Abstract
The purpose of this study is to examine whether ownership and localization discourses are practically applied to a teacher training ODA(Official Development Assistance) project in Kenya and how these efforts can contribute to the project’s sustainability. This study adopted a qualitative research approach and the primary data collection method is an interview with various stakeholders and participants of the project. The research also used participant observation, and document analysis. The result shows that Ownership was ensured at a high level(government), but it was not promoted at the lower level(end-beneficiaries). Localization of knowledge contributed to making the training contents more compatible with the condition of Kenya. However, teachers still feel challenged to apply the knowledge acquired from the project in classroom practices. Based on these findings, I suggest the necessity of motivating teachers to empower themselves and take responsibility to change classroom practices on their own. And more comprehensive approach is needed to improve surrounding circumstances that makes teachers hard to be innovative and proactive.
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