Countries where we are currently having projects in Africa

The Education Research Theme

• Kenya

• Primary School Participation among children in slum and non slum areas within the context of Free Primary Education Policy in Nairobi, Kenya. 
  This  longitudinal study is focused on how this policy impacted on the residents of Nairobi’s informal settlements and seeks to answer the following three research questions: what is the effect of free primary education on school enrolment patterns and dropout rates among urban slum and non-slum children?; what factors are associated with school participation (enrolment, attendance, repetition, performance and dropout) among urban slum and non-slum children? and, what are the (causal) linkages between school participation and the onset and extent of indulgence in risky behaviors in children? The study utilizes the longitudinal framework of the Nairobi Urban Health and Demographic Surveillance System (NUHDSS) as a nested study within the informal settlements and has continued to examine how FPE affect primary school enrollment and retention among poor children in Nairobi. 
• Classroom observation study: The quality of teaching and learning in primary schools in Kenya carried out in 6 districts (Kuria, Garissa, Embu, Murang’a, Nairobi and Baringo districts).
  The study seeks to facilitate increased sharing of research results with policymakers and program implementers and to expand the scope of APHRC’s Education Research Program to include observations of teaching and learning activities in classrooms. It also seeks to examine the teaching process and generate information relevant to objective policy advice on the quality of teaching and learning processes and generate information relevant to objective policy advise on the quality of teaching and learning. This will lead to the improvement of the quality of teaching in primary schools in Kenya, strengthen research and policy engagement at an African institution, and to identifying home-grown solutions to improve the delivery of quality education and evidence-based policymaking in sub-Saharan Africa.
• An impact evaluation of interventions to improve the quality of education in early primary school grades in East Africa
  The East African Quality in Early Learning Project (EAQEL) is a twenty-four month research and development initiative of the Aga Khan Foundation (AKF) which seeks to demonstrate a model for improved learning outcomes in Reading and Maths in early primary grades (1-3) in two districts (Kwale and Kinango). The intervention by AKF is based on David Rose’s scaffolding model (Reading to Learn). Reading to Learn is a systematic approach to the teaching of Reading and Maths.

• Uganda
  • An impact evaluation of interventions to improve the quality of education in early primary school grades in East Africa
    The East African Quality in Early Learning Project (EAQEL) is a twenty-four month research and development initiative of the Aga Khan Foundation (AKF) which seeks to demonstrate a model for improved learning outcomes in Reading and Maths in early primary grades (1-3) in two districts (Amolatar and Dokolo). The intervention by AKF is based on David Rose’s scaffolding model (Reading to Learn). Reading to Learn is a systematic approach to the teaching of Reading and Maths.

 

 

Tags: Africa; Uganda; Kenya;

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