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Item type: Item , Access status: Metadata only , From Invisibility to Inclusion: Policy Actions for Inclusive Sexuality Education for Persons with Disabilities Who Identify as Queer in Kenya.(APHRC, 2026) Karisa, A.; Musyoki, D.; Namatende-Sakwa, L.This paper addresses the intersecting exclusions faced by persons with disabilities who also identify as queer in Kenya, with a particular focus on access to comprehensive sexuality education (CSE). The study documents the policy landscape governing sexuality education in Kenya and identifies gaps that render LGBTQ+ persons with disabilities invisible within both disability policy and sexuality education frameworks. Drawing on qualitative evidence, the paper presents policy actions that can move Kenya toward genuinely inclusive sexuality education. The findings have implications for education policy reform, disability rights advocacy, and the broader movement for inclusive and rights-based sexuality education in Africa.Item type: Item , Access status: Metadata only , Autism Spectrum Disorders: Evidence on Education, Therapy, and Support Services in Kenya(APHRC, 2026) Musyoki, D.; Onguko, B.N.; Kiambati, F.This evidence synthesis examines the current landscape of education, therapy, and support services for individuals with Autism Spectrum Disorders (ASD) in Kenya. Drawing on existing research and programmatic evidence, the paper maps available interventions, identifies critical service gaps, and assesses the quality and accessibility of support for children and adults on the autism spectrum. The publication highlights systemic challenges including limited diagnostic capacity, shortage of trained specialists, and inadequate policy frameworks for ASD in the Kenyan context. Recommendations are directed at policymakers, service providers, and families to improve outcomes for persons with ASD in Kenya and the broader East African region.Item type: Item , Access status: Metadata only , The Practicum in Teacher Education for Foundational Literacy and Numeracy: Lessons from North-West University(APHRC, 2026) Karisa, A.; Rashid, M.; Musyoki, D.; Kamau, K.; Mabongah, J.; Namatende-Sakwa, L.; Ngware, MThis publication examines the structure and outcomes of practicum programmes in teacher education, with a specific focus on preparing teachers to deliver foundational literacy and numeracy instruction. Using lessons drawn from North-West University, the paper analyses how practicum experiences contribute to teacher readiness and identifies gaps between training objectives and classroom practice. The authors discuss pedagogical, institutional, and systemic factors that shape the quality of pre-service teaching experiences. Recommendations target curriculum designers, university supervisors, and school-based mentors involved in foundational learning teacher preparation.Item type: Item , Access status: Metadata only , Keeping the Education Promise in Africa: the Number of Out-of-School Children Surpasses the 100 Million Mark. African Population and Health Research Center (aphrc).(APHRC, 2026) Ngware, M. W; Kamau, K.; Kimani, A. J.This report from the African Population and Health Research Center (APHRC) documents the critical finding that the number of out-of-school children across Africa has surpassed the 100 million mark, signalling a significant setback to regional education commitments. The publication analyses trends in school enrolment, dropout rates, and structural barriers that continue to prevent children from accessing quality education across the continent. Drawing on multi-country data, the report identifies the populations most affected, including girls, children in rural areas, and those in conflict-affected regions. The authors call for urgent, coordinated policy action from governments and development partners to reverse these trends and fulfil Africa's education commitments.Item type: Item , Access status: Metadata only , The Practicum in Teacher Education for Foundational Literacy and Numeracy: Lessons from North-West University(APHRC, 2026) Karisa, A.; Rashid, M.; Musyoki, D.; Kamau, K.; Mabongah, J.; Namatende-Sakwa, L.; Ngware, M.This study examines the role of practicum experiences in preparing pre-service teachers to deliver foundational literacy and numeracy instruction in early grades. Drawing on lessons from North-West University, the paper explores how structured school-based practice shapes teacher competencies and pedagogical approaches in the context of sub-Saharan Africa. The findings highlight the critical importance of quality practicum design, mentorship, and alignment between university coursework and classroom realities. Recommendations are offered to strengthen teacher education programmes supporting foundational learning outcomes across the region.