Uhusiano Design for learning

Christopher Johnstone, Acacia Nikoi, Ndungu Kahihu

Research output: Contribution to journalArticlepeer-review


Kenya's post-colonial education system, like many in Sub-Saharan Africa, has endured many challenges. High enrollment in primary schools is often coupled with low completion rates in secondary and postsecondary education. In this article we examine some of the processes that may lead to the disempowerment and disenfranchisement of youth in Kenyan schools, and report on a new approach that we call “Uhusiano Design for Learning”. Uhusiano Design focuses on three aspects of learner-centered pedagogy: multiple teachers (which creates an egalitarian sense of togetherness among participants), hands-on learning, and confidence. Longitudinal data from a non-formal education implementation of Uhusiano Design indicates that the strategies and approaches may support traditionally marginalized learners in and out of Kenya's formal education system.

Original languageEnglish (US)
Pages (from-to)19-25
Number of pages7
JournalInternational Journal of Educational Development
StatePublished - Jan 1 2017

Bibliographical note

Funding Information:
This analysis is based on a larger project funded by The MasterCard Foundation in a grant to the University of Minnesota. The first two authors served as researchers on this grant and the third author was a collaborating partner in university-NGO learning partnership. Appendix A

Publisher Copyright:
© 2016 Elsevier Ltd


  • Africa
  • Empowerment
  • Kenya
  • Non-formal education
  • Pedagogy
  • Youth


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