The integration of critical thinking and ethical reasoning in Kenya’s Junior Secondary School (JSS) curricula under the Competency-Based Curriculum (CBC) is fundamental to fostering reflective, responsible, and problem-solving learners. This study critically examines how CBC embeds these competencies, drawing from…
Engagement of parents in their children’s education is a key driver of children’s academic success, particularly in foundational learning. However, parents face challenges that limit their engagement. This paper reports on a study that investigated the efficacy of an intervention…
This abstract presents findings from a rapid evidence review on how teacher professional development (TPD) affects student learning outcomes in low- and middle-income countries. While the evidence on TPD effectiveness is mixed, our analysis of rigorous evaluations from multiple countries—including…
The study examines the role of teacher education in the implementation of mother tongue instruction and its subsequent impact on literacy development in Kenya’s multilingual lower primary schools classrooms. This study falls under the sub theme on Teacher Education Curriculum…
This study addresses the integration of metacognitive strategies within the teacher education curriculum, an area often isolated from basic education reforms in Kenya. It investigates in-service mathematics teachers’ understanding and application of metacognition in secondary schools. The research explores teachers’…
Kenya’s reimagined education landscape, as guided by the Competency-Based Curriculum (CBC), underscores the need for teacher education programs that develop the capacity for technology-enhanced, learner-centered instruction. Noting that current pre-service teacher training and its misalignment with Competency-Based Teacher Education (CBTE)…
All aspects of a Curriculum, the means through which a country’s societal interests are addressed, always remain matters of public concern. Following the implementation of Kenya’s Competency-Based Curriculum (CBC) a debate among stakeholders, particularly with respect to teacher preparedness, the…
Inquiry-Based Learning (IBL) is a transformative pedagogical approach that promotes scientific inquiry, problem-solving and autonomous learning. This study, situated within the context of teacher education curriculum and pedagogical approaches, explores the integration of IBL in Chemistry practical lessons and its…
In the wake of Kenya’s commitment to Sustainable Development Goal 4 (SDG 4), which emphasizesinclusive and equitable quality education and lifelong learning opportunities for all, the need toreimagine institutional leadership for curriculum transformation is both urgent and necessary. Thispaper explores…
Small early years schools across Kenya, Uganda, and Tanzania, often led by teachers promoted without formal leadership training, face critical instructional and community engagement challenges. This paper aligns with the sub-theme “Institutional Leadership for Curriculum Leadership” by examining how structured…
Kenya’s pursuit of the Sustainable Development Goals (SDGs), particularly SDG 4 on inclusive and equitable quality education, has placed teacher education reform at the heart of national transformation. This paper aligns with the sub-theme Institutional Leadership for Curriculum Delivery and…
The study explored how principals in Kenya responded to educational needs of their students, staff and the school’s external community during the COVID-19 pandemic. The study sought the perceptions of principals on lessons they learned from the pandemic and how…
There is limited understanding of how the institutional and contextual aspects of education systems influence the leadership and impact of the middle tier. We define the ‘middle tier’ as the structures, professionals and processes at the mid-level of education systems.…
Northern Kenya’s education landscape, marked by historical marginalization and recurring conflict, calls for a critical rethinking of teacher education policy. This paper explores how embedding conflict sensitivity and peace pedagogy into teacher training can contribute to inclusive, equitable, and resilient…
Background Reading is foundational to academic success and lifelong opportunities. In Kenya, the COVID-19 pandemic disrupted years of progress in early-grade literacy. By 2021, 57% of learners in Grade 2 and upper primary needed urgent remediation. Additionally, the shift to…
In Kenya, teaching practice is a critical component of pre-service teacher education. However, while the Teachers Service Commission has established a structured mentorship policy for in-service teachers through the Teacher Induction, Mentorship, and Coaching program, no formal national policy exists…
In recent years, many Sub-Saharan African countries have adopted competency-based education reforms to enhance the relevance and quality of schooling and align with global development goals. This study explored the lived experiences of teachers implementing CBC at the Junior Secondary…
This study investigates the implementation of teacher education policy concerning the utilization of digital multimodal tools, for language learning in junior secondary schools within Thika Sub-County, Kiambu County, Kenya. Situated within the broader context of Kenya’s Competency-Based Curriculum (CBC) reforms…
Kenya transitioned from the 8-4-4 education system to the Competency-Based Curriculum (CBC) in 2017, focusing on equipping learners with practical skills and competencies. A central competency in CBC, digital literacy, was introduced through the Digital Literacy Program (DLP), aimed at…
Technology functions as an ecosystem, and any digital skills program for teachers must account for both teachers’ existing digital competencies and the technology infrastructure available in their schools. This abstract references a study that explored how technology and digital literacy…
Foundational learning skills are transferable skills, which lay the foundation of learning in later years, builds self-efficacy and enhances participation in future career and economic development. Despite its importance in building sustainable futures, and the initiatives at global, regional and…
IntroductionThe Learning Journey with Schools (LJS) initiative, under the Action for Life Skills and Values in East Africa (ALIVE) project, aims to integrate life skills education into Kenya’s foundational learning landscape. This study profiles the Do-It-Yourself (DIY) Learning Immersion conducted…
This research abstract summarizes key findings from multiple randomized controlled trials and exploratory studies on early childhood development interventions across sub-Saharan Africa, investigating cost-effective approaches to improving early literacy, cognitive development, and educational outcomes among young children in resource-constrained settings.…
Reforming teacher preparation is essential to reimagining education in Kenya, especially in advancing foundational learning under the Competency-Based Curriculum (CBC) and Special Needs Education (SNE). This paper examines how teacher education can empower trainees to apply cognitive conflict. This strategy…
Foundational Literacy and Numeracy (FLN) is important for education systems seeking to improve early and future learning outcomes for students. While most FLN interventions focus on teacher practice, the role of school leaders is often underleveraged. In this paper, we…
As Kenya rolls out the Competency-Based Curriculum (CBC), there is growing recognition that the foundation of quality learning begins with how teachers are trained. This study set out to understand how ready Teacher Training Colleges (TTCs) are to support digital…
This paper examines the critical role of data-driven advocacy in strengthening foundational learning within Kenya’s education system, a cornerstone for achieving sustainable development. Drawing upon evidence from key national assessments and interventions, including those conducted by PAL Network members such…
Around 250 million children globally are unable to acquire basic skills despite increasing enrolment in primary school. Understanding the knowledge and data ecosystems in foundational learning (FL) is crucial for evidence-based decision-making, which addresses the learning needs of all children.…