CUEA Hosts International Conference to Advance Inclusive Education for Nomadic and Marginalized Communities
The University hosted an International Conference on Nomadic and Alternative Education Approaches, bringing together academic institutions and education stakeholders to explore inclusive and flexible learning pathways for pastoralist, nomadic and other marginalized communities across Africa.
The three-day conference, held from 3 to 5 November 2026 at CUEA’s Lang’ata Campus, was convened under the theme “Strengthening Inclusive and Flexible Education Pathways for Nomadic Pastoralists and Marginalized Learners in Africa.”
We co-hosted the conference alongside partner universities from across Africa, including Maryam Abacha American University of Nigeria, Capital University of Somalia and the University of Namibia. Participants from other African countries followed the proceedings virtually.
The conference was hosted by our Faculty of Education under the leadership of its Dean, Prof. Peter Koros.
Kenya Commits to Expanding Higher Education Access
A key highlight of the conference was Kenya’s commitment to expanding access to higher education for learners from nomadic and pastoralist communities.
During a high-level policy dialogue, the Principal Secretary for Higher Education outlined plans to strengthen the National Council for Nomadic Education in Kenya (NACONEK) and develop a dedicated strategy to facilitate the transition of learners from alternative basic education into universities and technical training institutions.
The address was delivered on her behalf by Dr. Carol Hunja, Secretary in the Ministry of Education, Higher Education Department.
The commitment underscored the need for stronger policy interventions and institutional support to ensure that learners from hard-to-reach communities are not excluded from higher education opportunities because of their geographical, social or economic circumstances.
Addressing Barriers to Inclusive Education
Deliberations during the conference explored a wide range of issues affecting access, participation and quality in nomadic and alternative education systems.
Key areas included policy and legal frameworks for pastoralist and non-formal education, the relationship between pastoralism, culture and traditional knowledge, and sustainable financing models for education in hard-to-reach communities.
Participants also examined innovative teaching and learning approaches, teacher recruitment and training, language and community engagement, and the use of research and data to inform education policies and practices.
Other discussions focused on education in contexts of displacement, migration, insecurity and emergencies, as well as digital learning solutions for nomadic and marginalized populations.
The conference further addressed gender, disability and inclusive education, skills development, livelihoods, partnerships and strategies for translating research findings into practical interventions.
Flexible Education Pathways for Pastoralist Learners
Speaking at the closing ceremony of the conference, Prof. Damian Maingi, CUEA’s Deputy Vice-Chancellor for Research, Innovation and Advancement Partnerships (DVC-RIAP) called for inclusive and flexible education models to address barriers facing nomadic pastoralists and marginalised learners across Africa.
The DVC urged participants to translate the discussions into practical solutions. He noted that conventional classroom-based systems often fail to accommodate pastoralist communities’ mobile lifestyles, calling for mobile and digital learning, contextualised curricula, and flexible calendars and accreditation.
He emphasised the need for collaboration among researchers, policymakers and communities, reaffirming CUEA’s commitment to research that advances inclusive education.
“Let this forum be a catalyst for actionable solutions, moving us closer to an Africa where no learner is left behind, no matter how far they travel,” he said.