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Literacy, Numeracy, Foundational Learning, Early Grade, Assessment, Education Quality
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Assessing the State of Basic Education in Tetu Constituency
Kenya, 2024
The study explores the persistent low learning outcomes in Tetu Constituency, Kenya, despite various educational interventions aimed at advancing learning outcomes. Key factors identified as contributing to this problem include inadequate infrastruct…
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The study explores the persistent low learning outcomes in Tetu Constituency, Kenya, despite various educational interventions aimed at advancing learning outcomes. Key factors identified as contributing to this problem include inadequate infrastructure, lack of qualified teachers, socio-economic barriers, and ineffective school leadership. These challenges are consistent with broader national trends, where educational infrastructure, teaching quality, and socio-economic status play significant
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Maurice Mutisya
Learner Assessment
ID:
DDI-KEN-ZAF-TETU-2024
Last modified:
Jul 30, 2026
Data not available
Improving Foundational Literacy and Numeracy competencies Through Remediation Learning Camp
My Village
Kenya, 2022-2023
During the period, Zizi Afrique Foundation (ZAF) implemented My Village (MV) across the selected villages in Kilifi, Bungoma and Kitui counties. A baseline survey was conducted in October 2022, learning camps organized by village champions were held,…
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During the period, Zizi Afrique Foundation (ZAF) implemented My Village (MV) across the selected villages in Kilifi, Bungoma and Kitui counties. A baseline survey was conducted in October 2022, learning camps organized by village champions were held, learning assessments conducted, and an endline survey was accomplished in December 2023. A series of advocacy activities were also carried out. As articulated in the project proposal, My Village sought to engage readily available youths, to coordina
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Dr. John Mugo
Learner Assessment
ID:
ZAF-KEN-2022-MV-v01
Last modified:
Jul 30, 2026
Data not available
USING ASSESSMENT FOR LEARNING TO ENHANCE NUMERACY INSTRUCTION
Numeracy Error Analysis
Kenya, 2024-2025
This study though only short in a short period and few schools provides evidence that error analysis interventions can effectively improve early numeracy outcomes in Bungoma county and similar contexts across Kenya and beyond. The effect size of the …
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This study though only short in a short period and few schools provides evidence that error analysis interventions can effectively improve early numeracy outcomes in Bungoma county and similar contexts across Kenya and beyond. The effect size of the intervention is comparable to already established benchmarks while addressing the contextual challenges through adaptive implementation strategies. There were four primary conclusions that emerged from this research. First, systematic error analysis
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Virginia Ngindiru
Learner Assessment
ID:
KEN-ZAF-NEA-2024-V01
Last modified:
Jul 30, 2026
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