Reflections from Trevor Noah Foundation Education Changemakers Program.

I recently attended a one-month Education Changemakers Program, (I had told you this already) which brought together over 85 educators from 13 countries across Eastern and Central Africa. This unique training experience, sponsored by Trevor Noah Foundation and led by YALI Regional Leadership Center East Africa left a lasting impression on me. It wasn't just another professional development course; it was a transformative journey. I believe every child deserves access to quality education, a belief strongly aligned with the values of the Trevor Noah Foundation.

The training stood out in two significant ways:

Firstly, it targeted educators—the most crucial element in achieving quality education. After all, quality is through the teacher. In Kenya, considerable progress has been made in accessing education: more schools and classrooms have been constructed, textbooks supplied, and even digital resources introduced. The curriculum has undergone changes as well. However, the focus has often been on content and students, with little attention given to teachers. Professional development for educators is poorly defined, with training opportunities often following an ineffective cascading model that merely adds more paperwork for teachers, distracting them from what truly matters.

Secondly, the program emphasized building a philosophy—education changemakers. I've attended numerous trainings and professional development sessions, many of which felt more like marketing stunts by edtech companies, pushing the latest tools, gadgets, and apps. While technology in education can be meaningful, it often distracts from the core task of engaging learners. The pursuit of the "next big thing" in educational technology can overshadow the fundamental goal of quality teaching. Moreover, these sessions often prescribe specific strategies, quick steps, manuals, and formulas, implying that teachers are incapable of thinking independently or that there's something inherently wrong with their methods.

In contrast, the Trevor Noah Foundation Education Changemaker program focused on the fundamentals: why teachers matter, the paradigms in which teachers view their students, personal effectiveness, and designing solutions for educational challenges. There were no prescriptive solutions, no one-size-fits-all strategies. Instead, we were given a set of principles to guide our personal and professional growth. The program challenged us to rethink how we see ourselves, our continent, and the problems we face. It was about shifting paradigms and inspiring action. Leaving the training, we were convicted to do something. What that "something" is may vary, but give us time, and we will make a difference.

I often asked the guests and participants to define quality education? The responses varied, reflecting diverse perspectives and approaches. I believe that the way you define a problem is how you solve it. If our understanding of quality education is varied, then it's no wonder that educators are left guessing what the best solutions are.

There were aspects of the training that didn't resonate with me—personal dislikes, perhaps. Topics like team building (why should I do insane things for the sake of learning?), effectiveness and efficiency, and data-driven decision-making left me skeptical. Despite their efforts to explain these concepts, they didn't quite absorb into my thinking.

Yet, the initiative was undeniably great, and the lessons and experiences I gained will stay with me for a long time. Much gratitude goes to the facilitators from YALI RLC EA, the supporters—Trevor Noah Foundation, USAID, Kenya University, and Microsoft ADC—and, of course, the changemakers who made every moment of the training memorable.

In the end, the Education Changemakers Program was not just about acquiring new tools or techniques; it was about changing perspectives and inspiring action. It reminded me that quality is through the teacher, and as educators, we have the power to shape the future. So, how will we define and pursue quality education? The answer may be as varied as the educators themselves, but the journey toward it is what truly matters.