Since 2010, and in line with the SD4, NAC has carried out the following Monitoring Learner Achievement Studies to report on the percentage of learners achieving minimum proficiency not only in Reading, and Mathematics, but also in Sciences and Lifeskills. :
EGMA Baseline Study ( 2016)
EGMA Midline Study (2018).
EGMA Endline Study (2019).
NASMLA Class 3 Study ( 2010)
NASMLA Class 3 Study ( 2016)
SACMEQ 1V Study ( 2017)
MLA Form 2 Study ( 2017)
NASMLA Class 3 Study( 2018);
MLA Form 2 Baseline Study( 2018);
NASMLA Class 7 Study( 2019);and
Since 2016, NASMLA studies have been funded by the Global Partnership for Education ( GPE) through Primary Education Development Project Through the studies, NAC continues to inform policy on learner competencies, with a view to identifying any learning gaps that need to be addressed and suggest pedagogical approaches towards addressing such gaps.
One of the key achievements of NAC with the support of the MoE( PRIEDE Project) was the institutionalization of the National and County Education Quality Dialogues inn 2018. Through these dialogues, education stakeholders engage in discourses on issues such as access, retention, transition and predictors of learning outcomes such as provision of infrastructure, instructional materials as well as parental involvement in their children’s work.
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