Strengthening CBC Implementation through the INCREASE Programme
The Kenya Education Management Institute (KEMI), in collaboration with VVOB, recently hosted a transformative workshop aimed at enhancing the delivery of the Competency-Based Curriculum (CBC) in Junior Schools. Held between 9th and 13th March 2026 at the Kyaka Hotel in Machakos, the session focused on the INCREASE Programme (Implementing National Curriculum Reforms through App-based learning for school leaders in Secondary Education) and the ESL4JS (Effective School Leadership for Junior Schools) course model.
Strategic Objectives for Teacher Education and Training
The primary aim of the workshop was to critically assess the current state of Teacher Education and Training in Kenya. Participants sought to identify policy gaps and explore opportunities for strengthening Continuous Professional Development (CPD) through innovative, technology-driven delivery models. The workshop facilitated the alignment of the draft Teacher Education and Training Policy with existing national frameworks and regional commitments.
Key areas of focus included:
- Integrating an app-based blended CPD approach as a strategic modality for professional development.
- Incorporating stakeholder perspectives and evidence-based best practices into teacher training.
- Evaluating scalable, technology-enabled models to improve instructional leadership.
The Role of ESL4JS in Junior School Leadership
The ESL4JS course stands as the flagship training initiative under the five-year INCREASE programme. It is specifically designed to improve the leadership, management, and instructional skills of school heads. By utilizing a blended learning approach, the program aims to bolster teacher efficacy and ensure a system-wide impact on the quality of education in Junior Schools. For more information on professional standards, educators can refer to resources on teacher.co.ke.
Data-Driven Policy Guidelines
The workshop also interrogated lessons learned from three ESL4JS pilot cohorts. By analyzing monitoring and evaluation data, alongside “most significant change” stories, stakeholders translated research findings into concrete policy statements. This evidence-based approach ensures that the adoption of the blended CPD framework within the national Teacher Education and Training Policy is both practical and sustainable for Kenyan educators.