Introduction
The Learning Journey with Schools (LJS) initiative, under the Action for Life Skills and Values in East Africa (ALIVE) project, aims to integrate life skills education into Kenya’s foundational learning landscape. This study profiles the Do-It-Yourself (DIY) Learning Immersion conducted in Kajiado County, Kenya, which tested scenario-based learning (SBL) as an approach to fostering critical thinking, problem-solving, and values-based learning among children aged 6-12. Methodology
A participatory, community-centered approach was adopted, engaging parents, teachers, and local leaders in co-developing and testing life skills scenarios. The methodology included: (i) structured training for facilitators and household guides, (ii) scenario-based learning sessions in homes, (iii) daily debriefs to refine learning strategies, and (iv) validation forums to ensure cultural and contextual alignment. Data was collected through observations, interviews, and stakeholder feedback mechanisms. Findings
The intervention demonstrated that SBL enhances children’s ability to navigate real-life challenges, fostering independent reasoning and ethical decision-making. Parents noted a shift from direct instruction to guided inquiry, promoting deeper engagement in problem-solving. However, challenges such as weak parent-teacher collaboration, food insecurity, and community safety concerns emerged as barriers to effective learning. Limited involvement of fathers in learning activities also highlighted the need for targeted engagement strategies. Despite these challenges, the DIY approach was effective in strengthening community participation, enhancing trust, and improving program adaptability. Conclusion
This study provides compelling evidence that scenario-based learning is a viable model for integrating life skills education into foundational learning. By fostering strong school-community linkages and refining parental engagement strategies, the findings offer critical insights for shaping education policy in Kenya. Strengthening systemic collaboration between parents, teachers, and policymakers will be instrumental in scaling and sustaining life skills education within formal and non-formal settings. |
