Kier and Ives support this systems perspective by gathering from students, staff, and tutors at an online Canadian university

The gap

Evidence profile

Sourced from the recommendations and future work and limitations of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 7 representative gaps

• Quality Education for Tanzania: “Think outside the Box” in Preparing Teachers (2026) · East African Journal of Arts and Social Sciences · doi

  Based on the content and approach of this paper, the following is recommended: • Studies should be done to determine the positive that may aspects of colonial education contribute to training competent teachers. translating • Studies should be done to identify the deterrents to and declarations into actual educational practices and find means of addressing them. educational policies 200 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Arts and Social Sciences, Volume 9, Issue 2, 2026 Article DOI : https://doi.org/10.37284/eajass.9.2.4852 • The Ministry of Education and Science should set competencies for teachers at all levels and compel TCU to enforce them at all educational departments of universities in Tanzania. • All universities degree programmes that are specific to each level in the Tanzanian formal education system. should have • To initiate the process of developing Doctor of Education (DED) programmes specific to each level of education in the system. Deeksha, S. (2020). Education for Children: 3 Major Components. https://www.psychologydi scussion.net/child-development/ End Violence against Children (2020). Country Report for the United Republic of Tanzania. https://endcorporalpunishment.org Griffiths, C. (2018). What Is ‘The Box’We’re

  generalrecommendations
  Keywords: education educational https done teachers them universities tanzania programmes specific level system children based content
• Challenges and Opportunities in Assessing Learner Achievements under Competence-Based Education (2026) · East African Journal of Education Studies · doi

  inadvertently perpetuate Western-centric competency models. This study addresses these lacunae by synthesising empirical evidence from Kenya, Tanzania, and Uganda, where CBC initiatives face analogous yet context-specific obstacles, including teacher readiness deficits and resource scarcities that undermine assessment reliability. learning example, opportunities This study is further justified by its potential to guide future policy decisions and practical In an era of post-pandemic applications. recovery, where East African educational losses governments grapple with exacerbated by school closures, refining CBE assessment could enhance learner resilience and valuation. For in leveraging indigenous knowledge systems and low-cost digital tools such as mobile-based formative to "Africanize" CBE, making it more culturally resonant and scalable. Yet, without critical examination, persistent challenges like attitudinal biases against competency evaluation could perpetuate educational underachievement, as seen in junior schools where implementation barriers directly impact student outcomes(Barr, 2025). This research justifies its PhD-level depth to generate actionable recommendations regional aspirations for sustainable development. assessments offer pathways that align with cycles of study makes this contributions significant Furthermore, examining theoretical through competency-based education contemporary emancipatory frameworks. Drawing on critical pedagogy by (CBE) critical and 472 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 1, 2026 Article DOI: https://doi.org/10.37284/eajes.9.1.4454 the that research privilege certification in recent global-South traditions revitalised scholarship (Mkwananzi & Cin, 2023; Tikly, 2020) and expanded capability approaches (Walker & Mkwananzi, 2023; Nussbaum, 2022), supremacy of the contests decontextualised assessment paradigms that continue to marginalise non-dominant learners. In the East African context, where colonial and neo- colonial legacies have entrenched credentialist models over substantive skill development (Oketch, 2021; Wabike & Barakat, 2024), interrogating these assessment contrasts offers a pathway to transformative systemic reform. Such reform aligns human capital development with high- priority climate-smart agriculture, digital innovation, and youth-led entrepreneurship (Avura & Odhiambo, 2024; Ndung’u & Wanjiku, 2023). Ultimately, this investigation is justified both by its scholarly novelty and by addressing persistent gaps in research comparative East African CBE (Unterhalter et al., 2022; McCowan & Omingo, 2025) and by its practical emancipatory potential. It equips policymakers, educators, and researchers with evidence-based insights to realise CBE’s full potential while cultivating competent, agency- rich citizens capable of driving inclusive and sustainable prosperity in the region. including areas, RESEARCH PARADIGM The philosophical underpinning of this study on the challenges and opportunities in assessing learner achievements under Competence-Based Education (CBE) in East Africa is rooted in a pragmatic paradigm. Pragmatism, as articulated by Dewey (1938) and further developed in contemporary mixed-methods research (Creswell & Clark, 2017), posits is constructed through practical consequences and real-world problem-solving, rather than adhering strictly to positivist objectivity or interpretivist subjectivity (Borges & Revez, 2019). This paradigm for resource- educational constrained contexts like East Africa, where CBE implementation intersects with socio-cultural, that knowledge in diverse, particularly appropriate research is realities.

  generalfuture work
  Keywords: east assessment african based competency potential practical educational critical development education paradigm perpetuate models evidence
• Visual Arts Practices, Needs, and Challenges in the Implementation of Competence-Based Education in Selected Schools in Mbarara City, Uganda (2026) · East African Journal of Education Studies · doi

  521 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 1, 2026 Article DOI: https://doi.org/10.37284/eajes.9.1.4465 augmented should be To improve the implementation of Competence- Based Education (CBE) in Visual Arts within Mbarara City, it is essential to undertake several interconnected measures. The capacity of educators through continuous, professional subject-specific development programs that emphasise the design of competency-based lesson plans, the application the of authentic assessment strategies, and utilisation of practical, hands-on teaching approaches. Furthermore, the establishment of structured mentorship and peer-collaboration initiatives is recommended to support novice and less experienced educators, thereby enabling them to effectively translate curriculum competencies into classroom practices. The allocation of resources is of equal importance. Educational institutions ought to be furnished with sufficient art materials, well-designed studio environments, and access to digital technologies that support experiential and project-based learning. Timetables should be revised to provide adequate periods for practical instruction and ongoing assessment, thereby ensuring students have opportunities to cultivate and demonstrate their creative, technical, and problem-solving abilities.

  generalrecommendations
  Keywords: based creative education educators assessment practical support thereby licensed commons attribution international license east african
• A Systematic Review of Academic Integrity and Respectful Interactions in Higher Education Institutions: Leadership, Systems, and AI Governance (2026) · East African Journal of Education Studies · doi

  Kier and Ives support this systems perspective by gathering from students, staff, and tutors at an online Canadian university. Their content analysis of hundreds of open-ended 26 comments recommendations divided three broad categories: policy and procedures, compliance and commitment, and resources. Respondents desired clear, comprehensive policies developed through consistent enforcement, and sufficient support (e.g., writing- skills lessons and academic resources). The authors point out that the research recommends processes, inclusive into 682 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 1, 2026 Article DOI: https://doi.org/10.37284/eajes.9.1.4567 "inclusive" consultation with all stakeholder groups, including students, when establishing strategic, holistic, multi-layered policies. Inviting and respecting diverse input in policy creation are closely institutional interaction. respectful linked to that accreditation agencies

  generalrecommendations
  Keywords: support students policy resources policies inclusive kier ives systems perspective gathering staff tutors online canadian
• Impact of School-Based Mentorship on Students' Academic Performance in Ngororero Public Secondary Schools, Rwanda (2026) · East African Journal of Education Studies · doi

  Building on this study, several research directions merit pursuit: through secondary • Longitudinal studies: Track mentored students school completion, national examinations, and transitions or tertiary employment to assess long-term impacts. trials: Conduct controlled experimental studies with random assignment to strengthen causal inferences. • Randomised education to • Cost-effectiveness analysis: Examine program costs relative to academic gains and compare with alternative interventions. • Mentor characteristics: Investigate which mentor attributes (age, gender, professional background, training) predict effectiveness. • Peer mentoring: Explore the potential of trained older students as mentors for younger peers. • Technology integration: Study the use of mobile technology and digital platforms to support and extend mentorship. • Vulnerable populations: Examine mentorship impacts for specific groups (orphans, students with disabilities, girls in STEM) facing particular barriers. • Cultural adaptation: Research culturally appropriate mentorship models honouring Rwandan values and communication styles. • Scaling challenges: Study implementation and fidelity, maintenance, sustainability when programs expand. quality • Comparative research: Compare mentorship effectiveness across different districts, school types, and national contexts. REFERENCES Asiko. (2023). Peer mentorship programs and academic performance in Tanzania. Bandura, A. (1977). Social learning theory. Prentice Hall. 429 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 2, 2026 Article DOI: https://doi.org/10.37284/eajes.9.2.4951 Bandura, A. (2006). Guide for constructing self- efficacy scales. Jekielek, S. M., Moore, K. A., Hair, E. C., & (2002). Mentoring: A Scarupa, H. J. promising strategy for youth development. Bennell, P., & Ntagaramba, J. (2008). Teacher motivation and incentives in Rwanda. Jr. (2013). Academic self-efficacy and academic Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. Basic Books. Lopez-Garrido, G. (2025). Self-efficacy theory. performance in Sub-Saharan Africa. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Mager, Z. (2025). School-based mentorship resource-constrained in interventions settings. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. Magnifique. (2024). Girls’ education policy and mentorship initiatives in Rwanda. Creswell, J. W., & Plano Clark, V. L. (2017).

  generalfuture work
  Keywords: mentorship academic students school education effectiveness self efficacy national impacts examine compare interventions mentor peer
• Assessing the Level of Pupils’ Academic Performance in Public Primary Schools in Gulu City (2026) · East African Journal of Education Studies · doi

  The study recommends that the Ministry of Education and Sports and school administrators strengthen the alignment between formative and summative assessment practices by promoting 479 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 2, 2026 Article DOI: https://doi.org/10.37284/eajes.9.2.4990 to to such feedback targeted remedial assessment approaches that emphasise critical thinking, comprehension, and application skills rather than rote learning. Teachers should be provide academic supported interventions teaching, as structured revision sessions, and continuous assessment improve pupils’ performance in summative examinations. In addition, schools should reinforce learner-centred to enhance deep instructional approaches the gap between understanding and reduce classroom examination and outcomes. Education authorities should also ensure that promotion practices are more closely aligned with actual learner achievement by strengthening internal moderation and adherence to minimum competency standards. Furthermore, the government should address overcrowded classrooms through increased teacher recruitment and infrastructure expansion, while continuous professional development programmes should be in intensified assessment, pedagogy, and instructional planning. teachers’ skills participation improve to Darling-Hammond, L. (2017). Teacher education around the world: What can we learn? European Journal of Teacher Education, 40(3), 1–20. Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge. Evans, D., Yuan, F., & Filmer, D. (2020). Education and gender disparities in learning outcomes. World Bank. Gustafsson, M. (2022). Learning outcomes in report analysis. Latin America: ERCE UNESCO. Hattie, J. (2009). Visible learning: A synthesis of to 800 meta-analyses relating over achievement. Routledge. Lubaale, G., et al. (2021). Learning deficits in schools. Makerere primary

  generalrecommendations
  Keywords: education learning assessment schools outcomes teacher school summative practices journal approaches skills teachers continuous improve
• Reimagining teacher education for inclusive education in Southern Africa: Ubuntu perspective (2026) · Inkanyiso · doi

  Methodologically, the study’s conceptual and interpretive approach aligns with commitment to epistemic plurality and reflexivity. Through a critical reading of an authoritative regional policy framework, the study treats policy as an ethical and political text rather than a neutral technical instrument (see Yanow 2007). This approach makes visible not only what CSTL articulates but also what it silences, particularly subjectivity, epistemic teacher hybridity and moral agency. Such analytic work is essential in contexts where empirical data alone cannot address deeper epistemic and ethical gaps in policy and practice. regarding Meanwhile, the study’s limitations must be acknowledged. As a conceptual-policy analysis, the study does not draw on empirical data from teachers, learners or teacher educators and therefore cannot make claims about how CSTL is enacted in specific national contexts. Consistent with African interpretive traditions, however, the findings should be understood as analytically generative rather than empirically exhaustive. They provide a conceptual vocabulary and ethical orientation that can inform future empirical research grounded in national realities. For one to contextualise the policy analysis herein with empirical evidence, a good starting point would be articles in the Special Issue of the International Journal of Inclusive Education on CSTL in sub- Saharan Africa (c.f. Christopher & Pinias 2025; Mosito et al. 2025; Pather et al. 2025).

  generallimitationsevidence 5/5
  Keywords: policy empirical conceptual epistemic ethical cstl interpretive approach framework rather teacher contexts cannot national methodologically

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