How learner-centered schools build student skills by meeting them where there are

• In Event: What works in adolescent skills: How evidenced, localized solutions are equipping young people with the skills that Africa needs

Proposal

In Africa, the demand for relevant skills among youth is rising; driven by the changing nature of work and the continent’s expanding youth population. By 2030, Africans will make up 42% of global youth (PRB, 2019), and by 2050, one in five of all workers will be African (IMF, 2024). This presents an opportunity for economic and social transformation, but only if adolescents are educated and skilled for their future.

In response, many African governments are implementing curriculum reforms that emphasize a competency-based approach. Kenya, Rwanda, Ghana, Tanzania, Ethiopia, Uganda, and Zambia have adopted Competency-Based Curricula (CBC) to better align secondary education with the demands of both formal and informal sectors. Given the diverse contexts – from low-income countries to rapidly growing economies – the skills and knowledge in these curricula are adapted to meet each country’s development goals.

Further adaptation at the school-level is crucial for curricula to meet the needs of young people. PEAS operates a network of 36 secondary schools in rural Uganda and Zambia and partners with governments to support national-level change. In these contexts, young people face unique challenges and pursue different post-secondary pathways than their urban peers. PEAS focuses on supporting school leaders to run learner-centered schools that meet students where they are and provide the skills they need.

PEAS empowers leaders to drive change by creating learner-centered school environments. PEAS leaders are well-positioned to understand the challenges students face in and outside school and maintain strong links with the community. PEAS equips leaders to take ownership over their school’s performance, for example by developing gender-responsive School Improvement Plans based on evidence from inspections and input from the school community, including the Board of Governors.

Since Uganda’s CBC was introduced in 2021, PEAS has collaborated with the National Curriculum Development Centre to support roll-out across 30 schools. This includes targeted teacher training, guidance documentation and tools for monitoring and quality assurance tailored to the school context. Where standardization is required, PEAS leverages teachers’ expertise to adapt schemes of work and align assessments to local realities
Beyond curriculum adaptation, PEAS believes effective pedagogy is essential for skill development. PEAS’ Top 10 Teaching Practices support teachers to deliver student-centered pedagogies that promote critical thinking and collaboration. In Uganda, the CBC’s generic skills have been mapped onto PEAS’ Top 10 to help teachers develop and monitor these skills in the classroom. External studies highlight the effectiveness of PEAS’ approach in encouraging student-centered learning and individual participation (Jigsaw, 2021).

PEAS also recognizes the value of co-curricular activities in developing essential skills. PEAS’ Life Skills and Livelihoods Programs support students develop practical skills to navigate challenges and participate productively in society. Evidence shows significant improvements in students’ communication skills (94.2%), study skills (92.5), and decision-making skills (90.9%) (Jigsaw, 2021).

By combining curriculum adaptation, effective pedagogy, and autonomous school leadership, PEAS creates learner-centered environments that empower young people with the skills they need to feel confident about their next steps.

Author

• Daniel Kyasanga, Promoting Equality in African Schools (PEAS)