VVOB in Kenya

VVOB in Kenya Championing Effective School Leadership for Sustainable Development Goal 4 (SDG 4- Quality Education)

How can teacher professional development better equip teachers to create inclusive, equitable learning environments wher...
06/08/2026

How can teacher professional development better equip teachers to create inclusive, equitable learning environments where every learner can thrive?

Join VVOB - education for development and FAWE Africa for a webinar on 11 August as we disseminate the Conceptual Framework for Teacher Professional Development on Gender-Responsive Pedagogy (TPD for GRP) in Sub-Saharan Africa.

Developed under the Regional Teachers' Initiative for Africa ( ), the framework brings together evidence and regional experience to define the learner competencies, teacher competencies, enabling conditions and professional development approaches needed to strengthen gender-responsive teaching and learning.

The virtual event will bring together policymakers, teacher educators, researchers and development partners to:

- Discuss the conceptual framework for TPD for GRP.

- Share insights and perspectives on the refinement and application of the framework based on diverse experiences across Africa.

- Discuss how for GRP can be scaled for more equitable and inclusive education systems.

Register via: https://us06web.zoom.us/meeting/register/K6hOdjf2QvKKPyemGJLzzw and be part of the conversation as we explore how investing in teachers can transform learning for every learner.



Tomorrow, 6 August is a milestone day for us as we wrap up our Teach2Empower Pilot project 🎉!Implemented by VVOB in Keny...
05/08/2026

Tomorrow, 6 August is a milestone day for us as we wrap up our Teach2Empower Pilot project 🎉!

Implemented by VVOB in Kenya and the Aga Khan Foundation under the , Teach2Empower has for the past several months, piloted an innovative approach to that equips teachers with the knowledge and skills to integrate green and gender-transformative pedagogies into everyday classroom practice. In Mombasa County, 18 participating schools across five sub-counties have embraced more inclusive, equitable and environmentally responsive teaching, while inspiring learners to lead impactful school-based green initiatives.

As we gather to celebrate these achievements, we also look ahead to how the lessons from this pilot can inform the future of and the sustained integration of green and gender-responsive teaching practices across Kenya and beyond ♻️🧑‍🏫🌍.

Celebrate with us and stay here to learn about the key highlights from the pilot! And in case you may not be familiar with the project, have a read about it here: https://www.vvob.org/our-work/our-projects/teach2empower

05/08/2026

Education reforms are an ongoing process and school leaders need opportunities to keep learning as those changes unfold. That is the thinking behind the Implementing National Curriculum Reforms through App-Based Learning for School Leaders in Secondary Education (INCREASE) programme.

Developed by VVOB in Kenya and the Kenya Education Management Institute-KEMI, it combines face-to-face learning, learning through the KEMI App, online sessions and school-based support so that professional development continues beyond the training room.

The INCREASE programme supports school leaders to guide teaching and learning, support teachers and lead the implementation of Competency-Based Education in their schools.

This video introduces the programme and the approach behind it.

VVOB - education for development | Kenya Education Management Institute-KEMI | Ministry of Education - Kenya

04/08/2026

Back in April, we met the first cohort of school leaders beginning the Effective School Leadership for Senior Schools (ESL4SS) course. We asked them about the challenges they were experiencing as they implement the Competency-Based Education (CBE) in their schools.

The ESL4SS course is part of the Implementing National Curriculum Reforms through App-Based Learning for School Leaders in Secondary Education (INCREASE) programme, through which VVOB in Kenya and Kenya Education Management Institute-KEMI are supporting school leaders with continuous, blended professional development as they adapt to the changes.

This is the first video in a series revisiting those conversations. In the next videos, we will look at how the INCREASE programme is designed to respond to some of those challenges and how the KEMI App supports learning throughout the course.

As education continues to evolve, so do the demands placed on school leaders. Continuous professional development create...
29/07/2026

As education continues to evolve, so do the demands placed on school leaders. Continuous professional development creates the space to reflect, learn, adapt and make better decisions for teachers and learners alike.

Through the Implementing National Curriculum Reforms through App-based Learning for School Leaders in Secondary Education (INCREASE) programme, VVOB in Kenya and Kenya Education Management Institute-KEMI are working with school leaders to strengthen instructional leadership through continuous, blended professional development. As curriculum reforms and education priorities continue to evolve, we have seen how ongoing learning helps school leaders navigate change and make informed decisions within their schools.

Kenya Education Management Institute-KEMI | Ministry of Education - Kenya

The Effective School Leadership for Junior Schools (ESL4JS) course, developed under the Implementing National Curriculum...
23/07/2026

The Effective School Leadership for Junior Schools (ESL4JS) course, developed under the Implementing National Curriculum Reforms through App-based Learning for School Leaders in Secondary Education (INCREASE) programme, supports junior school leaders through continuous, blended professional development as they implement Competency-Based Education.

One of the best ways to understand its value is by listening to the school leaders who have taken part. These reflections show how participants are drawing on what they learned as they lead their schools and strengthen teaching and learning in their own contexts.

Kenya Education Management Institute-KEMI | Ministry of Education - Kenya

19/07/2026

There’s an old African proverb, "If you want to go fast, go alone; if you want to go far, go together,” which aptly summarises the importance of collaboration in various aspects of life. We end our series on the place and importance of gender-responsive pedagogy in Science, Technology, Engineering and Mathematics (STEM) classrooms, by affirming that and can only be achieved when ministries of education and partners, teacher training institutions, schools and communities work together.

We truly hope you enjoyed the series, and that you have been inspired to continue playing your part to see a future where all learners, regardless of gender, get the opportunities they deserve to exploit their full potential and succeed in life 🙌 !



18/07/2026

One of the core contributors to teacher motivation is continuous professional development. However, owing to various factors, teachers are not always physically available for the much-needed training to enhance their classroom practices.

This is why VVOB in Kenya and Centre for Mathematics, Science, and Technology Education in Africa (Cemastea) developed the blended course, "Enhancing Gender-Responsive Pedagogy and Assessment in STEM for Junior School through Blended Learning” designed to support teachers in implementing Competency-Based Education, improve assessment practices in Science, Technology, Engineering and Mathematics (STEM), and advance teaching- right where they are 🙌!

Listen to Jane Maweu, VVOB in Kenya Project Coordinator, share our approach to strengthening STEM education; conveniently giving teachers the opportunity to gain knowledge, practical skills and resources to improve their practices, without disrupting their schedules.




17/07/2026

Continuous Teacher Professional Development remains critical in keeping teachers abreast with new instructional technologies, adapting to diverse learning needs, boosting peer engagement and morale and ultimately, improving student outcomes.

Through the Regional Teachers Initiative for Africa ( ), VVOB in Kenya and Centre for Mathematics, Science, and Technology Education in Africa (Cemastea) jointly developed the app-based course, "Enhancing Gender-Responsive Pedagogy and Assessment in STEM for Junior School through Blended Learning,” targeting teachers of Science, Technology, Engineering and Mathematics in Junior School. The course was piloted in Tharaka Nithi, Uasin Gishu, Vihiga and Nyandarua counties with the aim to equip teachers with the necessary skills and tools to enhance inclusive teaching 🏫🧑‍🎓📈.

Hear what teachers in the pilot project have to say on the importance of , specifically in their area of teaching.





16/07/2026

Gender-responsive pedagogy (GRP) encourages teachers to reflect on, challenge and address traditional gender norms that may influence their classroom practices. It further promotes the mainstreaming of gender in teaching and learning programmes and even training resources, while inspiring teachers to recognise and respond to learners' individual needs and abilities irrespective of gender.



Today we feature Anne Kang’ethe, Quality Assurance and Standards Officer at Ministry of Education - Kenya, Uasin Gishu County, and Kizito Makoba, STEM Coordinator at Centre for Mathematics, Science, and Technology Education in Africa (Cemastea), who share how their two institutions are contributing to effective implementation of GRP in classrooms and programmes. Both are valued partners in our ongoing Regional Teachers Initiative for Africa Kenya project, through which VVOB in Kenya and Cemastea are equipping teachers with practical skills and resources to better engage STEM learners at the Junior School level.



Watch, like, share- let’s engage on this!





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