By LMakanda/AMumbi/WMagu/DOrero

The collaborative efforts between CEMASTEA and the Directorate of Quality Assurance and Standards are set to significantly improve the quality of STEM education in Kenya's early learning and basic education institutions. By fostering communities of good practice and promoting STEM-related activities, the basic education sector will be transformed to meet the aspirations of learners, teachers, parents, and other stakeholders. They have also started a collaborative programme for supporting the Junior Secondary (JS) teachers at school level to actualize learner centered strategies such as inquiry-based learning that forms part of what the teachers are trained on. The mission of CEMASTEA is to continuously develop competencies for sustainable development through Science, Technology, Engineering and Mathematics (STEM) Education. The Centre therefore seeks to build capacities in STEM education by nurturing talents in STEM at the basic education to eventually create a sufficient pool of learners with interest in pursuing the STEM Pathway at Senior School, STEM related courses in higher education and STEM related careers. With the support of the Ministry of Education CEMASTEA has continuously enhanced the capacity of JS teachers handling the STEM related learning areas.

A three-day training, themed: “Enhancing the capacity of QASO to monitor and support JS Teachers of STEM related subjects for effective implementation of the Competency Based Curriculum that targeted 358 Quality Standards and Assurance Officers (QASOs) based at the sub-county and county levels and drawn from 47 counties, as well as some from MoE headquarters took place from 27th to 29^th May 2024 running concurrently in three training venues namely; Kakamega Nakuru and Machakos.

The training aimed at sharpening the QASO’S knowledge and skills to ensure effective and successful delivery of support to teachers in Junior school and to reflect and strategize on effective implementation of the Competency-Based Curriculum (CBC). It focused on the topical areas in education such as Feedback on Classroom lesson observation, interpretation of Curriculum Designs, Learner Centred Pedagogies and ICT Management Tools and Curriculum Delivery Support, related activities in STEM education, and topics that related to their work. The training was presided over by Dr. Pius Mutisya, OGW, Chairman of Board of Directors, CEMASTEA, CEO CEMASTEA, Mrs. Jacinta Akatsa, HSC and guests from the Ministry of Education.

While applauding CEMASTEA for setting up very high standards in training for STEM, the guests emphasized the important role CEMASTEA plays in Training and Research. The theme of the training was noted to provide an opportunity for in-depth discussion on various aspects such as: Evaluating lessons for effective teacher support, describing learner-centered approaches; Understanding lesson study; Developing strategies for teacher support; and appreciating the role of QASOs in supporting teachers.

Chief guests during the opening and closing ceremonies. From left: Dr. Pius Mutisya, OGW, Chairman of Board of Directors, CEMASTEA Dr. William Sugut, Head - Senior School Directorate, Dr. Gichuhi Ndegwa, Deputy Head - Directorate of Policy, Partnership and East Africa Community Affairs, Regional Director of Education (RDE) Eastern Region, Mr. Fredrick Kiiru, Regional Director of Education Rift Valley, Mr. Milton Nzyoka

The importance of collaboration and cohesion in enhancing the quality of STEM education was underscored. Participants were urged to provide leadership in the areas of their respective responsibility, noting the need for QASO’s to support the JS teachers even as they carried out curriculum implementation. Quality Standards and Assurance Officers it was noted, provided pedagogical leadership and monitoring curriculum delivery. Working collaboratively with the Ministry of Education would ensure 60% transition of the JS learners to the STEM pathway in Senior School would be achieved, which would eventually transform STEM education in Kenya.

The Head - Directorate of Quality Assurance and Standards, Madam Evelyne Owoko reiterated that the Directorate plays a critical role in the education sector, as it is tasked with ensuring the overall success of the education reforms hence play a critical role in curriculum implementation. Ms. Okowo reminded the QASOs of their mandate: to monitor and evaluate the standards and quality of education as it gives an opportunity to professionally inform policy. She highlighted the importance of pedagogical content knowledge, which enables teachers to synthesize pedagogical and subject matter knowledge for effective lesson planning and delivery. She noted that varied pedagogical skills help teachers tailor their lessons to meet different students' needs, thereby improving lesson delivery and learning experiences. She stressed that QASOs are essential in supporting teachers through school-based monitoring and providing timely feedback. This support extends to school administrators, ensuring quality education and effective governance.

Representing the Director of Quality Assurance and Standard, MoE: From left; Mary Mullu in Nakuru, Mr. Joseph Wambua in Kakamega and Mr. Lawrence Kaburu in Machakos

Ms. Owoko reiterated that the training aimed to equip QASOs with the skills necessary to support teachers, particularly in STEM subjects. She called upon participants to maximize their engagement during the training to enhance their pedagogical skills and knowledge. The participants were encouraged to embrace long life learning and the importance of being abreast with the current technologies that would ensure that they meet the stakeholders’ expectations. She encouraged QASOs to mentor and coach teachers in order to enhance curriculum delivery skills.

It was evident that Quality and Standards Officers play an instrumental role to ensure sustainable implementation of STEM education in schools leading to effective and efficient Curriculum Implementation and the success of CBC. By ensuring quality in education which needed to regain its center stage for. This would depend not just on its planning and implementation but on continuous improvement using data and information from the field. Consequently, the collection and analysis of the data on the quality and standards of practices is feedback in education through sustained monitoring, evaluation and support of school leadership and instructional practices was an integral part of providing quality education in the implementation of CBC.

Mrs. Jacinta Akatsa, HSC addressing participants during the closing ceremony of the QASO workshop in Kakamega.

Representing the CEO CEMASTEA in other regions were from left: Madam Lydia Muriithi, Deputy Director, CEMASTEA in Nakuru, and Mr. Patrick Kogolla in Machakos.

Participants were appreciated for their active participation and deliberations as the training had provided an opportunity for both participants and CEMASTEA to reflect and strategize on how to ensure effective implementation of CBC and related activities in STEM education. They were challenged to dream big, practice what they have learnt and help ensure success in STEM education even as they went about their duties.

Following the training that had brought together, QASOs from MoE headquarters, Regional, County, and Sub-Counties across the 47 Counties, held in three Centres; Kakamega, Machakos and Nakuru, participants were able to evaluate lessons for effective teacher support at classroom level; Describe learner centered approaches that promote effective implementation of the curriculum; Demonstrate understanding of lesson study as a form of teacher support at school level; Develop strategies for teachers support at school level for improved learning outcomes; and Appreciate their role in supporting JS teachers at school level for effective curriculum implementation.

By PKogolla/WMagu /Blessing Kemunto

CEMASTEA’s primary mission is to continually enhance teacher proficiency in Pedagogical Content Knowledge (PCK) through In-Service Education and Training (INSET). Over time, CEMASTEA has trained educators in learner-centered strategies such as Inquiry-Based Learning (IBL), Problem-Based Learning (PBL), Lesson study, and ICT integration for teaching and learning. During training, teachers model lessons and share their teaching and learning experiences.

Recently, a pilot symposium was held at CEMASTEA on June 29, 2024, with the aim to inform the scaling up of this activity in subsequent years. The symposium targeted four counties: Nairobi, Machakos, Kiambu, and Kajiado. It brought together science and mathematics teachers from Junior Schools and Secondary Schools, along with other educators, to exchange best practices in the classroom.

The specific objectives of the symposium were to: Share innovative classroom practices; Facilitate knowledge and skill exchange among teachers for effective implementation of innovative approaches and Establish communities of practice among teachers, providing a platform for collaboration and networking through the CEMASTEA website and portal. Participating teachers and stakeholders used the symposium as an opportunity to exchange ideas and collaborate on best classroom practices, aiming to enhance the quality of education provided to students. They explored innovative pedagogical approaches in science and mathematics education. Additionally, the forum allowed participants to connect with colleagues from different schools and regions, fostering community and collaboration within the education sector.

Overall, the science and mathematics teachers’ symposium at CEMASTEA serves as a valuable platform for professional growth, collaboration, and continuous improvement in STEM education. It contributes to advancing science, technology, engineering, and mathematics by facilitating the dissemination of discoveries and fostering dialogue among experts. Furthermore, the symposium aims to disseminate new insights into teaching and promote dialogue among educators. CEMASTEA plans to regularly organize teacher symposiums, providing an opportunity for teachers to learn from one another, address challenges, and promote innovation to continuously improve their classroom practices.

This initiative is particularly important as Kenya transitions to the Competency-Based Curriculum (CBC), emphasizing competencies such as collaboration and communication skills. The symposium plays a crucial role in promoting innovative classroom practices for learning mathematics and science. During the one-day pilot symposium at CEMASTEA, presentations of innovative lessons, as well as panel and plenary discussions on innovative classroom practices. Outstanding teachers who participated, prepared and recorded exemplary lessons, that identified outstanding innovations in the subject/learning area. were awarded.

Outstanding teachers in four categories receiving awards from CEO CEMASTEA, Mrs. Jacinta Akatsa, HSC

Nathaniel Melita from Sholinke Primary & Junior School                 Jane Francisca Sakwa from Pangani Girls School in Nairobi County in Kajiado County.

Daniel Njoroge from St.Josephine Bakhita  Masinga in Machakos.       Faith Maghas from Athi River Gk Prison School in Kajiado County.

The Strategic Plan is a Roadmap for Achieving the Centre’s Vision and Mission. It Outlines Strategic Objectives, Strategies, And Resource Requirements for the 2023-2027 Strategic Period. The Plan Will Enable CEMASTEA Focus Its Efforts, Allocate Resources, And Measure Progress Towards Desired Outcomes. Mandate: Develop Capacity in STEM Education, Training and Research. Vision:  An Empowered, Creative and Innovative STEM Society In Africa And. Mission: To Continuously Develop Capacity In STEM Education For Sustainable Development Through Training, Research, Innovation And Partnerships With Related Ecosystems.

Strategic Goals: The following are the strategic goals for the Centre for the period 2023-2027Goal No. 1: Enhanced quality of teaching and learning

Goal No. 2: Increased evidence-based body of knowledge on STEM education

Goal No. 3: Realized stable resource base.

Goal No. 4: Increased partnerships, linkages and collaborations.

Goal No. 5: Enhanced governance and accountability.

Goal No. 6: Realized organizational effectiveness and efficiency.

Goal No. 7: Strengthened STEMI education, training and research in Africa.

Core Values: The aspirations of the Centre, as laid down in this Plan, will be anchored on the following core values: excellence, inclusivity, innovation, integrity, and sustainable impact.

Excellence: We strive for the highest standards of excellence, embracing a culture of continuous improvement and a commitment to quality in all its training, research and policy implementation programs.

Inclusivity: We promote inclusivity by creating an environment where all internal and external stakeholders feel valued, respected, and have a sense of belonging. The Centre will foster diversity, promote equal opportunities, embrace public participation and encourage divergent perspectives and inputs in running its programs.

Innovation: We foster a culture that encourages imagination, creativity, exploration of unconventional solutions, and pursuing ideas that challenge the status quo. The Centre will also promote the utilization of maker’s spaces and create platforms for showcasing ideas through STEM-based fairs and boot camps.

Integrity: We are dedicated to maintaining honesty, ethical conduct, and a steadfast commitment to doing what is right in all situations, whether in personal or professional pursuits. The Centre is committed to transparency and accountability, adhering to the highest standards and faithfully following the laws that govern its practices.

Sustainable Impact: We promote sustainable impact by making deliberate choices that contribute positively to the long-term well-being of our clients, society, the environment, and future generations. In the implementation of our programs, the Centre considers the economic, social, and environmental outcomes and aim to create sustainable benefits while minimizing the adverse effects.

23.6 Quality Policy Statement

The Centre for Mathematics, Science and Technology Education in Africa is committed to providing training to curriculum implementers and conducting educational research in a timely, efficient, and effective manner. The Centre is committed to satisfying customers, organizational, legal and ISO 9001:2015 requirements, and to the continual improvement of its quality management system.

Guests interacting with the innovations at CEMASTEA during the launch of the Strategic Plan

By Clotilda Nyongesa

CEMASTEA, operating under the auspices of Ministry of Education, stands as a beacon of innovation and collaboration in pedagogical advancement.

Tasked with researching and training teachers in pedagogical content knowledge, CEMASTEA's reach extends far beyond national borders, striving to enhance the skill sets of National Trainers on a global scale. At the heart of this endeavor lies a pivotal partnership with the Japan International Cooperation Agency (JICA), the visionary founders of the Strengthening, Mathematics, and Science Education (SMASE) program implemented by CEMASTEA.

 JICA's commitment to capacity building has been instrumental in empowering national trainers, both in Kenya and through immersive experiences in Japan. Central to this collaboration is the Knowledge Co-Creation Programme (KCCP), that focuses on mutual learning fostering reciprocal relationships between developed and developing nations. This ethos of shared knowledge and growth was exemplified in the recent KCCP session held from October to November, 2023. Drawing participation from ten diverse countries including Egypt, Malawi, Kenya, Southern Sudan, Mongolia, the Philippines, Jamaica, Bangladesh and Palestine, the program facilitated vibrant exchanges on formative assessment practices. Participants were immersed in discussions and field visits to Japanese classrooms, gaining invaluable insights into the dynamic educational landscape of Japan.

A highlight of the experience was the exploration of "MITORI," a base of Japanese educational practice. MITORI typif     ies a learner-centered approach, nurturing critical thinking skills by empowering teachers to discern and interpret the slightest cues from learners during the learning process. This nuanced understanding informs instructional decisions, driving meaningful progress towards lesson objectives. During our experience, we explored ‘MITORI,’ a fundamental aspect of Japanese educational practice. MITORI embodies a learner-focused approach, where teachers empower learners holistically, by carefully observing and interpreting the slightest cues from learners throughout the learning journey. This deep understanding guides instructional choices, leading to meaningful progress in achieving the learning outcomes. 

Building on these invaluable insights, CEMASTEA has embarked on a transformative journey to tailor content for nationwide teacher training initiatives. This initiative places a strong emphasis on pedagogical content knowledge especially learner- centered practices, aligning with the implementation of the Competency-Based Curriculum (CBC) at the Junior School (JS) level, as guided by the Basic Education Curriculum Framework (BECF). Recognizing the pivotal role of highly knowledgeable and reflective teachers in effectively delivering the curriculum. 

CEMASTEA’s tailored modules are thoughtfully designed to address the specific challenges faced by Junior School teachers. The training model typically follows a smart cascade, complemented by monitoring support and continuous learning. This approach ensures the practicability and effectiveness of the training materials within the classroom context, creating an environment conducive to learner success and holistic growth. 

As CEMASTEA continues to pioneer innovative approaches to teacher development, its partnership with JICA serves as a beacon of collaboration and excellence, transcending borders to empower educators and nurture the next generation of global citizens.

By Makoba Kizito, Blessing Kemunto and Winfred Magu

The Centre participated in the Third Multispectral Conference and Exhibitions on Research, Science, Technology, and Innovation. The conference was held from May 7–10, 2024, at the Safari Park Hotel in Kasarani, with the topic "Science, Technology, and Innovation as the Game Changer for National Security and Sustainable Prosperity," by the National Commission for Science, Technology, and Innovation (NACOSTI).

Kenya's future is brightened by CEMASTEA's dedication to nurturing the potential of the next generation in STEM fields. CEMASTEA equips students with the necessary skills and fosters a passion of creativity, enabling them to become resourceful individuals capable of devising solutions to the pressing issues confronting the nation.  Mr. Makoba Kizito, coordinator of STEM innovations, presented the CEMASTEA’s paper on behalf of the CEO. The presentation was on the role of talent development and STEAM education in achieving national development goals.

According to Mr. Kizito, the purpose of STEM is to utilize the next generation to enhance the talent of the country. Additionally, because the institution is focused on STEM education, it emphasizes the value of developing students' talents through a variety of channels, including teaching and school leadership, which allows them to create their own career path. CEMASTEA aims to develop STEM education capacity in Africa through training, research, innovation, and partnerships with ecosystems, empowering young learners to realize their talents and become resourceful individuals for sustainable development.

The coordinator highlighted that CEMASTEA not only has teachers training programmes that are suitable in nurturing talents from primary and secondary school levels but also takes the initiative of monitoring and supporting them from their schools.

The next crucial facets of developing talent are STEM robotics boot camps and school visits. Learners can engage in these scenarios and get much more by using various learning tactics in a hands-on manner. Mr. Makoba      reiterated that by encouraging students to use their imagination, creativity, and critical thinking abilities, CEMASTEA place-based learning improves their ability to innovate. STEM on Wheels is a CEMASTEA bus that functions as a mobile lab and is furnished with all the equipment required by students, according to Mr. Makoba Kizito during the conference.

CEMASTEA collaborates with the University of Waterloo and the University of Nairobi to carry out STEM projects that are designed to give students problem-solving skills. As a result, twelve students were eligible to advance to the STEM-based Olympiads' next phase. Makoba said that "this Olympiad gives teachers opportunity to train on how to develop items that promote problem solving skills."

Another method to foster talent development through STEM education is the centre’s adding of robots to the 13^th category of the Kenya Science and Engineering Fair. This gives students the chance to take part in the Fair and showcase their creativity.
He pointed out that encouraging Education for Sustainable Development (ESD) in students adds values to their everyday life and the capacity to make connections between what they study and real experiences; as a result, insecurity would decrease and solutions will be developed for the country, particularly in the job sector.
The focus placed by CEMASTEA on hands-on learning, collaboration with many stakeholders, and practical problem-solving abilities ensures that Kenya's youth are equipped to steer the nation towards a safer and more sustainable future. 

As we celebrate our Silver Jubilee, we honour the visionary leaders who have guided CEMASTEA to greater heights over the last quarter-century. The Centre has been blessed with remarkable leaders whose devotion, passion, and commitment have helped shape the institution's success and influence. These Kenyan and Japanese leaders dared to dream and envision a future for STEM education in Kenya and Africa. They displayed exceptional foresight, strategic thinking, and unshakable commitment in furthering CEMASTEA's objective and goals, taking sometimes unpopular but brave actions to make their vision a reality. Their transformative leadership paved the way for innovative programs and strategic partnerships that continue to empower teachers and educators, excite students, and catalyze positive change in Kenyan classrooms and across Africa.

Pioneer leaders for the Strengthening of Mathematics, Science in Secondary Education (SMASSE) Project in Kenya included Professor Karega Mutahi, then Permanent Secretary Ministry of Education, Mr Oyaya, then Chief Inspector of Schools (currently referred to Director of Quality Assurance); Mr Bernard Mbugua Njuguna, first Head of INSET Unit (that run the Project) at Kenya Science Teachers College(KSTC); the late Mr Samuel Kibe, a long time Education Consultant for JICA and advisor on STEM education for the SMASSE Project. Directors who have steered CEMASTEA include Mr. Obadiah Maganga, Hon. Mrs Peula Lelei, Mrs Lynette Kisaka, Mrs Cecilia Ngetich, Mr Moses Kawa, and Hon Mr. Stephen M. Njoroge. The Centre also had pioneer staff including the late Ms. July Ominde, Secretary; Ms Jane Marete Senior Administration officer and Mr. Alfred Muriithi, Senior Procurement Officer who made sure that administrative, office and project procurement issues were up to date.

On the Japanese side was the late Mr. Takahiko Sugiyama, first Chief Advisor for the SMASSE Project 1998-2008. Sugiyama oversaw the project spread in Kenya and to 34 countries in Africa with the establishment of SMASE Africa Association.  Others included Prof. Shigekazu Takemura, a dedicated and globally renowned expert of Physics Education and Academic Advisor for the project, Mr. Keiichi Naganuma who succeeded Mr. Sugiyama as Chief Advisor, Atsushi Matachi, Academic Advisor, Hazuki Uchiyama, Science Education Expert and Noriaki Tanaka, Project Coordinator.  Japan also sent numerous short-term experts in mathematics and science. The founding Kenyan counterparts for the SMASE project were; Dr. Marguerite  Khakasa  Miheso-O'Connor ,(Kenyatta University; Prof. Justus O. Inyega, University of Nairobi; the late Simon Kinyua, Regina Ng’anga, and Dr. Waitutu Michael (Kenyatta University).

These leaders’ visionary leadership and staff’s tireless dedication and unwavering commitment to duty laid the foundation for CEMASTEA's success. Their legacy continues to inspire CEMASTEA leadership as it strives to build a brighter and more prosperous future and the pursuit of excellence in STEM education.  Indeed, the current leadership looks upon this rich history and draws inspiration to continue along this path of faith, inspiration, and excellence to impact future generations of educators, learners, for many years to come.

By Makoba Kizito 

Effective teaching is characterized by a child's interest, motivation, and engagement. To do this, teachers must help children learn by having them observe, listen, explore, experiment, and ask questions. For 25 years, CEMASTEA has been training science and mathematics teachers about learner-cantered teaching strategies that inspire, involve, and spark interest in STEM. Throughout this time, however, the Centre has not had programmes that have direct contact with learners other than when they visit the Centre or during classroom-based activities such as lesson observation during research. When learners visit CEMASTEA, they get a chance to experience science and mathematics, and how they are applied in everyday life.  The Centre features a makers-space, innovation math and science rooms, and the state-of-the-art laboratories. The experiences assist learners view mathematics and science from an angle of play and place-based perspectives. However, only a few learners can visit the Centre at a particular time.

Esther Nyambura, ICT department interacting with young STEMists

In an effort to have more learners experience STEM education, ensure equity in light of the positive feedback from the learners and, the steadily growing requests from schools for visits, the Centre started the STEM outreach programme. We coined the slogan: "If all learners cannot come to CEMASTEA, we go to the schools". This is how the concept of the ‘STEM on Wheels’ was born. The goal was to bring STEM experiences right in the contexts of the learners. ‘STEM on Wheels’ brings a mobile STEM lab (bus) to schools, allowing learners and teachers to participate individually and as groups in hands-on activities and experiments. The program is designed to engage learners in STEM subjects and help them develop critical mathematical and science thinking, problem-solving, engineering, and science and mathematical communication skills. The program is run by experienced educators and volunteers who guide learners through the activities as they provide support and encouragement. Learner-driven science experiments, mathematics and science-related activities, robotics, coding, critical thinking, and problem-solving exercises, and Education for Sustainable Development (ESD), are some of the STEM-related activities on offer during the outreaches.

CEMASTEA's professional training programs stand out due to their unique and effective approach of using teachers to train other teachers through a cascade model. This training concept was implemented to secure teacher buy-in and a broader national outreach. County trainers, the lead teachers chosen through a competitive process, play a crucial role in training teachers on behalf of CEMASTEA at the County level.

County Trainers (CTs) are exemplary mathematics and science teachers and critical players in planning and implementing SMASE programmes in the Counties.  Their number depends on the population of STEM teachers in each County but there are about 1,200 County Trainers spread across all 47 counties in Kenya.  Trained at the national level, they implement downstream training at the Counties where they cascade training on Pedagogical Content Knowledge (PCK) and skills to the classroom teachers within their respective counties. Each of the four STEM subjects, Biology, Chemistry, Physics, and Mathematics, is represented. They also assist in the promotion of continuous professional development among STEM teachers by providing mentorship and support. Among these great teachers is a dedicated team called County Trainers Representatives (CTRs), who coordinate other County Trainers for the smooth and seamless implementation of CEMASTEA activities in the counties.   

Several County Trainers have walked the SMASE Project and CEMASTEA journey since its inception.  The majority of those who started this journey as classroom teachers have advanced and now occupy senior positions in the education and public service sectors.. Some County Trainers have advanced in their careers to be school leaders, including Nancy Mwaura, Principal, Queen of Peace Nembu Girls Secondary, Gatundu Kiambu; Scolastica Mbaa Principal, Moyeni Girls Kinango, Kwale; Jane Musungu, Principal, Precious School Kapsambo; Daniel Mwachi, Principal, Vihiga Friends High School among others.  Overall, County Trainers are pivotal in ensuring the success, sustainability, quality and effectiveness of CEMASTEA’s STEM education programmes and contributing to the overall improvement of STEM education in the country.

One of the notable transformations that have taken place simultaneously with the increasing number of programmes at CEMASTEA has been the training infrastructure. The Strengthening of Mathematics and Science in Secondary Education Project (SMASSE, 1998-2003) was initially housed in a residential building at the then Kenya Science Teachers College, House Number 47. During this period, the Project operated as the INSET Unit of Kenya Science Teachers College (KSTC), now a constituent College of the University of Nairobi. As a way of ensuring sustainability of the project, JICA supported the construction of the SMASE Complex at Kenya Science, that housed the Project until it became a regular Ministry of Education program implemented county-wide. With the growth of programmes, a bigger space was necessary, hence the shift to the current offices in Karen under the name CEMASTEA.

While the shift to Karen was exciting due to more space and the upmarket 'Karen address', the place needed improvement, because most of the structures were old while others run down. .Despite this, there was one remarkable and iconic building- the farmhouse, a complex residential building with many rooms and huge verandas.

The old office block housing Biology and Mathematics departments.     The new complex housing the famous Sugiyama Hall, offices

 It was famed to have belonged to the owner of the large coffee garden that   occupied much of the land then. The building became the home of the biology       and mathematics trainers for quite some while. Other buildings were renovated   and turned into training rooms through the assistance of JICA. Most of them are   still in use ten years down the line.

The next phase of infrastructural growth was the development of the ultra-modern training complex. The construction of the complex started in 2012 with a ground-breaking ceremony presided over by the late Hon. Mutula Kilonzo, then Minister for Education. The complex was a culmination of almost fifteen years of fruitful implementation of the SMASSE project and programme by the Kenyan and Japanese governments through JICA. This magnificent half a billion-shilling complex was a donation from the people of Japan through an Overseas Development Aid (ODA) Grant. Finally, the SMASE Programme had a home! The complex consists of relevant STEM training resources namely training rooms and laboratories, offices and conferencing facilities.

Classrooms and laboratories, Bottom; the floating dining hall annex and its ambience.

The Centre for Mathematics, Science, and Technology Education in Africa (CEMASTEA) was established in 2004 as a public institution under the Ministry of Education. The Centre traces its history to the Strengthening the Mathematics and Science in Secondary Education (SMASSE) Project implemented jointly by the Government of Kenya through the Ministry of Education and Japan through the Japan International Cooperation Agency (JICA). The project targeted improving classroom practices for mathematics and science teachers to upgrade young Kenyans' mathematics and science capabilities. The SMASSE project was housed at the Kenya Science Teachers College (KSTC) from 1998 to 2003, when its operations were moved to the current location at CEMASTEA in Karen. In 2005, Sessional Paper No. 1: Policy Framework on Education and Training recognized the role of CEMASTEA as a fully-fledged institution for In-Service Education and Training (INSET) for mathematics, science, and technology teachers. CEMASTEA activities were captured in the Kenya Education Sector Support Program (KESSP 2005-2010) Investment Program No.17. 

When technical cooperation with JICA ended in 2013, the Government of Kenya continued to fund the implementation of CEMASTEAs programs. Over a period of time, the expansion of CEMASTEA programs necessitated its own space. This necessitated the conversion of the Centre for Research and Technology (CRT) to the Centre for Mathematics, Science, and Technology Education in Africa (CEMASTEA) in Karen. Japan International Cooperation Agency (JICA) funded the upgrading of CEMASTEA facilities to a modern science complex. His Excellency President Uhuru Kenyatta officially opened the facility in February 2014. Over time, CEMASTEA has developed exceptional competences in planning, coordinating, and implementing Continuous Teacher Professional Development (CTPD) programs. The Centre continues to expand its programmes. It has brought on board Early Childhood Development Education (ECDE) teachers, Junior School (JS) teachers, teacher training colleges, principals, deputy principals, and other education stakeholders in accessing its programmes. In 2022, CEMASTEA was transformed into a State Corporation under the Ministry of Education (MoE) with the mandate of Training and Research. CEMASTEA is set to unveil its fifth generation strategic Plan that envisions leveraging the rich history to steer it to the next level of growth.

The Magic of ASEI-PDSI 

The celebration of the silver jubilee would not be complete without mentioning Activities Student-centred Experiment Improvisation (ASEII) and PDSI, P stands for Plan, D for Do, S for See and I for Improve. CEMASTEA has used ASEI-PDSI as a ‘rallying call’ for a paradigm shift in classroom practice from the then predominant teacher centred ‘talk and chalk’ lessons to a more learner-centred ‘activity filled’ and innovative classroom practices that connect to real-world, real-life scenarios and applications that enable learners to see the practical implications of their learning. ASEI-PDSI is a concept that has defined and continues to headline all CEMASTEA’s Teacher Professional Development (TPD) programmes. CEMASTEA's goal has always been to promote successful classroom practices that emphasize inquiry-based and hands-on learning, the development of critical thinking and problem-solving skills, learner engagement, innovation, and creativity. The ultimate goal is to prepare students for the 21st century by providing cutting-edge STEM lessons and learner experiences.

ASEI-PDSI is a comprehensive approach to teacher development that focuses on skills and methods for planning and delivering a 'good lesson'. Good lessons involve active engagement from students through a range of activities such as practice and drill, problem solving in mathematics, experiments and investigations in science, and application of what they have learned. They emphasize scientific and mathematical process abilities including measurement, observation, recording, and inference. Good lessons also encourage critical thinking and problem resolution by asking thought-provoking questions, exercises, or scenarios. They also develop communication and teamwork skills as students react to questions, participate in conversations, and deliver individual and group presentations. 

CEMASTEA has provided teachers with creative and hands-on training to improve their subject knowledge, instructional strategies and approaches and classroom management abilities. This, in turn, has had a significant impact on increasing student engagement, improving learning outcomes, and cultivating an outstanding culture. Beyond the classroom, ASEI-PDSI has established and nurtured a community of enthusiastic and devoted practitioners, as well as a network of change-makers who are pushing classroom innovation and influencing the future of education in Kenya and across the continent. Indeed, the implementation of ASEI-PDSI has left an indelible impression on the STEM environment. It is therefore appropriate to declare 'Happy Silver Jubilee, ASEI PDSI' and look forward to many more years of empowering educators and changing STEM education.