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The MECPK project has evolved significantly since its first iteration. It now includes the review, revision, and implementation of the Reading for Comprehension methodology (RfC), teacher training in that revised methodology, the use of an improved student learning assessment tool, comparison of learning outcomes to baseline and to a control group, increased parental support, and the establishment of local libraries.
MRCK is a micro level project complimented by comparative data and limited to madrassas in the Mombasa, Kilifi, and Kwale counties of Kenya. Motivation for this program stems from parents disappointed by the academic outcomes of Muslim
children of that area.s. MRCK maintains the religious education component of the program, important for community relations, while reinforcing the reading and math skills necessary for success in later public schooling. The project uses the language of the catchment area, Swahili, as well as English. Presently, teachers use English because materials and guides are available in that language, though the MRCK background level assessment shows that the preferred Language of Instruction (LoI) is the local language (Swahili, Digo, and Duruma, depending on location) and would be used more widely if local language materials were available. MRCK is rich in best practices.