Understanding the Dynamics of Access, Transition and Quality of Education in Urban Areas (ERP III)

Urban Education Project

The Urban Education project seeks to improve the quality of education for children living in urban informal settlements in East Africa. through the creation of a strong voice among urban education actors.

Understanding the Dynamics of Access, Transition and Quality of Education in Urban Areas (ERP III)

This is a cross sectional study that was conducted in seven slum sites spread across six towns namely Nairobi, Mombasa, Kisumu, Eldoret, Nakuru and Nyeri.

Teachwell: Inclusive Teacher Professional Development System Support in Kenya

RELI Data and Evidence (RELI DE)

The Regional Education Learning Initiative (RELI) began in 2017.

Improving Girls’ Education (IGE) Project – Senegal

Impact evaluation of the Tayari preschool program in Kenya

The Tayari preschool program is an early childhood education (ECE) model implemented by the Research Triangle Institute (RTI) and evaluated by the APHRC.

From research to practice: enabling caregivers in low-income communities to make a difference in the first three years

The first 1000 days of life are a critical period to supporting optimal growth and development as children are particularly sensitive to early experiences. One of these early experiences, parenting behaviour, should ideally be typified by the universal components of sensitivity and responsivity.

From research to practice: Enabling caregivers in low-income communities to make a difference in the first three years

The first 1000 days of life are a critical period to supporting optimal growth and development as children are particularly sensitive to early experiences.

From Evidence to Policy and Practice: Improving Urban Education in East Africa

This is the second phase of the urban Education project that seeks to ensure improved access to quality education for children living in the urban informal settlements through evidence-based advocacy in three countries in East Africa – Kenya, Uganda, and Tanzania.

Complementary schools: the impact of fee funding and school-based management training on schooling outcomes

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.

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

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.

Building Capabilities for Work and Life: Assessing the Production of Core Values and Capabilities Among Youth in Kenya

The purpose of this study is to provide deeper insights into both the youth and education policy-makers on critical skills key to the overall socio-economic welfare of youths graduating from TVET institutions.

Analysis of Non-communicable Disease Prevention Policies in Africa (ANPPA)

Advancing Learning Outcomes for Transformational Change (A LOT-Change) III

Advancing Learning Outcomes and Leadership Skills among Children in Nairobi’s Informal Settlements through Community Participation (A LOT-Change)