In education, “evidence” takes many forms. It can be drawn from large-scale research studies such as the Tusome (Let’s read) literacy program, or from classroom data gathered through assessments, observations, and learning analytics. Equally important is the knowledge teachers develop through daily practice; approaches refined over time through trial, reflection and adjustment. Combined, these sources provide the foundation of evidence that guides effective teaching.
“When teachers have access to practical evidence and the right support to apply it, learning outcomes improve, teaching becomes more enjoyable, and students flourish”. This was the central message of Bro. Peter Tabichi’s keynote address at the Education Evidence for Action (EE4A) 6th Biennial Conference held at the University of Embu.
Tabichi, a Kenyan teacher and winner of the 2019 Global Teacher Prize, emphasized that evidence-driven teaching is key to closing the gap between education policy and classroom practice. His perspective is informed by years of working directly with teachers and teacher educators across the country.
His keynote address also highlighted various points from the emerging evidence in education trends and in particular shedding light on the state of our classrooms. Despite Kenya’s strong commitment to Competency-Based Education, the reality in classrooms remains concerning. Recent data reveals that only one in five Grade 3 learners meet the expected reading benchmarks, while less than two in ten demonstrate proficiency in numeracy. As Tabichi reminded participants, “Policies alone cannot teach children; teachers do, and they need evidence to turn vision into reality.”
His speech revealed that one of the biggest challenges teachers face in the classroom is related to the use of ‘classroom evidence. But just what is ‘classroom evidence?
The Barriers Teachers Face
Although evidence holds greats potential, many teachers struggle to use it effectively. Why? Because much of the available research is often hidden behind paywalls or presented in lengthy technical papers that are difficult to apply in real classrooms. Teachers are also burdened with heavy workloads, leaving little time for reflection or professional growth.
At the same time, many schools lack adequate resources, from textbooks to digital tools, which makes it even harder to put evidence into action. The national assessment system further complicates this by placing greater emphasis on examinations than on continuous, formative feedback. This creates a misalignment between policy goals and classroom realities.
As one analysis notes, “Policymakers at national and sub-national levels, teacher trainers, teachers and researchers sometimes argue that the body of existing evidence is too big a forest to mine what is useful, or even impossible, for schools and educators to act thoughtfully and appropriately on available evidence, given that it is not synthesized and therefore would classify it as unavailable” Gachoki and Arisa (2025)
As highlighted in Zizi Afrique’s research, even when evidence exists, it is not always presented in ways that are practical or accessible to teachers.
What Helps Teachers Use Evidence?
From a teacher’s perspective, several factors make the use of evidence more practical and impactful.
First, structured pedagogy, which combines clear teaching guides with regular coaching, is one effective approach. As Tabichi observed, schools often provide coaches for sports and music, yet rarely for teaching.
“Schools get coaches for every other activity, such as games and music, but not teaching”
Secondly, Professional collaboration also plays a crucial role. When teachers come together in learning communities, they share ideas, solve problems collectively and strengthen each other’s practice. Technology, even in its simplest form, can provide real-time data that supports teachers deliver more personalized instruction.
Thirdly, teacher training is most effective when it is rooted in classroom practice, preparing educators from the very beginning of their careers to evaluate and adapt evidence to fit their specific contexts. Strong school leadership further strengthens this culture. Leaders who model and support evidence-informed practices create an environment where teachers feel confident to innovate, experiment and grow.
A Path Forward
over time, we have learnt that for evidence to become a natural part of teaching, the education system must provide strong and consistent support. Coaching and professional collaboration should be institutionalized, with dedicated time and resources allocated to ensure their sustainability over the long term.
In addition, research needs to be shared in open, mobile-friendly formats that teachers across the country can easily access and apply. At the same time, assessment systems should be better aligned with the competencies outlined in curriculum reforms, ensuring that continuous feedback guides both teaching and learning. Building stronger partnerships between researchers, policymakers and schools is equally important, so that evidence is not only generated but also put into meaningful use. Educators incorporating evidence-use into teacher preparation programmes will ensure that new educators enter the profession equipped to integrate research and practice from the very beginning of their careers.
Why Evidence Matters.
In conclusion, by transforming evidence from mere data into a resource for access and equity, we can guarantee that all Kenyan children have the chance to learn and succeed. When educators are equipped with this information and ongoing support, we can transition our system from one that merely generates exam candidates to one that fosters innovators, problem solvers, and builders of a flourishing society.
About the Author
Charles Gachoki is the Research Manager at Zizi Afrique Foundation.
