Contextualized Understanding of Self-awareness, Problem-solving, Collaboration Competencies and Respect value Across Kenya, Tanzania and Uganda
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The world is continually evolving. What does this mean for education? What role do values and life skills/generic skills or 21 Century skills play in addressing global issues? Are learners equipped with life skills and values? What of teachers, parents, policy actors and academia? How can they promote the adoption of these 21st Century skills to improve learning outcomes and meet the demands of the labour market?
The Regional Education Learning Initiative (RELI), through the Values and Life Skills (VaLi) thematic group, proposed to work with local leaders to co-create and collaboratively develop contextualized assessments in Uganda, Kenya, and Tanzania.
The initiative, Assessment of Life Skills and Values in East Africa (ALiVE) covers three areas – evidence (and knowledge), capacity building and advocacy. These three broad objectives are mirrored against RELI’s three pillars: Knowledge hub, transformed member organizations and policy influence. Over three years (2020-2023), ALiVE will develop contextualized tools for the assessment of life skills and values in the East African context, generate evidence and use it to:
- Inform change and build capacities within the VaLi-ALiVE member organizations,
- Influence the three national education systems to focus on and produce these competencies, iii) Inform East Africa regional policy,
- Inform global thinking, especially regarding the inclusion and measurement of life skills and values as ‘relevant and effective’
- learning outcomes.
To better appreciate how respondents: adolescents (13 to 17 years, both girls and boys in and out of school), parents, and key persons (teachers, social workers, patrons/matrons, among others) understand Self-awareness, Problem-solving, Collaboration Competencies and Respect value Across Kenya, Tanzania and Uganda, an ethnographic study was conducted using a qualitative approach.
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