Implications of ALiVE Process and Evidence for Policy and Practice in East Africa

Abstract The process and product of the Assessment of Life Skills and Values in East Africa (ALiVE), including the opportunities created by this assessment, provide a useful lens for viewing the mainstreaming of assessment of these competences in the region. This chapter summarises ALiVE and provides perspectives on the use and lack of use of education evidence. Key insights cover the breadth of factors to be considered in influencing uptake by government. The chapter reviews the global and regional landscapes as they relate to life skills and values, and concludes that these competencies are increasingly acknowledged and adopted. Lastly, the chapter draws from the discussions in this volume to identify and discuss five implications for policy and practice. A call to bolden the focus and contextualise holistic learning is first made. Second is the call for a paradigm shift in assessment, including the review of assessment frameworks, leveraging technology, and prioritising the use of the evidence generated by the assessments. Third is the call to focus on teacher capacities, while considering that these would be facilitated by system-wide focus on capacity development. Fourth is the call for shared space and responsibility between parents and teachers, to perceive assessment as a common project between communities and schools. Lastly is the call for a resilient and comprehensive approach that secures alignment, timeliness, engagement and institutionalisation.