The practice of reflection has long been recognized as a cornerstone of professional growth and effectiveness in education. It is widely advocated as a means for educators to review, analyze, and refine their teaching methodologies, ultimately enhancing their efficacy in the classroom. The assertion that reflection is critical not only for student learning but also profoundly beneficial for those who teach underscores its dual impact. Teaching is an inherently dynamic profession, demanding continuous adaptation, learning, and development from its practitioners. Reflective practices serve as a vital mechanism through which educators can navigate the evolving landscape of student needs, curricular changes, and pedagogical innovations, thereby maintaining balance and fostering ongoing improvement. Within the broad spectrum of reflective strategies, mindful teacher journaling emerges as a particularly focused and potent modality. It is defined not as a mere chronological recording of daily events, akin to a diary, but as a specific, intentional form of reflection. This practice is characterized by its deliberate focus on examining current feelings, thoughts, and experiences with a particular goal or mindset, distinguishing it from less structured forms of journaling that may not offer the same depth of benefit. Mindful teacher journaling is thus positioned as a powerful tool that serves both the personal well-being of educators—through stress reduction and enhanced emotional regulation—and their professional development, by facilitating pedagogical refinement and heightened self-awareness.
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Africa stands at a pivotal juncture, characterized by a burgeoning youth population...
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Africa’s shift toward Competency-Based Education (CBE) is more than a curriculum overhaul—it’s a call to embed continuous growth into the DNA of our education systems. From Kenya to Ghana, Rwanda to South Africa, nations are reimagining learning through formative assessment, teacher development, and real-time feedback. But sustainable reform doesn’t come from a fixed blueprint—it thrives on perpetual improvement. This article explores how African countries, with support from platforms like Kurasa, are building systems that learn, adapt, and grow—just like the learners they serve.
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Kurasa Africa, in partnership with ESDEV Foundation and GES, launched the TLAP platform in Ghana on April 30, 2025 — a transformative step for digital education in Ghana. The event showcased pilot success across four regions and reaffirmed national commitment to data-driven teaching, inclusive learning, and EdTech integration.
Read MoreIn a system still dominated by end-of-term and national exams, Kurasa is charting a new path—using summative data not as a final verdict, but as a gateway to better teaching. By analyzing test results to identify learning gaps and feed actionable insights back into lesson planning, Kurasa is helping schools align high-stakes assessment with meaningful instruction. This op-ed explores how a smart “work-backwards” approach is transforming how teachers teach—and how students learn—in Kenya’s evolving education landscape.
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Quality Assurance and Standards Officers (QASOs) are Kenya’s untapped force in education reform. Far beyond inspection, QASOs can lead Competency-Based Education (CBE) implementation by mentoring teachers, driving curriculum fidelity, and ensuring learner-centered practices — especially when equipped with the right digital tools. It’s time to reimagine their role as the bridge between policy and classroom impact.
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A growth mindset is more than a motivational slogan—it's a powerful teaching approach that aligns with Kenya’s Competency-Based Curriculum. This article explores practical, classroom-tested strategies Kenyan teachers can use to shift learners from fear to confidence, from failure to resilience. Whether you teach in a low-resource rural school or an urban CBC hub, these mindset shifts could transform your classroom outcomes.
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Kenya's classrooms are at a crossroads. Mathematics, once confined to chalkboards and rote memorization, is evolving into a vital life skill. This op-ed challenges educators to embrace this transformation, illustrating how reimagining math education can empower students to become adept problem solvers in both local communities and the global arena.
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It was a testament to the fact that true leadership is not about waiting for change but being the force that drives it. His willingness to go the extra mile, to welcome innovation into his school, was a reminder that no matter how remote a place may be, progress is always within reach when the right mindset leads the way.
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By the end of this academic year, Kenya’s Grade 9 learners will...
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