Msingi

From proof to scale. African education, reimagined.

Msingi has spent 12 years perfecting holistic educational transformation in Kenya. Macheo (2012) proved our model with 150 students annually in Nairobi's slums; Project TAI (2019) scaled to 10,000 students bi-annually in 4 rural counties. Now, eMsingi, our digital platform, makes this proven approach accessible across Africa. Now reaching 1 million students directly and indirectly.

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Overview

HundrED has selected this innovation to

Spotlight on Education for Societal Change

Updated August 2026

Created by

Strathmore University

Visit Organisation's Site

Web presence

2012

Established

10.2K 2023

15K 2024

20K 2025

12

Countries

All students

Target group

We envision African education where quality access is actualised, not merely envisioned as a right. In this future, communities of learning and practise, for teachers and parents are the norm, not exceptions dependent on external support. Education becomes a collaborative movement within schools and communities, breaking the silos that have isolated teachers, parents, and students from one another. Mental health is woven into the DNA of every school, with teachers equipped to provide psychosocial first aid and create environments where wellbeing matters as much as academics. Students move beyond exam preparation to tackle real problems in their communities, developing agency and confidence in their ability to create change. This self-agency becomes the foundation for breaking cycles of inequality, enabling young people to imagine and build equitable, self-sustaining communities where they own their transformation rather than waiting for external solutions.

About the innovation

Why did you create this innovation?

After 12 years of Strathmore’s Community Service Centre working in some of Kenya’s most marginalised communities—including Kibera, Mukuru and Kangemi, as well as rural Kitui, Samburu, Kiambu and Voi, we learned a crucial lesson: isolated interventions fail. Students lack essential resources; 48% of teachers have no ICT training, while counsellor-to-student ratios average 1:218. Mental health crises are contributing to school fires and student suicides, while 70% of parents remain disconnected from their children’s education. Only 22% of 800,000+ annual exam-takers qualify for university.
We created the Msingi ecosystem because sustainable transformation requires addressing all barriers simultaneously through a whole-school approach.

Our three core goals:
1. Enhanced Scalability: Digitizing proven models to reach schools and communities at continental scale without compromising quality or contextual relevance.
2. Contextual Solutions: Designing for actual African realities - WhatsApp-enabled delivery, mobile-first access, affordable implementation that works within existing community capacity.
3. Transformative Impact: Creating integrated ecosystems where students, teachers, parents, and communities collaborate to build equitable, self-sustaining societies.

What does your innovation look like in practice?

Macheo (2012-present): Each month, on three Saturdays, 150 students from 7 schools in the Kibera, Mukuru, and Kangemi slums receive academic tutoring, peer mentoring by university students, character development, and excursions at Strathmore. Parents and teachers receive training regularly. Over 80% transitioned to tertiary institutions, with dozens securing scholarships.

Project TAI (2019-present): Peer mentoring anchored on 24,000 direct student engagements annually, complemented with the training of 450+ teachers during the same period. Launched in rural Kitui, the programme has since expanded to Samburu, Turkana, Bondo and the Nairobi environs. Its in-school programming includes student mentoring, teacher capacity-building and parental forums.

eMsingi Platform (2023-present): Digital ecosystem scaling across 871 schools. Teachers access professional development via Google Meet/WhatsApp (785 graduates, with an average completion rate of 80%). Students engaged University of Colorado PhET simulations. 339 guidance counsellors access trauma-informed resources. 2,000+ parents listen to Familia Mtaani podcasts. Mobile-accessible, low-connectivity compatible. Our five pillars- Subject Content, Teacher Enhancement, Psychosocial Support, Life Skills, and Parental Engagement- address barriers simultaneously.

Across all three phases, university students serve as peer mentors and facilitators, ensuring transformation is built on authentic human connection that scales sustainably.

How has it been spreading?

Phase 1 (2012-2017): Macheo grew from 25 to 150 students annually across seven schools in three Nairobi slums (Mukuru, Kangemi and Kibera). The tertiary scholarship program (Macheo Plus) started in 2016; 2 graduates earned first-class honours in 2025; 8+ are now working at Strathmore University, with one of the first two who graduated in 2016 earning his Masters Degree in August 2026.

Phase 2 (2019-2022): Project TAI replicated Macheo in rural contexts. Started with 5,000 students in 10 Kitui schools, now doubled to 12,000 high school students biannually (+24,000 direct engagements) across 6+ counties (Kitui, Samburu, Turkana, Bondo, Nairobi environs) in more than 25 schools. Demonstrated adaptability to rural and semi-arid regions.

Phase 3 (2023-present): eMsingi digitised proven approaches, expanding from 30 to 871 schools in three years. Teachers completing courses recruit colleagues through WhatsApp while education county directors facilitate district adoption. Partnerships with University of Colorado Boulder, Nottingham Trent, and KICD accelerate reach across borders; Familia Mtaani podcasts now span three continents. Direct impact reaches 12,000+ students (biannually) and 2,505+ active WhatsApp community members; indirect reach extends to 1 million+ learners across 43,551 households through teacher networks. The pattern holds: impact creates advocates. Infrastructure ready for continental scale.

How have you modified or added to your innovation?

Macheo (2012–2017) established a holistic model proving that integrated intervention works where isolated interventions fail. When Project TAI launched in 2019, we adapted this core approach for in-school delivery in rural contexts, demonstrating scalability beyond urban settings. This required developing structured mentoring frameworks and teacher capacity-building curricula that could function within school systems, doubling annual reach to 12,000 students across six counties.

eMsingi (2023–present) represented a fundamental shift: digitising proven approaches for continental accessibility while solving persistent challenges. We built WhatsApp-enabled delivery for low-connectivity areas, introduced revenue-generating teacher courses (1.4M KSh annually) ensuring financial sustainability beyond donor dependence, and developed validated psychosocial assessment tools. We established Communities of Practice for 280+ guidance counsellors, integrated KICD-aligned Community Service Learning frameworks, launched Familia Mtaani podcasts reaching 3,900+ listeners across three continents, and added literacy and numeracy assessments alongside parental content competitions.

Each phase retained core principles while solving new problems: delivery model, geographic scale, financial sustainability, and measurement depth. The blended approach combines digital reach with human connection, creating the architecture for continental scale.

If I want to try it, what should I do?

Visit emsingi.org & select your pillar of interest for mobile-accessible resources with offline options.
Schools: Explore free resources; email communications@emsingi.org for partnerships.
Teachers: Enrol at elearning.emsingi.org or join WhatsApp communities.
Parents: Listen to Familia Mtaani on emsingi.org or Spotify.
Life Skills: Listen to Winning @ Life Skills podcast on emsingi.org or Spotify
Students: Access gamified content via the website

All are designed for low-connectivity contexts.

Impact & scalability

Advisory review results

Impact

Scalability

Exceptional

High

Moderate

Limited

Insufficient

Exceptional

High

Moderate

Limited

Insufficient

Media

Twelve years. Five pillars. One platform. Schools identify needs; ICT gaps, mental health crises, low transition rates, and access solutions through eMsingi. Each pillar supports the others simultaneously. Data informs refinement. From 30 to 132 schools in two years. Macheo to TAI to eMsingi. The model evolves. The impact scales.

Mathematics Hackathon Competition – Subject Content Pillar Fifty students. Thirty-eight counties represented. Grade 6 finalists solving real problems with mathematics. This isn't about test scores, it's about young people discovering they can think critically, collaborate, innovate. When students see themselves as problem-solvers, education becomes liberation.

Child Rights Protection Training – Teachers Enhancement Pillar Child protection isn't just the guidance counselor's job. Every teacher, every administrator, every staff member owns this responsibility. When 85 educators gather recognizing this, protection becomes culture, not compliance. Safe schools require whole-school commitment.

Teacher Enhancement Programme (TEP) Graduation Ceremony - Kenya, Côte d'Ivoire, Nigeria, Uganda One hundred educators from four African countries. One shared commitment to excellence. Teachers from Lagos exchanging strategies with colleagues from Nairobi discovering great pedagogy transcends borders. This is Africa building Africa's educational future.

Teachers Learning Series – Value-Based Education / Life Skills Pillar Teaching numeracy is easy. Teaching resilience requires reflection, values, and courage. This learning series equipped educators to nurture ethical, socially conscious students. When teachers extend beyond academics to mentor character and wellbeing, they shape the leaders Africa needs.

Teachers Enhancement Pillar Graduation Ceremony (150 teachers) One hundred fifty teachers. Three months of transformation. Certifications in Emerging Technologies, Child Rights, and Educational Leadership. When educators graduate confident and equipped, they become architects of change. This is systemic transformation: teachers ready to cascade impact across their schools.

Guidance and Counseling Workshop. Psychosocial Support & Parental Engagement Pillars Teachers, parents, psychologists, clergy; diverse voices, one table. Breaking down silos creates space for authentic conversations. When stakeholders share challenges together, real change accelerates. Cross-sector collaboration is essential infrastructure for sustainable transformation.

A preview of what we have managed to do with our online platform for the Msingi project, as we continue with Macheo and Project Tai

Implementation steps

Initial Assessment & Registration

Schools: Visit emsingi.org and complete the school registration form. Identify your priority needs across the five pillars: Subject Content, Teacher Enhancement, Psychosocial Support, Life Skills, or Parental Engagement.
Contact: Email communications@emsingi.org with your school details, student population, current challenges, and desired implementation scope (single pillar or whole-school approach).
Assessment: Our team will conduct a brief needs assessment to understand your context

Platform Onboarding & Access Setup

Teachers: Register at elearning.emsingi.org for professional development courses. Join subject-specific WhatsApp communities to access resources and peer support. Course enrollment fee: 100USD per course with certificates upon completion.
Guidance Counselors: Join the 150-member WhatsApp Community of Practice for psychosocial support resources, monthly webinars, and trauma-informed teaching materials.
Parents: Access Familia Mtaani podcasts on emsingi.org or Spotify; no registration required

Training & Capacity Building

Teacher Training: Enroll in online courses via Google Meets covering pedagogy, trauma-informed teaching, educational leadership. Courses run for 6-8 weeks with weekly sessions and WhatsApp support groups.
School Leadership: Attend orientation workshops (virtual or in-person at Strathmore University) on implementing whole-school approaches and building Communities of Practice.
Students: Participate in monthly subject challenges, competitions, and Community Service Learning projects.

Implementation & Active Participation

Daily/Weekly Activities:
Students access learning materials via mobile phones or school computers
Teachers implement new pedagogical approaches and PhET simulations in classrooms
Guidance counselors hold weekly student support sessions using provided resources
Parents listen to podcast episodes (new releases weekly) and apply strategies at home
Monthly:
Students compete in subject challenges
Teachers attend virtual professional development sessions
Schools submit progress reports and feedback

Monitoring, Feedback & Continuous Improvement

Data Collection: Schools track student participation rates, teacher course completion, parental engagement levels, and academic performance indicators. Submit quarterly reports.
Feedback Loops: Regular surveys assess teacher satisfaction, student engagement, and parent impact. Communities of Practice facilitate peer learning and problem-solving.
Scaling: Schools demonstrating success can recruit neighboring schools, access advanced resources, and participate in regional showcase.

Graduation & Alumni Network

Teacher Certification: Upon completing courses with 80%+ attendance and assignments, teachers receive recognized certificates at ceremonial graduations at Strathmore University (red sashes, social media celebration).
Student Progression: High-performing students in Macheo program may qualify for university scholarships. Project TAI students advance to senior secondary with enhanced transition rates.
Alumni Engagement: Graduates return as mentors and advocates. Share success stories

Continental Scaling – The Three-Prong Model Approach

Twelve years. Three distinct African contexts. Urban informal settlements, rural communities, semi-arid regions. Macheo (after-school), Project TAI (in-school), eMsingi (digital). Schools integrate one or all three models based on their capacity and community needs. Flexible, locally-owned solutions. From 150 to 13,000 students. 25,000 engagements. From one county to six. From Kenya across four African countries. Each iteration refined. Each context adapted. Each scale building on the last.