Improving foundational learning outcomes in sub-Saharan Africa (SSA) requires locally-generated evidence that connects to policy-relevant questions and ongoing implementation at scale. However, researchers in SSA, including in Kenya, are often overlooked in the generation of research priorities, and their research often does not receive attention or visibility in policy conversations. 

To help address these important issues, ESSA and the REAL (Research for Equitable Access and Learning) Centre at the University of Cambridge, with funding from the Gates Foundation, are organising a one-day workshop in Kenya.

This is to facilitate stakeholders focusing on foundational learning to develop country-led research priorities, and to enhance the integration of research findings into policy and practice.

The event will bring together 60 actors in the field of foundational learning, including researchers, policymakers, practitioners and other interest groups in Kenya. 

Aim and objectives 

The aim of this workshop is to support the development and use of locally-led and policy-relevant research priorities for improving foundational learning outcomes in Kenya.  

Specifically, the objectives of the workshop are to: 

• Disseminate key insights and lessons learned from the  phase 1 of the foundational learning project in Kenya 

• Foster dialogue on foundational learning (FL) among Kenyan researchers, policymakers, and practitioners and  develop actionable research priorities. 

• Enhance the visibility and integration of locally-generated foundational learning evidence into national and education policies and practices. 

• Discuss existing and potential sources of funding for foundational learning research and implementation locally.  

• Engender partnerships among stakeholders (including researchers, policymakers, practitioners, and funders) to enable policy relevant research to improve foundational learning outcomes in Kenya.