‘Can’t we have a two days workshop from T4T?’, was an often heard remark after the workshops in January and February. That means that the well prepared Kenyan facilitators did a wonderful job in their new role as a workshop leader. The Dutch board is very proud about the performance of our Kenyan colleagues and our director Francis Nzai. We got an extensive report from Francis with a lot of pictures and films. Also the Kenyan board did a good job by visiting and support the workshops. After a preparation in November all team leaders of the projects proposed their program and now they brought them into practice. A lot of proper energizers and active work forms were used, especially to meet and connect first.
In January the teachers within school leaders course did their practical assignment about educational leadership , supported by the coaches and coachees. In February the team leaders organized workshops for ECD teachers, primary teachers, secondary teachers and teachers special educational needs.

ECD workshop 
The content of this workshop was about rubrics within the new developed observation tool for assessing learners. The workshops were given by 16 Ward officers to 176 teachers in 8 groups.
Training objectives were:
By the end of the training participants will be able to:

1. Define what an assessment rubric is
2. State the components of an assessment rubric
3. Develop a format of a rubric as a scoring guide
4. Develop a sample of a scoring sheet for the rubric
5. Develop other samples of assessment tools to be used with a rubric
6. Discuss when to write the rubric
7. Discuss when to use an assessment rubric

The Participants were able to describe assessment rubric:

• as a tool that guides a teacher during assessment,
• as an assessment tool that talks about performance of learners,
• and as an assessment tool that shows learners progress.

The participants were able to identify the components of an assessment rubric as;

• Criteria,
• level of performance,
• Descriptors and scores.

The facilitators took the participants through the format of an assessment rubric, scoring sheet, observation checklist and rating scale. They explained the assessment rubric as an assessment tool which is objective, used to evaluate and rate a learner on levels of performances against a specific criterion.  A scoring sheet was described as a set of requirements for reaching a standard of performance. It assesses the quality of performance. An observation checklist was projected as a tool that observes whether the criteria are met or not usually by means of symbols.

Workhop Primary teachers

The T4T workshops were for the first time in Samburu, which pleased the local teachers very much. It is obvious they want more next time. Eight facilitators were prepared to take the role of workshop leader for 5 groups. The content was about active learning. The use of the pyramid of learning (Bale) and the stool of confidence for a coaching approach to teachers and learners clarified ways of why and how to support active learning within the CBC.

Workshop Secondary teachers

Although the CBC has only reached standard 4 primary education, the secondary teachers are curious and sometimes hesitant about what is coming up for  them with the new way of working. That’s why the two workshops, lead by 3 HOD’s had as topic:

Competency based curriculum (cbc)

• Competency based curriculum is being adopted by many countries in the light of the global trend emphasizing 21st century competencies.

The objectives that were to be achieved;

The challenge circle to give space to doubts, fears, wonders and enthusiasm

• Participants to demonstrate understanding of the competency based curriculum
• Participants to demonstrate understanding of the competencies, Pertinent and Contemporary Issues (PCIs) and values in the Kenya Basic Education curriculum and how to integrate them in teaching and learning.
• Lesson planning and lesson observation in relation to stool of confidence.

The government have not yet started training of secondary school teachers on the cbc which is now in grade 4. Learners will join junior secondary after completing grade 5. It was good idea for teachers to start brainstorming on what is coming in the near future. It was interesting for teachers to participate in the workshop and promised to go and organize small meetings with subject panel teachers to put across what was learnt during the workshop.

SNE teachers

The SNE Workshop, led by Ali Konerwa and Fatuma Mwatabu was held  at Milalani Special school for learners with intellectual challenges.

The workshop had three main objectives: By the end of the workshop, participants should be able to:

1. Describe the levels of stage based curriculum as presented in the Basic Education Curriculum Framework (BECF).
2. Name/ identify the adaptive devices used for learners with special needs.
3. Describe uses of adaptive devices for learners with special needs.

The workshop objectives were achieved partially since most special schools and units currently do not have sufficient devices for use by learners with special needs. During the workshop there was good participation and discussion. The participants shared their ideas, experiences and achievements on use of adaptive devices for learners with special needs.

Way forward: Participants formed a WhatsApp group to share their experiences, challenges and achievements as they interact with learners with special needs in their respective schools.

We are very curious about what we shall meet next September, when a Dutch group is visiting Kwale again.

Ruud Musman with thanks to Francis Nzai