Innovative Pedagogies Project: Policy Brief

This policy brief outlines a project that assesses the extent to which inclusive, engaging and adaptive (IEA) pedagogies have been adopted at the system, school, and classroom levels in Ghana, Kenya, and Rwanda, as well as identifies gaps that hinder successful adoption of IEA pedagogies and best practices that can inform adoption of IEA pedagogies in other contexts. One of the key obstacles identified is that teachers and school leaders are eager to translate national IEA policies into practice, but do not always have the necessary skills or resources to do so. Therefore more training – both pre- and in-service – associated with IEA pedagogies, as well as classroom resources to provide inclusive and individualized support are needed.

The project was led by the Education Commission, alongside the Institute for Educational Planning and Administration at the University of Cape Coast, the Aga Khan Foundation, Samuel Hall, A Partner in Education, and The Wellspring Foundation, as well as the governments of Ghana, Kenya, and Rwanda. Together, these partners brought key education stakeholders to jointly develop relevant action plans to facilitate the adoption and adaptation of IEA and playful pedagogies.

The policy-brief outlines the two phases of the project: Desk research alongside a series of workshops to develop a framework to define, identify, and assess critical components of pedagogies, and country-level rapid research and policy dialogues, culminating in a country research brief and a national action plan. The briefing also analyses the national action plans in consultation with multiple stakeholders. While each plan addresses the unique gaps identified during the project, this paper discusses how the actions align to similar goals across the three levels of the system national, school and community, and classroom.