Foundational Literacy and Numeracy in Rural Kenya: A Qualitative Study of Teacher and Curriculum Support Officers’ Perspectives on Standardized Approaches

Abstract

This qualitative study examined how teachers and curriculum support officers (CSOs) in rural Kenya perceive and adapt standardized foundational literacy and numeracy (FLN) approaches within their local contexts. Using thematic analysis of 16 semi-structured interviews (11 teachers, 5 CSOs), five interconnected themes emerged. Findings reveal educators exercise “adaptive expertise”, actively transforming standardized curricula through professional judgment rather than implementing with fidelity. While supporting competency-based curriculum goals, participants highlighted fundamental misalignments between policy design and rural realities. The study demonstrates how effective FLN implementation depends on educators’ capacity to create hybrid practices blending official policies with local knowledge.