Everything you need to teach, assess and manage.
For stronger learners, schools and communities.
Mpya
After school, eight minutes a day. Teachers recommend it as a homework alternative — five questions, not another booklet.
A learner answers 5 questions each day. How many questions in 7 days?
Solutions · For partners
Kurasa for partners is for the people who fund, convene or hold a family of schools: development partners, school associations, faith-based organisations, and others doing similar work. The question is not whether teachers can file another form. It is whether learners are getting better, whether the programme is actually running, and whether you can see that in time to act.
Who this is for
Funders, NGOs and implementers who need a programme to leave learning evidence in the school — not a parallel workshop stack and a PDF at close-out.
Membership bodies that support many schools and need a comparable picture of teaching and attainment, not a stack of anecdotes.
Dioceses, missions and other authorities that manage a family of schools. The classroom still belongs to the teacher; you need to see whether the work happened.
Like-minded partners — county programmes, research groups, teacher-service collaborations — use the same door. If you licence or inspect schools, start with governments and KISEL. If you already funded the proof, the distinguished partners page holds those stories. KISEL · Distinguished partners
What partners ask for
Outcomes
Formative evidence against curriculum indicators — including foundational literacy and numeracy — so a programme can say who is below, approaching, meeting or exceeding, and who still needs support.
Programmes
Optimise against the school week: plan the lesson, teach it as a recorded session, close the indicators. A programme that cannot live in that loop will not survive a public-school term.
Decisions
Coverage is not proficiency. Leaders get both: whether the syllabus was evidenced, and whether learners met the bar — rolled up by school, grade or network when you hold more than one classroom.
Foundational learning
Early-grade reading and number sense are not a side project. They are the indicators a teacher is already supposed to plan, teach and assess — then the practice a learner can keep after school.
In Kirinyaga County in 2023 and 2024, foundational learning evidence was generated with Brink and the Jacobs Foundation, in collaboration with the Teachers Service Commission. That trail is why Kurasa now sits in public schools at county scale.
Plan–Teach–Assess against official strands and indicators. A substrand in literacy or number is complete only when the expected indicators have closed formative evidence — not when a workshop was attended.
PSL Daily Challenge is five short curriculum questions a day — number sense kept as a habit, not a camp. Termly PSL sittings diagnose mathematics across schools so the next reteach is named, not guessed.
Associations, dioceses and other school bodies get one summative picture from the records schools already produce. That is how a programme decides where to put support next term.
How a programme uses Kurasa
Planned but not delivered is the core failure. PTA shows whether lessons were taught, not only whether a scheme exists.
Closed formative batches on indicators, including foundational literacy and numeracy. Learners at 2 or below are a support list — not a pass/fail exam.
School, grade, class, or the whole association. Coverage and attainment sit together so a high mark-rate cannot hide learners still below the bar.
A programme conversation
We set Kurasa up with the body that holds the schools: the association, the diocese, the implementing partner, the county programme. Teachers then work the week they already have.
Write to the team. Bring the schools, the grades, and the outcomes you are accountable for — including foundational literacy and numeracy if that is the brief.
Strategic partnerships
We are selective so teacher experience stays intact. Three doors, one classroom record.
What we look for: organisations with existing teacher or school relationships; content creators in maths, literacy and STEM; distribution into public systems; technology providers who already serve teachers.
If you serve schools or teachers in Kenya, Rwanda or Ghana, start a conversation.
Washirika
Next
If learners are not improving, the dashboard will show it. That is the point.
