VVOB in Kenya

02/09/2026

A child struggling to read or work with numbers is not a challenge for one teacher or one classroom to solve alone.

Sustainable improvements in foundational learning require strong teachers, effective support and education systems equipped to help every learner succeed.

That’s why VVOB - education for development works alongside governments and partner organisations in Zambia, Uganda and Malawi to strengthen foundational literacy and numeracy at every level of the education system.

For International Literacy Day, discover the work, approaches and partnerships behind our commitment to stronger foundational learning: https://vvob.org/our-work/foundational-literacy-and-numeracy

01/09/2026

Reading a sentence. Understanding a story. Working through a math problem.

These foundational skills may begin with small steps, but they shape a learner’s ability to participate, progress and continue learning throughout their education.

On International Literacy Day, we’re putting the spotlight on foundational literacy and numeracy, and on the teachers, school leaders, governments and partners working to strengthen these essential building blocks of learning.

See how VVOB - education for development is contributing to stronger foundational learning through partnerships and system-wide support: https://vvob.org/our-work/foundational-literacy-and-numeracy

28/08/2026

Today at the 2nd East African Community Regional Conference on Education, VVOB in Kenya is hosting a session on Strengthening Teacher Capacity for Green and Gender-Responsive Pedagogy in East Africa.

The session will examine how professional development can better prepare teachers to integrate climate and gender considerations into their classrooms, drawing on the Teach2Empower pilot in Mombasa and wider perspectives on teacher development in the region.

Alex Banda from VVOB in Kenya will introduce the Green and Gender-Responsive Pedagogy framework that informed the pilot. Aisha Abeid from Aga Khan Foundation will share lessons from implementing the programme, while Gloria Omenge, a participating teacher from Mvita Junior School, will reflect on the practical application of the approach.

Dr. Martha Muhwezi from FAWE Africa and Mary Gikunju from the TSC KENYA will add regional and government perspectives.

The session will be moderated by Everlyne Nyongesa from VVOB in Kenya.

We are looking forward to the conversation on what it takes to strengthen teacher capacity for green and gender-responsive teaching in East Africa.

26/08/2026

School leadership has a direct bearing on how education reforms are put into practice, from the way schools are managed to how teachers are supported in their work.

The Implementing National Curriculum Reforms through App-Based Learning for School Leaders in Secondary Education (INCREASE) programme, co-developed by VVOB in Kenya and the Kenya Education Management Institute-KEMI, supports school leaders through blended continuous professional development as they implement Competency-Based Education (CBE).

At the 2nd EAC Regional Conference on Education, VVOB in Kenya will share research on what this approach means for education system efficiency and accountability, with a particular look at how changes in school leadership practice can influence what happens within schools.

The session will explore what the research tells us about making professional development work beyond the training itself.

21/08/2026

Next week, VVOB in Kenya, VVOB in Uganda and the African Centre for School Leadership (ACSL) will be at the 2nd East African Community Regional Conference on Education, taking place from 25-28 August 2026 in Nairobi.

Under the theme “Transforming Education in East Africa: From Commitments to Impact. Fostering Resilience and Future-Ready Systems for Sustainable Development,” the conference will examine key education priorities within the East African Community. These include school leadership, education systems, teacher development, accountability and preparing education systems for future needs.

VVOB in Kenya will contribute to discussions on School Leadership, Accountability and System Improvement and Strengthening Teacher Capacity for Green and Gender-Responsive Pedagogy in East Africa.

If you are attending, come find us and join the conversation.

21/08/2026

Putting gender-responsive teaching into practice requires teachers to go beyond mere awareness of gender issues. They need to be able to recognise and challenge bias, create inclusive learning environments, and ensure that all learners can participate meaningfully in the learning process. Developing these competencies requires sustained professional learning, based on that combines opportunities for practice, collaboration, feedback, coaching, and critical reflection.

Read our Teacher Professional Development for Gender-Responsive Pedagogy Conceptual Framework to see the specific principles it proposes for designing and implementing these professional development programmes: https://www.vvob.org/our-work/research-resources/conceptual-framework-for-teacher-professional-development-for-gender-responsive-pedagogy-tpd-for-grp

Getting teacher training right from the onset is the foundation needed to create learning environments where every learner is seen, supported and equipped to participate and thrive in life!



European Commission | Expertise France | Opetushallitus - Utbildningsstyrelsen | FinCEED - the Finnish Centre of Expertise in Education and Development | Enabel | APEFE | UNESCO | Unesco International Institute for Capacity Building in Africa - IICBA | International Task Force on Teachers for Education 2030 | African Union | VVOB - education for development | VVOB in South Africa | Ministry of Education - Kenya | FAWE Africa

20/08/2026

What conditions and competencies enable effective implementation of ?

Read our Conceptual Framework on Teacher Professional Development for Gender-Responsive Pedagogy to learn about the specific learner competencies, classroom practices and solutions, and teacher competencies that create and enhance this: https://www.vvob.org/our-work/research-resources/conceptual-framework-for-teacher-professional-development-for-gender-responsive-pedagogy-tpd-for-grp



Because when gender-responsive teaching thrives in schools, leaders champion inclusion, teachers learn together, and classrooms become spaces where every learner develops the confidence, knowledge and skills to challenge gender stereotypes and pursue equitable futures 🙌!

19/08/2026

Gender-Responsive Pedagogy (GRP) prepares learners not only for school but for life, since the classroom is where GRP is enacted to support the development of learners’ competencies for gender-inclusive life skills. These competencies are shaped through the interplay of teacher competencies and practices, including instructional choices, classroom conditions, and facilitating meaningful interactions that influence participation and learning.

Read VVOB - education for development’s Teacher Professional Development for Gender-Responsive Pedagogy Conceptual Framework to learn more on this: https://www.vvob.org/our-work/research-resources/conceptual-framework-for-teacher-professional-development-for-gender-responsive-pedagogy-tpd-for-grp

19/08/2026

What can teacher professional development (TPD) look like when education systems are changing?

The latest issue of VVOB in Kenya’s newsletter, The Learning Leader, captures experiences from the Implementing National Curriculum Reforms through App-Based Learning for School Leaders in Secondary Education (INCREASE) programme and the Regional Teachers Initiative for Africa ( ). We look at scaling effective school leadership approaches, blended TPD, gender-responsive pedagogy and how Teach2Empower (T2E) is bringing together green and gender education.

Thank you to our contributors and partners, including Kenya Education Management Institute-KEMI, Cemastea, FAWE Africa and Aga Khan Foundation, for their contributions.

Read and download the latest issue of The Learning Leader here: https://www.linkedin.com/feed/update/urn:li:activity:7495485405463592960

VVOB - education for development | FAWE Africa | UNESCO | Unesco International Institute for Capacity Building in Africa - IICBA | African Union | Ministry of Education - Kenya

What can teacher professional development (TPD) look like when education systems are changing? The latest issue of VVOB in Kenya’s newsletter, The Learning Leader, captures experiences from the Implementing National Curriculum Reforms through App-Based Learning for School Leaders in Secondary Educ...

18/08/2026

Teaching and learning are not isolated processes but are embedded within a broader education ecosystem. Teachers’ beliefs, interactions and pedagogical choices are shaped not only by classroom dynamics but also by school culture, community norms, and policy frameworks. These cascade down to how they run their classrooms and learners’ outcomes, hence the need for supportive environments.

Learn more about how all these systems interface and how they impact , from VVOB - education for development’s Teacher Professional Development for Gender-Responsive Pedagogy Conceptual Framework: https://www.vvob.org/our-work/research-resources/conceptual-framework-for-teacher-professional-development-for-gender-responsive-pedagogy-tpd-for-grp 🔗📌.