Impact of Structured Pedagogy on Early Grade Teachers’ KAPB in Tanzania and Senegal
This report presents the findings of a multicountry study examining how structured pedagogy programs—My Village
in Tanzania and Ndaw Wune in Senegal—have influenced early grade teachers’ Knowledge, Attitudes, Practices, and Beliefs (KAPB) in support of remedial learning. Designed to accelerate foundational literacy and numeracy among children falling behind, both programs provide teachers with structured, student centered strategies and tools.
The study investigates how these interventions interact with broader systemic and contextual factors to shape what teachers
know, believe, and are able to do in real classrooms.
Using a mixed methods approach—teacher surveys, classroom observations, and focus group discussions—the study engaged over 560 teachers across 235 schools, with data collection led by Uwezo Tanzania and
LARTES Senegal. In Tanzania, where teachers had been trained a year prior, the sample included 123 schools and 280 teachers. In Senegal, where training had concluded just two months earlier, the sample covered 112 schools and 280 teachers. These differing timelines offered comparative insights into how pedagogical shifts emerge and sustain over time.