Innovative approaches to improving learning outcomes: Lessons from Kenya, Tanzania and Nepal

Group Submission Type: Paper Session

Proposal

This panel explores innovative interventions aimed at addressing critical educational challenges in Kenya, Nepal and Tanzania. Drawing from three distinct yet interconnected studies, the panel provides a comprehensive analysis of how innovative strategies are reshaping learning environments, enhancing educational equity, and equipping learners with essential skills for the future.

The first paper delves into the My Village Project, an initiative by the People’s Action for Learning (PAL) Network aimed at mitigating the learning crisis in Kenya, Tanzania, and Nepal. This project addressed the alarming statistic that over half of the 45,000 children assessed in the sampled 304 villages, had not acquired basic literacy and numeracy skills. The intervention employed a multifaceted approach, including learning camps, community libraries, thematic messages to engage parents, and life skills sessions. The paper highlights how these strategies, particularly the accelerated learning pedagogy and community-driven efforts, significantly improved learning outcomes and narrowed the education gap between children from wealthier and poorer households. The insights from this project underscore the importance of localized, equity-focused educational interventions in improving foundational skills among the most marginalized children.

The second paper explores the Competency-Based Curriculum (CBC) in Kenya through a holistic lens, emphasizing the central role of teachers in driving educational reform. The Aga Khan Foundation (AKF) advocates for a comprehensive approach that empowers teachers, involves communities, and engages national and local leaders in the educational process. By employing Human-Centered Design (HCD), AKF enables teachers to co-create innovative pedagogical methods tailored to their unique classroom contexts. The paper discusses the importance of active learning, technology integration, and project-based learning as key aspects of innovative pedagogy that can help teachers effectively implement the CBC. It also highlights the need for continuous mentorship and reflective practices to ensure the sustained success of these educational reforms. This approach aims to create an education system in Kenya that not only equips students with critical 21st-century skills but also nurtures their potential to become engaged, ethical, and empowered citizens.

The final paper presents the KPLAY initiative, which integrates digital literacy within Kenya's Competency-Based Curriculum (CBC). As digital technology becomes increasingly essential in modern education, KPLAY leverages "Learning through Play with Technology" to enhance teaching and learning processes. By retooling teachers to incorporate digital tools and play-based activities, KPLAY has transformed classroom environments, making learning more engaging and interactive for approximately 90,000 learners across 309 schools. The initiative also emphasizes the importance of ongoing support through online and offline communities of practice and system-embedded coaches to ensure the sustainability of these innovative methods. Notably, KPLAY has introduced coding into the classroom, fostering creativity, critical thinking, and problem-solving skills among students. The paper showcases how digital integration can effectively support the goals of the CBC and prepare students for an increasingly digital world.

Together, these three papers provide valuable lessons on the impact of localized, technology-driven, and holistic educational interventions in improving learning outcomes in Kenya, Tanzania, and Nepal. By addressing both systemic challenges and the specific needs of learners, these initiatives demonstrate how innovative approaches can contribute to a more equitable and effective education system, ultimately fostering the development of well-rounded individuals capable of thriving in a rapidly changing world. The panel offers a rich discussion on the importance of multi-faceted strategies that engage all stakeholders—teachers, communities, and policymakers—in the pursuit of sustainable educational improvements.

Sub Unit

• General Pool

Organizer

• Winny C Ngeno, PAL Network

Chair

• Armando A Ali, PAL Network

Individual Presentations

• Harnessing Digital Technology for Competency-Based Education in Kenya: The KPLAY Initiative - Briyan Jacob Onyango Musumba, IREX; Lucy W Maina, International Research & Exchanges Board (IREX)

• Equity and Acquisition of Learning Outcomes: Insights from My village Project - Winny C Ngeno, PAL Network; Najme Kishani Kishani, Meeting with Dr. Najme Kishani