Kenya

Presentation showcases findings about specific social and emotional skills and their in individual relationships to academic achievement. Importantly, these findings highlight the possible link between inequalities in academic achievement being attributed to the inequalities in SEL.

This presentation was delivered during CIES 2024 conference. It describes a pilot remedial reading program that was conducted as part of the Tusome program. The program was focused on improving the foundational English literacy skills of struggling grade 3 learners.

An integral part of a decentralized education system hierarchy is the “middle tier” comprising subnational actors in charge of education delivery at the regional, provincial, state, district, municipality, city, or circuit and cluster levels.

This presentation focused on learning through play-based pedagogies in Kenya, Rwanda and Ghana.

While there is growing evidence of the impact of learning through play (LtP) on student outcomes in high-income countries, there is little research linking LtP to learning outcomes in low-and middle-income contexts in primary schools.

This presentation, given at the CIES 2023 Annual Conference, highlights the global shift in measurement and improvement in learning outcomes since the adoption of SDG 4.1.1, under which countries are asked to report on the “the proportion of children and young people…achieving at least a minimum pro

Despite the growing interest in supporting learning through play across many low and middle-income countries, measures of how contexts can support learning through play are lacking.

The lack of information about children’s oral language skills limits our understanding of why some children do not respond to literacy instruction.

This brief presents findings on what worked to improve learning outcomes at scale under 8 successful early grade literacy programs, with a focus on findings from the Tusome program in Kenya.1 These findings were generated as part of the Learning at Scale study, conducted by RTI International with th

Efforts to promote playful pedagogies in low- and middle-income countries face many challenges. Among these challenges are the norms of teacher-child interaction that have a strong cultural basis.