This study examined the impact of a multi-component coaching process on Kenyan school professional's facilitation of the Prevent Teach Reinforce for Young Children (PTR-YC) model and its corresponding effects on student challenging behavior in an early childhood education setting in Nairobi, Kenya. Three school professionals were trained to…

The Carnegie African Diaspora Fellowship Program (CADFP), which commemorated its 10th anniversary in 2023, epitomizes the enduring commitment of Carnegie Corporation of New York to higher education in Africa. CADFP has bridged continents, enabling African-born scholars residing in the United States or Canada to contribute significantly to their…

Theories of change (ToCs) are underutilized in programming and evaluation and seldom analyzed with regard to the challenges and opportunities they present, especially in conflict-affected contexts. We reflect on the use of ToCs in UNICEF's Peacebuilding, Education, and Advocacy program, using four studies we carried out in Ethiopia and Dadaab…

In this Exemplars case, the fifth and final under the direction of the current coeditors, the authors present a reflective account of an ongoing, complex, multiyear, multinational monitoring and evaluation (M&E) system conducted for African Women in Agricultural Research and Development (AWARD), an international development program. The…

This study investigated how a school-based professional development programme, designed by the Headteacher and staff of a Kenyan primary school, and delivered by a Teacher Education in Sub-Saharan Africa (TESSA) team, supported teacher learning and growth. The TESSA team observed teaching in the classroom before the implementation of the…

Many African countries have developed policies to reform their education system in order to widen participation in higher education. To achieve this, open, online and distance education based models have been advocated as the most viable delivery tools in expanding access to higher education. However, the policy analysis of Kenya, Rwanda and…

This paper describes the development and intended uses of the Early Grades Mathematics Assessment (EGMA), which measures essential early mathematical knowledge and skills that are foundational to more sophisticated mathematical abilities, predictive of later achievement, and teachable. Administering the EGMA can provide policy makers,…

This study assessed the success or failure of plan implementation in Kenya by investigating the extent to which planned estimates for educational projects were actually attained. Using six sets of five-year national development plans, we calculated an implementation ratio for each program showing actual expenditure as a ratio of planned…

This qualitative case study assesses the impact of a three-year Hilton Foundation-supported, Sisters Leadership Development Initiative (SLDI) in five African nations. The goal was to evaluate the SLDI program for increasing leadership capacities of 340 women in Kenya, Uganda, Tanzania, Ghana and Nigeria. The purpose of this study was to determine…

Issues affecting pre-school education in a rural area of Kenya are highlighted in a study of a mother tongue education (MTE) programme in one indigenous language group, the Pokomo. Factors supporting the introduction of MTE include official support for MTE, the welcoming of non-government stakeholder involvement in education, the presence of…

Early childhood education in Kenya serves the critical purpose of preparing young children for primary education. Notwithstanding the associated benefits for society as a whole, the government of Kenya is involved minimally. Indeed, parents are responsible for planning, developing and managing different early childhood programs. Consequently,…

This study reports on an investigation into the impact of a national, school-based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video-recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate…

To date, less than ten percent of secondary schools in Kenya offer computer studies as a subject in the curriculum despite its perceived role in the nation's socio-economic development. The few schools that have an Information Communication Technology (ICT) programme limit the number of candidates who take up the subject, considering it a…

A randomized evaluation suggests that a program which provided official textbooks to randomly selected rural Kenyan primary schools did not increase test scores for the average student. In contrast, the previous literature suggests that textbook provision has a large impact on test scores. Disaggregating the results by students' initial academic…

Twelve United States Agency for International Development (AID) education projects were evaluated between 1980 and 1981. Four were in Asia (Philippines, Nepal, Thailand, Korea), two in Africa (Kenya, Nigeria), four in Latin America (Colombia, Brazil, Paraguay, Ecuador), and two in the Near East (Jordan, Afghanistan). The evaluations measured the…