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…