What ChildFund needs — by context — to deploy Kyndo's eRESL framework in settings with unreliable electricity, minimal resources, and zero assumed infrastructure. Four contexts. Four complete kit lists. Grounded in the Kyndo framework and broader field research.
A single small solar setup (10–20W panel + 10Ah battery + LED strip + 2× USB ports) gives a primary school: evening teacher planning light, device charging for 1–2 shared tablets, and a radio/speaker. This is sufficient. Do not overcapitalise at this level — the Kyndo model is explicitly designed to function without any device at all.
Secondary schools justify a larger solar investment. A 40–80W panel system with a 50–100Ah battery can power: 1 projector or screen for 2–3 hrs/day, 10–15 device charging ports, and an LED classroom lighting set. This enables group-based digital learning while maintaining full offline operation. All content must be pre-loaded — no reliance on internet connectivity.
Key constraint: After-school programmes operate with volunteer or para-professional facilitators who are not trained teachers. They have irregular attendance, mixed age groups, and minimal planning time. The eRESL Starter Pack must be even simpler here — the 10-minute hook format is ideal, but the facilitator support layer must be more robust than in formal schooling.
Paradigm shift: The eRESL framework's formal schooling layer does not directly apply here. For 18+ rural cohorts, Kyndo's Post-Secondary / TVET tier and its WIL model are the reference points — but must be radically adapted. This context demands a livelihoods-first, not curriculum-first, framing. The "classroom" is a cooperative meeting, a church hall, a market day. The "teacher" is a peer facilitator or ChildFund field officer. Assessment is economic participation, not academic grades.
| Offering | What Kyndo Delivers | What ChildFund Receives |
|---|---|---|
| Context-Specific Curriculum Suites | Full learning activity sets for each year of study (Yrs 1–6, Forms 1–4) and each cohort type (after-school, 18+) — mapped to CBC learning outcomes and local green economy context. Differentiated by county, age group, and facilitation context. | Print-ready learning materials for every teacher and facilitator — owned permanently by ChildFund and reproducible locally with Kyndo available in an advisory capacity |
| eRESL Curriculum Framework | Domain map, learning progressions, assessment framework, and WIL model — localised for Kenya's CBC and rural programme contexts. Includes teacher facilitation guide and WIL portfolio templates. | The intellectual architecture of the programme — fully documented, print-ready, and transferable to ChildFund staff |
| Educator Training | Phase 1: Curriculum delivery training. Phase 2: Adaptation workshop. Phase 3: Origination lab. Train-the-trainer model so ChildFund champions can cascade training independently. | Educators who can deliver, adapt, and originate eRESL sessions — reducing ongoing dependency on Kyndo and building ChildFund's internal capacity |
| Community Facilitation Design | Co-design workshops with ChildFund staff to develop after-school and 18+ cohort materials: facilitator starter decks, adult learning guide, women's group adaptation, and VSLA integration kit. | Facilitation materials designed with — not for — ChildFund's communities, owned and reproducible without licensing or ongoing Kyndo involvement |
| WIL Partner Sensitisation & Training | Kyndo facilitates workshops with local green enterprises, cooperatives, farms, and sector employers — building their understanding of the WIL model, what to expect from learners, and how to structure meaningful placements. Delivered in Phase 2 alongside educator training. | A network of briefed, willing WIL partners ready to receive learners — reducing the coordination burden on ChildFund and increasing the quality of placements from the outset |
| Programme Design — 18+ Cohorts | Livelihoods-first reframing of eRESL for adult learners: green enterprise workbook, livelihoods opportunity cards, and KNQA RPL pathway guidance. Co-designed with ChildFund's VSLA and women's group coordinators. | A complete 18+ programme offer deployable through existing VSLA groups, women's groups, and cooperatives — with no additional licensing required |
Technology infrastructure: Devices, solar charging, offline servers, and connectivity sit within ChildFund's operational remit — Kyndo's focus is curriculum and training. We are glad to advise on specifications and help ChildFund frame a brief for a technology partner, and we see that advisory support as part of our ongoing relationship.
Built to last — with Kyndo alongside: Every Kyndo engagement is structured so that ChildFund owns the curriculum and builds genuine internal capacity. Materials are print-ready and locally reproducible; training is train-the-trainer. The goal is a programme that ChildFund runs with confidence — with Kyndo available for ongoing advisory support, curriculum updates, and annual review as the partnership develops.
| Phase | Timeline | 🔴 Kyndo | 🔵 ChildFund |
|---|---|---|---|
| Phase 1 Curriculum Development |
Est. months 1–4 |
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| Phase 2 Training & Refinement |
Est. months 5–9 |
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| Phase 3 Handover & Deepening |
Est. months 10–24 |
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