| 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 the Competency-Based Curriculum (CBC) and staffing changes created urgent demand for scalable in-service teacher training that is both inclusive and responsive to evolving needs. Objective To evaluate the effectiveness, inclusivity, and scalability of a cascade training model under the Kenya Primary Literacy Program (KPLP), targeting early-grade literacy instruction within CBC. Methodology: KPLP implemented a national cascade model. Lead Trainers, in collaboration with the Ministry of Education (MoE) and relevant Semi-Autonomous Government Agencies (SAGAs), developed training manuals for regular teachers and those serving learners with Hearing and Visual Impairments. Master Trainers and Trainers-of-Trainers (ToTs) equipped Quality Assurance and Standards Officers and Curriculum Support Officers, who then delivered training to 71,440 teachers and 44,845 educational administrators across the country. Training content focused on Direct Instruction, curriculum design, assessment tools, inclusive pedagogy, and mentorship. Data sources included attendance records, assessments, and participant feedback. Key Findings ● Over 3 million learners in Grades 1–3 benefitted, including those in Special Needs Education (SNE) settings. ● 93% of the target teachers were trained, 9% of whom were SNE educators. ● Engagement of educational administrators led to increased school-based coaching ● Gains in pedagogical confidence were consistent across rural and urban settings. Policy Implications The cascade model demonstrates cost-effectiveness and scalability. Recommendations include financing cascade training, institutionalizing SNE adapted manuals, promoting gender-balanced trainer recruitment, and formal mentorship roles for Curriculum Support Officers and Quality Assurance and Standards Officers. Keywords: Cascade Model, Inclusive Education, Teacher Development |
