Evidence-Based Curriculum Reforms for Transformative Education

Introduction

Over the last several years, researchers, government, and nonprofits in Kenya have collaborated to produce a rich body of evidence around education. Consolidating the lessons from this research and applying these to policy and practice is a major challenge for Kenya’s education sector—particularly during the ongoing national curriculum reform.

In 2015, several policy, research, and government actors formed Education Evidence for Action (EE4A) with the aim of linking education evidence to education practice. The core team consists of the Ministry of Education, Science, and Technology (MoEST), Kenya Institute of Curriculum Development (KICD), Research Triangle International (RTI), Women Educational Researchers of Kenya (WERK), Twaweza East Africa, African Population Health Research Center (APHRC), and Innovations for Poverty Action (IPA). The group holds major conferences every two years, during which researchers and policymakers collaborate to share new evidence and identify knowledge gaps.

This page provides a brief overview of the conference which took place in Nyeri, Kenya on December 5-6. Download the conference concept note for more details.

Conference Goals

The 2017 EE4A conference involved policymakers and practitioners in the identification of knowledge gaps and setting the education research agenda. Specifically, the conference:
 

1. Initiated and sustained dialogue among researchers, policymakers, and implementers;
2. Provided a platform that enabled sharing of knowledge and results of high-quality research from various practitioners, researchers, and academics working in the education field in Kenya;
3. Initiated discussions aimed at promoting evidence-based solutions and adoption of practices that target transformative education in Kenya;
4. Provided input towards the creation of an ‘evidence gap map’ that would provide insight into making evidence-based policy decisions in the education sector.

Sessions included presentations, panels, and roundtable discussions.

Call for Papers

A call for papers provided an opportunity to review an array of research being carried out across the country and identify studies to present at the conference. A panel of EE4A members reviewed submissions, and selected high-quality studies and evidence for presentation during the conference.

The conference focused on the results of the Kenyan education system, particularly the question: to what extent is the system producing the human capabilities needed now in the 21st century? The theme suggests three core questions:

1. To what extent is our education designed to generate the human capabilities that Kenya needs today? To what extent is the current curriculum reform process addressing perceived deficiencies of the current system? What (if any) concerns persist?
2. What are the education quality issues in generating the desired human capabilities, and how can they be resolved to realize SDG 4 (to ensure inclusive and equitable quality education for all)?
3. In the current education system, where are the weakest links (ECD, primary, secondary, tertiary, APBET etc.), who are the most underserved populations, and what strategies show the greatest promise for them?

Conference Themes

1. Education for what? There is urgent need to redefine the purpose of education. Modern living demands a questioning mind, and deep thinking to develop the capacity to participate in transforming our world. While curricula today emphasize routinization and memorization, students in today’s complex world require more critical thinking and problem-solving skills.
2. Quality of learning. While there is no doubt that all stakeholders in education in the country would like to see better-quality education being provided to our children, we have a challenge in conceptualizing quality education and ensuring supply of high quality inputs.
3. Equity. Education is a right enshrined in the Kenyan constitution and holds the key to a quality life. Addressing inequities in education will not only empower and give children the opportunity to achieve their full potential, but also contribute to sustained economic development of Kenya.
4. Inclusion in education. Inclusive Education as defined in the MoE-National Special Needs Education Policy Framework is an approach in which learners with disabilities and special needs, regardless of age and disability, are provided with appropriate education within regular schools. Despite the many benefits of inclusive education, there is lack of inclusive policies and interventions that ensure access to education among vulnerable learners, including those with special needs.

Please email ee4a@poverty-action.org or download the event concept note for more information.

The EE4A Core Team