Education

Learning Interventions

Education empowers individuals to face the challenges of becoming productive citizens. In addition to its integral value for individuals, education is also a key determinant of health, population dynamics and economic development.

The widespread adoption of free primary school education has improved enrolment numbers even though governments are still struggling to meet the rising demands for schooling. The sudden increase in enrolment numbers has also led to a decrease in the quality of education offered. This decrease has been observed in poor performance of pupils in early grades and teacher’s limited knowledge on content and pedagogical skills.

Current Project

AG1_91802

Complementary Schools: The impact of fee funding and school-based management training on schooling outcomes

Program: Education

The Kenya Essential Education Program Management Team (KMT) is managing a three-year Department for International Development (DFID)-funded project that attempts to mitigate the challenges experienced by Complementary Schools (CS) among them low school attendance, retention, equity, and accountability. KMT sought Aga Khan Foundation and Concern World Wide to implement the intervention program to CS in the Nairobi urban informal settlements. This intervention is based on two interacting components: (1) school fee funding for the “at risk” students; and (2) school-based management training for head teachers and other school leaders plus the Boards of Management (BoM).

The at risk students are; those residing in households which are below 50% in the poverty index, those at risk of dropping out of school and bringing the out of school into school. The fee funding grants are paid directly to CS on behalf of students which aims at reducing educational costs on the poor households and providing additional income and some financial stability to CS. The somewhat improved financial situation should allow CS to improve their facilities and/or educational programmes.

APHRC as an independent evaluator, adopts a quasi-experimental design to assess the impact of the intervention package. Specifically, the evaluation adopts a pre-post design with a treatment group (Mukuru) and a comparison (Korogocho). The comparison group will show how much change to expect in the absence of the treatment. The baseline was conducted in July 2014, midline in February 2015 and end line to be done in October 2015.

Project Partners

  • Aga Khan Foundation (AKF)
  • Concern World Wide (CWW)

 Project Period

  • July 2014 to November 2015

Project Funders

  • DFID

    www.gov.uk/dfid ...

Resources

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