📋 Tender Overview
Project ID
110513
Total Funding
CAD 490,200.00
IDRC Officer
Laurence Uwera
Project Status
Active
Duration
24 months
Summary
In Kenya, there are multiple challenges hindering mathematics teaching and learning. To bridge these gaps, this project supports the implementation of the Mathematics Instructional Practice Improvement Project, a new approach which has already been tested in one county in Kenya. This innovation helps teachers use student learning data to inform how they tailor their pedagogical and inclusive practices to support math outcomes; facilitates professional learning communities in which teachers can learn from one another, based in action/reflection cycles; and promotes the use of ICTs for both mathematics instruction and teachers’ networking.
This project aims to adapt, contextualize and scale the innovation specifically targeting secondary school teachers and learners in Kenya. It will examine capacity strengthening of teachers, integration of gender-responsive practices into data-driven strategies to promote equity and inclusivity, mechanisms to ensure continuous teacher professional development, and measures to ensure long-term scalability and sustainability of project impacts across diverse contexts. It will support the establishment of a knowledge network of mathematics educators to share best practices. It will also support development of a framework for data-driven professional development and adoption of ICTs in mathematics instruction in Kenyan secondary schools that will be used for policy advocacy.
This project is funded under the Global Partnership for Education (GPE) Knowledge and Innovation Exchange, a joint endeavour between the GPE and IDRC to connect expertise, innovation and knowledge to help low- and middle-income countries build stronger education systems and accelerate progress toward the Sustainable Development Goal on education.
