Researching Transformative Teacher Professional Development for Pluralistic Quality Education in Kenya
Client: Aga Khan Foundation (AKF)
Duration: 2024 - 2025
Geography: Kenya
Solutions: Research
This Foundations for Learning (F4L) programme aims to create a gender-responsive and pluralistic quality education system in Kenya. F4L equips students, teachers, school leaders, families, and civil society organisations with knowledge, skills, and values to promote inclusive education.
The role of Oxford MeasurEd in the F4L programme is to lead research on continuous teacher professional development as a means to build pluralistic education systems that value diversity, equity, and inclusion. The study will focus on how continuous professional learning can motivate teachers to act as agents of social change, fostering equity and inclusion in pre-primary and primary education. Through evidence review and action research in six schools in two counties in Kenya, the project aims to create a well-informed cadre of education actors in Kenya who can advocate for transformative teacher development practices. Through this project, we aim to not only generate actionable insights but also empower teachers and education leaders in Kenya to reflect on their professional practice and act as agents of social change.
Key Activities:
Conduct an evidence review on transformative teacher development to improve equity and inclusion.
Establish and coordinate an Evidence User Steering Committee to co-create research questions and agree evidence output formats with key education stakeholders.
Implement action research through workshops and reflective journaling for teachers to generate, analyse, and share insights on their roles in promoting social change through education.
Produce a “where we’ve come from and where we are going” journal and roadmap reflecting the strategies used that teachers have found useful, documenting the advances made in gender-responsive pedagogy and outline the research participants’ ambition for the future.
