12/09/2026
๐๐๐๐๐๐๐๐ ๐๐ก๐๐ฆ๐ฉ๐ข๐จ๐ง๐ฌ ๐๐ค๐ข๐ฅ๐ฅ๐ฌ ๐๐๐ฏ๐๐ฅ๐จ๐ฉ๐ฆ๐๐ง๐ญ ๐๐ง๐ ๐๐ฎ๐ฆ๐๐ซ๐๐๐ฒ ๐๐ฆ๐ฉ๐ซ๐จ๐ฏ๐๐ฆ๐๐ง๐ญ ๐๐ญ ๐ญ๐ก๐ ๐๐ง๐๐ฎ๐ ๐ฎ๐ซ๐๐ฅ ๐๐ฎ๐ฌ๐ข๐ข ๐๐๐ฎ๐๐๐ญ๐ข๐จ๐ง ๐๐ญ๐๐ค๐๐ก๐จ๐ฅ๐๐๐ซ๐ฌ ๐๐จ๐ง๐ฏ๐๐ง๐ญ๐ข๐จ๐ง
The Inaugural Gusii Education Stakeholders Convention, held at Kisii University from September 10th - 11th, 2026 brought together policymakers, education leaders, researchers, teachers, industry representatives and development partners to deliberate on the future of education in the Gusii region. The convention, presided over by CS Julius Migos Ogamba, called for transformative reforms aimed at developing learners equipped with skills, innovation, critical thinking, digital literacy and employability competencies required in the modern world.
In his keynote address, CS Ogamba emphasised that educational success should no longer be measured solely by examination performance but by the ability of learners to solve problems, innovate, communicate effectively, collaborate and apply knowledge in real-life situations. He reaffirmed the Government's commitment to a skills-based and competency-based education system that responds to the changing demands of the economy and society. The Cabinet Secretary further highlighted findings from a recent baseline assessment, which revealed disparities in educational outcomes, infrastructure, inclusion, digital transformation, teacher development, TVET and higher education, calling for coordinated interventions among stakeholders.
The Cabinet Secretary underscored the central role of teachers in the successful implementation of education reforms, noting that while resources and policies are important, educators remain the driving force behind meaningful learning experiences in classrooms. He reiterated the Government's commitment to strengthening continuous professional development for teachers and encouraged institutions to embrace digital technologies and innovation to improve learning outcomes. He also advocated for stronger public-private partnerships (PPPโs) while emphasizing that such collaborations should complement government efforts toward educational development. Additionally, he called upon schools to support climate action initiatives and address drug and substance abuse as a health concern that requires comprehensive intervention.
Speaking at the convention, Dr. Esther Muoria, Principal Secretary for Technical and Vocational Education and Training (TVET), emphasised the importance of positioning TVET and skills development at the centre of education reforms. She noted that the future competitiveness of the Gusii region depends on producing graduates who are not only academically qualified but also skilled, innovative and employable. Dr. Muoria highlighted the need to strengthen TVET institutions as pathways to employment, entrepreneurship and economic growth. She further stressed the importance of aligning training programmes with labour market demands to ensure that young people acquire competencies that create job opportunities and contribute to national development.
The Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) played a key role in shaping discussions during the convention by presenting evidence-based research on foundational numeracy learning. During a presentation by CEMASTEA National Trainers, Mr. Joseph Kuria and Madam Clotilda Ngongesa, participants were taken through findings from a baseline survey on numeracy that examined teachers' content knowledge and pedagogical knowledge in teaching mathematics. The study established that teachers generally demonstrated stronger mastery of numeracy content than pedagogical skills, highlighting the need for enhanced support in effective teaching practices.
The findings revealed that only 10.1 percent of pre-primary teachers and 22.4 percent of lower-primary teachers attained the required benchmark for pedagogical knowledge in numeracy instruction. The study underscored that teacher effectiveness in numeracy education extends beyond understanding mathematical concepts and requires the application of appropriate teaching methodologies that promote learner engagement and understanding.
CEMASTEA emphasised that improving learning outcomes in numeracy requires strengthening teachers' pedagogical knowledge and classroom practice through learner-centred approaches, effective numeracy teaching strategies, continuous assessment and targeted support for foundational learning in the early grades. The findings reinforced the critical role of teachers in shaping learners' numeracy competencies and provided valuable insights for policy and practice in the implementation of competency-based education.
As the convention concluded, stakeholders reaffirmed their commitment to collaborative action in transforming education. The discussions highlighted the importance of evidence-based decision-making, teacher professional development, skills training and innovation in creating an education system that prepares learners for life, work and sustainable development. Through its research and teacher support initiatives, CEMASTEA continues to contribute significantly to national efforts aimed at enhancing quality education and equipping learners with competencies needed for the 21st century.
