School leadership in Kenya has long encompassed both the management of institutions and the professional support of teachers. However, the rollout of Competency-Based Education (CBE) has introduced new demands that require school leaders to navigate unfamiliar curriculum structures, learner-centred pedagogies and more formative approaches to assessment, often all at once.
Recognising the central role of leadership in navigating this transition, the Ministry of Education, in partnership with VVOB – education for development – and implemented through the Kenya Education Management Institute (KEMI), launched the Implementing National Curriculum Reforms through App-Based Learning for School Leaders in Secondary Education (INCREASE) programme in 2023.
INCREASE is a five-year initiative designed to strengthen instructional leadership and enable school leaders to drive high-quality, school-based continuous professional development (CPD) for teachers.
A key component of the programme is the Effective School Leadership for Junior School (ESL4JS) course.
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ESL4JS equips school leaders with practical tools to guide curriculum reform while remaining grounded in the realities of Kenyan schools.
The model is supported by the KEMI mobile application, which provides access to multimedia learning materials, quizzes, assignments, discussion forums and facilitator feedback. The app also enables progress tracking and peer interaction, allowing school leaders to pursue professional learning alongside their daily responsibilities.
Experiences from ESL4JS indicate a consistent shift in how school leaders approach their roles.
ESL4JS trainer Peris Kiprono, said that one of the programme’s most notable outcomes has been the growth of participants’ confidence, particularly in digital literacy and instructional leadership.
“Through guided reflection and peer exchange, many began to reframe these challenges as opportunities for growth,” Peris observes. Over time, this shift encouraged school leaders to move beyond administrative oversight and take on more active roles in supporting teaching and learning.
By Tindi Kuchio
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