Document Type

Article

Department

Institute for Educational Development, East Africa

Abstract

East African teacher education reforms are placing a greater emphasis on inclusive and gender responsive pedagogy; yet, little research has been done on how these innovations are institutionalized outside of project cycles. In order to combine the results of two complimentary projects, the Strengthening Education Systems East Africa (SESEA) project and the Foundation for Learning (F4L) longitudinal research conducted in Kenya, Uganda, and Tanzania, this study uses a comparative cross case synthesis design. Following the adoption of learner-centered and inclusive pedagogical practices, SESEA data shows moderate advances in numeracy and significant improvements in basic literacy. However, F4L evidence suggests that mentorship structures, leadership capacity building, and embedded Teacher Professional Learning systems are necessary to sustain these classroom-level outcomes. Three interrelated areas must be aligned for inclusive education to be institutionalized, according to the integrated analysis: governance and policy integration, professional learning environments, and quantifiable learning gains. Despite improvements in educational competency across contexts, institutional embedding mechanisms and leadership readiness remained disparate. A multi level paradigm for institutionalizing inclusive education in East Africa is advanced by the study, which emphasizes the need for systemic reinforcement in order to go from donor-supported intervention to long-lasting educational shift.

AKU Student

no

Publication (Name of Journal)

Educational Research and Reviews

DOI

10.5897/ERR2025.4505

Creative Commons License

Creative Commons Attribution-Share Alike 4.0 International License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.

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