From September 24 to 29, Enabel’s teams from Uganda and Tanzania came together at the National Teacher Training College in Kaliro, Uganda, for a specialized training on Action Research in Education. This training, led by Prof. Geert Kelchtermans and Dr. Ann Deketelaere of the Centre for Innovation and the Development of Teacher and School (CIDTS) at KU Leuven, was a significant step in strengthening our approach to innovation in educational practices. By equipping our teams with skills to assess the impact of their initiatives, action research provides a rigorous framework to refine strategies that address regional challenges while contributing to the wider discourse on effective education interventions. 

As one of our trainers noted, “Action research is a mindset as much as it is a method.” This mindset is essential in educational settings where ongoing reflection and critical questioning are paramount. By continuously evaluating our assumptions and adapting our strategies based on evidence, we create dynamic, responsive approaches that maximize our impact. Action research allows for this flexibility, grounding our practices in data-driven insights while helping us identify the best pathways forward. 

During the training, participants outlined six key questions that will steer our upcoming action research projects and address priority areas within Enabel’s educational programs: 

1. What are the determining factors for the use of mobile digital toolkits in lower secondary schools in the Kigoma region?  
As we work to enhance digital access and learning, identifying the factors that affect the use of mobile digital toolkits is essential. This question will enable us to analyze how digital tools can most effectively contribute to learning outcomes in lower secondary schools, particularly in the Kigoma region. By better understanding these factors, we can optimize toolkit deployment to foster digital literacy and improve student engagement.                                                                   

2. Does community outreach influence parents' attitudes towards education?
Community involvement plays a pivotal role in shaping attitudes toward education, especially for marginalized groups. Through action research, we aim to measure how outreach initiatives impact parents’ support for their children’s education, particularly for girls, and evaluate their role in promoting sustained school attendance.                                                                                              

3. What is the effect of school-led projects on student access and retention in lower secondary education?
School-led projects, such as the Menstrual Hygiene Management (MHM) initiatives, are critical in addressing barriers to education. These initiatives have already shown a positive effect on girls’ attendance. Through this research, we aim to assess how various school-led efforts influence student retention and contribute to a supportive educational environment.                                         

4. How effective is our CPD delivery in practice?
Investing in teachers is central to Enabel’s education initiatives. This research question focuses on evaluating our CPD program's impact on teaching practices and classroom dynamics. By examining the program’s effectiveness, we can refine training to better equip teachers with the skills needed to create inclusive and responsive classrooms.                                                             

5. How do “friends of education” contribute to the access and retention of girls, vulnerable boys, and young mothers?
Community mentors, known as “friends of education,” play an influential role in supporting girls, vulnerable boys, and young mothers. This question explores how these advocates contribute to students’ educational journeys, helping them overcome obstacles and stay engaged in school.       

6. How does our menstrual hygiene management (MHM) model affect attendance and classroom engagement of adolescent girl students?
Access to MHM resources has proven to be transformative in keeping adolescent girls in school. By analyzing the model’s impact on attendance and engagement, we aim to refine approaches that empower girls to continue their education confidently and comfortably. 

The cross-border collaboration among Enabel’s WeLearn/WeTeach (Uganda), Wezesha Binti (Tanzania), and the Digital Innovation for Education scaling project (Uganda/Tanzania/Rwanda) in partnership with KU Leuven’s CIDTS is crucial for advancing these action research initiatives over the next two years. This partnership enhances our professional capacity to make informed, data-driven decisions that improve educational access and quality in East Africa. 

A key aspect of this initiative is fostering South-South knowledge exchange. Participants from Uganda, Tanzania, and Rwanda will act as critical friends, supporting each other in refining research approaches, learning from peer experiences, and scaling effective practices regionally. This model of mutual accountability and shared learning strengthens our collective impact, providing a foundation for sustainable, region-specific solutions. 

The outcomes of this work will guide policy adaptations, support the refinement of educational practices, and contribute to creating environments where all students, especially girls, vulnerable boys, and young mothers, can thrive. Our commitment to rigorous action research and regional collaboration underscores Enabel’s dedication to building inclusive, resilient education systems across East Africa, empowering the next generation of learners to realize their full potential.