“If you are not ready to transform foundational numeracy in Kenya, you can go home and sleep—or go to the beach.”
— Mayor Ivo Gomez, Sobral, Brazil
This powerful statement set the tone for an eye-opening three-day learning exchange held in Kenya from May 14–16, 2025. The event brought together education champions from across the country to draw insights from Sobral, Brazil—a once-struggling municipality that now stands as a global model for foundational literacy and numeracy.
At the heart of the sessions was former Mayor of Sobral a Municipality in Brazil, Mayor Ivo Gomez, credited for initiating radical reforms to support learning outcomes during his tenure from 2017 to 2024. Before that, he served as Secretary of Education under his brother, Cid Gomez, who began Sobral’s transformation in 1997. Under their leadership, the city rose from the bottom of Brazil’s education rankings to first place nationally in less than a decade. They have managed to maintain excellent educational outcomes for the children. The admirable Sobral’s success is not built on magic. It is built on vision, leadership, and relentless focus
What Sobral lessons?
Ivo Gomez visit began with classroom observations in a Kenyan public school, offering him an opportunity to connect with the local context. He interacted with the Head of a comprehensive school, teachers and parents’ representatives who coincidentally had a meeting in the school. There was an opportunity as well for classroom observation. From Pre-Primary one (PP1) and PP2, all the way to Grade 3. These classrooms interactions revealed many of the same challenges Sobral once faced. From low learning outcomes, under-resourced teachers, and disengaged parents. But the message was clear, whatever Sobral achieved, others could too.
Key Takeaways from Sobral’s Journey as articulated by Mayor Gomez
- Leadership with Vision: School heads were selected through a rigorous, merit-based process and trained extensively. Accountability was non-negotiable.
- Clear Learning Goals: Foundational literacy and numeracy were treated as basic rights, with grade-level targets guiding the system.
- Assessments that Drive Instruction: Regular, classroom-based assessments provided real-time data, guiding both teaching and interventions.
- Teacher Support, Not Blame: Teachers were coached, trained, and professionally supported—not punished.
- Community Engagement: Parents, regardless of literacy levels, were brought into the fold. Their presence and encouragement mattered.
“Educational problems are the same all over the world,” said Gomez. “Solutions must come from committed leaders and empowered teachers. Change is not spontaneous—we must pursue it.”
Voices of Local Champions after the session with Ivo Gomez
The sessions weren’t just about listening—they were about reflecting and planning. Kenyan champions from across the education ecosystem shared personal takeaways:
“Sobral didn’t invent anything new—they just had the will to change.”
— Victoria, Dignitas Project
“If we want to fix Kenya’s numeracy challenge, we must start at the foundation.”
— Dr. Jenifer, KISE
“We too can make it. Influence and power—Ifanye kazi!”
— Fuad, KEPSHA National Chairman
Teacher and global education advocate Brother Peter Tabichi emphasized the need to include teachers in shaping policy. “Ownership comes when teachers participate in drafting solutions,” he said. “We also need more collaboration through Communities of Practice.” This is an ideal way to build capacity for teachers.
Reimagining Education in Kenya
The sessions culminated in collaborative group work to inform Kenya’s draft Foundational Learning Guidelines. Champions committed to forming a working group to localize Sobral’s strategies, beginning with visits to innovative exemplar schools and Teacher training institutions.
There was particular emphasis on:
- Making formative assessment a routine part of classroom instruction.
- Training and retooling of teachers to be hands-on and data informed.
- Ensuring leadership selection is rigorous and driven by learner outcomes.
- Replacing chalk-and-talk with activity-based, learner-paced instruction.
What Next?
Sobral’s story shows that transformation is plausible, even in low resource settings as long political goodwill, professional leadership, and community engagement align.
Mayor Gomez concluded his day’s engagement with a hard truth: “I used to think education alone was enough to fix inequality. It isn’t. Education makes opportunities fair, but what’s needed is love.”
This was a stark reminder that systems change was not easy and was not just about data and policy. It is also about people. The champions are challenged to act—not someday, but now. Because, as one participant aptly put it: “Education reform is not a side project, It’s our future.”
