What is One Big Change™ Kenya?

One Big Change™ Kenya turns education priorities into evidence, programmes, community action, events, and resources for local leaders across 103 pages.

Government Proposal · Draft

One Big Change Kenya

National Founding Implementation Programme: a budgeted proposal and implementation plan for Ministry, procurement, legal and financial scrutiny. KSh 84.37 million commission, September-December 2026, ten schools across ten counties.

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Executive Summary

Kenya has already set the national education direction through Competency-Based Education (CBE), Curriculum (CBC) and Assessment (CBA). The next challenge is not designing policy. It is helping schools with different strengths, circumstances and resources turn that direction into consistent, sustainable practice.

This proposal seeks a KSh 84.37 million founding implementation commission to prove whether the One Big Change model can strengthen practical delivery across 10 materially different Kenyan contexts in 10 different counties.

The 90-day programme runs from 15 September to 15 December 2026. It is deliberately limited in scale. Its purpose is to generate the evidence, delivery architecture and costed plan required for a national Year 1 decision (50 LocaeHubs / 500 Core Schools / 6,000 Connected Schools).

Core purpose

To prove whether the One Big Change implementation model works across different Kenyan contexts, and whether it produces sufficiently robust evidence to justify a national scale decision - before Government is asked to commission national scale.

Programme objectives

Understand barriers

Identify what prevents consistent CBE/CBC/CBA implementation across different school contexts.

Distinguish context

Separate common nationwide barriers from those specific to geography or infrastructure.

Test support mechanisms

Determine which combinations of coaching, development, peer learning and resources change practice.

Build sustainability

Embed capability within schools and future LocaeHubs rather than permanent external intervention.

Design national scale

Define the governance, staffing, funding and infrastructure to move from 10 to 6,000 connected schools.

Produce a costed plan

Deliver an evidenced, costed Year 1 architecture for Government decision at the December Decision Gate.

KSh 84.37M

Total proposed commission

10 schools

Across 10 counties

90 days

15 Sep - 15 Dec 2026

1. Purpose of the Proposal

The purpose of this proposal is to secure Government approval to commission a national founding implementation programme.

The founding phase is not a commitment to deliver intensive implementation to 6,000 schools during the first 90 days. Its purpose is to answer a single, vital question before any national scale is considered:

“Does the One Big Change implementation model work across different Kenyan contexts, and does it produce sufficiently robust evidence to justify a national scale decision?”

2. National Context and Implementation Need

Kenya has made significant progress in developing Competency-Based Education. However, the challenge of implementation remains. Schools face different combinations of:

Teacher capability and confidence
Leadership readiness
Facilities and specialist equipment
Technology and connectivity
Learner wellbeing and inclusion
Assessment practice
Family and community understanding

This proposal directly addresses the implementation gap.

Joyful young Kenyan pupil in class, representing the learners at the centre of the programme

The founding programme exists to serve learners across materially different Kenyan contexts.

3. The Government Opportunity

Policy alignment

Directly supports KNEC's 2026 rollout of Competency-Based Assessment (CBA) in Senior Schools.

Political neutrality

The programme is positioned as infrastructure for implementation. It survives changes in administration.

Public procurement compliance

Designed to meet PPRA standards: fair, equitable, transparent, competitive and cost-effective.

Traction partner leverage

Government funding can unlock KSh 1 billion to KSh 3 billion in additional partner resources and equipment.

4. One Big Change Kenya: Proposed Intervention

What we are proposing to deliver by 15 December 2026:

Fully operational Kenyan entity and governance structure.
Kenyan Advisory Committee in place.
10 founding schools selected and onboarded across 10 different counties.
10 complete Change Lens baselines and school implementation plans.
20 MicroSummit moments delivered (diagnostic and learning).
National implementation picture (common barriers vs contextual differences).
Approximately KSh 1.75 billion costed Year 1 national architecture and plan.

5. Programme Objectives

1. Understanding barriers

What prevents consistent CBE/CBC/CBA implementation across different school contexts?

2. Identifying contextual differences

Which barriers are common nationwide, and which are specific to geography or infrastructure?

3. Testing support mechanisms

What combinations of coaching, teacher development, peer-learning and resources actually change practice?

4. Building sustainability

Which capabilities can be embedded within schools and future LocaeHubs rather than requiring permanent external intervention?

5. Designing national scale

What governance, staffing, funding and infrastructure are required to move from 10 schools to 6,000 connected schools?

6. 90-Day National Founding Programme

Weeks 1-2 (15-30 Sep): Mobilise and Confirm

Confirm governance and ten schools. Appoint champions and evidence contacts. Train champions, configure Change Lens tools and establish data and safeguarding controls.

Milestone: M1 - 10 schools ready for baseline

Weeks 3-6 (Oct): Diagnose & Prioritise

In-person fieldwork in all ten counties. Complete ten Change Lens baselines. Identify strengths and barriers. Hold first MicroSummits. Begin Traction Partner matching.

Milestone: M2 - Ten completed baselines and one preliminary cross-site analysis

Weeks 7-10 (Nov): Implement and Learn

Approve ten implementation plans and release activation support. Deliver targeted intervention and coaching. Mobilise Traction Partners. Facilitate cohort peer learning. Begin national-scale modelling.

Milestone: M3 - Ten active implementation cycles with documented evidence

Weeks 11-13 (Dec): Evidence, Cost and Decide

Complete second MicroSummits. Produce cross-site evidence report. Develop the Year 1 LocaeHub model and 500 / 6,000 pathways. Prepare Decision Gate pack and undertake Ministry review.

Milestone: M4 - National Founding Evidence Pack and Year 1 Decision Gate

7. Ten Schools / Ten Counties

The programme proposes one founding school in each of ten different counties to test whether the model remains useful across materially different education environments.

County-selection framework

Major urban

Scale, complexity, mobility and institutional density

Fast-growing peri-urban

Rapid population growth and infrastructure pressure

Coastal

Distinct geographic and community context

Rural agricultural

Distance, local economy and rural access

Arid or semi-arid

Resource constraints and access challenges

Remote / frontier

Distance, staffing and infrastructure constraints

Strong-performing environment

Transferable good practice

Lower-resourced environment

Practical implementation under constraint

Technical / industrial potential

Pathways, STEM and employer relevance

Strong institutional connectivity

Universities, public institutions and partner networks

Initial candidate pool

NairobiKiambuNakuruMombasaKisumuKakamegaUasin GishuMachakosMeruTurkana

School selection criteria

A school is not selected for prestige or ease of access. Each must demonstrate willingness to take part in the full 90-day process.

Senior leadership commitment

Named senior sponsor

Implementation ownership

Named school champion

Evidence participation

Named evidence / data contact

Availability

Able to participate throughout the founding period

Openness

Willingness to identify strengths as well as barriers

Peer-learning potential

Willingness to share learning with other schools

Contextual value

Adds a materially useful context to the cohort

Safeguarding & data readiness

Can meet agreed ethical and data requirements

Sustainability potential

Capacity to embed rather than temporarily host activity

Selection does not constitute inspection, ranking or public judgement of participating schools. Final county and school selection is completed with appropriate Kenyan stakeholders.

Kenyan teacher at a school desk with registers, representing field-based baseline assessment

Change Lens baselines are conducted in the field, in the school's own context.

8. Implementation Methodology

The founding programme is built on five operating principles. Together they define how the eight workstreams are delivered in practice.

Schools as partners, not subjects

Participation is voluntary and collaborative. The programme does not inspect, rank or publicly judge schools.

Need-based support

Support follows identified need from the Change Lens, not a fixed product catalogue.

Peer learning over isolation

Schools learn from each other through MicroSummits and the national cohort, so good practice does not stay trapped in one site.

Evidence before scale

No national expansion is proposed until the founding evidence exists and is reviewed at the Decision Gate.

Sustainability by design

Capability is embedded in schools and future Hubs rather than depending on permanent external intervention.

The methodology is delivered through the Change Lens diagnostic, eight workstreams and MicroSummit peer learning described in the following sections.

9. Change Lens

The Change Lens is the programme's collaborative implementation diagnostic. It is not an inspection. It is completed with each school, not done to it, and it examines ten areas of practice.

Leadership and governance

Vision, governance and implementation capacity

Teacher capability

Confidence, competence and professional development

Teaching and learning

Classroom practice and pedagogy

CBE / CBC implementation

Coverage, sequencing and competency alignment

Competency-based assessment

CBA practice and use of evidence

Inclusion

Equity, access and special needs

Wellbeing

Learner welfare and pastoral support

Family and community

Local understanding and support for CBE

Resources and technology

Equipment, materials, connectivity and digital practice

Pathways, partnerships and sustainability

Institutional links and long-term viability

What each baseline produces

School Context Summary

Strengths Profile

Barrier Profile

One Big Change Priority

Implementation Plan

Capability Requirement

Resource Needs Profile

Evidence Plan

Sustainability Plan

The ten baselines are then combined into one cross-site picture showing what is common, what differs by context, and where good practice already exists.

10. Workstreams

The founding programme operates through nine integrated workstreams, each with a defined primary output.

Mobilisation, Governance & Institutional Alignment

Establish the programme infrastructure for lawful, accountable, coordinated implementation: delivery structure, governance, contracting, safeguarding and data protocols, risk management, Advisory Committee and Ministry reporting rhythm.

Output: Inception & Mobilisation Report

County and School Selection

Validate county-selection criteria, confirm ten contexts, identify and assess candidate schools, conduct leadership conversations, complete cohort-balance assessment and confirm ten founding schools.

Output: 10 confirmed founding schools across 10 counties

School Onboarding & Champion Development

Confirm Senior Sponsors, School Champions and Evidence Contacts. Complete participation agreements, programme orientation, safeguarding and data briefings, Champion induction and digital-platform onboarding.

Output: 10 implementation-ready school teams

Change Lens Baselines

A collaborative implementation diagnostic, not an inspection. It examines leadership and governance, teacher capability, teaching and learning, CBE/CBC implementation, competency-based assessment, inclusion, wellbeing, family and community, resources and technology, and pathways, partnerships and sustainability.

Output: 10 quality-assured baselines + one cross-site picture

School Implementation Cycles

Each school selects one primary implementation priority and moves through baseline, priority, implementation plan, support and resource, action, evidence, review and next step. Support follows identified need, not a product catalogue.

Output: 10 evidenced implementation cyclesKSh 1.5m activation fund per school

MicroSummits & Peer Learning

Two structured MicroSummit moments per school: Understand and Prioritise, then Review and Sustain. The ten schools are connected as one national founding cohort so learning is not trapped in single sites.

Output: 20 MicroSummit moments

Traction Partner & Resource Mobilisation

The Change Lens identifies the barrier; the Traction Partner helps remove it. A structured needs-to-resource matrix maps each school need to potential funding, devices, connectivity, software, expertise and infrastructure.

Output: Needs-to-resource matrix

Evidence, Research & Learning

Distinguish activity, output, implementation change, early outcome and longer-term impact evidence. Each school holds baseline, implementation, review, limitations and sustainability evidence. No learner-outcome claim is made where the 90-day period or available data is insufficient to support it.

Output: Founding Evidence Report

Year 1 National Scale Design

Develop the Year 1 LocaeHub model, the 500-core-school pathway and the 6,000-school connected network, with a full national staffing structure and costed budget.

Output: Year 1 National Implementation Architecture

Ten schools generate the implementation knowledge required to train people, create Hubs, establish systems and replicate the model through controlled national implementation waves.

11. Deliverables and Acceptance Criteria

Inception & Mobilisation Report

Acceptance: Governance, workplan, controls and delivery structure confirmed

Founding Cohort Confirmation

Acceptance: 10 schools in 10 counties

School Participation Pack

Acceptance: Sponsors, Champions, Evidence Contacts and agreements

Change Lens Baseline Pack

Acceptance: 10 quality-assured baselines

Cross-Site Baseline Analysis

Acceptance: Common and contextual patterns identified

School Implementation Portfolio

Acceptance: 10 approved priorities and plans

Implementation Evidence Pack

Acceptance: Evidence from 10 implementation cycles

Traction Partner Needs Matrix

Acceptance: Needs mapped to potential resource routes

Founding Evidence Report

Acceptance: Results, limitations and learning

D10

Hub & Replication Architecture

Acceptance: Proposed Year 1 Hub operating model

D11

Costed Year 1 Programme

Acceptance: National implementation budget

D12

Decision Gate Pack

Acceptance: Recommendation to proceed, modify, extend or stop

12. Results & Performance Framework

The founding phase is considered successful where the programme can demonstrate the following.

Measure	Target
Counties represented	10
Founding schools	10
Senior Sponsors	10
School Champions	10
Evidence Contacts	10
Change Lens baselines	10
One Big Change priorities	10
Implementation plans	10
Implementation cycles	10
Initial MicroSummits	10
Review MicroSummits	10
Cross-site analysis	1
National needs matrix	1
Year 1 architecture	1
Year 1 detailed budget	1
Government Decision Gate	1

The programme separately reports early outcome measures appropriate to each school's selected priority.

Students in a study hall, representing the evidence and assessment dimension of the programme

Every performance target is paired with an evidence requirement. No claim is made without supporting data.

13. Governance and Programme Management

The programme is delivered by a lean founding team with critical Kenya appointments actively under recruitment. Filled roles show current responsibility; vacant roles show the recruitment status of each position.

Filled roles

Vacant and recruiting

Filled leadership

Yvonne

Global CEO

CEO, Board and Strategy

Board Member

Kugan

Global Partnerships and Commercials (CCO)

Funding and Commercial Partnerships

Board Member

Jachukwu

Global COO

Executive Leadership

Active

Perpetual

Chief of Staff & Kenya Operations Director

Operations and People

Day One

Terry

Director of Events, Media & Stakeholder Engagement

Communications, Podcast and Events

Day One

Jimmy

Kenya Relations Lead

Kenya Partnerships and Institutional Relations

Active

Trinity

People & Volunteer Recruitment Lead

Operations and People

Invited

LocaeRise Admin

Technology Lead

Technology and Systems

Active

Vacant roles under recruitment

Critical Kenya appointments remain subject to formal recruitment and confirmation. Names and roles should not be represented as final Government appointments unless formally contracted.

Country CEO

Country Leadership

Identified

Country COO

Country Leadership

Identified

Country Director of People, Appointments and Institutional Networks

Country Leadership

Identified

Country Senior Education / Implementation Director

Country Leadership

Identified

Kenya Programme Lead

Country Leadership

Identified

Editorial & Content Lead

Communications, Podcast and Events

Identified

Kenya Programme Director

First Project, Programme and Evidence

Recruiting

CBE, CBC and CBA Practice Lead

First Project, Programme and Evidence

Recruiting

School and Hub Implementation Lead

First Project, Programme and Evidence

Recruiting

Evidence, Research and Learning Lead

First Project, Programme and Evidence

Recruiting

Safeguarding, Data and Ethics Lead

Finance, Legal and Governance

Recruiting

Operations, Finance and Grants Coordinator

Operations and People

Recruiting

Hub Programme Coordinator

First Project, Programme and Evidence

Identified

Field Support Officer (Regional)

First Project, Programme and Evidence

Identified

Training & Development Officer

First Project, Programme and Evidence

Identified

Data & Reporting Assistant

First Project, Programme and Evidence

Identified

Monitoring & Evaluation (M&E) Officer

First Project, Programme and Evidence

Identified

Education Research Fellow

First Project, Programme and Evidence

Brief Required

School Liaison Officer

Kenya Partnerships and Institutional Relations

Identified

Partnerships and Programme Intern

Kenya Partnerships and Institutional Relations

Brief Required

Head of Operations and Finance

Operations and People

Identified

Volunteer Onboarding Associate

Operations and People

Identified

HR Administrator

Operations and People

Identified

Office & Admin Assistant

Operations and People

Identified

Procurement & Logistics Officer

Operations and People

Identified

Country Tech Lead

Technology and Systems

Identified

Finance Assistant

Finance, Legal and Governance

Identified

Field Delivery

Local implementation associates and evidence / data support are deployed across the cohort, so national leadership is not expected to personally conduct every activity across ten counties.

14. Ministry and Stakeholder Responsibilities

The programme depends on timely institutional cooperation. One Big Change does not ask public institutions to delegate their statutory or policy responsibilities to the programme.

Ministry / public-institution inputs required

Requirement	Purpose
Appropriate institutional sponsor	Programme coordination
Confirmation of relevant policy / technical contacts	Alignment
School-selection support	Appropriate access
Participation in inception	Shared expectations
Access to non-confidential policy / implementation information	Evidence alignment
Nomination / engagement with technical institutions	Avoid duplication
Decision Gate participation	Scale decision
Timely review of contracted deliverables	Programme continuity

Stakeholder roles

Schools and educators

Co-design, implementation, peer learning and evidence.

Kenyan Advisory Committee

Context, guidance, connections and sustainability.

Universities

Evidence, research and sustainable practice.

Traction Partners

Funding, equipment, technology, expertise and resources.

One Big Change

Framework ownership, coordination, quality assurance and implementation management.

15. Traction Partner Model

The Change Lens identifies need. The Traction Partner mechanism organises the response. A structured needs-to-resource matrix maps each school need to potential funding, devices, connectivity, software, expertise and infrastructure.

Target: KSh 1 billion to KSh 3 billion in additional partner resources mobilised around evidenced school need.

Resource categories mobilised

Devices and connectivitySoftware and platformsSpecialist expertiseResearch and evaluationEquipment and infrastructureFunding for implementation

Traction Partner commitments are recorded separately from Government programme expenditure to ensure transparency over cash and in-kind contributions.

16. Monitoring, Evidence and Learning

The founding programme must produce more than activity reports. Evidence collection combines quantitative and qualitative information appropriate to each school's selected priority.

Baseline

What was happening before intervention?

Intervention

What changed during the founding period?

Implementation evidence

Was the agreed action actually carried out?

Early outcome evidence

What changed for leaders, teachers and learners?

Sustainability evidence

Can practice continue beyond direct programme support?

Context evidence

What explains differences between schools?

No claim of learner-outcome improvement is made where the 90-day period or available data is insufficient to support it.

University of Nairobi graduation, representing evidence, research and learning

The founding programme builds the evidence architecture required for a credible national scale decision.

17. Financial Proposal: KSh 84.37 million

All figures are in Kenyan Shillings. 90-day founding implementation programme.

Budget Category	Amount (KSh)
Personnel & Programme Leadership	23,700,000
Governance, Legal & Assurance	5,500,000
Direct School Implementation	20,500,000
Travel & Field Logistics	6,800,000
Change Lens, Research & Evidence	5,500,000
Technology & Data	2,500,000
Traction Partner Mobilisation	1,500,000
Engagement, Materials & Reporting	4,700,000
Year 1 Scale Readiness	6,000,000
Subtotal	76,700,000
Programme Contingency (10%)	7,670,000
TOTAL PROPOSED COMMISSION	84,370,000

Note: KSh 15,000,000 is ring-fenced as a School Implementation Activation Fund (KSh 1.5m × 10 schools), released only against approved implementation plans.

Detailed Budget Breakdown

All figures in Kenyan Shillings. Sub-category detail behind the summary total.

A. Personnel & Programme Leadership

23,700,000

Kenya Executive Team
9,000,000
3 senior roles, ~3.5 months incl. employment / contract provision
Operating Leadership
5,600,000
4 operational leadership functions, ~3.5 months
Founding Directors / Specialist Advisers
5,600,000
Up to 6 role-based retainers against agreed deliverables
County / Field Implementation Associates
3,500,000
Local implementation capacity across the founding cohort

B. Governance, Legal & Assurance

5,500,000

Legal & Governance
2,500,000
Entity / project structure, agreements, employment / consultancy docs, partner contracting
Safeguarding, Data, Compliance & Assurance
1,500,000
Data controls, safeguarding framework, compliance review and assurance
Finance, Administration & Insurance
1,500,000
Financial controls, programme administration, insurance and systems

C. Direct School Implementation

20,500,000

10-School Engagement
5,500,000
Onboarding, county liaison, baseline field activity and 20 MicroSummit moments
School Implementation Activation Fund
15,000,000
Up to KSh 1.5m x 10 schools, released only against approved plans

D. Travel & Field Logistics

6,800,000

Ten-County Field Travel
6,800,000
Air / road transport, vehicle hire, fuel, accommodation and field subsistence

E. Change Lens, Research & Evidence

5,500,000

Change Lens & Evidence
3,500,000
Kenya adaptation, champion training, data collection, analysis and synthesis
Research / Independent Evaluation Provision
2,000,000
Methodology, research input and independent review / evaluation provision

F. Technology & Data

2,500,000

Platform & Technology
2,500,000
Hosting, platform adaptation, software, dashboards, field-data capability and technical support

G. Traction Partner Mobilisation

1,500,000

Traction Partner Activation
1,500,000
Partner mapping, propositions, needs matching, due diligence support and roundtables

H. Engagement, Materials & Reporting

4,700,000

Field Identification & Programme Materials
1,000,000
Clothing / identification, bags, lanyards, notebooks and field materials
Volunteer Support and Subsistence
1,200,000
Field-day meals and reasonable subsistence for programme volunteers
Launch & Decision Gate Events
1,500,000
September inception / launch activity and December Decision Gate
Reports & Plans
1,000,000
10 school plans, national analysis, Year 1 implementation and budget documentation

I. Year 1 Scale Readiness

6,000,000

National Scale Architecture
6,000,000
50-Hub model, 500-core-school pathway, 6,000-school network design, staffing / resource model and implementation readiness

Subtotal: KSh 76,700,000 + Contingency (10%): KSh 7,670,000 = Total: KSh 84,370,000

18. Payment and Milestone Schedule

Stage	Trigger	%	Amount (KSh)
Payment 1: Mobilisation	Contract effectiveness, approved inception plan	35%	29,529,500
Payment 2: Baseline Completion	10 schools onboarded, 10 baselines accepted	30%	25,311,000
Payment 3: Implementation Evidence	Implementation cycles active, interim evidence pack accepted	20%	16,874,000
Payment 4: Final Decision Gate	Final deliverables, Year 1 plan, Decision Gate pack accepted	15%	12,655,500

No payment milestone constitutes automatic approval of a subsequent national phase. Subject to Government procurement mechanism.

19. Procurement, Financial Control and Value for Money

Expenditure is managed against an approved budget and workplan. Government contracting and procurement follow applicable Kenyan public-procurement requirements.

Financial control principles

Designated programme account / cost centre
Documented expenditure authority
Separation of approval and payment functions
Supplier documentation and procurement records
School activation-fund controls
Asset register where applicable
Monthly budget-versus-actual and variance reporting
Traction Partner cash / in-kind reporting
Conflict-of-interest declarations
Independent financial review / audit provision
Retention of supporting financial records

Contingency rule

The KSh 7.67 million contingency is not a discretionary spending allocation. It may be applied only to material implementation risks:

County travel variance
Field logistics
Unavoidable programme rescheduling
School-access changes
Essential specialist support
Technology or data requirements
Unexpected safeguarding or compliance costs
Other approved delivery risks

Use of contingency is documented in programme financial reporting.

20. Risk, Safeguarding, Data and Ethics

Key risks and mitigations

Risk	Description	Mitigation
Delivery delay	Mobilisation or field access slower than planned	Phased mobilisation, milestone-gated payments, contingency reserve.
School access	County or school access changes mid-programme	Alternate candidate schools identified per county; selection criteria.
Data and safeguarding	Incomplete consent or data-handling gaps	Safeguarding framework, data protocols, champion training before fieldwork.
Evidence limitations	90-day period insufficient for outcome claims	No learner-outcome claim made where data is insufficient; evidence scoped accordingly.
Reputational	Mischaracterisation as inspection or ranking	Clear positioning as collaborative diagnostic; school participation voluntary.

Safeguarding, data and ethics principles

School participation is voluntary and collaborative, not compulsory.
Data is collected with consent, minimised to programme need and securely stored.
No learner-outcome improvement claim is made where the period or data is insufficient.
Safeguarding of children and vulnerable adults follows a documented framework.
Findings are reported in aggregate; individual schools are not publicly ranked or judged.

A confident Kenyan student in uniform, representing the safeguarding and duty of care at the heart of the programme

Safeguarding, data protection and ethics are not add-ons. They are pre-conditions for fieldwork.

21. December Decision Gate

The December Decision Gate is a genuine decision point. It is not an automatic transition to Year 1. Government and participating stakeholders review the programme against eight criteria:

Relevance

Did the programme address a real implementation need?

Effectiveness

Did schools move from identified barrier to practical action?

Adaptability

Did the model function across different contexts?

Evidence

Are the findings sufficiently credible?

Cost

What did implementation actually cost?

Sustainability

Can schools continue the change?

Additionality

Did the programme add something not already provided by existing structures?

Resource Leverage

Did the model mobilise useful additional capability or resources?

Scale

Can the approach responsibly support a wider national programme?

Possible outcomes

Proceed

Evidence supports Year 1.

Proceed with Modification

Evidence supports scale but requires redesign.

Extend Founding Phase

Promising evidence exists but additional validation is required.

Do Not Scale

Evidence does not justify further public investment.

Government is not asked to commit to the full national programme before the founding evidence exists.

22. Proposed Year 1 National Programme

Subject to a positive Decision Gate, the proposed Year 1 national programme builds from the founding evidence into a structured national architecture.

Year 1 planning assumption

50 LocaeHubs→~500 Core Implementation Schools→6,000 Connected Schools→One National Evidence & Learning Network→Traction Partner Resource Mobilisation→LocaeAwards→LocaeFest

Working financial assumption: KSh 1.75 billion + a separately accounted Traction Partner resource pool. The final Year 1 amount is one of the contracted outputs of the 90-day programme, based on actual implementation evidence and cost data.

The three-level scale, Traction Partner model, and LocaeAwards / LocaeFest mechanisms are detailed in the following sections.

Scale is carried by the national programme infrastructure. Not by ten founding schools alone.

23. 50 LocaeHubs / 500 Core Schools / 6,000 Connected Schools

The Year 1 national architecture keeps three levels of ambition clearly separate. The 6,000-school figure is a Year 1 national target, not a 90-day outcome.

50 LocaeHubs

Local implementation and peer-support centres

Each Hub anchors a cluster of schools, hosting workshops, coaching and shared resources.

~500 Core Implementation Schools

Structured implementation cohort

Schools receiving the full Change Lens, implementation support and evidence cycle.

6,000 Connected Schools

National learning and resource network

Schools connected for evidence, communication, peer learning and resource access.

Founding schools receive the deepest diagnostic, implementation and evidence support; the wider network receives connection, learning and resources.

24. LocaeAwards & LocaeFest

Two mechanisms turn individual school progress into shared national learning and recognition. Both are designed into the Year 1 architecture, not added as extras.

LocaeAwards

A recognition mechanism that celebrates evidenced improvement and transferable good practice across the cohort and network. Recognition follows evidence, not publicity.

LocaeFest

A collective learning festival bringing schools, Hubs, partners and communities together to share practice, surface barriers and strengthen the national movement.

Student receiving a certificate of achievement, representing recognition and sustainability

Recognition and sustainability are designed into the model from the founding phase.

25. Sustainability and Exit from Dependency

The programme is explicitly designed to avoid creating permanent dependency on One Big Change. Sustainability is built in from the founding phase, not added at the end.

Embed, don't host

Capability is built into schools and future Hubs so practice continues without permanent external support.

Train-the-trainer

Champions and local associates are equipped to sustain and spread practice beyond the founding period.

Local ownership

Schools and Hubs own their implementation plans, evidence and peer relationships.

Planned exit

Direct programme support is reduced as local capability grows, on a documented exit schedule.

No permanent dependency

The programme is designed to make itself unnecessary at the school level over time.

26. Government Decision Requested

The decision requested

Commission the KSh 84.37 million founding implementation programme for 15 September to 15 December 2026, subject to standard Government procurement and contracting.

Government is not being asked to commit to the full national programme before the founding evidence exists. In return for the founding commission, Government receives:

10 deeply understood school contexts

10 practical implementation cycles

10 school implementation plans

A cross-country picture of barriers and working practice

An evidenced Change Lens methodology

A functioning needs-to-resource mechanism

A tested school-support approach

A proposed LocaeHub model

A 500-core-school implementation architecture

A 6,000-school connection model

A detailed national staffing structure

A full Year 1 budget

A resource-mobilisation proposition

A clear evidence-based decision on whether to scale

Appendices (Supporting Documents)

The appendices provide the technical detail behind every number and promise on this page. Each is available for the relevant scrutiny function: finance, education, procurement, legal or governance.

Appendix 1

90-Day Founding Implementation Plan & Detailed Budget

Open appendix

Appendix 2

Results, Outcomes, KPIs & Ministry Performance Framework

Open appendix

Appendix 3

Governance, Leadership & RACI

Open appendix

Appendix 4

County, School Selection & Change Lens Methodology

Open appendix