Hannah Mkoji

An achieving education Coordinator of long experience in capacity building Education field officers, head teachers, teachers, parents and stake holders in matters pertaining to syllabus interpretation, implementation and assessment of the curriculum. I am reliable and embrace diversity as has been portrayed in my endeavors while implementing various Ministry of Education Projects funded by education partners like UNICEF, DfID, CfBT and USAID among others. I have a proven record of being flexible and successfully implementing different Education Programs with passion and excellence.

From 2015-2019 August I served as RTI International’s Regional Education Program Officer for the USAID Tusome Early Grade Reading Activity, a research-based, national-scale, 5-year and 74 million USD reading intervention serving over six million Kenyan children in approximately 3,000 public primary schools and approximately,500 APBET(Alternative Providers of Basic Education and Training)  (“slum”) schools. In this capacity I oversaw implementation of the program in Mombasa City APBET and in 6 of the 47 counties in Kenya with a total of approximately 1650 schools, supported innovations within the program and supervised 20 full-time staff. I additionally provided guidance, mentorship, training, and technical direction to 12 County Directors, 45 Sub County Directors, 22 Quality Assurance Officers, 66 Curriculum Support officers, Boards of Management [BOMs] and School Communities on appropriate implementation of the Tusome Program and management of Instructional materials.

My role was comprehensively informed by the lessons I learned over two years while piloting Primary Mathematics and Reading Initiative and my 20 years’ experience as a Curriculum Support Officer [CSO] in Nairobi West Zone in Langata and Riruta Zone in Dagoretti Sub Counties in Nairobi County where I coached and mentored head teachers, teachers. Board of managers and school community on Curriculum interpretation and implementation. My interest towards supporting teachers to develop early grade literacy skills was also heightened by the experience I had while collecting data in Mombasa and Kilifi counties during SACMEQ (Southern and Eastern Africa Consortium for Monitoring Education Quality) Research by Kenya National Examination Council and when I marked the Data after NASMLA (National Assessment System for Monitoring Learner Achievement) research at KICD. This made me conclude that teachers have a real challenge in developing reading skills in Early Grade learners and could be curbed if teachers got appropriate methodology and support. This became my driving force as a Curriculum Support Officer and Instructor during PRIMR and as a Regional Education Program Officer during Tusome Program Implementation which I left due to the Program Close out.

In my tenure also I was a team player in authoring and validating various books in the primary level and peace education.

I was a lead facilitator where I developed course content in different areas in Educational skills and matters concerning reproduction, sexual education, guidance and counselling , drugs and substance abuse and health and sanitation to school communities and stakeholders with different sponsors like Plan International, AMREF among others,

My classroom practice was always characterized by improved performance as I implemented the whole  curriculum in line with the laid down subject objectives and national goals of education. My passion to ensure learner achievement of education for life has been my drive.

 My collaboration, communication and teamwork skills have been enhanced greatly as I networked with audiences of different cadres and hence embraced diversity.

Attained Bachelor of Education in Arts in 2018 from Sunderland University, London, UK. During my studies, I concurred with a research which enhanced my knowledge and skills , and the best way to implement a new curriculum  in a third world country, with special attention to Kenya.

 Prior to that I did Kenya Advanced Secondary Education as a private candidate in 1988. Earlier on I went to a Teachers Training College (TTC) , where I attained a P1 certificate in 1976, immediately after I graduated from my Secondary Education in 1974.