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The Open University of Kenya will introduce a self-paced school leadership programme for teachers and principals to strengthen school management, learner welfare and institutional stability.
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Education Cabinet Secretary Julius Ogamba said the course will equip educators with skills in conflict prevention, guidance and counselling, mental health support, positive discipline, child protection, school safety, digital citizenship and stakeholder engagement.
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The initiative is part of broader education reforms aimed at preventing school unrest and building safer, learner-centred schools through professional leadership development.
Teachers serving in administrative positions will soon have access to a specialised school leadership programme after the government unveiled a new professional course aimed at strengthening school management, learner welfare and institutional stability.
Speaking during the closing ceremony of the 49th Kenya Secondary School Heads Association (KESSHA) Annual National Conference in Mombasa, Education Cabinet Secretary Julius Migos Ogamba announced that the Open University of Kenya has developed a self-paced professional course targeting teachers and school principals.
The programme is designed to equip educators with practical leadership skills to promote safe, stable and learner-centred learning environments while enhancing their ability to identify and address emerging challenges before they escalate into school unrest.
“The course is intended to strengthen institutional leadership by building the capacity of teachers and school heads to create positive school cultures and improve learner welfare,” Ogamba said.
The online programme will allow serving teachers and school administrators to pursue professional development without interrupting their teaching or management responsibilities. Its flexible learning model is expected to make the course accessible to educators across the country.
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Among the key areas covered is school stability and institutional leadership, where participants will learn strategies for strengthening governance, improving organisational culture and fostering peaceful learning environments.
The course also places significant emphasis on learner welfare and child protection by equipping teachers with skills to safeguard learners’ rights, provide supportive learning environments and respond appropriately to learners’ emotional, psychological and social needs.
Recognising the growing concern over school unrest, the programme includes training on early risk identification and crisis prevention. Teachers and principals will be trained to detect behavioural warning signs, monitor attendance patterns and respond to indicators of emotional distress before situations deteriorate.
Mental health support forms another major component of the programme. Participants will receive training in guidance and counselling, enabling them to identify learners experiencing anxiety, trauma, substance abuse, depression and peer pressure while strengthening referral mechanisms for professional support.
The curriculum further covers conflict resolution and peace-building, providing educators with practical skills in mediation, dialogue and restorative justice to resolve disputes constructively rather than relying solely on punitive disciplinary measures.
Teachers will also undertake modules on positive discipline and legal frameworks governing school management to ensure disciplinary procedures remain lawful, fair and learner-centred.
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To address emerging digital challenges, the programme includes training on safe digital citizenship and responsible social media use, helping schools tackle cyberbullying, misinformation and online safety concerns.
Recognising that learner discipline extends beyond the school compound, the course also promotes stronger collaboration between schools, parents, communities, religious organisations, security agencies and Boards of Management in supporting learners.
In addition, participants will study the role of co-curricular activities in promoting holistic learner development through sports, music, drama, clubs and games, as well as emergency preparedness, disaster risk reduction and school safety management.
The Cabinet Secretary also announced the establishment of a multi-stakeholder task force that will examine the root causes of school unrest and recommend long-term interventions to strengthen school safety and peaceful coexistence.
The initiative forms part of the government’s broader education reforms aimed at improving leadership capacity within schools while creating safer learning environments. It complements ongoing investments in teacher recruitment, classroom construction, science laboratories and other education infrastructure to support the implementation of the Competency-Based Education (CBE) system.
The Ministry of Education expects the programme to enhance the professional capacity of teachers performing administrative roles and strengthen school leadership across the country through preventive approaches to learner welfare, conflict management and institutional governance.
By Hillary Muhalya
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