This blog summarises the key findings of a 2017 baseline study conducted by Jaslika on Value-based Education in Kwale and Mombasa counties in the Kenyan coast. A multi-site, mixed method study, it covered primary and secondary schools, youth groups and community leaders as research participants.
The assessment of the impact of Life Skills suggesting continue to be elusive for both ministries of education and civil society organisations. In consideration of this, in October 2018, Echidna Giving (echidnagiving.org) commissioned parallel studies in India and East Africa with the aim of exploring the viability of supporting civil society organisations to co-create tools to assess the impact of life skills interventions on adolescents. This report presents the findings and recommendations from the East African study undertaken by Jaslika Consulting. The report shares findings from the study and makes recommendations on the way forward.
Both the Indian and the East African studies were commissioned for Echidna’s Givings own internal learning and discussions, and were not meant to be definitive research on the state of the life skills sector. This notwithstanding, in validating the findings, many of the participating civil society organisations from the East African region commended the study as relevant and useful for their own programming.
In October 2018, Echidna Giving commissioned Jaslika Consulting to conduct a study in the East African region covering Kenya, Tanzania, Uganda. EvalDesign, a consultancy firm based in New Delhi, was also contracted to do a parallel study in India. The main purpose of the two studies were to explore the viability of supporting civil society organisations to co-create tools to assess the impact of life skills interventions on adolescents in the study locales. This report presents the synthesized results of the two studies. It highlights the similarities and notes the differences in the study findings, shares insights and makes recommendations on the way forward. The studies were conducted for the Echidna’s Givings own internal learning and discussions, and were not meant to be definitive research on the state of the life skills sector.
The studies found that despite the inclusion of Life Skills Education in the formal curriculum for at least two decades, the subject is still at a nascent stage in the countries under consideration, yet to be fully aligned to their education systems. The studies identified critical gaps in the implementation of Life Skills in the study locales, concluding that there is indeed an urgent need for collective impact initiatives around the development of tools to assess the impact of Life Skills on adolescents.
In 2013, the UWEZO Regional Office commissioned a study to document the views of “insiders” on the triggers, motivations, and types of actions that citizens are taking to improve the quality of education. This excerpt is adapted from a report based on interviews of District Coordinators, who are the primary implementers of UWEZO.