| 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 as Usawa Agenda (Uwezo Kenya) and Zizi Afrique, alongside data from the Kenya Ministry of Education, the Kenya Institute of Curriculum Development (KICD), the Kenya Institute for Public Policy Research and Analysis (KIPPRA), and others, this study underscores the transformative potential of data in improving classroom teaching and learning outcomes. We explore the significance of data on learning materials (CEMASTEA Report on Math errors), teacher-student ratios, school resourcing, and infrastructure in understanding and addressing disparities in foundational learning. Furthermore, the paper paints a stark picture of the potential consequences of inaction, highlighting the detrimental impact on human capital development in the coming years. Through compelling storytelling, we illustrate the profound effect of quality foundational learning on the life trajectory of individual children and its cascading generational impact on families and communities, demonstrating the intrinsic link between foundational education and broader sustainable development goals, such as poverty reduction. Specifically, we analyse data collected by PAL Network members in Kenya, including Usawa Agenda’s national assessment reports, which reveal critical learning disparities and provide valuable insights into the influence of infrastructure and essential amenities on educational outcomes. We also showcase Zizi Afrique’s foundational learning interventions, demonstrating the efficacy of level/ability-based grouping and play-based learning methodologies in accelerating foundational skill acquisition in early grades. The paper further discusses Kenya’s reliance on data from institutions like the Kenya National Bureau of Statistics and the Teachers Service Commission in teacher deployment and transfer. We argue that a more strategic utilisation of diverse data sets can significantly influence policies aimed at the continuous professional development of teachers and the revision of teacher training curricula, ultimately leading to improved learning gains at the foundational level. Finally, we explore how various data points can be effectively leveraged in decision-making forums with parliamentarians and the Ministry of Education to reveal concerning trends requiring urgent attention and to facilitate the scaling of successful interventions for wider impact across Kenya. |
