Document Type

Article

Department

Institute for Educational Development, East Africa

Abstract

East African education systems face continuous volatility driven by global demands, regional integration, and systemic shocks such as the COVID-19 pandemic. This paper analyzes the Foundations for Learning (F4L) project, a multi-country professional development initiative for Teacher Educators navigating mid-project shifts from Certificate to Diploma qualifications and the adoption of Competency-Based Curricula (CBC). Utilizing a qualitative case study design triangulating policy analysis, stakeholder dialogue, and primary interviews (N=92), the study explores how project fidelity was maintained amidst radical transitions. Anchored in Adaptive Management and Resilience theories, the findings reveal that while policy volatility and human resource instability posed significant risks—including institutional memory loss and pedagogical misalignment—strategic leveraging of institutional assets fostered systemic resilience. These assets include ICT integration, action research, reflective practice, mentorship, and leadership development. The paper concludes that educational reforms should be viewed as "learning moments" for building adaptive capacity, offering transferable lessons for interventions in volatile, low-income contexts.

AKU Student

no

Publication (Name of Journal)

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

DOI

10.47772/IJRISS.2025.91200197

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