Abstract: The implementation of Inclusive education interventions focuses on eliminating barriers in accessing education

Abstract: Higher education policies have been rated as determinants of students’ participation in public universities. These policies often shape the financial obligations imposed on students, thereby influencing their ability to access and sustain university education. Rigid or poorly structured fee payment systems disproportionately affect students from low-income backgrounds, limiting their chances of enrollment and completion. This study examined the influence of fees payment modalities on students’ participation in university education at the University of Nairobi. The study was guided by Equity Theory. Adescriptive survey research design was adopted, targeting a population of 850 undergraduate students across various faculties. Using Yamane’s formula (1967), a sample of 393 respondents were selected. Data were collected through a structured questionnaire and interviews. Validity was ensured through expert review, while reliability was established using Cronbach’s alpha (α ≥ 0.70) for internal consistency. Quantitative data were analyzed using descriptive and inferential statistics, whereas qualitative data were subjected to thematic analysis. Ethical considerations, including informed consent, confidentiality, and voluntary participation, were strictly observed. Findings revealed that inflexible payment policies, unclear communication of payment options, and punitive penalty structures significantly hinder students’ participation, with about 86% of respondents indicating financial stress or access challenges. Equally, flexible payment modalities, installment plans, and financial guidance positively influenced retention and enrollment decisions. The study concludes that student-centered and transparent payment systems are critical to enhancing access, equity, and participation. Recommendations include the adoption of flexible installment plans, improved communication of payment options, financial counseling services, and periodic review of penalty policies to reduce undue financial burden.

Zamzam I. Nyandara – Department of Educational Foundations, Adult and Distance Education, Open University of Tanzania.

Jesse Lukindo – Department of Curriculum and Instruction, Open University of Tanzania.

Email: wilgisndunguru01@gmail.com

Abstract: This study investigated the effect of a competency-based teaching (CBT) intervention on teachers’ pedagogical practices and students’ English communication skills in rural secondary schools in Mbinga District, Tanzania. Anchored in Constructivist Learning Theory and Communicative Language Teaching (CLT), the research employed a quasi-experimental mixed-methods design. A sample of 286 respondents participated in the study. Quantitative data were collected through questionnaires and pretest–posttest instruments administered to teachers and students. Qualitative data were gathered through classroom observations, semi-structured interviews, and documentary reviews of lesson plans and assessment records, providing insights into lived experiences and instructional dynamics. Data were analysed through independent sample t-testsand content analysis. Findings revealed that teachers initially demonstrated limited knowledge of CBT principles and relied heavily on traditional lecture methods. Following the intervention, teachers in the experimental group showed significant improvements in competency-based knowledge (mean scores rising from 2.75 to 3.50) and reported greater confidence in implementing learner-centred strategies such as role-plays, group discussions, and collaborative tasks. Students likewise exhibited enhanced communicative competence, particularly in speaking and listening, validating CLT and Constructivist claims that interactive, authentic learning environments foster language acquisition. Despite these gains, challenges persisted, including inadequate instructional resources, limited ICT integration, and reliance on traditional assessment practices. The study concludes that teacher-training interventions can effectively improve pedagogical practices and student communication outcomes, but sustained progress requires systemic support in professional development, resource provision, and assessment reform.

Abstract: Early childhood development (ECD) assessment tools, rooted in Western psychological frameworks, are routinely implemented across sub-Saharan Africa with little cultural validation. This comparative qualitative case study investigated cultural dissonance between standardised ECD assessment tools and traditional Ndebele developmental knowledge systems in Matobo District, Zimbabwe. Drawing on Bronfenbrenner’s bio-ecological systems theory and Nsamenang’s Africentric theory of social ontogenesis, the study documented 127 traditional Ndebele developmental milestones across seven domains through focus group discussions and interviews with community elders, then compared these systematically with Zimbabwe’s mandated Early Learning Development Standards (ELDS). Findings revealed only 23% convergence between the two systems, with pronounced divergence in social-relational competencies and complete omission of spiritual-cosmological and moral-ethical domains from standardised instruments. This dissonance produced deficit labelling of culturally competent children, family-school tension, practitioner epistemological conflict and cultural devaluation. The study advances Nsamenang’s Africentric developmental theory through empirical specificity, extends Bronfenbrenner’s bio-ecological framework to assessment validity and proposes eight principles for culturally responsive ECD assessment grounded in epistemic pluralism and cultural-ecological validity. Indigenous knowledge systems must be recognised as legitimate parallel epistemologies, not peripheral variations, in global ECD policy and practice.

Abstract: The Purpose of this research was to assess influence of Headteachers’ Information Communication Technology Infrastructure Facilitation on implementation of Competency-Based Education in Junior secondary schools in Voi Sub-County, Kenya. Empirical review of literature was anchored on psychological theory of supervision, Goal setting theoryand Diffusions of Innovations Theory. A mixed methods and descriptive survey design was used targeting 30 Headteachers, 3 Curriculum Support Officers, 4,512 Junior school students, 118 teachers and 1,200 parents. Using Yamane’s formulae,a sample of 16 headteachers, 3 Curriculum Support Officers, 60 teachers, 220 Junior secondary students and 74 parents were selected totalling to 373 respondents. Questionnaires, interview guides and focus group discussion guides were used to collect data. Validity of tools was examined through expert judgement while reliability was measured through application of Cronbach’s Alpha formulae where an alpha value of 0.76 was obtained. Data analysis was carried out descriptively, inferentially using Karl Pearson correlation Coefficient with aid of SPSS Version 30 and thematically. Quantitative data was presented in frequency tables, column graphs and pie charts while qualitative data was presented in narration based on various themes. Findings revealed that provision of Information Communication Technology infrastructure is not just merely availing hardware materials, but it is all about developing a sustainable digital superhighway within Junior high schools. Recommendations were however made for government through Ministry of Education to increase funding of Information Communication Technology infrastructure within schools to ensure equitable distribution of such devices.

Abstract: Political rights are essential for democratic governance and citizen participation, yet their realisation in Uganda continues to face various restrictions. This study examined the influence of Amnesty International’s advocacy role in the promotion of political rights in Uganda. Guided by Constructivist Theory, the study adopted a qualitative approach using a case study design. The study involved 32 participants drawn from Amnesty International, civil society organisations, journalists, legal practitioners, human rights activists, and community leaders knowledgeable about political rights advocacy in Uganda. Data were collected between June and September 2025 through 12 key informant interviews, 2 four focus group discussions, participant observation, and document review, and were analysed using thematic analysis. Findings revealed that Amnesty International promotes political rights through human rights advocacy, monitoring and documentation of violations, civic awareness and human rights education, legislative and legal advocacy, media freedom promotion, collaboration with local human rights organisations, protection of human rights defenders, and utilisation of international advocacy mechanisms.These interventions enhanced public awareness of political rights, strengthened accountability for human rights violations, amplified the voices of vulnerable groups, and promoted democratic participation. However, their effectiveness was constrained by political resistance, shrinking civic space, and limited implementation of human rights recommendations. The study concludes that Amnesty International remains an influential actor in advancing political rights and strengthening democratic participation in Uganda. The study recommends strengthening collaboration among human rights actors, expanding civic education initiatives, and enhancing mechanisms for protecting political freedoms and citizen engagement.

Ezechiel Harerimana – African Centre of Excellent for Innovative Teaching and Learning Mathematics and Science (ACEITLMS).

Felex Dushimimana – University of Rwanda- College of Education (UR-CE), Department of Mathematics, Sciences and Physical Education.

Email: harerimana.ezechiel@yahoo.com

Abstract: This study investigated biology teachers’ pedagogical knowledge and skills in using teaching and learning resources to enhance student learning interaction in selected upper secondary schools of Ngoma District, Rwanda. It was guided by the following specific objectives of this study were: (1) to identify the teaching and learning resources used in biology education, and (2) to explore biology teachers’ pedagogical knowledge and skills in using teaching and learning resources. A descriptive qualitative design was used, involving 12 biology teachers purposively selected from 14 upper secondary school biology teacher participants in Ngoma District, with data collected through classroom observations and semi-structured interviews. Findings show that animation, laboratory equipment and textbooks are the most frequently used resources, while virtual laboratories and specimens are rarely used. Teachers demonstrate limited pedagogical skills in integrating resources, with weak use of collaborative, inquiry-based and demonstration strategies. Overall, only a minority of teachers effectively apply resource-based pedagogy, largely due to insufficient training and resource constraints. The study concludes that Biology teaching in upper secondary schools uses diverse resources like animations, laboratories and textbooks but integration is uneven, with limited use of advanced tools, suggesting that effective implementation of the competence-based curriculum requires not only availability of resources but also strong pedagogical competence among teachers to promote interactive collaboration, in biology lessons. Therefore, continuous in-service training, improved access to laboratory and ICT-based tools are recommended to bridge the gap between policy expectations and classroom practice in biology education in Ngoma District and similar context.

Paul Muyinda Birevu – Institute of Open Distance and eLearning, College of Education and External Studies, Makerere University

Ghislain Maurice N. Isabwe – Department of Information and Communication Technology (ICT), University of Agder (UiA) Norway

Abstract: Reciprocal centric pedagogy (RCP) is a contemporary pedagogical paradigm which I first introduced in my PhD thesis (Mukwana & Ssebbunga, 2024) as a departure from teacher-centered pedagogy (TCP) and learner-centered pedagogy (LCP). It focuses on changing the structure of power and epistemic relations in higher education in Uganda. It is based on Barnlund’s Transactional model of Communication and Brunner’s scaffolding theories. The two theories position pedagogy beyond the basic array of instructional strat egies and methodologies and more deeply into issues of reciprocity, interpersonal relations and intercultural relations as channels for co -production and promotion of knowledge, power and creativity. The task of this research is to answer the big pedagogic al question (who has control of the learning process? Whilst TCP places control of the learning process in the hands of the teacher and the learner is in charge of the learning process under LCP, under RCP both teacher and the learner are in control of the learning process. Reciprocal learning characteristically has the practice of dialogue as a strategy for promoting comprehension, whereas RCP extends the practice of reciprocal learning at the level of epistemic and ontological reconstruction by simultaneously establishing the teacher and the learner as co-contributing agents in the construction of knowledge and meaning. Thus, this paper theorises the concept of reciprocal centric pedagogy as a paradigm shift that connects relational ontology and transactio nal pedagogy with the emphasis on the responsibility of both the teacher and learner to create reality out of the experiential perspective.

Abstract: The global transition towards Competency-Based Education (CBE) demands deep organizational reconfiguration and localized administrative stewardship to resolve systemic implementation bottlenecks. This study investigated the institutional readiness and pedagogical execution fidelity of junior secondary school mid-level executives navigating the rollout of the Basic Education Curriculum Framework (BECF) within Nandi North Sub-County, Kenya. Using Weiss’s Theory of Change and descriptive correlational research design, the study sampled 305 institutional administrators. Data were collectedvia role-customized closed-ended questionnaires. Analysis utilized descriptive metrics, Pearson’s product-moment correlation, and One-way Analysis of Variance (ANOVA) revealed that while conceptual awareness of CBE tenets is widely distributed (M = 3.41), practical readiness for execution remains deficient across both senior managers (M = 2.46) and departmental heads (M = 2.67). ANOVA models demonstrated absolute uniformity in structural preparedness across the administrative hierarchy, failing to establish role-based variance, F(1.430) < F(3.084), p = 0.2439. Pearson models confirmed a statistically significant, moderately strong positive correlation among Heads of Departments (r = 0.557, p = 0.035), supporting a systemic “learning by doing” phenomenon, whereas senior managers displayed a statistically non-significant linkage (r = 0.448, p = 0.167). The inquiry reveals a sharp dissociation between national curriculum directives and school-level operational capacity, characterized by chronic shortages of standardized assessment matrices and broken intra-institutional communication pathways. The study recommends system-wide continuous in-service retooling, the rapid deployment of standardized assessment templates by the Kenya Institute of Curriculum Development (KICD).

Abstract: This study assessed English language proficiency, competency development and formative assessment practices in Junior Secondary Schools in Ndhiwa Sub-County, Kenya. It was guided by concerns that assessment under Competency-Based Education (CBE) may not adequately capture what matters in language learning, particularly balanced development of reading, writing, listening, speaking and 21st-century English competencies. A descriptive research design was adopted. Data was collected from 14 schools, 13 teachers, 14 headteachers, 1 Sub-County Director of Education and 404 Grade 8 learners using questionnaires, interviews, observation checklists, and document analysis. Descriptive statistics (means and standard deviations) and thematic analysis were used for data analysis. Findings indicate that learners demonstrate moderate English language proficiency, with stronger performance in listening and basic reading comprehension, but weaker outcomes in speaking and writing. Competency development is uneven: collaboration is relatively strong, while communication remains the weakest competency. Creativity and imagination are moderately developed but largely dependent on teacher scaffolding and structured classroom tasks. Regarding assessment practices, formative assessment is moderately applied. Teachers frequently use grammar, vocabulary and writing focused assessments, while listening and speaking tasks are less consistently implemented. This imbalance contributes to uneven development of both language proficiency and competencies, particularly communication, creativity and imagination. The study concludes that although CBE-aligned formative assessment practices are present, their inconsistent application across language domains limits the achievement of balanced learner outcomes. It recommends strengthened oral language instruction, balanced formative assessment across all skills, increased use of open-ended tasks and enhanced teacher training on competency-based assessment strategies.