Breadth of Learning Opportunities Project – Kenya

The Breadth of Learning Opportunities project, convened by the Center for Universal Education at Brookings (CUE) and Education International (EI), is developing a set of tools to measure the learning opportunities students are exposed to, both in the national curriculum and in school practices. The Breadth of Learning Opportunities tools will seek to provide national governments and education stakeholders with a facility to examine their education systems and target interventions associated with a range of learning domains.

Using the Learning Metrics Task Force (LMTF) Seven Domains of Learning, the tools will enable users to establish how well the domains are represented at national, school and classroom levels, i.e. the intended and the implemented curriculum. The tools will help users examine available resources and curriculum materials, as well as time allocation across the domains and types of learning activities provided. There are three tools – one for the jurisdictional policy level, one for the school level, and one for the teacher level. All three BOLO tools will focus on the grade at the end of the primary school and the grade at the end of lower secondary school.

BOLO Project

• Duration: The Breadth of Learning Opportunities (BOLO) initiative was undertaken in 2016-2017.
• Partnership: The project was conducted by the Center for Universal Education (CUE) at the Brookings Institution in collaboration with Education International (EI).
• Overview: Despite global commitments to quality education, education systems often focus narrowly on specific subjects, neglecting essential skills like collaboration and critical thinking. The BOLO project aimed to provide tools to policymakers, practitioners, and researchers to evaluate opportunities for students to learn a broad range of skills and domains within the education system.
• Challenges: The BOLO approach didn’t propose policy solutions but aimed to align policies and practices throughout the education system. It highlighted challenges like high-stakes assessments focusing solely on literacy and numeracy.
• Lessons Learned: The BOLO project emphasized the importance of assessing inputs and processes rather than just learning outcomes, fostering dialogue within the education system.
• Conclusion and Recommendations: The BOLO project focused on primary and lower secondary school grades, providing three tools: one for policymakers, one for school administrators, and one for teachers. While it identified areas of concern, it left the actions addressing these concerns to be considered within each education system’s context.

Aim of the Pilot Study

• Objectives of the Pilot: The pilot aimed to finalize the BOLO tools for assessing education systems’ breadth of learning opportunities across various domains.
• Research Questions: The study sought to understand the data collection process, respondents’ perceptions of the tools, and how easily the tools adapted to local contexts.
• Scope of the Pilot: The pilot took place in several locations, including Kajiado, Nairobi, Muranga, Kiambu, Thika, Naivasha, and Machakos, involving both primary and secondary schools.

Research Design and Methodology

• The pilot used both qualitative and quantitative tools, including policy, school, and teacher questionnaires, along with interviews to collect data.
• For a complete report, visit link.

This structured format provides an overview of the BOLO Project, its objectives, scope, and research methodology.