Child-Centered Education in Kenyan Primary Schools. A Qualitative Study of Teachers and Pupils Perceptions and Practices towards Child-Centered Education and the Perceived Outcomes of the World Teacher Program in Kisumu County (Kenya).

Abstract

Aim in this study was to gain insight in the perceptions and practices of teachers and pupils in Kenyan primary schools with regard to child-centered education, and in the perceived outcomes of the World Teacher Program (WTP) in Kisumu County. In total 12 in-depth interviews with teachers, 4 focus groups with pupils and 12 observations in different classes were conducted. It was found that the perceptions of teachers are mostly child-centered, but the behaviour of the teachers is different in practice. The poor circumstances in the Kenyan context are possibly a barrier in the use of child-centered education. When talking about difficulties teachers only focused on external conditions, while they can also learn about their internal abilities to change situations. Social influences are not always supportive. WTP probably helped with creating a basis for child-centered education, but there is still a long way to go. Adjustments can be made to improve the program and to increase the use of child-centered education in Kisumu County. There could be more focus on the involvement of the whole community and on possibilities as opposed to difficulties in the specific context.