest.

    Note: Even the best classroom experience isn’t enough to fully prepare the learners for the important decisions ahead. Each learner must go on their own self-discovery journey, following all the necessary steps to find a fulfilling career that suits them.

    From Dream to Career: The Essential Personal Challenge

    Identifying a career path is not a simple one-time, tick-box exercise. It is an ongoing process that demands a lot of time, strategic activities, and careful thought. It is a very personal endeavor that has to be owned and championed by the learner.

    While the government and schools are preparing learners for the transition to senior school, parents too must step up now and support their children in making career path decisions. Despite extensive information on CBC, many parents still fail to grasp its demands, benefits, challenges, and their crucial role in their children’s success, even with curriculum limitations. Too many parents remain unaware or choose to ignore the harsh truth: their children’s future is in their hands! Any parent or such other stakeholder that chooses to continue down this path must be prepared to face the consequences of their inaction in the future.

    Charting the Path: From Questions to Careers

    While the government’s plan to use a questionnaire to help Grade 9 learners explore their interests and choose career paths is a good step, the questionnaire alone cannot adequately cover all aspects of the career planning process. It is just one step in a larger process. The questionnaire assumes that learners are well-prepared in career planning and can complete the form clearly, concisely, and comprehensively, ensuring accurate interpretation for proper senior school placement.

    For better results and greater effectiveness, the questionnaire should be used in conjunction with other complementing programs and processes.  The key is to equip the learners with the right competencies to identify and use the best processes in any situation, make smart choices, and adjust strategies to make the most of presenting opportunities. It is important to remember that what excites many Grade 9 learners today may not inspire them in the near future. Their interests and aspirations are likely to change as they grow and are exposed to new experiences.

    Unpacking the Stress: The Struggles of Kenya CBC Learners

    The first group of learners under Kenya’s new Competency-Based Curriculum (CBC) has, no doubt, faced many challenges. These learners are the pioneers of a new, untested system, tasked with charting a course for others to follow, with limited resources, support, and confusing untimely guidelines. The system is still being developed and organized into clear deliverables including, structures, content, processes, facilities, materials and exams and many things are being tested for the first time.

    The requirement to choose career pathways at the end of Grade 9 presents additional challenges, some of which are highlighted below:

    •  Learners do not have a clear picture of their entire academic journey, from start to finish, so they find it difficult to plan and prepare well for the future. Since the CBC system is still new in Kenya, stakeholders in education including learners, parents, teachers, and even education authorities are still learning how it works. The program is being implemented gradually, in stages. Majority of learners do not understand the complexities or requirement and provisions for selecting career pathways, tracks, and subjects.
    •  Learners have limited time to choosing their career pathways, with the first CBC class in Kenya expected to do so in 2025 at the end of Grade 9.  However, many learners don’t understand the basic steps in career planning, and that in order to make good choices they must be skilled in the smaller steps that lead to the final decision. They need time to learn, research, practice, and test their options before settling on a particular pathway. The decisions they make will shape not only their educational and professional futures, but also the future of Kenya’s workforce, making it essential that they receive the right guidance and timely support to make informed choices.

    Due to their age, level of exposure, and limited knowledge, many learners may make poor choices based on what is popular, what friends want, or what guardians suggest, instead of what matches their own skills and interests. They lack the maturity and life experience to make such critical choices, or understand their implications. Later, learners may regret their choices with serious consequences which may include a sense of loss, bitterness, reduced trust in adults and in the system, wasted resources and potential, unfulfilled expectations, and unproductive careers. Some learners are bound to feel overwhelmed by the pressure to make big decisions without enough support, causing stress and anxiety, impacting their mental health.

    • Most parents are navigating the Competency-Based Curriculum (CBC) with little understanding of its true scope or the long-term impact it will have on their children’s futures. Unfamiliar with the fundamental shift from traditional, exam-focused learning to a system that emphasizes skills, competencies, and personalized learning pathways, many are simply going with the flow, unaware of the challenges or opportunities ahead. Ultimately, this gap in understanding puts parents at risk of unintentionally limiting their children’s potential, leaving learners underprepared to fully capitalize on the curriculum’s potential, and undermining their growth and success.
    • Teachers, already overwhelmed with teaching responsibilities, simply do not have the time, competence, or tools to guide learners effectively through the career pathway selection exercise. In fact, many teachers have limited training in CBC and lack the resources to implement it effectively. Without sufficient investment in appropriate teacher training, there is a real risk that learners could be steered toward pathways that do not serve their best interests, ultimately undermining the very goals of the CBC. Large class sizes and other contextual factors also make it difficult for teachers to provide personalized support.
    •   The government, already grappling with limited resources to effectively train teachers for the demands of the Competency-Based Curriculum (CBC) and provide related facilities and materials, is about to face even greater challenges: developing and executing a clear and effective approach to career pathway selection, equipping teachers adequately to guide learners in making informed choices, and ensuring correct placement of learners in senior school.

    With the complexity of emerging industries, evolving job markets, and the unique needs of every student, teachers will need specialized training to help learners identify career pathways that align with their competencies, interests, and potential. The government’s ability to rise to this challenge will be pivotal in shaping a generation that is both well-prepared and market ready.

    • Given the limited time available, there is a significant risk that the government may greatly rely on subject scores to determine career paths and place learners in senior school. Relying on the performance of children in certain subjects to dictate their career pathways is not only shortsighted but a fundamental misunderstanding of how interests, competencies, and potential develop. This approach overlooks the complex factors that influence academic performance, such as test-taking anxiety, teaching quality and effectiveness, socio-economic background, exposure levels, resource limitations, and even natural aptitude, which may have little to do with a child’s true passion or long-term potential. For example, a child who struggles with mathematics due to a lack of access to quality resources may still excel in Arts or Social Sciences.  

    By pushing children into careers based solely on their performance in narrow academic criteria, adults risk stifling their interests and preventing them from discovering and enjoying satisfying, meaningful careers. In the short term, this can lead to disengagement, burnout, and low self-esteem. In the long term, society suffers as individuals are channeled into jobs that do not reflect their strengths or desires, potentially leading to widespread dissatisfaction, underperformance, and a workforce devoid of innovation and personal fulfillment.

    •  Currently, career materials are mainly for older persons, focusing more on the work environment and offering little on academic preparation. The language used is complex, and the concepts are presented in ways that are hard for junior school learners to understand. Support tools like aptitude and personality tests only cover small parts of the career planning process. Available online materials are spread across different sites and not comprehensive – it is hard to find everything in one place. To address these challenges, many educators may, knowingly or unknowingly, be forced to adopt temporary, substandard solutions from entrepreneurs, without considering their impact on learners, and at high costs to unsuspecting parents/guardians.
    • Learners will also be required to choose schools that offer the career pathways, tracks, and subjects that they are interested in. This is bound to cause untold anxiety not just for learners and parents/guardians but also for schools. The delay in confirming senior school categorization may cause challenges for schools in planning and making sure they have the right facilities and resources to support a smooth transition and learning.

    Informed and concerned stakeholders understand that Grade 9 learners will feel overwhelmed by the anxiety of making the many choices at the end of the year, and that making a wrong choice could have long-lasting consequences. Unfortunately, whether they are ready or not, learners must make a decision about their career path, track, subjects, or school when the time comes, even if it is not the right one.

    The time to act is now. Parents, teachers, and communities must step up to ensure that learners have the knowledge, tools, and support that they need to make informed choices that will positively shape their futures. The stakes are too high for inaction.

    Preparing for the Big Career Decision

    Given the importance of proper education and support to help learners become active and meaningful contributors to society, and the challenges that they currently face including curriculum gaps, age-related limitations, lack of resources and competent support, and uncertain program processes, it is very clear that junior school learners, especially the inaugural cohort, urgently need a well-thought out effective solution to assist them as quickly as possible.

    We must advance their preparedness by effectively equipping the learners with the knowledge and skills that they need to handle and overcome both current and future academic and career challenges. The key is to have a comprehensive solution that all children, including vulnerable and marginalized populations, can access at the same standard of quality, thereby promoting equal opportunity.

    A robust careers program will help learners to excel, despite system challenges, by empowering them to take charge of their academic and career goals, and proactively find opportunities to achieve them, supported by the school curriculum. The good news for learners and parents feeling pressured is that all is not lost. Although time is running out, there is a great solution to help them prepare their children for the important career pathway decision ahead!

    The Solution: Empowering Futures Through TCEN Career Readiness Program

    The Cardinal Education Network (TCEN) Ltd offers a comprehensive careers program comprising 23 online lessons that simplify career planning by breaking down complex concepts into easy-to-understand content for Junior School learners. The program provides comprehensive education to understand what career planning is, what it involves, how it is done, and why it is important. Learners have access to information and tools that help them undertake self-assessment, explore and identify their dream careers, and set goals to achieve them. It supports the CBC mission by guiding learners through the structure and provisions of CBC, including how the CBC education system works, from start to finish, the various career pathways, tracks, and subjects, how CBC connects to their career goals and the job market, equipping them to make informed choices. The program also provides access to the right tools, resources, opportunities, and support to start early career planning, use their time wisely to learn, and prepare to complete the questionnaire well. Hands-on activities, links to helpful resources, quizzes, and alerts help to reinforce learning and track progress.

    Additionally, the program allows learners to learn at their own pace, anytime and anywhere, helping even CBC’s first cohort prepare in time for the career pathway selection. Learners can register and access the program using any internet-enabled device, such as a smartphone, tablet, laptop, or desktop, making it easy to integrate in daily schedules. A dedicated Learner Dashboard facilitates a personalized experience, allowing learners to complete lessons independently or with support from a parent/guardian, or teacher. The course is fairly priced, making it affordable and accessible for everyone.

    The Do-It-Yourself career course is suitable for learners of all ages, curricula, and levels. It is strongly recommended for Kenya CBC learners in junior school to prepare effectively for career pathway selection. The course is also recommended for teachers and parents, as it will equip them with the knowledge and skills needed to provide meaningful support to the learners. 

    Learner-Teach-Parent/Mentor Approach to Confirming Learning Success

    The Learner-Teach-Parent/Mentor approach requires learners to transfer knowledge to their parents or mentors. This reinforces the learner’s understanding, confirming their progress and deepening their mastery of the material. Transfer of knowledge creates a ripple effect that extends beyond the class. Many parents who may not fully understand the Competency-Based Curriculum (CBC) will be educated by their children, helping to bridge the knowledge gap. As a result, we will cultivate a society that is better informed, more engaged, and equipped to contribute positively to policy and educational advancements, and meet the evolving demands of the job market. This holistic approach ensures that learning is not only a personal achievement but a community-building tool for future growth and development.

    Conclusion

    While it is important to critically examine the education system and highlight its shortcomings, it is equally essential to propose practical solutions to address current and future challenges. Instead of condemning the system entirely, a more constructive approach is to identify specific problem areas, focus on them, and develop targeted solutions. While highlighting challenges, we should also acknowledge successes to inspire hope, as unchecked criticism can harm and demoralize learners who rely on the system. A key part of the solution lies in sharing accurate information and fostering collaboration among all stakeholders in education.  TCEN Career Readiness program advances information sharing and collaboration.

    Welcome.

  • KCPE Revision Made Easy – The Primary Syllabus Templates

    KCPE Revision Made Easy – The Primary Syllabus Templates

    The Kenya Certificate of Primary Examination marks the end of primary school education and beckons the imminent transition of learners to secondary school. The examination tests the knowledge acquired over the 8 years of primary school in three (3) short days. 

    The 8-4-4 system of education which has been established to be teacher-centered favors the tyranny of content coverage. It requires learners in primary school to consume large amounts of information after which the extent to which they can remember what they were taught is tested. 

    After 8 long years of primary education, preparing for the national examinations is definitely a nightmare for many learners. However much they read, up to the last minute, there is always that lingering concern at the back of their minds in respect of syllabus coverage – whether it has been adequately and comprehensively executed. Some learners are known to have developed mental disorders as a result of the intense exam pressure and overexertion during revision processes leading to poor performance.

    The Syllabus and Education

    Success in the KCPE national examinations is dependent on various factors, one of which is proper syllabi execution. A syllabus is a guide or reference document used by educators. It outlines the key elements of a course including, the teaching philosophy, learning goals and objectives, learner and instructor responsibilities, course name, structure and content, instruction and learning resources, delivery timelines, assessment, and grading approaches among others.

    Limited appreciation of syllabi provisions and how these impact learning and performance has been the downfall of many a learner and institution. One fundamental objective of a syllabus is to define the confines within which learning should happen to avoid information overload for learners at different stages of learning. 

    Many teachers, unfortunately, rely on textbooks or borrowed notes and schemes, in instruction and related processes. Unfortunately, too for many learners, their only points of reference are course and revision books, many of which incorporate additional information beyond what is defined in the syllabus. Ignorant teachers and learners thus end up expending precious effort on worthless content that will never be tested.    

    In this blog, we highlight some syllabus-related challenges and advance potential solutions that can help in surmounting them. 

    Syllabus-related Examination Challenges

    The factors below directly contribute to challenges experienced by learners come examination time: 

    • Instructors not using syllabus as a guide in their teaching and teaching irrelevant content.
    • Instructors skipping content in a rush to register completion of syllabi and meet steep targets in this regard.  
    • Instructors running out of time due to slow coverage of the syllabus 
    • Broadness of the syllabi and learning material, teacher-centered instruction approaches, and extra work to conform to market demands or counter stiff competition, all compete for the learners’ attention leaving little room for them to engage in personal study and revision. 
    • Truancy and procrastination of learners who neglect their books and realize their mistake only too late, at which point they attempt to cram years’ worth of content in only a few days.  
    • The recency effect where many learners concentrate their efforts on the revision of content covered in the final years of school.
    • Ignorance and a limited line of sight with both teachers and learners having little appreciation of topics, end-to-end.  Many are limited in their ability to discern and connect the content taught in the different topics and how it progresses from one class to another. This impacts the flow and understanding of information, and causes confusion in interpretation and answering questions, especially where the content of different topics or subjects may be related.
    • Adverse impact of learning by rote on the understanding of core concepts and developing essential competencies. 

    Repackaged 8-4-4 Syllabus in Template Format (Classes 4-8)

    It is important that teachers and learners are supported to understand and work in line with syllabus provisions in order to make learning more focused, manageable, and less stressful.  

    With a proper line of sight, teachers are able to curate examinable learning content into level appropriate bite-sized portions that learners can easily consume and process. It is even better for learners if the information is presented in an organized manner that assists them in easily identifying core concepts and information.   

    Repackaged comprehensive 8-4-4 primary syllabi for SST and Science subjects presented in template format is now available online.  They are  

    • pre-packaged by topic end-to-end (Class 4 to Class 8 only) with information that falls under specific topics consolidated to facilitate complete line of sight. 
    • presented in easy to use formats with structured and adequate spaces for entering appropriate information.
    • Populated with topics and defined learning areas as provided in the syllabi to facilitate focused study and ordered note taking.

    How to use the Primary Syllabus Template

    The documents can be used to:

    • guide revision and personal study as it highlights core content as provided in the syllabus.
    • create summary notes which can be used for reference and quick study before exams. This will alleviate the need for learners to carry around and read bulky and overwhelming text books.  
    • remind users of important subject content that they may have forgotten or overlooked.
    • test learners to establish their recollection of syllabus content.

    Access the repackaged primary syllabi templates here. 

    KCPE Past Papers

    Alongside studying, regular testing is recommended to establish one’s grasp of concepts that have been taught, and ability to recall related content. With the ongoing facing out of the 8-4-4 system, many publishers have also ceased publishing revision books. Specific to KCPE past papers, many learners have been forced to rely on old editions which are not comprehensive, or on alternatives created by business with no teaching background and which, consequently, do not meet KCPE standards. To make matters worse, due to the short academic year schools have limited time to put towards administering, marking and revising past papers. It is left to individual candidates to find time and papers for personal practice. In these harsh economic times, parents are finding it increasingly difficult to retain the services of dedicated teachers to support the candidates in marking and subsequent revision processes. 

    The good news is that KCPE past papers are now available online at Quizmaster. Users can, through personalized dashboards, instantly access tests from anywhere using internet enabled devices including smart phones, tablets, iPads, laptops, and desktop computers. Marking of tests is automated, enabling users to get immediate results. It is a good exam preparation practice resource, especially for young people who spend a lot of time online.  It helps to gauge their level of preparedness and provides valuable insight on where to concentrate instruction, remedial or revision efforts. 

    Subscribers to the Premium package have an added advantage in that they can instantly:

    • sort and filter past KCPE questions, including by year, topic, and subtopic, and know the critical topics and content.
    • know the frequently asked questions and how they are presented in the exam over the years. 
    • instantly create bespoke tests, using the preloaded questions and answers, which can be administered digitally or downloaded.

    General Study Tips

    Under the 8-4-4 system of education, most subjects are memory dependent. Below are some general study tips that promote better content retention and recall: 

    • focus on core material as specified in the syllabus. Be keen not to waste time on information that has been expressly specified in the syllabus as ‘not required’.
    • study smaller portions at a time and for shorter periods. Take adequate breaks between study times.
    • organize your information in a way that makes sense. Highlight important points and rewrite them in a summarized format in your own words. A useful resource in this regard is the primary syllabus template.
    • Review your short notes regularly.
    • Self-test yourself regularly to gauge what you can recall, familiarize yourself with exam questions, and improve your test taking skills.
    • Eat a healthy diet, exercise, and get adequate rest.  
    • Use memory aids like mnemonics, flash cards, visual metaphors and analogies, mind maps which you can reference including while on the move.  You can also use the technique of linking your content information to something or situation that you know.

  • Junior School 101

    Junior School 101 – Kenya Competency-Based Curriculum (CBC)

    • the young age of the learners who were set to join Junior school and the implication of their integrating and engaging with the older and more mature learners in the 8-4-4 system. This was mitigated by having Junior School domiciled in Primary School.
    • uncertainty over the readiness, exhaustiveness and soundness of the curriculum content and delivery approaches. This includes development and dissemination of syllabi, teaching, and learning materials and systems.
    • unclear list of schools that have been approved to host Junior School, their physical location, and contact details.
    • limited understanding of the criteria for school selection and placement.
    • inadequate number of schools in some localities to accommodate learners for day programs. This was mitigated by allowing learners to board.
    • late confirmation of financial and material implications making it challenging to plan well in the absence of a clear, comprehensive, and timely communication, or a definite precedent.
    • psychological unpreparedness of learners and support parties.
    • sufficient teacher training to ensure their competence in CBC instruction in consideration of time and resource constraints.
    • ambiguity over the proposed approach to deployment and administration of teachers to ensure appropriate teacher to learner ratios in the two systems (8-4-4 and CBC) which will still run concurrently for a few more years.
    • the ability and preparedness of parents to support learners in the new learning areas and level.
    • capacity of schools to provide proper support to learners on limited resources 
    • divergent political ideologies causing great anxiety and disengagement among the public.

    Type of Assessment Test % Score allocation
    National Assessment KPSEA (multiple choice only) 40
    School-Based Assessment Grade 6 Assessments 20
    School-Based Assessment Grade 5 Assessments 20
    School-Based Assessment Grade 4 Assessments 20
    Total % score 100

    • Building of additional classrooms to accommodate Junior School learners. 
    • Inspection and approval of institutions hosting Junior School.
    • Development of the Junior School curriculum, instruction, learning materials.
    • Training and deployment of teachers and school administrators. Both virtual and in-person approaches are being adopted in training and appropriate certificates awarded upon successful completion of a training.   
    • Establishment of administration policies, processes, and related requirements.

  • Pathways and Learning Areas In Senior School – Kenya Competency-Based Education

    Pathways and Learning Areas In Senior School – Kenya Competency-Based Education

    In Senior School under Kenya’s Competency-Based Education (CBE), learners entering Grade 10 are expected to choose a career pathway that will shape the Learning Areas they study and guide their learning journey toward their future goals.

    The three main pathways are: 

    • Arts and Sports Science 
    • Social Sciences 
    • Science, Technology, Engineering, and Mathematics (STEM). 

    Below are some pertinent considerations in Learning Area composition

    • All learners are required to take the four core (mandatory) Learning Areas, regardless of the pathway they choose.
    • All learners are required to choose 3 elective Learning Areas.
    • Physical Education (PE) and Information and Communication Technology (ICT) is offered to every learner, helping them stay active, enjoy learning, and build practical life skills.
    • Every school is required to provide a Pastoral Program of Instruction (PPI) to nurture strong values, character, and spiritual growth.
    • Learners also have dedicated time for personal or group study, giving them the freedom to explore their interests, deepen their understanding, and strengthen their skills in areas they care about most.

    The total number of lessons each week is 40, organized as follows:

    Learning Area CategoryLearning AreasNo. Lessons per week(40 minutes per lesson)
    Core Learning AreasEnglish5
    Kiswahili5
    Essential/Core Mathematics5
    Community Service Learning3
    Elective Learning AreasElective 15
    Elective 25
    Elective 35
    Core Support Learning AreasPhysical Education3
    ICT2
    PPI1
    Personal/Group Study1
    Total40

    Senior School Learning Pathways and Examinable Learning Areas

    Career PathwaysLearning Area AllocationCore Learning AreasElectives
    Arts and Sports ScienceCore (4)Electives (3)English Kiswahili/KSL
    Core Mathematics/Essential Mathematics
    Community Service Learning (CSL)    		Sports and Recreation
    Music and Dance Theatre and Film Fine Arts
    Social Sciences
         		Core (2)Electives (3)English
    Kiswahili/KSL
    Core Mathematics/Essential Mathematics
    Community Service Learning (CSL)     		Literature in English Indigenous Languages
    Fasihi ya Kiswahili
    Kenyan Sign Language
    Arabic
    French
    German Mandarin Chinese Christian Religious Education
    Islamic Religious Education
    Hindu Religious Education History and Citizenship Geography Business Studies 
    Science, Technology, Engineering, and MathematicsCore (2)Electives (3)English
    Kiswahili/KSL Core Mathematics/Essential Mathematics
    Community Service Learning (CSL)     		Biology Chemistry Physics
    General Science Agriculture Computer Studies
    Home Science Aviation
    Building Construction Electricity Metalwork
    Power Mechanics
    Wood Technology Media Technology Marine and Fisheries Technology 
  • Demystifying Competency-Based Education (CBE) – The Kenya Experience

    Demystifying Competency-Based Education (CBE) – The Kenya Experience

    Many graduates today leave school without the practical skills needed in today’s job market. This is largely because the world of work is changing fast, driven by rapid technological advancements and globalization. As a result, the competencies employers now look for are very different from those emphasized in the past.

    To respond to this shift, many progressive countries have moved away from traditional content-based education and adopted competency-based education. While the core idea is similar across countries, each nation designs and implements its own version based on its context, needs, and priorities.

    The Competency-Based Education is built on a simple but powerful idea: learners need early and continuous exposure to real-life situations if they are to succeed in life and work. That is why CBE includes cross-cutting themes, practical activities, and essential life skills right from the earliest stages of education. Learning is not just about what learners know, but what they can do with what they know.

    In Kenya, this shift officially began in 2017 with the introduction of Competency-Based Curriculum (CBC), later renamed Competency-Based Education (CBE), which was designed to gradually replace the long-standing 8-4-4 system that had been in place since 1985. The transition is being implemented step by step, with the final KCSE examinations under the 8-4-4 system expected to be held in 2027.

    Because CBE is still relatively new in Kenya, many educators, parents, and stakeholders are still getting used to it. Moving from a content-heavy system to a competency-based approach requires a major mindset change. For the system to succeed, it is important to invest in awareness and understanding so that all stakeholders can fully appreciate the approach and actively support its implementation.

    In this blog, we take a closer look at key elements of Competency-Based Education in the Kenyan context, helping to simplify, explain, and make the system easier to understand.Bottom of Form

    Difference Between Competency-Based and Content-Based Education

    Understanding the difference between competency-based and content-based curricula can still be difficult for many people. In this section, we try to make it clearer by comparing key aspects of the two systems in the table below.

    Content-based curriculumCompetency-based curriculum
    Focuses on covering and mastering a set syllabus within fixed timelines.Focuses on developing competencies i.e. knowledge, skills, and attitudes.
    It is structured and prescriptive, with limited learning pathways at the basic level.It is flexible and allows learners to explore, practice, and specialize even at the basic level.
    Uses mainly summative assessment (e.g. KCPE, KCSE, end-term exams) to measure performance and determine progression. Exams are short and largely test memory and recall.Uses both formative and summative assessment. Learning and testing is continuous, focusing on what learners can actually do, with long-term performance considered for progression.
    Emphasizes completing schooling and passing examinations, often focusing more on academic theory.Emphasizes applying what is learned in real life and developing practical, productive skills.
    Learning is mainly teacher-centered, where the teacher delivers information and learners listen and memorize.Learning is learner-centered, where the teacher guides and facilitates active participation and exploration.
    The teacher mainly presents facts and predetermined content from the syllabus.Learners are encouraged to ask questions, investigate, and build knowledge through inquiry and research.
    Teaching is usually done to the whole class at the same pace, with limited attention to individual differences.Learning is differentiated to meet individual needs, abilities, and interests. Competition and ranking are discouraged.

    Design of Kenya’s Competency Based Education

    The Vision of Kenya’s Competency-Based Education is “Engaged, empowered, and ethical citizen”. Its mission is “Nurturing every learner’s potential”.

    Policy documents that informed the change of curriculum from 8-4-4 to CBE include:

    • Kenya Vision 2030
    • The Kenya Constitution
    • Taskforce report on the realignment of the Basic Education Sector (Chaired by Professor Odhiambo)
    • Sessional Paper No. 2 of 2015
    • The 21st Century Skills
    • Harmonized curriculum for East Africa
    • Sustainable Development Goals
    • KICD Needs Assessment Report 2010.

    The Kenya Basic Education Curriculum Framework is built on eight National Goals of Education and supported by three major pillars, as outlined below.

    National Goals of Education

    This refers to the broad principles and statements that define the country’s goals for education. These goals guide what education should achieve nationally, and from them, specific learning objectives are developed and implemented.

    The Kenya national goals of education are:

    • Foster nationalism, patriotism, and promote national unity
    • Promote social, economic, technological, and industrial needs for national development
    • Promote individual development and self-fulfillment
    • Promote sound moral and religious values
    • Promote social equality and responsibility
    • Promote respect for and development of Kenya’s rich and varied cultures
    • Promote international consciousness and foster positive attitudes towards other nations
    • Promote positive attitudes towards good health and environmental protection.

    Kenya Basic Education Curriculum Framework Pillars

    The Kenya Basic Education Curriculum Framework is supported by three key pillars that guide how learning is designed, delivered, and experienced in schools:

    • Value-based education
       This pillar ensures that positive values are deliberately taught and reinforced during learning. Values are the principles that guide how learners behave and respond in different situations. Under CBE, the key values promoted include love, responsibility, respect, unity, peace, patriotism, social justice, and integrity.
    • Guiding Principles
      These are the core ideas that shape how the curriculum is implemented. They include opportunity, excellence, diversity and inclusion, parental empowerment and engagement, community service learning, and differentiated teaching and learning to meet the needs of all learners.
    • Theoretical Foundations
      These are the education theories that inform and support the CBE approach. They provide the basis for how learning is designed and understood. They include:
      • Instructional Design Theory
      • Visible Learning Theory
      • Constructivist Theories, including:
        • Vygotsky’s Socio-Cultural Theory
        • Gardner’s Multiple Intelligences Theory
        • Piaget’s Cognitive Development Theory
        • Bruner’s Cognitive Development Theory
        • Dewey’s Social Constructivism Theory
        • Erikson’s Psycho-social Development Theory Bottom of Form

    Common Terminology Used in the Kenya CBE

    Some of the terms used in the Competency-Based Education (CBE) are still unfamiliar or confusing to many people. The table below helps to simplify this by showing key CBE terms alongside their equivalent or related terms from the 8-4-4 curriculum. This is meant to make it easier to understand the changes in language and approach between the two systems.

    Competency-Based Education8-4-4 Curriculum
    Curriculum DesignSyllabus
    Learning AreaSubject
    ActivityLesson
    StrandTopic
    Sub-StrandSub-topic

    CBE also commonly uses the following acronyms.

    AcronymDescription
    BECFBasic Education Curriculum Framework
    EYEEarly Years of Education (It refers to the foundation stage of learning, which includes Pre-Primary 1 (PP1) to Grade 3.
    SNESpecial Needs Education (It refers to additional support provided to learners who experience challenges in certain areas of learning, helping them to overcome barriers and achieve their full potential).
    PCIPertinent and Contemporary Issues (This refers to important real-life issues that affect individuals, communities, and society today, included in the curriculum to help learners understand and respond to current social, environmental, and personal challenges.
    PP (1 or 2)Pre-Primary (This refers to the early stage of education before primary school, where young children are introduced to basic learning skills such as language, numeracy, social interaction, and creativity in a play-based and supportive environment.

    Core competencies for Basic Education in Kenya

    Seven core competencies have been identified as essential for every learner in basic education. These are the key skills and abilities that learners are expected to develop to succeed in school, work, and life. They include:

    • Critical thinking and problem solving
    • Creativity and imagination
    • Self-efficacy
    • Communication and collaboration
    • Citizenship
    • Learning to learn
    • Digital literacy

    More details on each of the seven competencies are provided in the blog titled “7 Core Competencies of Kenya Competency-Based Education.”

    The Structure of Kenya’s Competency-Based Education System

    Kenya’s Competency-Based Education (CBE) follows a 2-6-3-3 education structure. The table below outlines the different levels of education, the types of schools at each level, and the number of years that learners spend at each stage.

    Level of EducationTypes of Schools No. School Years
    Early Years of EducationPre-Primary: PP1 and PP22
    Lower Primary: Grade 1-33
    Middle SchoolUpper Primary: Grade 4-63
    Junior School: Grade 7-93
    Senior SchoolSenior School: Grade 10-123

    After completing Senior School, learners progress to tertiary education and training institutions such as universities or Technical and Vocational Education and Training (TVET) institutions.

    The CBE promotes practical, engaging, and participatory teaching and learning methods. It also encourages strong parental involvement, including supporting learning at home and providing necessary learning materials.

    Learning Areas in the Competency-Based Education (CBE) Structure

    According to the Kenya Basic Education Curriculum Framework (2016), the learning areas under Competency-Based Education (CBE) are organized according to the different levels of education. These learning areas guide what learners study at each stage of their learning journey.

    Pre-Primary 1 and 2 (EYE Level)

    At this level, learners are introduced to the following learning areas:

    • Mathematical Activities
    • Language Activities
    • Environmental Activities
    • Creative Activities
    • Religious Education.

    The minimum age for admission into Pre-Primary 1 (PP1) is four years.

    Lower Primary Grade 1-3 (EYE Level)

    The learning areas offered at this level are:

    • Indigenous languages
    • Kiswahili/Kenya Sign Language (KSL)
    • English Language Activities
    • Mathematical Activities
    • Religious Education Activities (CRE, IRE, HRE)
    • Environmental Activities
    • Creative Activities
    • Pastoral Program of Instruction.

    Upper Primary (Middle school level)

    Learning areas at this level are:

    • English
    • Kiswahili/ Kenya Sign Language
    • Mathematics
    • Religious Education (CRE, IRE, HRE)
    • Science and Technology
    • Agriculture
    • Social Studies
    • Creative Arts
    • Pastoral Program of Instruction.

    Junior Secondary (Middle School)

    Learners engage in the following learning areas at this level:

    • English
    • Kiswahili or Kenya Sign Language
    • Mathematics
    • Integrated Science
    • Social Studies
    • Religious Studies (CRE, IRE, HRE)
    • Pre-Technical Studies
    • Agriculture and Nutrition
    • Creative Arts and Sports
    • Pastoral Program of Instruction.

    Senior School

    • Specialization begins in Senior School, where learners are required to choose one of three pathways:
    • Arts and Sports Science
    • Social Sciences
    • Science, Technology, Engineering, and Mathematics (STEM).
    • All learners are required to engage in the following four (4) core (mandatory) learning areas, regardless of the pathway they choose:
    • English
    • Kiswahili/KSL
    • Core Mathematics or Essential Mathematics
    • Community Service Learning (CSL).
    • All learners are required to choose three electives from the learning areas outlined below:
    Social SciencesSTEMArts & Sports
    Biology
    Chemistry
    Physics
    General Science
    Agriculture
    Computer Studies
    Home Science
    Aviation
    Building Construction
    Electricity
    Metalwork
    Power Mechanics
    Wood Technology
    Media Technology
    Marine and Fisheries Technology    		Literature in English
    Indigenous Languages
    Fasihi ya Kiswahili
    Kenyan Sign Language
    Arabic
    French
    German
    Mandarin Chinese
    Christian Religious Education
    Islamic Religious Education
    Hindu Religious Education
    History and Citizenship
    Geography
    Business Studies    		Sports and Recreation
    Music and Dance
    Theatre and Film
    Fine Arts
    • Physical Education (PE) and Information and Communication Technology (ICT) are provided to all learners to promote physical well-being, make learning enjoyable, and develop practical life skills.
    • Every school is required to offer a Pastoral Program of Instruction (PPI) to support learners’ moral development, character building, and spiritual growth.
    • Learners are also given time for individual or group study, allowing them to pursue their interests, build deeper understanding, and improve their skills in areas of their choice.

    Managing Learners with Special Needs

    The Competency-Based Education (CBE) system recognizes that learners are different and may require varying levels of support to succeed. To ensure that every learner is included, the system provides for two main groups of learners with special needs:

    • The first group includes learners who are able to follow the regular curriculum, but may need some adjustments to fully access learning. With the right support, such as adapted materials, assistive devices, or modified teaching approaches, these learners can learn alongside others in mainstream classrooms. This group includes learners with visual or hearing impairments, physical disabilities, mild cerebral palsy, learning disabilities, emotional and behavioral challenges, communication disorders, as well as those who are gifted and talented.
    • The second group includes learners who may not be able to follow the regular curriculum. These learners require a more specialized approach to learning, often through tailored program designed to meet their specific needs and abilities. This group includes learners with mental disabilities, deaf, blindness, autism, cerebral palsy, multiple handicaps, and profound disabilities.

    By recognizing these different needs, the CBE system aims to create an inclusive learning environment where every learner is supported to reach their full potential, regardless of their abilities or challenges.

    Assessments Under Competency-Based Education (CBE)

    Assessment in the Competency-Based Education (CBE) goes beyond exams. It is a continuous process designed to support learning, not just measure it. Through assessment, teachers are able to understand how learners are progressing and how best to support them.

    Under CBE, assessments are used to guide teaching and learning decisions, determine the level of competence a learner has achieved, and track progress toward expected learning outcomes. They also encourage learners to reflect on their own performance, stay motivated, and take an active role in their learning. At the same time, assessments help to identify learning gaps, needed interventions, and cases where additional support or referral may be required.

    To achieve this, CBE uses a variety of assessment approaches. These include:

    • assessment for learning, which provides feedback to improve understanding; 
    • assessment as learning, which helps learners become more independent and set their own goals;
    • assessment of learning, which evaluates what a learner has achieved at a given point in time.

    In addition, teachers use different tools and methods such as tracking checklists, rating scales with descriptive feedback, questionnaires, project work, journaling, and portfolios. Portfolios, in particular, allow learners to keep a record of their best work over time, making it easier to see growth and improvement.

    CBE assessments include both formative and national assessments, guided by set assessment rubrics to support consistency, fairness, and accuracy in evaluating learner progress. While continuous assessment takes place throughout the learning process, learners also sit key transition assessments at the end of different stages of education, as follows:

    • At the end of Grade 6, learners sit for the Kenya Primary School Education Assessment (KPSEA).
    • At Grade 9, learners sit for the Kenya Junior School Education Assessment (KJSEA).

    Overall, CBE assessment is designed to build confident, reflective, and capable learners who understand not just what they have learned, but how well they can apply it.

  • Templates for Administrative Processes

    Templates for Administrative Processes

    Editable Templates For School Administration

    Many legal guardians and schools shop around before they decide where they want to send their children to school. The purchase process begins long before prospective customers contact the institution to enquire about its offerings. Some of the spaces where potential customers find information on schools include; websites, brochures, flyers, and prospectuses.  

    A key responsibility of school administrations is to productively maintain its assets which include its workforce, customers, capital and intellectual investments, business processes, and safeguard them against risk.  Administrations thus require appropriate, comprehensive, accurate, and up-to-date records to facilitate decision-making and proper management of the institution. 

    Branding And Administration

    The approach to the acquisition, presentation, and maintenance of information is therefore extremely important because it influences customers’ perceptions of an institution, and how they engage with it. It impacts their level of confidence, trust, and the value that they attach to the institution and its offerings. 

    Institutions need to put some thought into branding themselves appropriately in information and communication management to help customers to easily recognize them, connect with them, and want to be associated with them.  An institution’s brand is its promise to the customer. Differentiation is key.

    Incompetence in information management and communication has resulted in many underperforming or failed administrations in institutions of learning. Many administrators have limited know-how and capacity to formulate and efficiently execute information management resources and tools. Despite their institutions having great facilities many, due to lack of exposure, remain ignorant about how proper information management can contribute to the positive development of their institutions.  

    In this blog, we explore the use of some select document templates and share editable document templates to help alleviate the challenge of developing official documents from scratch.  These can be downloaded and edited to suit the users’ unique needs. We have endeavored to keep the templates as simple as possible and yet detailed for completeness and ease of application.  

    What is a document template? 

    A document template is a pre-formatted model of a document designed to guide and facilitate the quick generation of a similar record. It is especially useful in instances of common and frequently used information. 

    Benefits of using document templates

    Appropriately standardized and clearly defined documentation helps to;

    • facilitate completeness and quality of output hence productivity
    • accelerate delivery of process goals 
    • simplify processes and lessen the effort applied towards creating new documents from scratch every single time
    • provide clarity, focus, and support attention to detail 
    • promote the efficient application of resources including time, money, labor, and materials as they can be applied to other productive processes
    • foster consistency, shared understanding, and fair application of standards thereby alleviating conflict situations
    • project a professional image to stakeholders and the general public.

    Editable templates

    In the administration process, institutions maintain and deal with different kinds of information including; stakeholder data, operational and functional reports, policies, processes, and correspondences among others.  These are presented in different layouts and formats.  

    Some routinely used documents whose ease of execution can be enhanced by adopting the use of document templates include: 

    • Checklists
    • Contracts
    • Forms
    • Business correspondences
    • Policies.

    The above documents are considered in greater detail below, as are preformatted samples.    

    Checklists

    Checklists are working aids that are used as a benchmark or guide to ensure that important actions are not forgotten during implementation and are completed in an organized and logical manner.  

    The basic format of a checklist consists of an itemized list of descriptions of tasks to be completed presented in one column, with appropriate spaces in corresponding columns used to check off the completeness of each task.  Other columns may be used to append notes on supplementary information or considerations. 

    Information covered in a checklist is specific to the mission being completed. Templates must therefore be customized accordingly.  

    Elements of a good checklist

    • It is structured in its design and presentation 
    • It has a logical flow
    • Deliverables/actions are clearly defined
    • It specifies the parties responsible for the execution of the tasks
    • It provides the criteria for success/expected outcomes
    • It has space for signing off tasks and providing appropriate updates
    • Clear language and appropriate detail are applied to minimize the risk of misinterpretation.

    Benefits of checklists

    • They lessen the likelihood of omission of important steps of a process which can lead to compromised results
    • They assist in alleviating distractions by keeping users focused on target deliverables
    • Defined action steps help to minimize errors hence savings in resources such as time and effort
    • They promote discipline and consistency, and aid in standardization of supported processes
    • They contribute to improved productivity motivated by clarity of obligations, and the satisfaction of ticking off completed tasks
    • They support training of users and delegation of responsibilities
    • They advance peace of mind for users who don’t have to memorize the different steps in processes or fear missing a step.
    • They act as evidence in instances of process related disputes.  

    Access checklist templates here.

    Contracts and agreements

    A contract is an agreement between two or more people, where one party makes an offer and another accepts the offer in exchange for something of value. It defines the parties in the contractual engagement, their rights and obligations, guiding terms and conditions, and the contract execution processes.

    Key elements of a legally binding contract

    • All the parties must be aware that they are entering into a binding agreement.  Each party to a contract should endeavor to understand the provisions of the contract before assenting to its contents.   
    • There must be an offer that outlines the obligations of the parties involved and clearly demonstrates the exchange of value.  
    • An acceptance of an offer must be presented explicitly, not ambiguously. Acceptance is usually confirmed by appending the signatures to the document.  It is recommended to have independent parties present to witness the acceptance.  
    • A consideration in that the agreed value must be clearly and mutually defined and recognized, leaving no room for misinterpretation.
    • Capacity of the parties involved to understand the provisions of the contract including the obligations of the parties, and related implications and consequences before consenting to the contract is important.  Examples of populations that may lack contractual capacity include; minors, persons that are intoxicated, the mentally unsound and people with limited understanding of the language applied in the contract among others.
    • Admissibility of the contract in case of litigation, with due appreciation that all agreements are subject to the laws of the jurisdiction in which they operate.  The contract should specify the jurisdiction, applicable laws, and the conflict resolution and termination processes.    

    The presentation, length, complexity, and provisions of contracts vary from one to another.

    Benefits of a contract

    • It provides clarity in respect of the obligations and commitments of the parties involved, as well as consequences in case of breach, and motivates the parties to take appropriate action.
    • It alleviates conflict and acts as proof of what was agreed on by the parties.  It can be referenced at any time. 
    • It enables protection of the parties involved, their assets and intellectual property.
    • It enhances trust, peace of mind, and commitment of the parties involved because they have the full understanding of what they are committing to including, of their obligations, of the courses of action available to them in case of disputes or breach, and provisions for termination. 

    Access contract templates here.

    Forms

    A form is a structured document that contains a frame and fixed content (the part of the document that does not change) and spaces (also known as fields or placeholders) in which information can be populated.  

    Forms are used in information collection, collation, maintenance, dissemination and evaluation processes.  When completed, forms can reflect either a statement, a request or an order which is a written or stated intention.

    Forms are usually tailored to suit a specific purpose. They can be presented and completed either digitally, printed or by hand.  

    Basic elements of a form

    • A title or heading which must be related to its use.  Some words like ‘application form’ or evaluation form can be applied in the title to convey the specific purpose of the form.
    • A short description highlighting the purpose of the form, and how it is to be completed.
    • Labels that confirm the specific information that is required in a particular field. It can be a word or multiple words.  They can be presented in statements of question formats. 
    • Empty fields, spaces, lines or boxes next to the labels which are to be filled with information.
    • Lines or other forms of separators, that show users where to begin and end their writing.
    • Open white spaces in the design that make the form easy on the eye and motivate the user to complete it. Overcrowded forms can be a put off and discouraging for users.   

    Benefits of forms

    • They facilitate collection and presentation of information in a logical and meaningful manner 
    • They promote efficiency by simplifying the gathering of information. There is less writing and information is entered in a summarized manner.
    • They enable uniformity and standardization of data and are convenient when comparing data.
    • Label prompts help the user to given targeted specific information, thus improving focus and relevance
    • Information presented in written form can be used for future reference. 

    Access templates of various forms here.

    Business correspondences

    Correspondence refers to the exchange of written communication between two or more parties.  It is the activity of writing and receiving mail.  It can be realized either digitally or handwritten. Examples of business correspondences include letters, emails, memos, text and fax messages, and notes. 

    When transacting business, it is recommended to adopt a formal approach in executing correspondences. Formal correspondence is also known as professional correspondence. The way you communicate bears directly on how your customers, both internal and external, perceive you.

    Common purposes of professional communication include; passing information, making requests, providing direction, and persuading other parties to act on something.

    Many organizations have formal policies and processes that guide official communication and the use of technology for communication.  Enlightened organizations are structured in their design and presentation of correspondences to customers, both internal and external. They maintain official email accounts through which their employees are required to transact official business while observing some set standards. In most cases, stakeholders are required to acknowledge and undertake in writing to abide by the provisions of the communication policies. This enables the organizations to monitor and regulate communications in keeping with set company standards and support realization of the company’s vision.

    Elements of a business correspondence

    • It observes the accepted standards of formal writing including in its design, presentation and language employed.
    • It is short, to the point and uses simple and clear language
    • It is complete and specific in its message to enable the reader to act appropriately. It answers comprehensively to the what, why, when, where, how, as applicable.
    • It meets the basic standards of good etiquette and respect including; use of appropriate tone, language, timeliness and correctness of information, 

    Benefits of business correspondences 

    • It helps in building and maintaining good business relationships.
    • It is a convenient and inexpensive communication method.
    • It is an official record and serves as a reference material for future use.
    • The use of formal and logical language helps to alleviate ambiguity and misinterpretation of messages.
    • It is an effective mode of publicizing and expanding the organization, its offerings and client base when done properly.

    Access templates of various business correspondences here.

    Policies

  • 7 Core Competencies of Kenya’s Competency-Based Education (CBE)

    Something important is happening in education today. For a long time, success in school meant one thing: passing exams. But the world has changed. Work has changed. Life itself has become more complex. Today, it is not enough for a child to know. 

    That is why Kenya introduced the Competency-Based Education (CBE).

    Under this new approach, focus shifts to how and what learners understand, how they apply what they learn, and how they grow into responsible, capable individuals who can function effectively in real-world environments. It gives the same level of importance to developing practical skills, building good values and behavior, and growing a learner’s confidence.

    The 7 competencies at a glance

    CBE is built around seven core competencies that every learner is expected to develop, practice, and apply in real-world situations:

    • Communication and Collaboration
    • Critical Thinking and Problem Solving
    • Creativity and Imagination
    • Citizenship
    • Digital Literacy
    • Learning to Learn
    • Self-efficacy

    Each competency builds on the others, working together to help shape a well-rounded, capable learner.

    The seven competencies are explained in more detail below.

    Communication and Collaboration 

    Communication is the ability to share information clearly from one person to another. It involves expressing thoughts, ideas, opinions, and feelings in a way that others can understand. This can be done through speaking, writing, gestures, or other forms of expression.

    Collaboration means working with others towards a shared goal. It requires cooperation, respect, and a willingness to listen and contribute as part of a team.

    In the Competency-Based Curriculum, learners take part in many activities that require interaction. These activities are often done in pairs, small groups, or as a whole class. To succeed, learners must communicate clearly, listen carefully, and use respectful language when sharing ideas. They must also learn how to work together effectively – sharing responsibilities, supporting one another, and staying focused on the common goal.

    Communication and collaboration are important skills that go beyond the classroom. They help learners succeed in school, build positive relationships at home, and work well with others in everyday life.

    Critical Thinking and Problem Solving

    Critical thinking is an important part of quality education. It helps learners move beyond simply accepting information and instead learn how to think carefully about it. It involves three key abilities:

    • Reasoning – thinking logically and step by step
    • Making judgments – weighing information before deciding
    • Problem solving – finding solutions to challenges.

    When learners develop this competence, they learn to use logic and evidence to reach conclusions, rather than relying only on opinion or guesswork. They also begin to see that most issues can be approached in different ways, and that there is often more than one possible solution.

    Critical thinking encourages learners to ask questions, explore ideas, and consider different perspectives. This helps them stay open-minded and willing to listen, even when others have views that are different from their own.

    It also strengthens problem-solving skills by helping learners respond to challenges in a calm, thoughtful, and practical way.

    This competence is useful in every subject and in everyday life. It helps learners make better decisions, understand the world more clearly, and handle challenges with confidence.

    Creativity and Imagination

    Creativity and imagination begin in the mind. Imagination is the ability to picture things that are not yet real. Creativity is what happens next – it turns those ideas into something useful and meaningful.

    Learners may imagine something they have never seen before, then bring it to life as a drawing, a story, a design, or even a solution to a real problem. In this way, ideas move from the mind into the real world.

    In the Competency-Based Curriculum, learners are encouraged to think freely and develop their own ideas. With guidance from teachers, they are given opportunities to explore, question, and try new approaches. Through challenging and engaging activities, their thinking expands and their confidence grows.

    This ability already exists in most learners, but it often needs the right environment to grow. When learners are supported and given space to express themselves, they begin to discover their potential.

    A flexible approach to teaching allows creativity to thrive. It helps learners not only enjoy learning, but also apply their ideas in school, at home, and in everyday life, adding value to themselves and to those around them.

    Citizenship

    People naturally come together to form communities. This often happens because they share common needs, interests, or beliefs – whether social, economic, cultural, or otherwise. As these groups grow, they develop shared values and ways of living that help them function and stay connected.

    Being part of such a community makes someone a citizen. Citizenship means more than just belonging – it includes having rights, responsibilities, and a sense of connection to others.

    When learners develop a strong sense of citizenship, they learn to:

    • respect themselves and others
    • understand different viewpoints
    • handle disagreements calmly and fairly
    • take responsibility for their actions.

    They also begin to see the impact of their choices on others and on the wider community.

    At its core, citizenship is about living well with others. It is built on respect, fairness, and a commitment to doing what is right for oneself and for society.

    Digital Literacy

    In the Competency-Based Curriculum, Digital Literacy is the ability to use digital devices to find, understand, and use information. These devices include tablets, computers, laptops, and mobile phones.

    Digital literacy goes beyond simply knowing how to use technology; it also involves the ability to:

    • search for information
    • judge whether it is useful and reliable
    • use it to support learning and solve problems.

    A learner is considered digitally literate when they can use technology safely, responsibly, and effectively to support their learning.

    This competency combines both knowledge and practical skills. It involves understanding how digital tools work and how to use them meaningfully in everyday situations, not just for browsing, but for purposeful learning.

    Because technology continues to evolve, digital literacy must be continuously developed by both learners and teachers.

    When applied well, digital tools open up new ways of learning, encourage creativity, and make learning more engaging and meaningful.

    Learning to Learn

    Learning is part of human life from the very beginning. It does not stop at school. It continues throughout life, helping us understand new situations, solve problems, and relate with others in society.

    Good learning is not only about what we know. It is also about how we learn. It involves our mind, our actions, and our experiences. For learning to happen well, a learner must be willing and ready to learn. Each day brings new knowledge, and this knowledge should help us grow and improve both as individuals and as members of society.

    This is where the idea of “learning to learn” becomes important.

    Learning to learn means developing the ability to take charge of your own learning. It includes knowing how to:

    • manage time effectively
    • organize information
    • stay focused and persistent
    • learn independently or with others. 

    It also means understanding how you learn best, recognizing your learning needs, and finding ways to overcome challenges when learning becomes difficult.

    When learners develop this competence, they are able to connect new knowledge with past experiences and use it more effectively in real life.

    Learning is often explained through four key approaches:

    • Learning to know: gaining basic knowledge and understanding ideas, but with little or no application 
    • Learning to do: applying knowledge through practical activities and skills e.g. in sports
    • Learning to be: developing independence, responsibility, and personal growth
    • Learning to live together: learning to work with others and contribute positively to society. This is the highest level of learning.

    Together, these four dimensions help learners grow not only academically, but also socially and personally.

    Learning to learn is therefore a lifelong skill. It helps learners adapt, grow, and succeed in a world that is constantly changing.

    Self-efficacy

    Self-efficacy is a learner’s belief in their own ability to complete a task or overcome a challenge. It is not about how easy or difficult a task is, but about how a person thinks and feels about their ability to handle it.

    This belief plays a major role in learning. It often influences whether a learner tries a task, persists when it becomes difficult, or gives up too early.

    When a learner has strong self-efficacy, they approach challenges with confidence. They see difficult tasks not as threats, but as problems they can work through step by step. This mindset encourages curiosity, effort, and a willingness to try new things.

    Such learners are more likely to:

    • set clear and challenging goals
    • stay motivated even when progress is slow
    • keep trying after mistakes or failure
    • take responsibility for their learning.

    In education, self-efficacy also supports the development of important life skills such as confidence, self-respect, and resilience. These help learners stay focused and committed, even when they face setbacks.

    It also shapes how learners interact with others and their environment. A learner with strong self-efficacy is more likely to:

    • communicate clearly and confidently
    • show empathy and understanding
    • solve conflicts peacefully
    • resist negative peer pressure
    • make responsible choices.

    In the Competency-Based Curriculum, this competence is developed from an early stage. For example, when a young learner is asked to draw or color, they are encouraged to try without fear of failure. This builds confidence and a sense of ability.

    Over time, this mindset grows into a stronger belief: “I can learn, I can improve, and I can succeed.”

    That simple belief becomes a foundation for success in school, at home, and in life

    Reflection

    The seven core competencies are not simply educational targets; they reflect the kind of human capacity education is meant to build. A learner who can communicate effectively, think with clarity, create with purpose, act responsibly, use technology wisely, continue learning independently, and believe in their own ability is not only prepared for school success but for life itself.

    When these competencies are nurtured well, they shape individuals who are capable, grounded, and ready to contribute meaningfully to society.

  • Of Discipline and School Policies

    Of Discipline and School Policies

    Discipline is training that develops self-control, orderliness, efficiency, and character. It is a fundamental element of respect – respect for oneself and for others. As part of their responsibility, school administrations should be committed to cultivating and consciously promoting discipline among their stakeholders, who include administrators, learners, staff, and parents.

    Constantly changing school and world environments, and in the quest to improve performance, school administrations, also mean the alignment of current objectives or strategies through the introduction of new rules or amendment of existing rules. Such changes, while meant to inspire and bring about a positive impact, can, if not handled and communicated well, become the source of great confusion and frustration for stakeholders. 

    Shared understanding and appreciation of group rules and standards amongst stakeholders still remain one of the biggest challenges for institutions of learning.  This is unfortunate because it is an essential element of discipline within the collective.  When dealing with others, it is important that people are conscious of and appreciate their obligations to each other and related implications. This fosters responsiveness and compliance.   

    Appreciating school rules

    Ignorance or lack of proactive effort to secure schools through operational policies makes school environments and communities prime settings for stakeholder exposure and exploitation.

    Today, many institutions and their stakeholders alike still do not appreciate the benefits of maintaining robust codes of conduct. They regard policies as a nuisance or policing tools, and continue to administer their schools recklessly under fluid regulations and verbal instruction, without regard for the threat that their approaches pose. It is only after a crisis befalls them that they wake up to the realization of the importance of maintaining policies. Unfortunately for many, they are more often than not already exposed, negatively impacted, and with little or no room for peaceful redress or absolution.   

    The exposure to the institutions further is compounded by increased stakeholder awareness and understanding of their rights and freedoms which has resulted in intensified demands and litigations against schools.

    On the other hand, it is important that schools remain conscious of their reasons for having the guiding rules and regulations.  They should ensure that the rules are not too stringent to the point that they are intimidating, overly restrictive, and consequently impede operations and achievement of desired progress and objectives.

    The rationale for school rules

    Institutions formulate and deploy rules for various reasons depending on their needs. Some of these are highlighted below.

    • To enable learners to appreciate the role rules in group settings and the importance of observing them.
    • To foster the values of responsibility and accountability for one’s actions and for others which is a practical life skill.
    • To maintain order in the classrooms, buildings, compound, and where applicable, away from school.
    • To promote good health and safety of learners and staff through safe environments.
    • To promote responsibility for and prevent damage to the school and personal property.
    • To ensure equal opportunity and fair handling of stakeholder groups.
    • To limit disruptions and distractions in school work and activities.
    • To ensure good manners and mutual respect are maintained.
    • To facilitate efficient management of presenting situations.
    • To facilitate stakeholder appreciation of different roles and obligations in order to minimize the potential for conflict situations. 
    • To provide clarity and shared understanding of exceptions.

    Communicating school policies

    For shared understanding, school administrations must establish and effectively communicate their expectations to all stakeholders. School communities are made up of different groups of people with diverse backgrounds, and who have different communication, and learning styles. 

    How policies are communicated to stakeholders can motivate success or failure. Institutions must therefore strive to adopt varied communication strategies in order to reach all stakeholders to secure their buy-in and inspire compliance. Every effort must be made to assist stakeholders to internalize the provisions of set codes of conduct. It is only by knowing them that they can consciously support them. 

    Deployment of written policies that clearly communicate stakeholder obligations is fundamental as this provides for clarity and continuity, enables consistency and fairness of application, and is a ready and valid source of reference in instances requiring interpretation. It is important to complement these with regular awareness campaigns using other communication approaches and media to remind stakeholders of the existence and provisions of the various policies, and of any subsequent changes.

    Of note is that it is extremely difficult to hold individuals responsible or accountable for failure to deliver on their obligations without first having secured their consent to abide by some clear guidelines. 

    It is therefore recommended that individuals to whom the policies apply and who are tasked with compliance confirm, in writing, that they have read, understood, and undertake to abide by the provisions of the policies.  In this way, they are duly bound and cannot cite ignorance for their personal failure to observe the policies. 

    Provisions for amendments

    When formulating codes of conduct it is important to remember that they are designed for stakeholder guidance and protection, and are usually not exhaustive.  With change being constant, crafters must provide for appropriate additions and amendments based on future needs.

    It is thus essential to expressly, in writing, state that the policies shall be supplemented by additional instructions as shall be issued by the school administration from time to time, using different formats and media. 

    It is also important to state that the institution reserves the right to at any time amend or repeal the guidelines either in whole or in part.

    Operationalization of codes of conduct

    In order to operationalize policies effectively, institutions must have appropriate supporting elements including, delivery structures, processes, and documentation. 

    In this blog, we have provided links to some policies for ease of reference and adoption. These can be easily copied and edited to suit the special needs of individual institutions.

    In one of our other blogs, we cover and provide samples of some useful documents such as forms and checklists that can be applied to support the implementation of school policies.

    Execution of policies

    There must be clarity in respect of responsibility and accountability for the execution of policies. Where applicable, consequences for violations should be well-defined.  Who or where to go for support in the interpretation of the policies should also be clearly stated. 

    Anyone that is charged with executing policies should remember that new policies or changes to existing policies are usually effective as of the date of their adoption or such other explicitly stipulated date in the future. They should not be applied in retrospect.

    Access school policies
  • EduTech – Revolutionary Solutions for Education and Knowledge Management

    EduTech – Revolutionary Solutions for Education and Knowledge Management

    Ask anyone who has ever built a school from scratch and they will tell you that it is not a walk in the park.   It is a very demanding and costly experience, dependent on your approach to the execution of related processes.   

    Ignorance of potential and even established school proprietors, shareholders, and administrators directly translates to mediocre and costly decisions and inefficiencies in administration. Lack of proper information has led to many institutions either closing down prematurely or existing to provide inferior services with negative implications for the organizations, the learners, the community, and even future generations.      

    Running a school efficiently and successfully is challenging even for the very seasoned administrators.   Imagine then how it is for the inexperienced and unprepared newbies. Shock, frustration, disillusionment, despair, and surrender are just but a few of their possible experiences.

    We speak from experience, having operated physical primary and kindergarten schools for over a decade, and therefore a very good appreciation of associated challenges and opportunities. 

    Following the COVID 19 outbreak, we elected to discontinue in-person learning at our centers and move our operations online with a concentration on providing practical support services to educators and schools for improved efficiency and productivity in education and knowledge management.

    As your partner in education, today we explore some challenges experienced in starting and operating a school and share solid transformative EdTech solutions that we have developed over time to make your work easier, and life better.  The solutions are available to the general public and can be accessed via internet-enabled devices including; mobile phones, tablets, IPads, laptops, or desktop computers.

    Start and Run Your Own School Effortlessly

    Many people, including the gainfully employed, possess special knowledge and skills which they can teach to help others and better still, earn a livelihood. Their challenge is how to package, reach and deliver their services to the many customers who need them. Many potential investors in education and knowledge management have been forced to shelve or abandon their dreams due to the high financial and resource implications of starting and operating service centers. Additionally, many learning institutions offering traditional in-person learning continue to experience resource-related challenges including financial, human, and material resources, which negatively impact their delivery capacity and quality of service.  

    We have the best solution for you that addresses all of the above challenges and more.  An affordable solution that guarantees quality, flexibility, convenience, and global reach, hence growth.

    eDarasa is a modern and intuitive platform of international standards developed in Kenya. It adequately supports skills transfer as well as delivery of learning and development curricula, and related objects and is ideal for formal, non-formal, and informal learning.  Diverse courses and services can be provided using eDarasa including; formal education programs, technical skills, soft skills, life skills, and even expert consultancies. 

    You can now instantly set up your very own class or school here.

    Once registered you can create learning groups, develop and upload content, register participants, schedule and deploy lessons, and manage entire learning processes remotely. The platform has integrated multi-media, monitoring, learning assessment, grading, analysis, certification, and reporting instruments, and interactive engagement tools which enable productive and effective collaboration between the facilitator, participant, and sponsor.  The platform is open for use by schools and the general public.

    After setting up you can publicize your school by listing it in the TCEN School Directory, also available on this site, to reach customers. Users are personally responsible for meeting their statutory obligations in respect of their income via eDarasa.

    Of note is that in Kenya, anyone who wishes to engage in formal school programs which are regulated and certified by the Ministry of Education (including pre-primary, primary, secondary, and formal tertiary institutions), are required to apply to the Ministry of Education for appropriate registration.  Application to the Ministry of Education for formal registration of a learning center can only be initiated after the physical setup has been done and learning processes operationalized. Inspection of facilities and offerings forms part of the registration process. Comprehensive requirements for formal registration of a physical school are available on the Ministry of Education website. 

    Register now.

    Access Ready-Made Tests or Create Your Own Bespoke Tests in No Time

    Developing, administering, marking, and giving feedback on quizzes and exams can be an extremely taxing and time-consuming exercise for educators and schools at the primary school level of basic education. Many have resorted to buying and administering ready-made tests whose content sometimes does not correspond with syllabi coverage.  Purchase of exam papers can also be quite costly, dependent on the needs and size of a school.  

    If you are looking to cut down on the high cost of buying/photocopying exams and save on resources like time and labor spent on delivering learning assessment processes, we have the perfect solution for you.   The Quizmaster.

    Quizmaster Primary is a database pre-loaded with primary school level questions and answers, and options for downloading or digital testing, automated marking, and grading. Inbuilt system capabilities enable you to access ready-made tests including past national exam papers, or create your own custom tests.  You can also generate reports and give feedback to registered learners on the platform through their personalized dashboards.  

    Subscribe to Quizmaster here

    Simplified Ready-to-Use Lessons Appropriate for Diverse Syllabi

    Like many other countries of the world, Kenya has in the past relied heavily on in-person learning. Implementation of Competency-Based Curriculum (CBC) saw digital literacy adopted as one of seven core competencies to be developed from the early years of learning. Fast forward to 2020 and the ground shifted significantly following the COVID-19 outbreak which resulted in accelerated uptake of digital/online and distance learning programs across the world. In Africa, most schools were unfortunately forced to suspend learning activities altogether due to unpreparedness in administering remote learning processes. 

    In Africa, uptake of online learning by institutions has been slow mainly due to the high cost of acquiring and maintaining online learning environments, and limited access to appropriate devices and the internet. Over time, however, gadgets have become more affordable as has internet access. 

    The number of schools embracing online learning is on the rise. A significant number of schools are already offering blended learning services with immense benefits. 

    A major challenge for many educators and institutions now remains access to superior, versatile, and yet affordable online learning platforms, and curricula content. 

    We have the perfect solution that makes this dilemma a thing of the past. An affordable solution that is open to the general public (schools, teachers, and learners) and can be accessed instantly from anywhere at any time across the globe.  The Eduprop.

    Eduprop is a comprehensive learning platform that comes complete with simplified and engaging ready-to-use lessons, learning aids, exercises, and tests. A versatile and unique approach to content presentation provides for instant customization and application for diverse international basic education-level curricula.  Educators only need to select, arrange and timetable the comprehensive stand-alone lessons to match their special syllabi or learning needs.  Inbuilt monitoring, performance tracking, learning assessment and grading tools, stakeholder collaboration, and reporting capabilities facilitate effective delivery and administration of the learning process.

    Eduprop is ideal for homeschool, classroom instruction, revision, and remedial programs. It supports both group and individual learning. Personalized learning dashboards enable learners to study from anywhere at their own pace, with or without the support of teachers. 

    A comprehensive teachers’ console enables effective teacher support of learners aided by automated workflows, pre-loaded requisites as per curriculum designs, bespoke time-tabling capabilities, multimedia, functional controls, and the capacity to integrate other modern learning technologies and tools. 

    A dedicated control board enables parents and sponsors to play an active role in the learner’s education from anywhere at any time.  Parents can follow the learner’s progress, access real-time reports, and engage with teachers on the platform. 

    Eduprop will enable you to save on expenses towards books, stationery, and even human resources since the learning solution can be adopted as a suitable alternative or substitute during times of teacher shortage or absence.

    Subscribe Now 

    Find a Teacher Near You Instantly

    The beginning of any new term is a period that many school owners anticipate with both excitement and dread in equal measure.  This is especially the case for medium and small-sized schools. Elation is borne out of the hope that parents will soon pay school fees which will enable the school to meet its financial obligations.  Unfortunately, it has been long established that many teacher transfers also happen at this time. 

    For a school, the loss of a good teacher is nightmarish considering the investment that may have gone into their development and equipment. Many institutions cannot afford the high recruitment agency fees or the prohibitive cost of advertising in digital and print media.  They, consequently, rely on their social media groups for possible referrals, sometimes with negative implications for the school and its stakeholders.

    Finding a good teacher from a small selection pool is not easy.  In desperation, many institutions find themselves settling for incompetent teachers. Yet others are forced to incur high relocation fees, change their programs, or bow to unsustainable teacher demands just to manage the teacher absence crisis. Fresh recruitments also mean the employment of already stretched resources towards hiring, training, settling in, and associated adjustments for the school and many of its stakeholders. 

    Many competent teachers also remain unemployed because of limited visibility or lack of knowledge of available opportunities near them.  They cannot be found by potential employers including institutions and parents.  Parents too have a hard time finding competent teachers to support their children in various programs.  They are, many a time, forced to settle for and share the services of a few teachers who may be well known but overwhelmed, and who may, unfortunately, charge exorbitant fees for compromised services.  

    A good teacher database would make job searches and hiring processes easier and more efficient.  

    The Teachers Directory purposes to help schools and parents to locate teachers easily, including narrowing down candidate shortlists based on specific parameters such as location, teaching areas, teaching level, and certification.  

    Teachers/trainers/coaches/facilitators and consultants in formal, informal, and non-formal education are all eligible for listing.  

    Browsing all TCEN directories is free.

    List Now

    Publicize your school.  Increase your Visibility and Reach

    You have a great school, great facilities, a great performance record, and idle capacity.  You wish to register more learners but finding and attracting them is a big challenge. Parents on the other hand are looking for a great school, just like yours, but do not know about you or have limited information about you.  Some may just have a poor perception of you, more likely based on someone else’s distorted impression of your institution.  

    The School Directory is here to bridge the gap by connecting schools with potential learners and other stakeholders in the community.  It provides the opportunity for schools to engage directly with clients, and where applicable, eliminate biases.  As a subscriber, you can share your business profile, contact details, location, pictures, and videos of the school or other publicity material.  You can also link your account to your website and social media accounts. 

    Browsing of all directories is free.

    Find Quality Suppliers Near You Easily

    More often than not, school purchases are made in bulk to realize the benefits of economies of scale.  Many institutions have fallen prey to unscrupulous suppliers and middlemen whose biggest intention is to maximize profits at the expense of buyers, and yet others who provide inferior products and services knowing that some institutions have limited alternatives. Many buyers are sometimes forced to source products and services from far-off places incurring high shipping charges when there are better and more affordable alternatives close by. This is extremely frustrating for any institution irrespective of size and financial capacity. 

    TCEN Supplier Directory is the go-to place for buyers.  It enables them to access a broad range of suppliers with similar product quality and capabilities thereby eliminating the dependency on a single supplier. With a bigger pool of suppliers, institutions can easily locate, compare and qualify suppliers closest to them and negotiate better terms of service to achieve value for money. A 5-star rating functionality has been incorporated where previous customers provide useful information in respect of the supplier’s products and services based on their experiences.  This helps in the decision-making process as it enables potential buyers to easily identify service providers of good standing.

    By selling their wares closer to their operation base, suppliers can also benefit from offering their products at fair rates due to the reduced costs of transport and time.

    A potential supplier can create an account instantly, update it at any time, share business profiles, location, contact details, pictures, videos, and other publicity material, and link the account to their business website and social media accounts. 

    List in the Supplier Directory here

  • Day of the African Child

    Day of the African Child

    Sarafina, the movie by Mbongeni Ngema, is one beautiful piece that tells a compelling, sad, and yet empowering story. Many have watched it countless times but still have little knowledge or appreciation of what it is all about and what inspired its production. Of the unfortunate real-life events that took place many years ago, the pain and sacrifice of a few young brave men and women, and how their heroic actions continue to impact present and future generations across continents.

    During the apartheid period in South Africa, there was extensive segregation based on race.

    Education was one area that was significantly affected. There were separate schools for ‘blacks’ and for ‘whites’. Unlike their counterparts who were allowed to use their mother tongue in school, the main languages of instruction for all major subjects for ‘black’ learners were Afrikaans (preferred the Dutch language), and English languages. Native African languages could only be used in teaching CRE, Music, and Physical Education. This meant that the ‘black’ children had to first learn the new languages in order to understand the school curriculum.

    The ‘black’ children felt that this was unjust and on 16 th June 1976, about ten thousand (10,000) high school learners from different Schools in Soweto, South Africa took to the streets to protest against the biased and inferior quality of their education. They demanded fair treatment, including being taught in their indigenous languages. The children marched in a column that was more than half a mile long.

    The children were, unfortunately, brutally attacked by the police, beaten, and even shot at. Many died, others were badly hurt, and yet others were detained. The incident shook the world and drew a lot of criticism and protests from people and organizations alike. These high school student-led protests of 1976 are also referred to as the Soweto Uprising.

    Establishment of the Day of the African Child 

    In 1991, the African Union (then Organization of African Unity – OAU) member states met and resolved to establish the Day of the African Child (DAC), which would be celebrated each year on the 16 th of June. On this day, people and institutions unite to; 

    remember the brave children of Soweto SA, and other children that face similar injustices

    celebrate the gains registered in subsequent years in the area of child protection, and explore challenges faced by children in Africa to find better ways of dealing with them.

    Agenda 2040: Fostering an Africa that is fit for children 

    Both United Nations (UN) and African Union (AU) promote child protection through the Convention on the Rights of the Child (CRC), and The African Charter on the Rights and Welfare of the Child (ACRWC) respectively. These are agreements by countries that have promised to protect children’s rights. They explain who children are, what their rights are, and the responsibilities of governments and other caregivers. Our Country Kenya is a member of both organizations. AU has tasked the African Committee of Experts on the Rights and Welfare of the Child (ACERWC) with promoting and protecting the rights enshrined in the African Charter on the Rights and Welfare of the Child (ACRWC). The Committee manages program information and records, develops and interprets guiding principles and rules, monitors implementation, supports stakeholders and co-ordinates their interactions, among other responsibilities.

    In the year 2016, ACERWC launched a 25-year agenda to promote the protection of children’s rights, also known as Agenda 2040: Fostering an Africa that is fit for children. It sets out ten (10) aspirations to be adopted by member states and achieved by the year 2040. Each year, the Day of the African child is celebrated under a special theme that helps to promote the attainment of these aspirations.

    Below is a summary of the ten (10) aspirations: 

    1. The African Children’s Charter provides a continental framework for advancing children’s rights. It helps member states to appreciate potential actions for ease of delivery.
    2. To develop and execute child-friendly legislation, policies, and institutional frameworks at the national level.
    3. Register and maintain a proper record of every child’s birth and other vital statistics.
    4. Take appropriate action to ensure that every child lives, survives, and enjoys a healthy childhood.
    5. Ensure that children get their basic needs for proper growth including food, shelter, clothing, and other needs.
    6. Ensure useful and quality education for every child.
    7. Protect every child against violence, exploitation, neglect, and abuse.
    8. Ensure that the criminal system is child-sensitive.
    9. Take all necessary action to protect every child from wars, disasters, or emergency situations.
    10. Ensure equitable/fair opportunities for all children, and allow them to voice their opinions. 

    Member states are tasked with the implementation of the above ten aspirations in their respective countries. They use different methods which include but are not limited to; constitutional amendments, national and community awareness programs, mainstreaming policies and processes, as well as other supporting actions through appropriate development and advocacy partners.

    Some countries have made strides in the implementation of the Agenda 2040. You can find reports by country at https://www.acerwc.africa/concluding-observations/.

    Delivering Agenda 2040

    The ten (10) aspirations are long-term strategies that member states can commit to, to facilitate upholding and protection of children’s rights in Africa. Delivery is a gradual process with the main goal being to restore the dignity of the African child. You can contribute to the achievement of Agenda 2040 in your own special way. From observing child safeguarding standards to supporting related initiatives through advocacy, resourcing, innovation, awareness, empowerment, and reporting actions among others. The choice is yours.

    M. Wesonga (Mrs) is an educator and Safeguarding Children Officer.