1. 4-8 September 2017: Trained Teacher Trainers from Diploma Teacher Training Colleges as TOTs to train teachers in Secondary schools on Peace – Building
2. 4-8 September 2017 at Imperial Botanical Beach Hotel Entebbe, Uganda 2018: Trained as a trainer on “Teacher Training and Development for Peace-Building in the Horn of Africa and Surrounding Countries”
3. 9th to 13th April 2017 was trained in the Second Train the trainers Workshop on Learning to Live Together that was held at Menthon – Saint – Bernard, France.
4. March, 2017 : Organized workshop to develop Source Books on VbE to guide in the training of teachers and other stakeholders in the implementation of VbE in Kenya. Three Source Books were developed which are yet to be finalized. These are:
• VbE Source Book for Primary School Teachers
• VbE Source Book for Secondary School Teachers
• VbE Source Book for Secondary School Managers
5. 26TH JANUARY, 2017: Organized The Consultative for stakeholders in Values Based ( VbE) who included Arigatou International . The meeting intended to support KICD in efforts to adopt a Value Based Education Approach and identify good practices in promoting value Based Education, respect for diversity and inclusiveness, as well as dialogue, mutual understanding, and social cohesion through curricula
6. 6TH TO 10TH FEBURUARY, 2017 In partnership with Arigatou International and the Aga Khan Foundation, I Organized a Technical Workshop To Develop A Framework For Values Based Education. The workshop intends to support KICD in efforts to adopt a Values Based Education Approach. The workshop aims at developing a framework on Value Based Education and programme to be piloted later in the year.
7. 2017: In partnership with Twaweza Communications, a Non Governmental Organization working with youth on Peace and Conflict resolution developed content and training teachers on Amani / Peace Hangout Bridges using the LTLT Framework, Approach and activities for a pilot program aimed forging relationships between high school students in Kenya of different ethnic, racial, social, economic, cultural and religious backgrounds. It utilized ICT as a solution to build bridges across divides and was Implemented through Amani / Peace Clubs.
From 27th – 30th September, 2016 – With support from the Kenya Institute of Curriculum Development (KICD), Arigatou International and ACT! Organized a conference dubbed “Learning to Live Together through History & Government Education
8. From 11 to 13 November 2015, in partnership with KICD and Arigatou International organized the second Basic Training Workshop for 30 Curriculum Developers from KICD on the use of the Learning to Live Together Programme.
9. From 18 to 20 May 2015, in partnership with KICD and Arigatou International organized the first Basic Training Workshop for 36 Curriculum Developers. This was a 3 day non-residential workshop at the KICD with the aim to introduce the approach, methodology and resources of the Learning To Live Together Ethics Education program to contribute towards strengthening the curriculum and related processes.
10. From 22-23 September, 2015 participated as a facilitator in the reflection meeting following the completion of the Learning to Live Together pilot program in Kenya. It was conducted as a two-day workshop to provide space for teachers to reflect together at the end of the pilot program and to follow-up on the final steps of the M&E process.
11. From 01 February – 06 March, 2015 Successfully completed the online course as advanced facilitator of the Learning to Live Together Programme On Cooperative Games: Enhancing Children’s Participation and Collaborative Learning
12. From 9th September to 13th September 2014 Participated in the Learning to Live Together (LTLT) facilitators’ training workshop held in Kenya
I have used the LTLT Framework to influence curriculum reform processes in Kenya. To start with after I was trained as a facilitator, I was able to organize the two trainings of 65 curriculum developers. The curriculum developers in Kenya underwent an experiential learning of the ethics education framework which helped them to reflect and internalize the values, Concepts, Education approach and methodologies of LTLT. This was aimed at enabling them to mainstream the same as they develop curriculum in the different learning areas and in other curriculum reform processes. These are curriculum experts in different learning areas in the curriculum who will mainstream LTLT in their respective subjects. Indeed many of the concepts have been mainstreamed in the curriculum designs for the Early Years Education. This is Pre – Primary 1, Pre – Primary 2, Grades 1, 2 and 3.After the training of the 65 curriculum developers Kenya Institute of Curriculum Development embarked on developing a matrix for Values based Education (VbE) to guide curriculum developers in mainstreaming of Values in the new curriculum in Kenya. Most of the curriculum developers who participated in the development of the Values Matrix were trained in LTLT. The VbE Matrix has borrowed a lot from the LTLT Ethics Education Framework. Indeed, Arigatou International was a key partner in the conceptualization of VbE in Kenya and development of the VbE Framework in Kenya to guide the curriculum reform process. The core Values which KICD has identified in the curriculum reform process include:
1. Love
2. Respect
3. Responsibility
4. Unity
5. Peace
6. Social Justice
7. Patriotism
8. Integrity
These core values go in line with the LTLT Values of Respect, Responsibility, Reconciliation and empathy.
The new curriculum in Kenya has also adopted trans formative pedagogy in the implementation process. This is in line with the LTLT Approach and pedagogy. KICD has adopted Inquiry based learning where curriculum implementers provide Key inquiry questions for every strand/ topic to guide teachers to develop key inquiry questions in the lesson development and instruction. This process follows the LTLT Learning Process.
Furthermore in partnership with Twaweza Communications, I developed the Amani/ Peace Google Hangout Bridges in line with the LTLT Concepts, Approach and Learning Process. The programme demonstrated the power of technology in bridging divides between people, communities and cultures.
LTLT Framework has been used to implement and sustain ethics education in Kenya is through mainstreaming in the curriculum.The overall wellbeing of a child is critical for the survival of any society. The nurturing of values will facilitate the achievement of the curriculum reforms’ vision, particularly with respect to molding ethical citizens. Curriculum is used as a channel through which Ethics education can be enhanced for sustainable peace in the world. The reformed curriculum in Kenya adopts a multi-dimensional approach in addressing Ethics education. In order to prepare the future generations to be creative and responsible global citizens and to foster Ethics education, teaching and learning activities in formal and non–formal education settings must be facilitated. The vision of the Basic Education Curriculum Reforms Framework (BECRF) is to enable every Kenyan to become an engaged, empowered and ethical citizen. Its Mission is to nurture every learner’s potential.
The first pillar of the BECF is Values. KICD is adopting a Value based Approach to Education in the reformed curriculum. In view of this 65 curriculum developers across all learning areas have undertaken the Basic LTLT Training which was conducted in two phases in 2016. The training of curriculum developers was aimed at enabling them to mainstream ethics education in the reformed curriculum in Kenya.
Overall Goal of VbE in Kenya
“To nurture core values in learners to become empowered, engaged and ethical citizens for positive and holistic transformation of society”. VbE will be implemented through Whole-School Approach which will involve learners, teachers, support staff, Board of Management, family members, wider school community and relevant stakeholders;
In view of this, KICD in collaboration with other stakeholders has identified eight (8) Core values:
1. Love
2. Respect
3. Responsibility
4. Patriotism
5. Unity
6. Peace
7. Social Justice
8. Integrity
These core values and related ones will be mainstreamed in all learning areas at all levels of basic education in Kenya. A mainstreaming matrix on values has already been developed to guide curriculum developers in mainstreaming values in the Formal, Non Formal and Informal dimensions of the curriculum. In this regard, the curriculum adopts a “Whole and Holistic Schools Approach in mainstreaming values. (See attached mainstreaming Matrix). KICD in collaboration with MOE and other partners has developed three Draft VbE Source Books:
• Primary School Teachers VbE Source Book
• Secondary school teachers VbE Source Book
• School Managers VbE Source
The implementation of LTLT in at the Kenya Institute of Curriculum Development (KICD) in Kenya has been sensitive to the local context. The trainings of curriculum developers who guide curriculum development processes on LTLT was aimed at to facilitating ownership at by Support staff, curriculum developers and management who were all included in the training. The choice of participants for the training in the institute took into consideration inclusion of all departments at the institute. Participants were also drawn from all learning areas in the curriculum and representation from the different levels which included those in Early Childhood Education, Primary, Teacher Education and Post School Education.
The institute has a representation of all the three major faiths / religions in the country which include Islam, Hinduism and Christianity. These were represented in the trainings. Gender, Ethnic and racial, considerations were also made in enlisting participants for the two training workshops.
All training sessions provided for an opportunity for context analysis (reality check). This helped the participants to analyze their situation in relation to the challenges related to peace, the causes and their proposed interventions. This also helped the facilitators to understand the world of the participants and the issues they were grappling with in relation to peace and mutual understanding such as conflicts at school level amongst learners, teachers and parents due to ethnic background, religious diversity and gender. Curriculum developers indicated that teachers face challenges resolving issues among learners. The LTLT endeavoured to address these issues
The trainings utilized local resources within the learning process such as songs, skits. Participants had opportunity for interfaith and intercultural exchanges based on the local context.
Curriculum developers developed a contextualized VbE Framework and three Handbooks /Source books to guide implementation in Kenya. This three values-based Education Source / handbooks for Primary school, secondary school and school leaders / management serves as a blue print for the whole school leadership personnel. They give an insight on Values-based Education engagement and embedment both personally and collectively. They provide a starting point for conversations and actions their understanding and practices in providing education for holistic development of students in a more systematic and focused way. The handbooks target, the entire school leadership namely the teachers , school Board of Management, the school Principals and Head teachers, heads of departments and panels, teachers, auxiliary staff, student leaders and students. It should be remembered that everyone is a leader of self-first and foremost and has potential to influence, inspire and motivate the implementation of values within and beyond school. The various stakeholders have been addressed with a whole school lenses. The understanding is to have a non-formal/informal approach to embedding values in the school. The resources are aimed at supporting and strengthening the content based formal approach that teachers adapt in classroom at the primary and secondary school levels.
The curriculum developers in Kenya underwent an experiential learning of the ethics education framework which helped them to reflect and internalize the values, Concepts, Education approach and methodologies of LTLT. This was aimed at enabling them to mainstream the same as they develop curriculum in the different learning areas and in other curriculum reform processes. Values are part and parcel of what teachers are expected to teach and be assessed on. The trans formative learning pedagogies have replaced the teacher centered methods and even curriculum developers as they train teachers they have to model trans formative pedagogies.
During the capacity building workshops for teachers, one of the sessions is on mainstreaming of values and pertinent and contemporary issues.
Curriculum should take advantage of the fact that learners spend most of their formative years in school, which presents opportunities for the curriculum to mould and reinforce values upon which the learner’s character is formed. The emerging trend in terms of curriculum is to adopt a value-based approach to education that will create learning opportunities within the formal, non-formal and informal curriculum dimensions to inculcate the desired values in all learners. Indeed, the envisaged curriculum reform in Kenya recognizes values are as important to the socio-economic development and stability of the country, in the same way that competencies in academics are important. Indeed, values form one of the four pillars in the envisaged curriculum. This is in line with the LTLT Ethics Education Approach.As stipulated in the UNESCO Constitution” Since wars (conflicts) begins in the minds of men (and women) it is in the minds of men (and women) that the defences of peace must be constructed”.
So Education and curriculum in particular is the most sustainable way to implement LTLT.
Africa has diverse cultures, multiple ethnic groups, different religions and languages. It is therefore imperative that its 1.2 billion people appreciate and live the fullness of this diversity. The Africa Agenda 2063 envisions “An integrated, prosperous and peaceful Africa, driven by its own citizens and representing a dynamic force in the global arena’ under the slogan – The Africa we want.” One of the seven aspirations for the ‘Africa we want’ is to have a peaceful and secure continent, with harmony among communities starting from grassroots level. Effective management of this diversity will lead to peaceful coexistence amongst communities and social-economic transformation. In order to achieve this, a culture of peace and tolerance must be nurtured among Africans including children and youth. LTLT is the panacea to instill and inculcate respect for other people, their history, traditions and values, as well as promoting a culture of peace and understanding. It is envisaged that by 2063, Africa will have entrenched and nourished a culture of human rights, democracy, gender equality, inclusion, peace, prosperity, security and safety for all citizens.
In view of this, after I was trained as a facilitator in LTLT, with the support of Arigatou International, I organized training of 65 curriculum developers to help in the conceptualization of Values based Education (VbE) and implementation. I organized a VbE stakeholder’s consultative meeting to conceptualize VbE in the curriculum reform. This was followed by a technical workshop to develop a Frame work and guidelines for VbE. This culminated in development of three handbooks to guide in the implementation of VbE in Kenya.
• I also organized a conference dubbed “Learning to Live Together in Kenya through History Education”. When Twaweza approached KICD to provide a resource person to work with them to develop a program on “Goggle Hangout Bridges for peace” I was tasked to work with them and we developed a pilot program aimed at forging relationships between high school students in Kenya of different ethnic, racial, social, economic, cultural and religious backgrounds using ICT as a solution to build bridges across divides. The program was implemented as a non – formal program through Amani / Peace Clubs. The program demonstrated the power of technology in bridging divides between people, communities and cultures by setting up virtual and human networks that share and apply the values of peace, co-existence and cohesion among socially and culturally diverse communities. Students engage in online and offline activities on alternate weeks using goggle tools. During the Hangouts they share their ideas, learning experiences and undertake co-creation projects with other participating schools.
Achieving national cohesion in Kenya still remains a big challenge despite concerted efforts by the Government of Kenya to promote reconciliation and national cohesion through institutions such as the Truth, Justice and Reconciliation Commission (TJRC) and the National Cohesion and Integration Commission (NCIC).
The education sector has a great potential of promoting national cohesion and integration amongst communities in Kenya. The History and Government curriculum can play a significant role in enhancing peaceful co –existence among communities in the country. The conference brought key stakeholders in the education sector including representatives from the Ministry of Education, Government Agencies, School Heads Associations, Teachers, Public and Private Universities, Publishers and Civil Society. History & Government Education can be used to promote “Learning to Live Together”. The History & Government curriculum and textbooks can play a significant role in enhancing national and regional dynamics of conflict and peace in the country.
The conference fitted under the Global Citizenship Education (GCE) agenda of the Global Education First Initiative (GEFI) launched by the UN Secretary General in 2012. In line with the GCE agenda, the ultimate goal of the conference was “to forge more just, peaceful, tolerant and inclusive societies” by encouraging understanding, skills and values that will allow the younger generations to effectively respond to the interconnected challenges of the 21st century. This is also in line with the SDG 4.7 which states thus: ‘Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels’.
The conference was to mentor my colleagues in other subject areas to think of practical ways in which the different subjects in the curriculum can be used to promote Learning to Live Together. Some of the textbooks in the different subjects promote prejudices and stereotypes. The conference was also aimed at sensitizing to participants to address such issues in the curriculum support materials and ensure they are inclusive and embrace diversity.
The program I spearheaded on Goggle Hangout bridges on peace also demonstrated that any subject can be used to promote living together.
The Learning to Live Together Programme has influenced a positive transformation in me in a personal and also professional way. It has made me aware of my biases and prejudices and I have become very cautious when dealing with other people. I have become more appreciative of people despite their cultural, religious, racial or traditional backgrounds. I have become more careful of the “other” in me and accommodative in my daily interactions and professional work. I have learnt to appreciate and respect diversity.
I am more conscious of prejudices and stereotypes in people. The programme has made me more aware of the need to create a safe environment. I have developed skills of facilitating higher level child participation. This has challenging me to move from the comfort of being the centre of activities to allowing participants to take a centre stage.
The program has empowered me and I feel more ready to challenge injustices in society and to appreciate the contribution of everyone as we are all interconnected.
Even I have been empowered to see the need to create horizontal relations with children and others at home, at work and in social interactions. The need to affirm all asIinteract with them.
I exemplify a strong role model of the principles of LTLT by being conscious of my biases and prejudices as I interact with others. I challenge these and appreciate and respect diversity. I like to listen more and talk less to allow me understand peoples perspectives.
I like to allow people and even children at home to make decisions on issues that affect them and not dictate on them.
I appreciate the rich diverse cultures in Kenya and I am always eager to learn from others. I am keen to understand cultural practices form other communities. I am appreciative of other religions.
I am always looking out to give the best I can in the spirit of “UBUNTU” / being Humane. I respect human dignity.
I am an advocate and ambassador of LTLT as I exemplify the principles of LTLT and the values of empathy, Responsibility , Reconciliation and Respect. As develop curriculum I am conscious of the concepts, values , learning process and approach of LTLT. When conducting workshops I always want to create a safe learning environment and allow for participation of participants. In creating a safe environment I always want to use the Horse Shoe or U- shaped sitting arrangement and ensure that I carry out o context analysis of my participants to know where they are coming from and to understand them and their needs. I am careful of the language that I use.
I engage participants in discussions, refection , group work to promote collaboration.
I ensure the personal introductions are elaborate to break any barriers. I allow for plenary discussions to allow participants express themselves.
I also solicit for feed back on sessions covered to capture areas of weakness and improve.
I vary my training methods to cater for all the participants. I promote the following approaches:
• Discussion-based learning
• Problem solving-based learning
• Collaboration-based learning
• Introspection-based learning
• Experience-based learning
This so as to enable people / children develop capacity to think critically, spirituality, inter-cultural and inter-faith learning, relationships, empathizing with the ‘other’, opening up to multiple narratives as an constructivist approach towards addressing radicalization and violent extremism.
