[Civsoc-mw] FW: [twp.learning] Research on "Positive Deviance" in Kenyan Schools

[cammack at mweb.co.za]

Fyi, educationalists. d

 

 

---------- Forwarded message ----------
From: Sarah Swift <sswift at usaid.gov <mailto:sswift at usaid.gov> >
Date: Wed, Apr 4, 2018 at 10:34 PM
Subject: [twp.learning] Research on "Positive Deviance" in Kenyan Schools
To: "TWP.Learning" <twp.learning at usaid.gov <mailto:twp.learning at usaid.gov> >



Greetings all, 

 

Since we are frequently working--and doing Political Economy Analyses--in some pretty thorny environments, it can be challenging to identify promising pathways toward sustainable, change.  

 

One of the things that is frequently suggested in order to muddle your way out of these challenges is  is to explore "positive deviants" or cases where progress is being achieved to a greater extent than elsewhere, despite similar contextual challenges and resources.  Delving into these can help illuminate potential pathways for change, as well as natural local leadership who may be able to support the dispersion of effective approaches and ideas.

 

It was exiting to read about research into positive deviance in Kenya's schools in  a guest post <http://oxfamblogs.org/fp2p/positive-deviance-in-action-the-search-for-schools-that-defy-the-odds-in-kenya/>    in Duncan's Green's, From Poverty to Power blog earlier this week.  The post, written by Sheila P Wamahiu <https://jaslika.com/our-team/>  of Jaslika Consulting, and Kees de Graaf and Rosaline Muraya  of Twaweza <https://www.twaweza.org/> , shares their approach to learning about what made certain schools in Kenya unique.  

 

The research started by reviewing cases of publicly funded, co-educational day schools that had high exam results over time in counties and sub-counties with especially poor performance, it then worked on weeding out cases where there were clear (and non-replicable) factors that explained the performance, e.g. a wealthy parent who contributes substantially to the school.  This led them to conducting in-depth inquiries into 6, to find out what really made them unique.  

 

They talked to a range of actors--both within the education system and the local community to get a sense of how these cases had come to be.  A few things stand out: 

 

*	Good schools don't necessarily require good infrastructure.   This was a picture of the kitchen at one of the high performing schools.
*	 
*	School leadership was flexible and adaptive in addressing challenges to learning, for example, by establishing a night camp for upper secondary schoolgirls within the school building, to allow for safety and extended learning hour for the girls.  
*	Empathy is a common theme, with communities, teachers and administrations working to ensure that even students whose parents can't pay for uniforms and school fees are supported and respected.  
*	Creative thinking can suggest untapped resources, with one school using "child tutors" to fill in when teachers were unavailable for any reason. 

What's really exciting is the that research isn't an end in itself, but is hoped to be a pathway to support further change.  The  posts authors plan to return to the 6 schools to share the findings, inviting nearby schools as well.  They ask: 

 

"Will school leaders in these exceptional schools recognise, validate and claim ownership of the practices we have identified? Will the schools nearby be able to adopt some of these practices?" 

 

It's an excellent question.  I personally look forward to hearing more! 

 

Best to all, 


Sarah 

 

 

 

-- 

 

Sarah Swift

Cross-Sectoral Programs Team

Center of Excellence on Democracy, Human Rights and Governance

U.S. Agency for International Development 

(202) 712-4777

sswift at usaid.gov <mailto:sswift at usaid.gov> 

 

How wonderful it is that nobody need wait a single moment before starting to improve the world.

 -- Anne Frank

 

   

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