Institutionalizing Inclusive Education in East Africa: A Mixed-Methods Synthesis of Pedagogical Impact and Teacher Professional Learning
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| Title: | Institutionalizing Inclusive Education in East Africa: A Mixed-Methods Synthesis of Pedagogical Impact and Teacher Professional Learning |
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| Language: | English |
| Authors: | Nyagwegwe C. Wango, Jane F. A. Rarieya |
| Source: | Educational Research and Reviews. 2026 21(2):27-37. |
| Availability: | Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Teacher Education, Longitudinal Studies, Inclusion, Educational Principles, Teaching Methods, Intervention, Elementary Education, Literacy, Numeracy, Educational Policy |
| Geographic Terms: | Kenya, Tanzania, Uganda |
| ISSN: | 1990-3839 |
| 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 multilevel 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504595 |
| Database: | ERIC |
| 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 multilevel 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. |
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| ISSN: | 1990-3839 |
