Across Sub-Saharan Africa, the story of women’s empowerment often begins in a classroom. Over the last two decades, millions of […]
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This report synthesizes insights from four case studies conducted under the Pedagogies of Inclusion project, which explored gender, pedagogy, and […]
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This blog was led by Abdimalik Farah (APHRC) with co-authorship from Lydia Namatende-Sakwa (APHRC), Erick Makhapila, (APHRC), Davis Musyoki (APHRC), […]
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Introduction The implementation of Uganda’s competence-based curriculum (CBC) at the lower secondary level reveals a paradox of promise and peril. […]
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As the world marks International Literacy Day, it is sobering to recall that 88% of 10-year-olds in sub-Saharan Africa cannot […]
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This manual has twenty-four topics. Its content is derived from five broad themes: Self-Awareness, Self-Management, Social-Awareness, Relationships, and Responsible Decision-Making. […]
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The TeachWell pilot assessed classroom practices across five pedagogical domains—lesson structure, Learning through Play (LtP), Universal Design for Learning (UDL), […]
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In 2020, Uganda embarked on a bold education reform, introducing the Competence-Based Curriculum (CBC) for lower secondary schools. Designed to […]
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Before the First Question Is Asked Between July 28 and August 2, 2025, something meaningful unfolded in the classrooms, staffrooms, […]
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As part of the Teacher Well-Being Study, the African Population and Health Research Center (APHRC) conducted a pilot in Garissa […]
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Uganda introduced a competence-based Lower Secondary Curriculum (LSC) in 2020, in line with global efforts to prepare learners with 21st-century […]
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This brief report highlights feedback from a virtual survey conducted in August and September 2024 with Science, Technology, Engineering, and […]
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The virtual endline stakeholder engagement held on February 27, 2025, brought together STEM stakeholders from various HEIs in Sub-Saharan Africa […]
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The STEM fields (Science, Technology, Engineering, and Mathematics) are seen as crucial to economic development and are often prioritized in […]
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Child marriage and teenage pregnancy are among Uganda’s most entrenched gender and development challenges, with far-reaching consequences for education, health, […]
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Adolescents with intellectual disabilities in Kenya continue to be excluded from comprehensive sexuality education, despite national commitments to inclusive education […]
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The A LOT-Change III Endline Evaluation Report assesses the impact of a three-year, community-based after-school support program targeting adolescents in […]
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Introduction Education has long been shaped by the technologies of its time—from papyrus and chalkboards to computers and artificial intelligence […]
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Kenyans have recently been treated to key sectoral systemic changes that may not have been thoroughly thought through. The changes […]
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Introduction Public policy development encompasses various policy process streams that cumulatively give way to policy (Kingdon & Stano, 1984). These […]
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Africa’s education systems are brimming with potential. Classrooms are full, ambitions are high, and research institutions like the African Population […]
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Despite Kenya’s progressive commitments to refugee inclusion under the Global Compact on Refugees and the Comprehensive Refugee Response Framework (CRRF), […]
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As Kenya moves toward a more inclusive and equitable education system, the full integration of refugee teachers remains a critical […]
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This blog was led by Davis Muli Musyoki (APHRC) with co-authorship from Lydia Namatende-Sakwa (APHRC), Abdimalik Farah (APHRC), Davis Musyoki […]
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In Kenya, the educational landscape has long been dominated by the conventional belief that a university degree is the only […]
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