Adapting assessment into policy and learning (ADAPT): Adolescent 21st Century skills in Kenya, Uganda, and Tanzania
Project Abstract
This project strengthened the integration of 21st-century skills—such as communication, critical thinking, collaboration, and creativity—into national education systems in Kenya, Uganda, and Tanzania. Led by the Global e-Schools and Communities Initiative (GeSCI), in partnership with Makerere University and the University of Notre Dame, the initiative supported the use of learning assessment data to inform curriculum reform and policy development.
Using the ALiVE (Assessment of Life Skills and Values in East Africa) framework, the project generated evidence, built capacity, and mobilized policy uptake to embed 21st-century competencies into education systems, helping prepare adolescents for the future of work.
Project Details
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Project Impacts: Policy and Practice
Kenya
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Strengthened national interest and engagement on integrating 21st‑century skills in the Competency‑Based Curriculum, with Kenya Institute of Curriculum Development (KICD) and the Directorate of Policy and Partnerships requesting collaboration and using project evidence.
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Development and uptake of the KICD‑approved PA curriculum and increased prioritization of life‑skills lessons in supported schools.
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Expanded capacity among government agencies, CSOs, and practitioners to interpret and use assessment data, supported by extensive national workshops and advisory group engagement.
Uganda
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The Ministry of Education and Uganda National Examinations Board used ADAPT evidence to support integration of 21st‑century skills in the new national curriculum.
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Makerere University introduced new academic offerings—a course on 21st‑century skills assessment and a certificate in soft and survival skills—directly influenced by the project.
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Strengthened school‑ and district‑level practice through training that improved use of learning assessments and increased prioritization of life‑skills teaching.
Tanzania
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Strong policy traction in Zanzibar, where Ministry of Education and Vocational Training (MoEVT) is applying ADAPT findings to ongoing curriculum reforms and development of guidelines for system‑wide use of assessment data.
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Growth of life‑skills‑related practice in tertiary institutions and schools, including increased incorporation of life‑skills courses and improved teacher understanding of assessment of 21st‑century skills.
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Expanded capacity and engagement through workshops and learning networks, helping stakeholders use ALiVE tools and assessment evidence, despite more limited policy uptake on the Mainland.
