Sub-Saharan Africa

A CEI Case Study: How do we train a nation of teachers in Kenya to teach using learner-centred pedagogy?

Learner–centred pedagogy represents a model of teaching that has minimal teacher lecturing and instead focuses on students engaging in experiential learning with a high frequency of student questions and discussion.  Countries across the globe are prioritising education which both empowers learners and provides them with cognitive and non-cognitive skills to thrive in the 21st Century. Under this framework, researchers, policymakers, nonstate actors and donors have advanced learner-centred pedagogy.

Report on the Concurrent Validity and Inter-rater Reliability Studies of Uwezo

Results for Development Institute (R4D) led an evaluation of four citizen-led assessments supported by the William and Flora Hewlett Foundation in 2013 and 2014. As part of the evaluation, the  Australian  Council  for  Education Research  (ACER)  designed  two  small  quasi‐experimental  studies  to  investigate  the  concurrent validity and inter‐rater reliability of Uwezo, one of the citizen-led assessments. 

Teacher Community Assistant Initiative (TCAI): Lessons from First Endline

The goal of the Teacher Community Assistants Initiative (TCAI) is to complement existing programs by focusing on the lower half of students. School management committees, PTAs, and community leaders identify and monitor the TCAs, and the assistants are trained to sensitize and involve the community. This initiative focuses on the effect of these TCAs on learning outcomes in Ghanaian classrooms.

The Promotion and Use of Local Languages in Primary Education in Senegal

The mother tongue allows the child to verbalize his thoughts and to be in harmony with the world around him. The use of a single foreign language in school suddenly puts the child in a situation of regression. School learning becomes more problematic when the learners speak a totally different language at home. This can create a symbolic break between the two major institutions of socialization, which are school and the family. Thus many countries have adopted bilingualism in the early years of schooling for students.

Impact of Malaria Control and Enhanced Literacy Instruction on Educational Outcomes among Kenyan School Children: A Multi-Sectoral, Prospective, Randomized Evaluation

Improving the health of school-aged children can yield substantial benefits for cognitive development and educational achievement. However, there is limited experimental evidence on the benefits of school-based malaria prevention or how health interventions interact with other efforts to improve education quality. This impact evaluation aimed to evaluate the impact of school-based malaria prevention and enhanced literacy instruction on the health and educational achievement of school children in Kenya. 


Kenya Education Overview

An overview of the education in Kenya broken down by key indicators, policies and public programs, role of government, key issues and challenges, learning outcomes, and the non-state education sectors that contribute to the development of education in Kenya.


The role of research in teacher training and development: Case studies from Nigeria

The report begins with the current state and challenges of teacher development training in Nigeria and examines the differences between teacher training in the public and private sectors. It continues by highlighting innovative policies, programs, and actors currently emerging in the field of teacher training and development.

Education for Orphans in Africa: Predictors Impacting School Attendance

This powerful chart illustrates preliminary research findings seeking to understand how orphan status affect the school attendance of children in Africa and the extent to which living in kinship care can act as a protective factor in this context. Although numerous studies have examined the effects of orphanhood on schooling outcomes, the results have been mixed, both in terms of whether orphans are significantly less likely to be enrolled in school but also, when they are found to be, whether it is orphan status or poverty that is responsible for this.


Who we work with: