Government FAQ

LocaeRise is a London-based education innovation company developing practical ways to connect schools with evidence, expertise, partnerships and resources that support implementation and improvement.

One Big Change is our education implementation framework. It helps schools identify one high-impact priority, bring the right support around it, implement practical action and measure what changes.

Change Lens is the whole-school diagnostic methodology and developing AI-assisted technology behind the model. It helps identify what is enabling progress, what may be constraining implementation and what support may make the greatest difference next.

LocaeRise is the company.

One Big Change is the implementation framework.

Change Lens is the diagnostic and intelligence layer that helps determine where action should focus.

No. The model has developed over seven years through work with schools, universities, innovation programmes and partners. One Big Change and Change Lens bring that learning into a more structured implementation model.

We expect trust to be earned through transparency, evidence and delivery.

Our proposal is deliberately to start small, work alongside Government and its technical teams, test the approach in real school contexts and allow the evidence to determine what should happen next.

Kenya has already set an ambitious national direction through CBE.

The opportunity is to help strengthen implementation by understanding how the reform is being experienced in different school contexts and what support makes the greatest practical difference.

No.

Government sets policy and national priorities.

One Big Change focuses on implementation: understanding how those priorities translate into practice at school level and helping align support around identified barriers.

Schools implementing the same national reform can experience very different conditions, strengths and barriers.

We want to help Government and schools understand why those differences occur and what practical support is most likely to help.

CBE is now sufficiently advanced for real implementation experience to exist.

That creates an opportunity to capture what is working, understand where implementation is getting stuck and help that learning travel before avoidable problems become embedded.

Existing systems provide important administrative and education data about what is happening.

Change Lens is designed to complement that information by helping investigate why implementation differs and what may need to happen next.

Quality assurance considers performance against standards.

One Big Change adds an implementation-learning layer focused on identifying barriers, prioritising action, testing responses and measuring what changes.

Teacher development may be exactly the right response for some schools.

For another school, the constraint may sit elsewhere.

Change Lens starts with the school context and evidence before determining which support is most appropriate.

The intention is the opposite.

One Big Change is designed to help connect existing capability, programmes and resources to evidenced school needs rather than create unnecessary parallel provision.

Schools can face many challenges simultaneously.

Focusing on the highest-impact priority creates a manageable starting point, concentrates resources and makes it easier to determine whether action has produced a meaningful result.

Partnership.

We would like Government to help shape the priority, identify the appropriate technical teams, guide the school and county context and define what evidence would be useful to Government.

No.

The immediate conversation is about strategic and technical partnership.

We envisage mobilising foundation and partner resources for the initial evidence-building phase, subject to the model being shaped appropriately with Government.

No procurement decision is being sought at this stage.

The first objective is to determine whether the approach has sufficient value to justify a jointly shaped evidence-building phase.

We are asking Government to explore partnership with us, not provide a blanket endorsement before the evidence exists.

The first phase should allow Government to see the model working and decide what merits further action.

Government sets the direction and defines what is useful.

One Big Change coordinates the implementation and evidence process.

Schools provide the implementation reality.

Research and other partners contribute where their capability matches an evidenced need.

Guidance on whether the proposition is worth progressing and, if so, which Government technical team or teams should work with us to shape the next stage.

Ten gives us enough variation to compare different implementation contexts while remaining small enough to learn deeply before considering wider application.

The proposed design is deliberately mixed, including stronger, developing and more constrained implementation contexts.

Final selection should be shaped with Government and relevant county structures.

Because the programme is not only looking for problems.

We also want to understand what is already enabling stronger implementation and whether that practice can inform other contexts.

Schools would participate in a structured diagnostic and implementation process:

1. Listen
2. Understand
3. Prioritise
4. Match support
5. Implement
6. Measure
7. Learn

The intention is to work with existing school activity rather than create unnecessary parallel workload.

A clearer understanding of its highest-priority implementation need, targeted support around that need and evidence about what changed.

Schools also contribute to shared learning that can benefit other schools.

The need remains valuable evidence.

One Big Change can then seek an appropriate Traction Partner or resource pathway rather than force an unsuitable intervention simply because funding already exists for it.

No.

It is designed as a collaborative implementation diagnostic, helping schools and Government understand strengths, barriers and support needs.

No.

The purpose is understanding context and implementation, not creating league tables.

AI assists with synthesis, pattern identification and matching evidence to possible support.

Human judgement remains central.

AI does not autonomously make policy decisions, rank schools or determine learner outcomes.

Data ownership, access, permissions and governance would be agreed with Government before implementation.

The design should respect Kenyan law, Government requirements and appropriate research and ethics standards.

The aim is to minimise personal data and collect only what is necessary for the agreed implementation and evidence questions.

Any requirement for personal or learner-level information would need explicit data-governance agreement.

That is one of the intended long-term benefits of Change Lens.

The developing technology is intended to give authorised users a clearer school-by-school view of implementation priorities, progress, barriers and support needs.

Success is not simply completing activities.

It means demonstrating whether the identified barrier changed, whether implementation improved and what conditions contributed to that result.

Government priorities should shape the core outcomes.

Schools, implementation specialists and Research Partners then help translate those priorities into practical measures and evidence questions.

Research Partners can help shape the research questions, baseline, methodology, ethics, measurement, evaluation and interpretation of findings from the beginning.

That is still useful evidence.

The purpose of the founding phase is to learn what works, what does not, for whom and under what conditions before larger resources are committed.

Yes.

A credible evidence model must be able to show where an intervention did not achieve the intended result as well as where it succeeded.

A Traction Partner brings resources or capability against an evidenced need.

That could include funding, technology, infrastructure, equipment, expertise, training or pathways.

The school need comes first.

Partners are matched because their capability responds to that need, rather than allowing a partner’s product or programme to determine the priority.

Commercial participation would need clear boundaries and transparent governance.

The principle is that the evidenced school need determines the response, not a supplier’s sales objective.

Foundations could help resource the evidence-building phase or particular implementation components aligned with their priorities.

Their involvement would not determine Government policy or school priorities.

Our intended route is to secure appropriate foundation and partner funding once Government alignment is established.

The detailed financing structure would be agreed before implementation begins.

The final cost depends on the agreed scope, school contexts, evidence requirements and partner contributions.

A detailed costed implementation plan would follow technical design with Government.

LocaeRise brings the One Big Change framework, Change Lens methodology, technology development, programme design, coordination and the partnership architecture behind the model.

LocaeRise is a commercial education innovation company.

Long-term revenue could come from technology, implementation services, programme coordination, training and other agreed services.

The first Kenya phase is primarily about demonstrating value and determining the appropriate long-term model.

No licensing arrangement is being requested now.

Any future commercial structure would need to be transparent, proportionate to demonstrated value and agreed through the appropriate Government processes.

LocaeRise retains its underlying methodology and technology IP.

Government and partner rights relating to programme data, evidence, outputs and use would be clearly defined through appropriate agreements.

Later.

If the first phase generates strong evidence and Government decides wider implementation is justified, that evidence can support a Government-backed case for larger-scale financing.

Government reviews the evidence with the programme team.

The next decision could be:

1. Continue
2. Adapt
3. Expand
4. Stop

Evidence that the model produces useful implementation intelligence, improves the targeting of support and demonstrates repeatable approaches that generate meaningful results.

If the evidence supports the approach, stronger participating schools could help form local support networks through which practice, expertise and implementation learning travel between schools.

The objective is to build local capability, school champions, research capacity and repeatable implementation processes.

Sustainability depends on capability remaining in the system rather than every activity being externally delivered.

Potentially, yes.

The exact long-term operating model should emerge from evidence, Government priorities and the capabilities developed during implementation.

The governance structure would be agreed with Government before implementation.

Responsibilities, decision rights, reporting, safeguarding, data governance and partner accountability should all be explicit.

One Big Change is an education implementation framework.

Its work should remain focused on Government education priorities, school evidence and measurable outcomes, independent of political-party interests.

Government should determine how its participation is described publicly.

No Government endorsement or commitment should be represented beyond what has actually been agreed.

Whatever reasonable due diligence Government requires.

We expect scrutiny of LocaeRise, the methodology, governance, finances, partners, technology, safeguarding, data arrangements and proposed implementation structure.

Whether Government sees sufficient value in the proposition to continue into technical design with the appropriate teams.

If Government wishes to proceed:

1. Identify the relevant technical team
2. Agree the priority and key questions
3. Refine the first 10-school design
4. Agree evidence and governance requirements
5. Develop the detailed implementation and funding plan

What would Government need to see to move forward with One Big Change as an implementation and evidence partner?