Foundations for Learning (F4L) Conference

Empowering educators: Building transformative and inclusive educational ecosystems in East Africa and beyond​

​April 17 - 19, 2024 | Four Points by Sheraton, Kampala, Uganda 


The 2024 Uganda Conference provides an opportunity to share with key stake holders in the education subsector the outcomes of the F4L intervention including best practices, challenges, and opportunities for collaboration. The conference also provides opportunity for other stakeholders including policy makers, academics, researchers and practitioners from other universities, and civil society actors to show case the work they have done in the education subsector to advance teacher development as well as strengthen partnership and greater collaboration. 

The conference seeks evidence of what can become best practices with replicability and scalability potential. You are therefore welcome to submit your abstract for a presentation on any of the subthemes highlighted.​


​Conference sub-themes 

​Sub-theme 1: Teacher Professional Development, Learning and Empowerment

The numerous reforms in curriculum and teacher professionalization in the East African region has turned the spotlight on teachers and their role in the provision of quality education and therefore the need to understand their learning, development and empowerment from the different perspectives as outlined in the sub-theme areas below:

  • Innovative teacher development practices and models – challenges and opportunities 
  • Teachers as users, drivers of technology for enhanced teacher and/or student learning
  • Teachers and curriculum implementation – successes, possibilities, and constraints
  • Policy impact on teacher professionalization 
  • Teacher well-being


Sub-theme 2: Managing Educational Policy and Curriculum Reforms
This subtheme will address the critical role of school or institutional leadership in managing educational change broadly and policy and curriculum changes specifically in under resourced educational contexts. presenters will share on:
  • Implementing policy and/or curriculum reforms in low resourced contexts

  • Challenges and opportunities in implementing curriculum reform

  • Innovative approaches aligned to the broader goals of inclusivity and transformation in East African education.


Subtheme 3: Innovative Teaching, Learning and Assessment Models and Practices

This subtheme seeks to explore innovative assessment models and practices to improve learning outcomes in the context of competence-based curriculum implementation. Presenters will share on:

  • Innovative models and practices in assessment 

  • Assessment and ICT

  • Linking Assessment, learning, and learning outcomes

  • Assessment and feedback

  • Assessment in the context of CBC​

Sub-theme 4: Gender, Diversity, and Disability Inclusion in education 

Presenters will share ways of creating inclusive and equitable educational systems that consider the unique and diverse needs of learners and teachers considering the following:

  • Implementation and accountability of inclusive policies at national and institutional levels  

  • Impact of gender-responsive pedagogy on classroom learning 

  • Inclusive education models and practices for learners with disability

  • Best practices and success stories on the effective implementation of strategies that promote and sustain gender, diversity, and disability inclusion in schools and classrooms 


Sub-theme 5: Integration of Technology and Digital Literacies in Education

Presenters will share innovative models and practices in the following areas of technology use in education:

  • Digital pedagogies

  • Digital literacy 

  • Inclusivity, equity and diversity in technology integration 

  • Ethical and safe use of technology in the era of fast technological advancement 


Sub-theme 6: Leading Educational Change

This subtheme focuses on the role of educational leaders in managing educational institutions in an era of disruptions. Presentations will showcase innovative models and practices in the following areas:

  • School and/or college leadership 

  • Pedagogical leadership

  • Leadership in and for gender equity and disability inclusion

  • Leadership in ICT integration

  • Empowering educators for educational leadership


Sub-theme 7: Researching Teacher Development Policy and Practice.

This subtheme underscores the critical role that research plays in educational transformation. Presenters will examine the following: 

  • Research for educational policy and practice in the context of East Africa

  • Model classroom practices in teacher education

  • Emerging evidence on CBC implementation and practice 

  • Best practices and success stories in ICT integration in education

  • Awareness and responsiveness to gender and disability inclusion in education


​Call for Abstracts 

All presenters are required to submit full papers irrespective of the mode of presentation at the conference.  The timelines for publication are as follows:

  • ​Presentation at conference: 17-19 April, 2024

  • Submission of full paper for publication:  31 May 2024

  • Notification of paper selected for publication: 30 July 2024

  • Publication of paper: 30 November 2024


Manuscript details:

5,000 to 10,000 words 

Title

Author and affiliation; email

Abstract

Keywords

Introduction, Literature, Methodology, Results, Discussion, Conclusions, Acknowledgements, References, Appendices 

Follow APA 7th edition formatting



​Click here to upload ​your abstract​ 

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Questions about submissions should be emailed to: education.conference@aku.edu


​​Key Dates

January 15, 2024
Abstract Submission​ Deadline
April 16 - 19, 2024
Foundations for Learning (F4L) Conference, Kampala, Uganda
May 31, 2024
Submission of full paper for publication​
July 30, 2024
Notification of paper selected for publication
November 30, 2024
Publication of Paper

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Conference Fees​​

Early Bird for non-East Africans
​U$150
Early Bird for East Africans
​U$50
Non-East Africans
U$200
 East African Nationals 
U$100
AKU Alumnae
U$30
Students (Student ID required)
U$20


Payment details for US dollar account 

Bank Diamond Trust Bank Tanzania Limited (DTB) 

Branch Mosque Street – Dar es Salaam

Account Name Aga Khan University 

Account Number 0092897002

Swift Code DTKETZTZ​


Conference Background

Who should attend​

  • Government and other educational stakeholders 

  • Academics, Researchers

  • Educational Policymakers

  • Curriculum Developers

  • Educational Developers and Technologists

  • Civil Society Organisations (CSO) and Non-Government Organisations (NGO) in education 

  • Educators, Teacher Educators, Post graduate students, student teachers

  • AKDN 

  • Educational leaders and managers 

  • Education Development Partners (EDP)

  • Publishers (exhibition)


Conference output

  • Book of Abstracts 

  • Book publication 

  • Communique and policy brief

  • Conference report 


About F4L Project

The Institute for Educational Development, East Africa is in the third year of the Foundation for Learning (F4L) project, which is funded by Global Affairs Canada (GAC) and Aga Khan Foundation Canada (AKF,C). The direct beneficiaries are in teacher education and school leadership within geographical areas that are historically marginalised and lagging behind in the quality of educational outcomes, namely; the coastal region of Kenya, West Nile region of Uganda and Southern Tanzania.

College tutors in four teacher training colleges are equipped to be critical thinkers with concentration being on knowledge, skills and values that advance reflection and inquiry, active learning strategies and gender responsive pedagogy to advance equitable and quality learning outcomes among student teachers.  Primary school leaders undertake school leadership and management training with focus on efficient and effective school leadership that is gender equality and disability inclusion aware.  Other beneficiaries are the student teachers, pre-primary and primary school students.


Uganda

Uganda has implemented major policy reforms over the last three decades that have significantly impacted the Ugandan education landscape. Notable policy reforms include the introduction of the Universal Primary Education Policy in 1997, which abolished the payment of school fees in all government-aided primary schools, resulting in a significant increase in access and inclusivity in primary education.  The Universal Secondary Education (USE) in 2007, abolished the payment of school fees in all government-aided secondary schools, following which there was a substantial increase in the transition from primary to secondary school. 

These reforms have expanded educational opportunities considerably, and in particular access, retention and transition in primary and lower secondary education and among vulnerable groups namely girls, children with disability and refugees. 

These reforms have significantly expanded educational opportunities, particularly for girls, children with disabilities, and refugees, as well as for access, retention, and transition in primary and lower secondary education. With emphasis placed on subject integration along cross-cutting themes; life skills education, cultural relevance, and continuous and authentic assessment, the introduction of the thematic curriculum in primary schools and lower secondary education in 2007 has changed classroom pedagogy.  The COVID educational experiences have seen a profound shift in teaching and learning that driven by both technological advancements, and evolving societal needs. This transformation calls for educators to not only adapt but to become empowered change agents capable of navigating these complex challenges.  The changes have demanded a need for a culture of lifelong learning.  To support this changing educational landscape, the timely introduction of the National Teacher Policy, which was implemented in 2019, continues to prioritize teacher professional development in order to equip and sustain teacher competence and motivation.

As in many developing countries, the effective implementation of policy reforms in Uganda has been hampered by resource constraints and a lack of institutional capacity. To address this gap, the government promotes public-private partnerships (PPPs) that leverage private sector financial resources, expertise, and innovative capabilities to improve public education service delivery. 


Date 

April 16 - 19, 2024

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Location

​Four Points by Sheraton

Kampala, Uganda ​​​

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Contact

Email: education.conference@aku.edu​

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