VVOB in Kenya

04/06/2026

Science, Technology, Engineering and Mathematics (STEM) is an academic pathway that often suffers misconceptions from learners, teachers and society at large. Due to gendered societal norms, stereotypes and biases, it continues to be misconceived as a boys’ domain, with the general underrepresentation of girls further attributed to teachers’ gendered perspectives and practices, use of teaching materials, and instructional methods, which affect girls’ interest, entry and participation in the field.

However, for teachers like Angeline Kageni of Thanantu Comprehensive School in Tharaka Nithi County in Kenya, a mind shift, in addition to relevant teacher training, is where it starts from. According to her, teachers should approach every lesson believing that all learners can learn, participate actively and perform well, rather than assuming from the outset that some are incapable of understanding. Angeline is one of the teachers participating in an ongoing course on enhancing gender-responsive pedagogy and assessment in STEM for Junior School teachers.

The app-based course, jointly developed by VVOB in Kenya and Centre for Mathematics, Science, and Technology Education in Africa (Cemastea), seeks to equip teachers with practical skills and resources to better engage STEM learners at the Junior School level. It is being offered under the Regional Teachers Initiative for Africa ( ) project, which is funded by the European Commission and implemented by VVOB - education for development, Expertise France, Enabel, APEFE, Opetushallitus - Utbildningsstyrelsen, UNESCO and African Union, with the aim to build a more competent, motivated and inclusive teacher workforce.

Changing outcomes in STEM begins with changing classroom experiences 💡📌!

02/06/2026

Gender-Responsive Pedagogy (GRP), a teaching and learning approach that identifies and addresses gender biases, stereotypes, and inequalities in classrooms, is increasingly being recognised as a critical pathway to achieving equitable and inclusive education 🏫🧑‍🏫🧑‍🎓.

Through our work with governments, teacher training institutions and multi-sectoral education partners, VVOB - education for development, through the Regional Teachers Initiative for Africa ( ) has been strengthening teachers' ability to create inclusive learning environments that challenge harmful stereotypes and promote equal opportunities for all learners. This approach demonstrates how targeted can contribute to wider education system transformation and advance national and continental commitments to and .

Read more about this on this issue of Education News, featuring our work and the role of gender-responsive pedagogy in advancing education equity:

https://educationnews.co.ke/vvob-bridging-gender-inequalities-through-gender-responsive-pedagogy/



European Commission | Enabel | APEFE | Opetushallitus - Utbildningsstyrelsen | UNESCO | African Union | VVOB in South Africa | Cemastea | FAWE Africa |

Gender – based discrimination remains one of the most entrenched obstacles to quality education in Africa. The 2023 Africa Gender Index Report highlights glaring inequalities in many African countries, with gender index scores ranging from 31per cent to 88per cent. In the report, 29 countries scor...

26/05/2026

In schools where collaboration is part of daily practice, leadership is different. Conversations around teaching and learning become more open and schools begin responding to challenges as a team rather than through isolated decision-making.

This does not reduce the role of the school leader. Instead, it creates more space for shared responsibility and collective problem-solving across the school community.

As part of the Implementing National Curriculum Reforms through App-based Learning for School Leaders in Secondary Education (INCREASE) programme, school leaders reflect on how small, practical shifts in collaboration can gradually improve their school cultures and strengthen the way teams work together.

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

22/05/2026

A lot of what keeps schools moving happens through leadership that is rarely visible from the outside.

School leadership sits at the centre of many things that influence teaching and learning every day. That is part of why continuous professional development matters, especially when it connects directly to the realities school leaders are working through in their own contexts.

Through the Implementing National Curriculum Reforms through App-based Learning for School Leaders in Secondary Education (INCREASE) programme, VVOB and the Kenya Education Management Institute-KEMI continue supporting school leaders through blended professional development that allows learning to happen alongside everyday school life.

This carousel highlights some of the responsibilities school leaders continue navigating every day.

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

19/05/2026

School leaders are constantly balancing multiple responsibilities. They support teachers, respond to school challenges, engage parents, monitor learning and adapt to ongoing changes in education. Because the demands of school leadership keep evolving, professional development cannot be a one-time event.

Through continuous professional development courses for school leaders, such as Effective School Leadership for Junior Schools (ESL4JS) and Effective School Leadership for Senior Schools (ESL4SS), VVOB - education for development and Kenya Education Management Institute-KEMI are supporting leaders with blended learning that fits into the realities of school life. Learning takes place over time and alongside daily work, giving school leaders the opportunity to apply new ideas and adapt them to their own contexts.

Continuous learning strengthens school leadership because schools themselves are constantly changing.

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

15/05/2026

Policies and reforms help set direction for education systems, but what happens inside schools every day depends a lot on the people leading them. It comes through in how teachers are supported, how schools respond to challenges, whether collaboration is encouraged and how learning is experienced across the school.

This reflection shared by Tom Vandenbosch during the Kenya Education Management Institute-KEMI International Conference connects closely to what VVOB - education for development has been working on through the Implementing National Curriculum Reforms through App-based Learning for School Leaders in Secondary Education (INCREASE) programme. Through continuous blended professional development, school leaders are being supported to strengthen instructional leadership in ways that are practical and connected to their own school context.

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

06/05/2026

Across Africa, education systems are shifting towards more inclusive, skills-based learning. In Kenya, the move to Competency-Based Education (CBE) is placing new demands on teachers to nurture talent, character and real-world skills. As learners choose pathways like Science, Technology, Engineering and Mathematics (STEM), it is essential that educators have the right tools, skills and knowledge to guide every student towards their full potential 🧑‍🎓📈.

Read our article on how VVOB in Kenya and Centre for Mathematics, Science, and Technology Education in Africa (Cemastea), through the Regional Teachers Initiative for Africa (RTIA), are using teacher training programmes to enhance gender equity in STEM classrooms: https://www.vvob.org/stories-news/transforming-stem-through-gender-responsive-teaching

The is funded by the European Commission and implemented by Expertise France, Enabel, VVOB - education for development, APEFE, Opetushallitus - Utbildningsstyrelsen, UNESCO and African Union, with the aim to build a more competent, motivated and inclusive teacher workforce.

Across Africa, countries are reforming their education systems to align with global ambitions for quality, equitable learning. In Kenya, teachers and school leaders have played a central role in the transition from the 8-4-4 system to Competency-Based Education, introduced in 2017. This shift places...

30/04/2026

Adequate and well-prioritised investments are key to achieving quality, equitable education. Guided by a shared commitment to gender-responsive programmes, and innovation, VVOB in Kenya and Centre for Mathematics, Science, and Technology Education in Africa (Cemastea) are proud to have developed an interactive eLearning App; the gateway to in our recently launched "Enhancing Gender-Responsive Pedagogy and Assessment in STEM for Junior School" course.

Through the CEMASTEA eLearning App, teachers in the pilot training are currently navigating their self-paced learning in a fast, effective and interactive manner. This work is supported by the Regional Teachers Initiative for Africa ( ; funded by the European Commission and implemented by Expertise France, Enabel, VVOB - education for development, APEFE, Opetushallitus - Utbildningsstyrelsen, UNESCO and African Union), which works with national systems to strengthen teacher training on gender-responsive pedagogy and career guidance across Kenya, Ghana and South Africa 🧑‍🏫📈🌍.

When teachers have the right tools, skills and support, Science, Technology, Engineering and Mathematics (STEM) classrooms can become engaging, inclusive, and accessible for every learner 🧑‍🎓!

29/04/2026

Last week, school leaders from Narok, Kwale, Migori and Kitui took part in the onboarding for the Effective School Leadership for Senior Schools course under the Implementing National Curriculum Reforms through App-based Learning for School Leaders in Secondary Education (INCREASE) programme.

Beyond the introduction to the course and the Kenya Education Management Institute's App, the focus is on what the programme is trying to shift: strengthening instructional leadership to improve teaching and learning under Competency-Based Education (CBE).

The course is delivered through a blended learning model that combines app-based self-paced learning, online engagement and practical application in schools. It is designed to work within the day-to-day realities of school leadership, while still creating space for reflection and growth.

Learning is intended to continue in schools, influencing how leaders support their institutions and respond to evolving needs in their contexts.

VVOB - education for development | Ministry of Education - Kenya | TSC KENYA | African Centre for School Leadership

24/04/2026

Over the past three days, school leaders from Narok, Kitui, Kwale and Migori have been introduced to the Effective School Leadership for Senior Schools (ESL4SS) course and what it asks of them as instructional leaders. Through the partnership between Kenya Education Management Institute-KEMI and VVOB - education for development under the Implementing National Curriculum Reforms through App-based Learning for School Leaders in Secondary Education (INCREASE) programme, the focus remains strengthening leadership to better support teaching and learning in schools.

Participants engaged with the first three units:
- ICT Integration in learning
- Curriculum Implementation support
- Learner Support Programmes

A key part of the sessions was onboarding onto the KEMI Learning Management System and the introduction to the e-portfolio, where school leaders will document and reflect on how they are applying their learning in their own contexts.

With the onboarding complete, the work now shifts to continued learning and applying these ideas within schools.

Thank you to everyone who has been part of the journey to make this possible, from the trainers and facilitators to our partners, the Ministry of Education - Kenya and all those working behind the scenes.