Methodologically, the study’s conceptual and interpretive

The gap

Evidence profile

Stated in the limitations and future work and recommendations sections of the source papers, classified as general, spanning 2 journals.

Supporting evidence — 5 representative gaps

• 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).

  generalstated in limitationsevidence 5/5
  Keywords: policy empirical conceptual epistemic ethical cstl interpretive approach framework rather teacher contexts cannot national methodologically
• 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.

  generalstated in future workevidence 5/5
  Keywords: east assessment african based competency potential practical educational critical development education paradigm perpetuate models evidence
• Challenges and Opportunities in Assessing Learner Achievements under Competence-Based Education (2026) · East African Journal of Education Studies · doi

  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.

  generalstated in recommendationsevidence 5/5
  Keywords: east development based education african paradigm sustainable contemporary emancipatory critical mkwananzi assessment colonial reform practical
• 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.

  generalstated in recommendationsevidence 5/5
  Keywords: based creative education educators assessment practical support thereby licensed commons attribution international license east african
• 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).

  generalstated in future workevidence 5/5
  Keywords: mentorship academic students school education effectiveness self efficacy national impacts examine compare interventions mentor peer

Questions about this gap