Learning to Lead in a Changing Education System

As part of this reform, the country is transitioning to Senior School at Grade 10, introducing new learning pathways and opportunities for learners. While much of the focus is often placed on curriculum and classroom practice, the success of the transition also depends on the people leading schools through change.

School leaders are being called upon to take on roles that extend beyond administration. They are expected to guide curriculum implementation, support teachers through change, strengthen learner support systems and create school environments where both teachers and learners can thrive.

For many school leaders, the challenge is translating the curriculum reforms into meaningful action within their schools. Continuous professional development provides opportunities to strengthen instructional leadership skills, learn from peers, reflect on practice and develop strategies that work for their schools.

It is within this context that school leaders from Narok, Kwale, Migori and Kitui counties gathered between 22 and 24 April 2026 for the onboarding of the Effective School Leadership for Senior Schools (ESL4SS) course under the Implementing National Curriculum Reforms through App-based Learning for School Leaders in Secondary Education (INCREASE) programme.

The onboarding marked the start of a programme designed to prepare principals, deputy principals and senior teachers for the realities of leading Senior Schools under the new system.

Building on the Junior School course

The ESL4SS course has been developed by the Kenya Education Management Institute (KEMI), with support from VVOB - education for development. It builds on lessons from the Effective School Leadership for Junior Schools (ESL4JS) course, which has been implemented with junior school leaders across Kenya since 2022.

Like ESL4JS, the Senior School course uses a blended learning model that combines self-paced digital learning through the KEMI app, online engagement sessions and practical school-based application. The approach is designed to fit within the realities of school leadership, allowing participants to continue learning while managing their daily responsibilities.

Inside the Onboarding Sessions

The onboarding sessions brought together 280 participants who were introduced to the course structure, onboarded onto the KEMI Learning Management System and guided through the digital tools they will use throughout the programme.

Early sessions focused on ICT integration in learning, curriculum implementation support and learner support programmes. Participants were also introduced to the e-portfolio component of the course, where they will document and reflect on how they apply their learning within their schools over the coming months.

Peer learning emerged as a strong aspect of the onboarding. Through group discussions and collaborative activities, school leaders shared experiences, discussed challenges and reflected on how leadership is changing under CBE. For many participants, the blended learning approach stood out as particularly practical, combining flexibility with opportunities for interaction and support.

Preparing School Leaders for a Different Classroom Reality

As school leaders take on new responsibilities under Competency-Based Education, access to relevant and practical professional development becomes increasingly important. During the onboarding session in Narok, VVOB in Kenya's Country Programmes Manager, Claire Mazin , highlighted the value of the course in supporting school leaders through this transition.

“We hope that this blended training will be a different learning experience for you and will help make a difference in your respective schools, while being flexible to your busy schedules,” she said.

She noted that school leaders play a vital role in creating the conditions for effective teaching and learning, making their professional growth an important part of successful education reform. Education officials who attended the onboarding also echoed the importance of strengthening school leadership as part of the wider reform process.

The onboarding reflects a commitment by KEMI and VVOB to strengthening school leadership in Kenya. Through the INCREASE programme, the two organisations have worked alongside the Ministry of Education and other stakeholders to support school leaders as key drivers of quality teaching and improved learning outcomes.

The Next Phase of the Pilot

The onboarding marked only the first phase of the ESL4SS pilot. Participants have now moved into self-paced online learning, online check-in sessions and extended learning activities that encourage them to apply what they are learning in their schools.

The goal is not only to strengthen individual school leaders, but also to improve how schools respond to change. By strengthening instructional leadership, the programme aims to better support teachers, improve learning environments and contribute to better outcomes for learners as Kenya continues implementing CBE.

Through the partnership between KEMI and VVOB under the INCREASE programme, ESL4SS forms part of a wider effort to support school leaders through a period of significant transition in education. As the pilot progresses, the experiences and lessons emerging from the course will contribute to ongoing efforts to strengthen school leadership and support the implementation of CBE in Kenya, building on the work of the INCREASE programme to strengthen curriculum reform through app-based learning for school leaders.