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Mission to Ensure Learners Reach Their Potential
As a female headteacher in Kenya, Patricia is among the minority. According to the UNESCO Global Report on Teachers, globally, women are underrepresented in leadership positions or in certain locations due to a lack of suitable housing, unsafe or unsanitary working conditions, or discrimination due to views on women’s role in the workforce. The report also points to research that demonstrates that a lack of female teachers or school leaders can potentially impact girls’ enrolment, engagement, retention, and future aspirations (Education Commission 2019).
Ensuring her leaners reach their potential is Patricia’s mission. “I feel fulfilled when my learners acquire competencies and values” she says, referencing Mahatma Gandhi’s philosophy which states ‘literacy should never be the end of education nor even the beginning.’ Her desire to make a positive difference in learners’ lives motivates Patricia as do the invitations to the graduation ceremonies of some of her learners that she receives. “When many of my learners graduated to become surgeons like Marion Andanje, nurses like Goodwill Andalia, and teachers like Patience, they invited me to their graduation ceremonies and recognised the fact that I helped them to be who they are,” she remembers fondly.
Patricia’s journey hasn’t been easy. Less than two years ago, she recalls not having any proper data management system in school and a workforce of teachers who feared using ICT in their lessons despite it being necessary especially as Kenya embraces a nationwide curriculum reform. Teacher and parent engagement was also low in her school. Poverty, a lack of resources, and inadequate facilities compounded the challenges.
Joining the INCREASE Project
Kenya's Competency-Based Curriculum is a transformative approach aimed at preparing students for the complexities of the modern world. By focusing on practical skills, holistic development, the 21st century skills (critical thinking, creativity, communication, collaboration and citizenship) and flexible learning pathways, the competency-sased curriculum seeks to create a more adaptive and competent generation of learners. The success of this curriculum, however, depends on effective teacher training, adequate resources, and strong support from school leaders. This is exactly where VVOB’s INCREASE project comes in, aligned with our mission to improve education through sustainable development, focusing on equipping school leaders like Patricia with the necessary skills to implement the competency-based curriculum.
As teachers, our students are far ahead of us; university students are more technologically advanced than lecturers. So, for Kenya's Competency-Based Curriculum – are we producing a teacher for this generation?
Speaking to school leaders attending a training by VVOB in Kenya early this year, Ministry of Education official Henry Nyakundi contended that today’s learners are not the same as before, their digital skills are surpassing their teachers’ skills. “Your sons and daughters understand technology better than you. As teachers, our students are far ahead of us; university students are more technologically advanced than lecturers. So, for Kenya's Competency-Based Curriculum – are we producing a teacher for this generation? Are you yourselves Competency-Based Curriculum compliant?”
Since joining training in 2023, Patricia has transformed her approach, improving her skills in data management, ICT integration, and policy writing. "I now feel competent in data management, ICT integration, and creating school policies," she explains. She has also actively engaged in group discussions, class activities, and online classes, also connecting with peers via WhatsApp for idea-sharing, proving the truth in Nyakundi’s point, that keeping up with learners means keeping up with technology.
Effective School Leadership
Since implementing what she learned, Patricia has seen significant changes. "We created and updated E-portfolios, improved teacher and learner welfare, and enhanced parental engagement," she says. Students are more involved and motivated, and there's less absenteeism among both teachers and learners. "My decision-making skills and leadership skills have improved – I now delegate duties among teachers, making my work easier."
Recognising the importance of creating a safe and supportive environment for female teachers, Patricia has also initiated a gender policy at her school. This initiative is particularly important given the global context where many female teachers face unsafe working environments. According to the UNESCO Global Report on Teachers, gender-based violence is a significant concern for women working in education in low- and middle-income countries, including Kenya. This issue contributes to difficulties in recruiting women into teaching, especially in remote areas where physical isolation exacerbates the threat of violence.
Effective school leadership can enable motivating school environments, enhance working and learning conditions and empower teachers with greater autonomy. As the Report points out, however, school leaders cannot just appear out of thin air, they need to be effectively selected, trained, and supported.
Patricia's journey reflects the value of professional development opportunities to support her commitment to education and her desire to make a positive difference in her teachers’ working conditions and in her learners’ lives. "I dream that through our teaching, the community will produce the best professionals. I hope to leave Sirigoi Comprehensive School better than I found it."