ADAPT: 21st Century Skills in East Africa

This was a six-month research and capacity-building initiative implemented between 2022 and 2023 with funding from the Global e-Schools and Communities Initiative (GESCI) through the University of Notre Dame. The Adapting Assessment into Policy and Learning (ADAPT) project addressed the critical gap between education systems’ traditional focus on academic knowledge and the growing need for skills like critical thinking, creativity, collaboration, and digital literacy. The research used an innovative ecosystem diagnostic approach that mapped the complex interplay of policies, practices, assessments, and stakeholders influencing 21st century skills development. The project conducted ecosystem diagnostic workshops to understand how 21st century skills are integrated into education systems in Kenya, Uganda, and Tanzania.

In each country, the research team conducted multi-stakeholder workshops bringing together ministry officials, curriculum developers, examination bodies, teacher trainers, school leaders, teachers, parents, employers, and civil society organizations. These workshops employed systems mapping techniques to visualize how different elements of the education ecosystem currently support or hinder 21st century skills integration. The diagnostics examined several dimensions: policy frameworks analyzing how national education policies, curriculum documents, and assessment frameworks reference 21st century skills; implementation practices documenting how teachers actually develop these skills in classrooms and how schools create supportive environments; assessment approaches investigating whether and how 21st century skills are measured in examinations and classroom assessments; teacher preparation analyzing how pre-service and in-service training addresses these skills; learning resources assessing the availability and use of materials supporting 21st century skills development; and enabling environment considering factors like infrastructure, technology access, and community support.

The research revealed significant challenges: 21st century skills were often mentioned in policy documents but poorly defined and rarely assessed; examination systems heavily weighted toward content knowledge created disincentives for skills-focused teaching; teachers lacked training and confidence in facilitating skills development; and there was limited consensus among stakeholders about which skills were most important and how they should be developed. A key output was country-specific ecosystem maps visualizing the current state and identifying strategic entry points for strengthening 21st century skills integration. The research also developed practical tools for continued ecosystem analysis and improvement planning.