The three days Regional Education Forum brought together education stakeholders, government representatives, civil society organizations, refugee teachers from Kakuma, County Education Networks from across the Rift Valley and Northeastern regions. The forum provided a critical platform to deliberate on pressing education priorities and foster collaboration toward achieving inclusive, equitable, and quality education for all learners in Kenya.
Day 1: Strengthening Competency Based Education (CBE)
Discussions on Day 1 focused on managing effective transitions within the Competency Based Education (CBE) system. Stakeholders explored strategies for ensuring the shift delivers on its promise of transformative, inclusive, and learner-centered education—especially for marginalized and vulnerable populations.
Day 2: Addressing Gender-Based Barriers
The second day centered on decreasing gender-based barriers that hinder adolescent girls from accessing education and skills development. Emphasis was placed on policy implementation, community engagement, and cross-sector collaboration to ensure girls are empowered, protected, and supported throughout their learning journey.
Day 3: Promoting Teacher Wellbeing in Refugee and Host Communities
The final day of the forum turned attention to the wellbeing and professional support of teachers working in refugee camps and host communities. The forum agreed on the below recommendation;
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Recognition and Accreditation of Refugee Teachers:
Advocate for qualified refugee teachers to be certified, accredited, and registered by the Teachers Service Commission (TSC) to ensure they are formally recognized and can enjoy similar rights, protections, and benefits as other teachers in Kenya. -
Equitable Access to Government Support for Refugee Schools:
Call for refugee camp schools—now officially registered as refugee schools—to be included in national education programs and resource allocations, including infrastructure support, learning materials, and school feeding programs. - Capacity Building and Continuous Professional Development:
Recommend targeted teacher training and professional development programs for refugee teachers to align with the Kenyan Competency-Based Education (CBE)
Conclusion
This regional engagements reaffirmed the collective commitment to the right to education for every child, regardless of gender, location, or status. The outcomes of the forum will inform future advocacy, programming, and policy action aimed at ensuring no learner is left behind.
