The Centre for Mathematics, Science, and Technology Education in Africa (CEMASTEA) has kicked off a three-day capacity-building programme for Quality Assurance and Standards Officers (QASOs) aimed at strengthening the implementation of Science, Technology, Engineering, and Mathematics (STEM) subjects.
Speaking during the opening of the training programme, Acting Director, STEM Training at CEMASTEA, John Livingstone Makanda, said the initiative seeks to equip officers with the skills needed to support teachers and improve learning outcomes in science, mathematics, and other STEM disciplines.
“We want to build their capacity so they can effectively support teachers and learners to succeed under Competency-Based Education, with a particular focus on the STEM pathway,” he said.
The training, which brought together 92 Quality Assurance and Standards Officers drawn from all 47 counties, is intended to support implementation of the Competency-Based Education (CBE) curriculum.
Mr. Makanda noted that feedback from Quality Assurance and Standards Officers indicates that implementation of Competency-Based Education is progressing well across the country, although teachers continue to require additional support to deliver effective learner-centred lessons.
The workshop is themed Enhancing the Capacity of QASOs to Monitor and Support Teachers of STEM Subjects for Effective Implementation of Competency-Based Education.
He said the QASOs’ training, which runs from June 10 to 12 this year, is intended to strengthen participants’ capacity to observe classroom lessons, provide constructive feedback, and support teachers in improving the delivery of STEM subjects.
The programme comes as Kenya intensifies efforts to strengthen STEM education during the rollout of the Competency-Based Education system, with the first cohort of senior school learners now in Grade 10.
Makanda acknowledged the fact that some schools continue to face numerous challenges related to inadequate infrastructure and limited access to Information and Communication Technology (ICT) resources needed for STEM implementation.
To address these gaps, he revealed that CEMASTEA, in collaboration with the Ministry of Education and other key players, has developed virtual laboratories that will soon be rolled out to support junior school teachers.
“Even where schools do not have physical laboratories, teachers will be able to leverage technology through virtual labs to facilitate practical STEM learning,” he said. Participants attending the workshop echoed the need for continued teacher training and increased investment in learning resources.
Famba Isaac, a Team leader who is also Kwanza Sub-County Quality Assurance and Standards Officer, said many learners initially believed STEM was the only pathway available after transitioning to senior school.
“Through mentoring and guidance, students are beginning to understand that all pathways under Competency-Based Education are important and offer opportunities for success,” he said.
He said the role of QASOs extends beyond classroom observation to evaluating the overall learning environment and supporting teachers in implementing the Competency-Based Education (CBE) curriculum.
“Whenever we visit schools, we make recommendations to school heads and boards of management. We then return to the same institutions to follow up and determine whether those recommendations have been implemented,” he said.
Famba said the follow-up process is a key measure of quality assurance, enabling officers to track progress and encourage schools to address identified gaps.
He explained that QASOs evaluate schools across five broad thematic areas, including leadership and management, learner welfare, physical infrastructure, teaching and learning, and the overall school environment.
“We first ensure that learners are comfortable and safe in school before assessing teaching and learning. A conducive environment is essential for effective education,” he said.
He said the workshop is expected to strengthen the ability of officers to promote learner-centered classroom practices, conduct meaningful lesson observations, support teachers, and reinforce effective curriculum implementation in schools across the country.
Famba added that learner welfare remains a critical component of school inspections, especially following recent incidents of unrest and safety concerns in learning institutions.
He said officers examine boarding facilities, assess congestion levels, and ensure schools comply with safety requirements, including adequate spacing between beds and accessible emergency exits.
“Learner welfare comes first. We inspect physical facilities to ensure they are safe and conducive to learning and provide recommendations where improvements are needed,” he said.
Another team leader, Mariam Maalim, a Quality Assurance Officer from Mandera, said awareness and acceptance of the STEM pathway have improved significantly in the northeastern region as learners and teachers become more familiar with the Competency-Based Education curriculum.
However, Ms. Maalim noted that schools continue to grapple with shortages of trained teachers, ICT equipment, textbooks, and other instructional materials.
“This curriculum is practical-orientated and requires ICT integration in every lesson. The gadgets are few, the books are inadequate, and there are teacher shortages. Greater government support would help learners fully benefit from the STEM pathway,” she said.
By Ian Chepkuto
