One of the most significant milestones this quarter was the development of a capacity strengthening module for foundational learning teacher educators. An area that has long remained a critical system gap in early-grade learning.
In January 2026, Mizizi convened curriculum developers, Diploma in Teacher Education tutors, university lecturers, Ministry of Education officials, and special needs education experts in a collaborative workshop aimed at developing an 8-unit Foundational Numeracy Module for PP1 to Grade 3 teacher preparation.
The process reflected growing recognition that improving foundational learning outcomes requires deliberate investment in how teachers themselves are prepared, supported, and continuously developed.
The module structure has now been completed and is being prepared for validation and review by the Kenya Institute of Curriculum Development (KICD), marking an important step toward strengthening teacher preparation systems for foundational numeracy instruction.
Across the region, complementary efforts continued to strengthen holistic learning approaches. In mainland Tanzania, teacher educators advanced piloting of life skills modules and tutor preparation, while in Uganda, work focused on aligning teacher training modules and adapting Whole School Approach practices within public systems.
