EANSO East African Nature and Science Organization Journals
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Engaging Senior Leadership in Sustainable Pedagogical Reform: The TESCEA Steering Group Model at Gulu University
Full text linkSustainable pedagogical reform in higher education requires committed and structured engagement of senior leadership. This qualitative case study examines the TESCEA (Transforming Education for Social Change in East Africa) project’s Steering Group model at Gulu University, Uganda, as an approach to actively engage institutional leaders in guiding curriculum transformation. Using semi-structured interviews with 12 strategically selected stakeholders and analysis of 18 institutional documents, the study explores how the Steering Group fostered collaborative governance, aligned reforms with institutional priorities, mobilized resources, and ensured institutional ownership. Findings indicate that embedding leadership engagement within formal governance structures enhances the effectiveness, legitimacy, and sustainability of pedagogical reforms, particularly in resource-constrained contexts. The study highlights operational challenges, including competing responsibilities and bureaucratic delays, and suggests practical strategies for strengthening leadership engagement. This paper contributes to literature on higher education leadership, institutional governance, and reform implementation in sub-Saharan Africa, offering actionable insights for universities seeking transformative educational chang
Evaluating the Quality of Communication in Educational Institutions
Full text linkThis study investigated the level of communication efficiency in secondary schools in Oyam District. It was carried out in 9 schools. The research question was to establish the level of communication efficiency in secondary schools in Oyam district. A cross-sectional survey design was employed based on both qualitative and quantitative paradigms. The sample respondents were 85 out of the target 104 drawn through Krejcie and Morgan Tables (1970), the sample categories comprised head teachers and teachers. Data were collected using interviews from head teachers and questionnaires from teachers, observation and document review were conducted, and these instruments were triangulated. Data analyses were done through descriptive statistics presentation on a frequency table run using ANOVA. The findings indicated that there was a low level of communication efficiency in secondary schools in Oyam district. Interview results exposed gaps in communication efficiency. The study concluded that communication efficiency is a good predictor of teachers’ job satisfaction in schools and recommended that policymakers, such as government ministries and local government, ought to review communication policy and provide a model to be used in schools to facilitate communication and bridge the existing gaps. A benchmark reference point for minimum standards should also be initiate
Reconstructivism in Action: Teachers’ Perspectives on Implementation of Competency-Based Education in Kenya’s Public Junior Schools
Full text linkThe implementation of Kenya’s Competency-Based Education (CBC) marks a transformative shift toward a learner-centred education system that emphasises skills development, creativity, and real-world problem-solving. This study examined the integration of reconstructivist pedagogy in CBC classrooms, focusing on teachers’ and students’ experiences during implementation. The study pursued three objectives: to assess the extent to which reconstructivist instructional approaches are applied in Junior Schools, to examine how reconstructivist principles are incorporated into CBC implementation, and to explore the challenges teachers face in adopting these approaches. Guided by reconstructivist philosophy, the research investigated how CBE fosters student empowerment, critical thinking, and community engagement. A survey research design was employed, involving 283 teacher participants. Data were collected through questionnaires and classroom observation checklists. Findings revealed that project-based and collaborative learning are the most frequently applied reconstructivist approaches, while inquiry-based learning and problem-solving activities are less common due to limited teacher training and resource constraints. A Chi-Square test (p < 0.05) showed a significant relationship between teacher training and the application of reconstructivist methods. Key challenges include inadequate teaching resources, high student–teacher ratios, and insufficient professional development opportunities, all of which hinder effective implementation. Multiple regression analysis indicated that approximately 46% of the variance in the use of reconstructivist methods (Adjusted R² = 0.45) was explained by the predictors, with teacher training (β = 0.42, p < 0.01) emerging as the strongest factor, followed by availability of instructional resources (β = 0.37, p < 0.05). These findings suggest that teacher capacity and resource availability are critical to effective reconstructivist practice. The study concludes that strengthening teacher training, expanding access to instructional resources, and enhancing professional development are essential for realising the transformative potential of CBC in promoting critical thinking, problem-solving, and learner autonomy in Kenyan Junior Schools
The Role of Inclusive Practices in Enhancing Learner Outcomes: A Research Perspective
Full text linkInclusive practices are essential for enhancing learner outcomes, ensuring equitable access to education for students from diverse backgrounds and abilities. Research from 2019 to 2024 highlights that strategies such as differentiated instruction (DI), universal design for learning (UDL), and collaborative teaching (CT) significantly improve academic achievement and social-emotional development (Meyer et al., 2021; Booth & Ainscow, 2022). Additionally, studies emphasise the need for teacher professional development to address systemic barriers and promote inclusive classroom cultures (Florian & Spratt, 2020; Mitchell, 2023). This study adopted a mixed-methods research design, combining both quantitative and qualitative approaches to provide a comprehensive understanding of how inclusive practices influence learner outcomes in Kenyan secondary schools. The presentation reviews and investigates recent evidence on the effectiveness of inclusive practices in creating supportive environments that foster engagement and success for all learners. Participants will gain insights into practical approaches for integrating inclusive practices to drive equity and academic excellenc
The Enrollment Pattern and the Suitability of Learning Environment for Teenage Mother Students Under the Re-Entry Scheme in Tabora Municipality
Full text linkThis study foremost assessed the enrollment pattern and then the suitability of the learning environment for teenage mother students under the re-entry scheme within two centres in Tabora municipality. This qualitative study utilised diffusion theory and employed a case study design to investigate the status of the enrollment of teenage mother students and the suitability of their learning environment. The study population consisted of 88 individuals; Homogeneous Purposive sampling was employed to select 20 teenage mother student participants, while convenience sampling was used to obtain 6 teachers and expert purposive sampling was used to get 2 resident tutors based on the nature of the study. Data were collected through questionnaires, an interview guide and an observation checklist. The data were analysed thematically and using descriptive statistics. Findings revealed that the enrollment pattern in the two centres is influenced positively by advocacy and publicity, but factors like long distance from home to school negatively affect it. Regarding the suitability of the learning environment, teachers suggest that it was suitable and teenage mother students were somewhat satisfied. Therefore, the study recommended the Interventions by different stakeholders to improve the enrollment rate, but also the learning environment for teenage mothers should be improved by building extra infrastructures that help teenage mother students in the learning proces
Comprehension Teaching Strategies That Teachers Use to Teach Learners' Comprehension Skills in the Secondary Schools of Malawi
Full text linkThis study aimed to investigate teaching strategies that teachers of English use to teach learners' comprehension skills. As such, it was guided by Social Cultural Theory by Vygotsky (1978), which emphasises that learning is a social process that occurs when a competent person (teacher) and learners interact in a psychological space called the Zone of Proximal Development (ZPD). This theory emphasises the use of ‘tools’ as resources in the learning process, such as the comprehension strategies that result in the retrieval of information from texts to ensure comprehension of what has been read. The researcher used a qualitative case study design to generate data. The data was generated from four form three teachers of English from four Secondary Schools, 24 learners, four head teachers, and English Language Paper II MANEB Chief Examiners’ Reports, in Malawi. These participants were purposively selected in order to get qualified and experienced teachers who could provide the data that was sought. Further, data were generated through document analysis, oral interviews, and classroom observations using a semi-structured questionnaire and a checklist based on three themes. Besides, the data was thematically analysed. This study’s findings mainly revealed that teachers used eleven research-based strategies, but inadequately, due to insufficient knowledge of teaching strategies obtained during initial teacher training and from experienced teachers, as a result, which could not enable them to explicitly teach the learners' comprehension skills. Hence, another finding indicated that the learners had challenges in retrieving information from texts that were meant for comprehension. The implication of this study was that teachers need to be trained to explicitly teach learners' comprehension skills and to improve learners’ performance
Exploring the Influence of Organisational Culture on Employee Adaptation to Change in Educational Institutions
Full text linkOrganisational culture plays a pivotal role in shaping how employees perceive, respond to, and adapt to change within educational institutions. This study explored the influence of organisational culture on employee adaptation to reforms in selected secondary schools and Gulu University in Northern Uganda. Guided by Schein’s Organisational Culture Model and Kotter’s Change Management Theory, the research adopted a qualitative phenomenological approach, utilising semi-structured interviews, non-participant observations, and document reviews. Findings reveal that collaborative, student-centred, and values-driven cultures facilitate positive perceptions, engagement, and successful adaptation to reforms such as the Competency-Based Curriculum and ICT integration. Conversely, rigid hierarchies, limited resources, and insufficient socialisation hinder change adoption. Leadership modelling, mentorship programs, and structured professional development emerged as critical mechanisms mediating adaptation. The study contributes context-specific insights into the interplay between culture, leadership, and change, offering practical recommendations for policymakers, administrators, and educators to enhance reform implementation and institutional effectiveness
Status of Invasive Species Distribution and Their Impact in Ethiopia: Systematic Review
Full text linkIn Ethiopia, globalisation, trade, and agricultural practices have contributed to the spread of invasive alien species (IAS), with approximately 35 species, including Prosopis juliflora, Parthenium hysterophorus, and Eichhornia crassipes, threatening various habitats ranging from desert lowlands to highland plateaus. These invasions disrupt habitat structures, outcompete native species, alter ecosystem functions, degrade soil fertility and water regimes, and pose health risks. This review synthesises information on the distribution of IAS and their ecological, environmental, and social impacts in Ethiopia to inform management strategies and policy interventions. A systematic literature search was conducted using PubMed, Scopus, and Web of Science with keywords related to Ethiopian IAS. Notable invasive plant species, such as P. hysterophorus (affecting 37,105 hectares in Amhara) and Lantana camara, dominate through allelopathy and rapid growth, a trend that has escalated since the 1970s due to human activities, climate factors, and intentional introductions. Economically, these species can reduce agricultural yields by up to 40%, degrade grazing land, and result in billions of birr in losses, and increase management and veterinary costs. Socially and culturally, they cause allergies, toxicity, resource conflicts, pastoral displacement, and the erosion of traditional knowledge related to native plants used for medicine and rituals. Despite the challenges, some species like P. juliflora can provide dual uses, such as fodder. Management strategies incorporate integrated approaches, including manual removal (successfully reducing P. juliflora by 75%), mechanical methods, chemical treatments (e.g., glyphosate for E. crassipes), and biological controls (e.g., Neochetina weevils), along with awareness campaigns. However, these efforts face obstacles like resource shortages, conflicting perceptions, and weak legislative support. Therefore, enhancing government-NGO collaborations, integrating traditional knowledge with scientific research, establishing robust policies, and ensuring sustained monitoring and community education are essential to limit the spread of IAS and build adaptive resilience in affected communities
Effects of Land Use, Land Cover Changes, and Sedimentation of Lake Nakuru Catchment on Lake Water Level Fluctuations
Full text linkLake Nakuru and its catchment are important resources for Kenya. Since 2010, the lake has experienced a drastic increase in its water level. Identifying the fluctuation behaviour of the lake water level is important. Through a combination of remote sensing and GIS techniques, this study evaluated the water level fluctuations of the lake between 1990 to 2020. Landsat 5, Landsat 7 and Landsat 8 images obtained from the USGS were used to generate land cover maps consisting of five land cover classes: forests, cropland, bare land, water and built-up area. A SWAT-2012 model was used to estimate sediment output from the lake’s catchment. The results show that the lake extent increased from 35.270 Km2 in 1990 to 51.140Km2 in 2020, with a projection of 52.62Km² in 2030. Forest cover reduced from 312.06Km² to 229.70Km², the built-up area increased from 49.60Km² to 214.51Km², cropland reduced from 1015.32Km² to 884.86Km² while bare land increased from 152.45Km² to 184.49Km² over the same period. The sediment yield rose from a maximum of 0.245Kg/Ha in 1990, dropped to 0.108Kg/Ha in 2000, rose again in 2010 to 0.220Kg/Ha and to 1.975Kg/Ha in 2020, with a prediction of 1.741Kg/Ha in 2030. The sediment yield had a positive relationship with the surface area of the lake, with a coefficient of determination of 0.9202. There was also a positive relationship between rainfall and the lake surface area, with a coefficient of determination of 0.2892. The results also showed a negative relationship between the lake surface area and forest cover, with a coefficient of determination of 0.280, and a positive relationship between the lake surface area and bare land, with a coefficient of determination of 0.650. The results underscore the need for comprehensive monitoring and management strategies to address the challenges posed by rising water levels, LULC changes and sedimentation within the lake catchment
Integrated Sustainable Plastic Waste Management Strategies in Zanzibar's Urban District: A Community-Based Assessment
Full text linkThis study assessed the plastic waste management (PWM)in the context of the Urban District in Zanzibar through a community-based assessment by proposing integrated sustainable strategies. By using a survey design, data were gathered from 696 households that were chosen from purposive and random sampling methods. Descriptive statistical analysis was applied to evaluate key indicators related to waste management, environmental knowledge, and disposal behaviours. The results show that households have very different views on and reactions to plastic waste, especially between Stone Town and outside Stone Town. Some households are actively involved in storing and reusing trash, but most people still don't understand the long-term effects on the environment. Furthermore, the findings indicate low community awareness of waste separation. Most respondents reported discarding plastic together with other waste types, which contributes to higher volumes of waste at the municipal collection point. The weak enforcement of the regulatory frameworks appears to contribute to the problem of plastic waste management. Thus, the study advocates for an Integrated sustainable plastic waste management (PWM) framework, which combines a more holistic approach to policy, which includes educating children about the environment from an early age, raising community awareness, supporting recycling enterprises, and implementing Extended Producer Responsibility (EPR) to engage manufacturers in environmentally beneficial waste management. Findings underscore the need for holistic strategies for sustainable PWM that align with the National strategy of solid waste management (SWM) in Zanzibar