Executive Summary

Garissa University was represented by Fatha Abdirahman, Lecturer and Head of the Institute of Peace, Security and Humanitarian Studies (IPSHS). The main purpose of participation was to align the University with the PAVEU initiative, strengthen institutional capacity for digital and mobile-based teacher professional development, and contribute to gender-responsive approaches for teachers in crisis-affected and marginalized areas.

Background

In February 2025, UNESCO’s International Institute for Capacity Building in Africa (IICBA) launched a one-year initiative, “Empowering Female Teachers and School Leaders through Integrating Mobile-Based Learning in the PAVEU Initiative”, in partnership with the Government of Japan.

The initiative responds to persistent challenges in teacher professional development across Africa, particularly in crisis-affected regions, where female teachers face limited access to continuous training and digital learning opportunities. Through the PAVEU initiative, mobile-based learning solutions are integrated into the Pan African Virtual and Electronic University framework, enabling teachers and school leaders to access tailored courses via mobile platforms.

The project targets 40 universities across five African countries and aligns with the TICAD 9 theme, “Co-create Innovative Solutions with Africa”. Prior to the workshop, IICBA conducted consultations with ministries of education, universities, and partner institutions to identify priorities, infrastructure needs, and contextual challenges.

Purpose and Objectives of Attendance

The main purpose of Garissa University’s attendance was to ensure active participation in the design and implementation of mobile-based teacher professional development programmes, especially for female teachers in crisis-affected regions of Northern Kenya.

Specific objectives included:

• Representing Garissa University in discussions with national and regional stakeholders.
• Understanding and evaluating the Learning Management System (LMS) and mobile learning platforms.
• Aligning university curricula and teacher training programmes with project priorities.
• Contributing to gender-responsive approaches for teacher development.
• Establishing linkages with PAU, UNESCO–IICBA, and other universities for joint implementation and monitoring.
• Identifying pilot schools and teacher networks for project rollout and localized course contextualization.

Workshop Highlights

The two-day workshop combined interactive sessions, presentations and group discussions. Key highlights included:

• Opening remarks and keynote speeches by representatives from UNESCO–IICBA, the Mission of Japan to the African Union, PAU, and the Ethiopian National Commission for UNESCO.
• Demonstrations of the LMS and edge computing solutions for mobile-based learning, including technical navigation, course enrolment and access protocols.
• Presentations on digitalizing teacher education and integrating mobile learning in existing training frameworks.
• Country-specific reflections on challenges, lessons learned and strategies for digital learning adoption.
• Group sessions on course selection, content adaptation, and certification pathways.
• Focused discussions on gender inclusion, accessibility and localized language support, including Kiswahili translations led by Pwani University.
• Development of a six-month implementation plan, including identification of course writers, ToTs and national coordination mechanisms.

Key Outcomes and Agreements

• Adoption of a detailed implementation roadmap for the PAVEU mobile-based learning initiative.
• Identification of priority teacher development courses suitable for mobile delivery, with certification pathways.
• Enhanced collaboration between UNESCO–IICBA, PAU, Ministries of Education and universities for structured communication and monitoring.
• Agreement to begin immediate implementation through national coordination teams with clearly defined roles and timelines.
• Assignment of Training of Trainers (ToTs) responsibilities to participating institutions.
• Engagement with telecommunication partners for bandwidth and infrastructure support.
• Commitment to monitor gender-focused implementation, prioritising female teachers in crisis-affected and marginalised areas.

Highlights from the Kenyan Delegation

Garissa University, together with other Kenyan institutions, participated actively in sessions focusing on national priorities and digital learning integration. Key action points included:

• Installation of edge computing equipment at Turkana University College and Pwani University.
• Alignment of university curricula with project objectives.
• Awareness creation for teachers and school leaders on mobile-learning opportunities.
• Nomination of course writers from participating universities.
• Collaboration with telecommunication partners to ensure adequate bandwidth.
• Gender focus: prioritizing female-led schools and inclusive digital access, with data support facilitated by UNESCO/KNATCOM.
• Coordination of ToTs with PAU, targeting at least three ToTs per institution.
• Kiswahili translation of course content led by Pwani University, with SEKU and OUK support.
• Implementation of a six-month pilot phase, followed by a virtual review meeting.

Relevance to Garissa University

Participation in the PAVEU workshop presents multiple opportunities for Garissa University:

• Enhancing teacher professional development in remote and marginalized regions of Northern Kenya.
• Supporting active participation in national coordination, course design and localized implementation of the initiative.
• Strengthening the University’s leadership in digital inclusion, gender-responsive education and resilience-focused teacher training.
• Facilitating knowledge sharing and collaboration with international partners and peer universities.
• Positioning Garissa University as a regional hub for mobile-based teacher training and innovation in higher education.

Next Steps and Recommendations

To position the University effectively in the implementation phase, the following actions are recommended:

• Establish an internal coordination team to oversee PAVEU implementation and alignment with University programmes.
• Identify pilot schools and female teacher networks in Garissa and neighbouring counties for initial rollout.
• Collaborate with the Ministry of Education, Teachers Service Commission (TSC), and UNESCO–IICBA to ensure sustainability and scaling.
• Begin localized course development, LMS familiarization for faculty and ToT programmes.
• Participate in the six-month virtual review meeting to assess progress and refine implementation.
• Document lessons learned and best practices to guide further rollout and future mobile-based teacher development initiatives.

Conclusion

Garissa University’s engagement in the PAVEU planning workshop provides a strategic platform to strengthen digital learning pathways, enhance gender-responsive teacher training and promote innovation in education across Northern Kenya and the wider region. Successful implementation will require sustained management support, coordination with partners and investment in infrastructure and capacity-building.

The University’s role in this initiative has the potential to position Garissa University as a leader in mobile-based teacher professional development, regional educational innovation and gender-responsive education.