As Nairobi’s rains began to settle over the city, ushering in a season of renewal and quiet reflection, Strathmore School of Humanities and Social Sciences (SHSS), together with other partnering institutions, opened its doors to a different kind of transformation. Over two days, educators, researchers, and institutional leaders came together around a shared purpose of advancing inclusivity in higher education.

In that charged stillness between rainfall and resolve, the Inclusive Universities Network (IUN) was officially launched, February 17, 2026, marking a significant milestone in a growing collaboration among universities committed to creating learning environments where every student is seen, supported, and empowered to succeed.

Over the past year, partner universities, Nottingham Trent University (NTU), Strathmore University, Pwani University, Garissa University, The Open University of Kenya, and United States International University – Africa, have demonstrated a shared resolve to create learning environments where students of all abilities can thrive.

In her welcome remarks, Dr. Magdalene Dimba, Dean of the School of Humanities and Social Sciences, said, “The network goes beyond policy discussions. It is a strategic unity aimed at improving lived experiences within higher education institutions.”

She anchored the initiative firmly within Strathmore’s institutional values of excellence, subsidiarity, and service to society, expressing hope that the Network would “inspire innovation, foster long-lasting partnerships, cultivate leadership, and ultimately improve standards of living.”

Prof. Mazeda Hossain, Director of the Eastern Africa Centre, Nottingham Trent University, reinforced the spirit of partnership, explaining that NTU’s engagement stems from its Eastern Africa Centre’s commitment to “equitable and sustainable partnerships through transdisciplinary research.”

Rather than conducting research about communities, she emphasized, the Centre engages in co-production, strengthening capacity on both sides through reciprocal knowledge exchange.

The workshop created space for candid institutional reflection. Participants openly acknowledged that while progress has been made, significant gaps remain.

“We have not yet developed a formal policy on inclusivity and universal disability. There are no dedicated units within our institution solely for disability support,” said Dr. Lubanga. “ This is an area we believe can be further discussed and developed over time.”

From an international perspective, Nottingham Trent University shared insights from the UK, emphasising that inclusion must be embedded directly into teaching and learning environments.

“Inclusive practice takes place directly in classrooms, lecture halls, and seminars. Academics are required to ensure students are fully integrated into learning activities by making materials accessible, fostering peer support, and applying inclusive teaching practices,” said Richard Fletcher, Dyslexia Specialist, NTU.

Participants follow proceedings during the two-day Inclusive Universities Network workshop

Participants also highlighted how educational technology has expanded access, enabling students to revisit learning materials at their own pace, regardless of whether they have formally disclosed a disability.

Closer to home, Strathmore University reflected on its own evolving journey. While inclusion policies exist, the Strathmore team acknowledged that further strengthening is needed across infrastructure, staff capacity, and student support systems.

“Strathmore does have inclusion policies, though these could be enriched through ongoing discussions,” acknowledged Dr. Alfred Kitawi, Director, Centre for Research in Education, SHSS.

Dr. Dimba, also shared ongoing efforts to expand psychological support networks and equip educators through virtual courses designed to support learners with special needs.

“Support programmes are also available for staff members and their families, including peer support groups,” assured Dr. Dimba.

iLab Africa, domiciled at Strathmore, showcased its Neurodivergence in Tech programme, which equips neurodivergent young adults with digital skills, confidence, and employability pathways. The initiative reflects a broader shift, recognising that inclusion must extend beyond access to meaningful participation in the workforce.

At Garissa University, Dr. Robert Machyo highlighted improvements in accessibility infrastructure and policy alignment, but cautioned that “the lack of a dedicated budget continues to slow the rollout of critical inclusion initiatives,” pointing to the need for sustainable financing and partnerships

At The Open University of Kenya, Prof. Violet Opata showcased the potential of digital learning, where flexible curriculum design and assessment have expanded access for thousands of learners. However, she acknowledged that inclusion remains largely unstructured, calling for more intentional systems, from adaptive technologies to dedicated support units, to ensure it is embedded, not incidental

At USIU-Africa, approximately 190 students are formally registered with disabilities and supported by a centralized Disability Inclusion Services Department. Faculty receive semesterly guidance on accommodations, while assistive technologies and accessible examination systems are integrated institution-wide

Pwani University shared its participatory Disability Accommodation Committee model, which includes lecturers, non-teaching staff, legal representatives, and students themselves. Its presenters acknowledged that disclosure remains shaped by stigma but noted growing confidence among students as systems strengthen.

The workshop culminated in the unanimous adoption of six core values to guide the Network, among them, inclusivity, compassion, shared collaboration, evidence-based practice, integrity and transparency, and translating policy into practice.

Participants also agreed to foster interdisciplinary research, improve accessibility and participation, strengthen institutional capacity through advocacy and leadership development, and mobilise sustainable resources for inclusive education. The aim is to collaborate in advancing excellence in inclusive education within higher education institutions.

A key outcome of the workshop was the development of a comprehensive institutional questionnaire designed to assess disability inclusion across governance, teaching, digital accessibility, student support, staff preparedness, and accountability. The tool will help identify gaps, spotlight promising practices, and shape priority actions over the next two to three years, laying the groundwork for collaborative research, policy innovation, and targeted interventions.

By December 2026, the Network aims to deliver a case study paper, conference submissions, and a funding concept note, positioning African universities at the forefront of inclusive education discourse.

Beyond milestones and frameworks, the Inclusive Universities Network embodies a shared commitment to dignity. It affirms that accessibility is not an add-on or charity but a responsibility, in which universities become spaces where difference is genuinely embraced.

Article written by Stephen Wakhu.