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Dr. Stephen Anderson, Dr. Mary Drinkwater, Dr. Caroline Manion, Wesley Galt (OISE)

Dr. Maina Gioko, Rose Iminza, Isaiah Njagi, Rupen Chande (Project Advisor) Aga Khan Academy (Mombasa)

June 2017

The Aga Khan Foundation Canada and Global Affairs Canada supported a five-year project to strengthen teacher education and support systems to improve learning outcomes in literacy and numeracy at pre-primary and primary school levels in target areas of Kenya, Tanzania and Uganda (Strengthening Education Systems in East Africa - SESEA).

Funding for SESEA and this research was provided by the Aga Khan Foundation Canada and Global Affairs Canada. The findings and conclusions presented in this report are those of the authors and do not represent the official positions or policies of the funders or of the researchers’ educational institutions.

This Executive Summary reviews findings from a study of primary school teacher and head teacher professional learning networks (PLNs) in coastal Kenya.  The PLNs were created by the Aga Khan Academy Mombasa Professional Development Center (PDC) to extend its outreach programs for practicing head teachers and teachers through the creation of four professional associations:

  • Mombasa Educational Leaders Association (MELA), established in 2010
  • Kwale Educational Leaders Group (KELG), established in 2012 in the rural county of Kwale
  • English Language Teacher Association (ELTA), established in 2010 in Mombasa
  • Mathematics Teacher Association (MTA), established in 2014 in Mombasa

The associations are organized in school clusters and meet monthly at the cluster and association levels as self-governing professional learning networks (PLNs). At the time of the study each PLN had about 50 active members linked to 71 primary schools (some with multiple PLN members). The PLNs and research are part of a 5 year project to strengthen teacher development and support systems in East Africa funded by Aga Khan Foundation Canada and Global Affairs Canada.

Full Technical Report


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