Lucy PPT.pptx Research Design, Research Methods

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1. INFLUENCE OF EVIDENCE-BASED RESEARCH ON BASIC EDUCATION POLICY FORMULATION AND IMPLEMENTATION IN KENYA: A CASE OF COMPETENCY-BASED CURRICULUM PHD IN EDUCATION MANAGEMENT PHD IN EDUCATION MANAGEMENT

2. INTRODUCTION Basic education is fundamental for societal engagement and economic productivity, equipping individuals with essential skills (World Bank, 2018). Basic education is crucial for fostering development and providing vital skills needed in today's society (UNESCO, 2017). Policy formulation shapes global basic education quality and direction, providing crucial frameworks for planning and intervention (UNESCO, 2017). Education policies are urged by UNESCO to rely on reliable data and research for effectiveness and relevance, emphasizing evidence-based policymaking. (UNESCO, 2017)

3. INTRODUCTION Cont ’ World Bank highlights the necessity of thorough research in education policy, crucial for creating, implementing, and assessing effective policies and programs. (World Bank, 2018). Inclusive processes in policy involve diverse stakeholders like teachers, students, parents, and communities, ensuring policies consider varied perspectives and address diverse needs. (UNESCO, 2017). Policy formulation in basic education is influenced by contextual factors such as national priorities, cultural norms, and economic conditions, alongside evidence-based research (UNESCO, 2017).

4. PROBLEM STATEMENT Effective education policy-making relies on a strong evidence base, but it often faces challenges due to diverse stakeholder interests and the absence of evidence-based research. Education policy decisions involve diverse stakeholders with varying perspectives and demands, leading to a complex process prone to conflicting interests. In Kenya, basic education policies significantly impact national development, yet they are often influenced by political, economic, and social pressures rather than evidence-based research.

5. PROBLEM STATEMENT Cont ’ The lack of evidence-based research can lead to incomplete or inaccurate information guiding policy decisions, potentially resulting in policies that do not effectively address education system needs or societal requirements The relationship between educational research and policy-making is debated, with various factors such as perceived impracticality, biases, and inaccessibility affecting research utilization in policy-making. This study aims to address the knowledge gap regarding the influence of evidence-based research on basic education policy formulation and implementation in Kenya, focusing on the Competency-Based Curriculum (CBC) as a unit of analysis .

6. OBJECTIVES OF THE STUDY To assess the influence of evidence-based research in the formulation and implementation of the competency-based curriculum policy in basic education in Kenya. To identify the challenges faced in using evidence-based research to inform the formulation and implementation of the competency-based curriculum policy in basic education in Kenya. To examine the role of different stakeholders in the use of evidence-based research in the formulation and implementation of the competency-based curriculum policy in basic education in Kenya. To make recommendations for improving the use of evidence-based research in basic education policy formulation and implementation in Kenya.

7. SIGNIFICANCE OF THE STUDY The findings of this study will help identify strengths and weaknesses in the integration of evidence-based research into educational policymaking processes in Kenya, paving the way for more effective policy development and implementation strategies. By uncovering challenges and barriers associated with using evidence-based research in policymaking, this study will contribute valuable recommendations and mitigation measures to enhance evidence-based decision-making in the education sector. The significance of this study extends to its potential to inform future education policies in Kenya, leading to improved educational outcomes and fostering a more robust educational system aligned with global best practices.

8. LITERATURE REVIEW Empirical Review: Research and Formulation of Curriculum Policies Research shapes global curriculum policies, improving student outcomes and teacher effectiveness through evidence-based approaches. Studies worldwide highlight research's impact on language, science, math, and health education curricula, emphasizing the importance of research in decision-making. Empirical literature emphasizes the ongoing need for policymakers to rely on evidence-based practices and comprehensive strategies for curriculum development and implementation." Despite progress, gaps persist in Kenya, especially regarding robust research on curriculum impact, teacher collaboration, and community involvement to address implementation challenges and ensure new curricula's effectiveness

9. LITERATURE REVIEW Con’t Empirical Review: Challenges Faced in Using Evidence-Based Research for Basic Education Policies Policymakers globally struggle with limited access to rigorous and relevant research on education policies. The political landscape often hinders evidence-based research adoption in education policies due to conflicting personal beliefs and agendas among policymakers. Many contexts lack the capacity to effectively use research findings in policy formulation and implementation, impacting education policies. There's a lack of comprehensive analysis on challenges in using evidence-based research for basic education policies in Kenya, and this study aims to address this gap.

10. LITERATURE REVIEW Con’t Empirical Review: Role of Stakeholders in the use of Research in the Formulation of Curriculum Policy Stakeholders like government agencies, universities, and research institutions are crucial in using research for curriculum policy in many countries. Government agencies provide funding, set policy priorities, and disseminate research findings, playing a critical role in curriculum policy. Universities conduct quality research, promote collaboration, and offer training, significantly contributing to curriculum policy development. Research institutions produce and disseminate findings, providing technical expertise to policymakers for effective curriculum policy. Empirical gaps highlight the need for more research on complex factors affecting curriculum policy formulation and implementation across diverse contexts.

11. THEORETICAL FRAMEWORK 1. Policy Science Theory : Wilderom & De Vries (2015) The theory argues that policy-making is a deliberate and systematic process that involves collecting and using information, including research, to make informed decisions. This theory will be used to understand how research influences the policymaking process in basic education. 2. Constructivist Theory : Biesta (2010) The theory argues that Knowledge is constructed through interaction and negotiation between stakeholders. The study will apply this theory to examine how policymakers and stakeholders construct their understanding of the role of research in policy formulation.

12. THEORETICAL FRAMEWORK Con’t 3. Implementation Theory: Schmid (1991) The theory asserts that the process of translating research findings into practical actions and outcomes in policy formulation involves various stages with research playing a crucial role in informing decisions throughout these stages. This theory will be used in this study to analyze how research findings are translated into practical actions and outcomes in the formulation of the competency-based curriculum policy in Kenya, including assessing research influence, identifying challenges, examining stakeholder roles, and making recommendations for improving research utilization in policy formulation.

13. CONCEPTUAL FRAMEWORK

14. RESEARCH METHODOLOGY Research Design: This study adopts a descriptive survey design to gather in-depth information about the experiences and perceptions of policy makers and stakeholders in the education sector regarding the use of research in formulating the Competency-Based Curriculum (CBC) policy. The descriptive survey design combines both qualitative and quantitative data collection methods, such as questionnaires and interviews, to achieve a comprehensive understanding of the subject matter. Location of the Study: The study will be conducted in Nairobi, Kenya, which serves as the hub for education administration and policy-making in the country, ensuring a diverse representation of key stakeholders in the education sector.

15. RESEARCH METHODOLOGY Con’t Target Population: The target population includes policy makers and stakeholders in the education sector, such as government officials, teachers' unions, parent-teacher associations, research institutions, NGOs, and political leaders. Sample Size: The sample size was calculated using Fisher's formula, taking into account a population size of 5000, a desired precision level of 5% (E = 0.05), and an assumed proportion of 50% (P = 0.5), resulting in a sample size of 384 officials rounded up from the calculation. The sample size of 384 officials, with equal representation from each of the 10 identified stakeholder categories involved in policy formulation. A stratified random sampling technique will be used to select a representative sample from each stakeholder category.

16. RESEARCH METHODOLOGY Con’t Data Collection Instruments: The study will utilize semi-structured questionnaires with Likert scale questions and interview guides to gather quantitative and qualitative data, respectively, on the influence of research on basic educational policy formulation. Validity and Reliability: Pilot testing, expert review, and inter-rater reliability checks will be conducted to ensure the validity and reliability of the research instruments. Data Collection Procedures: Data will be collected through face-to-face interviews and questionnaire administration, with secondary data sources also reviewed for supplementary information.

17. RESEARCH METHODOLOGY Con’t Data Analysis Procedures: Quantitative data will be analyzed using SPSS software for descriptive statistics, while qualitative data will undergo thematic analysis to identify key themes and insights related to the research objectives. Results will be presented thematically and organized to address the research questions comprehensively. The study will adhere to strict ethical guidelines by obtaining informed consent, ensuring confidentiality and privacy, maintaining anonymity, securely storing data, and following proper data retention and destruction protocols to protect participants' personal information throughout the research process.

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