In social work education, the implicit curriculum is integral in shaping professional values, ethics, behaviors, and practices. When faculty are consciously aware of how classroom interactions explicate, demonstrate, or underscore content covered in class material, they are more likely to use these instances as an invitation for students to analyze and provide a critique of their professional practices. Answering the clarion call to indigenize social work education, and to fulfill the objectives of Kenya's Technical and Vocational Education and Training system, we argue that the social work profession needs to turn its attention to the implicit pillars of the curriculum. By focusing on mid-level colleges, which serve the vital function of addressing workforce gaps in resource constrained settings, we examine the significance of implicit aspects of learning on students’ professional development. We focus on the country’s multicultural identity, trauma histories, and the deeply embedded culture of student activism and argue that by applying a transformative lens in the conceptualization of the implicit curriculum we can prepare future-ready social workers equipped for practice in Kenya’s diverse and rapidly changing practice environment. While the strategies we propose are not exhaustive, they are initial steps in embracing the indigenization of the social work profession.

This study explored teachers' engagement in homework across private and public secondary schools in Addis Ababa. A qualitative method with an embedded approach, ensuring validity and reliability by incorporating member checking, conducting extended site visits, and utilizing peer validation, was employed. The study involved 30 participants, including 12 teachers, 12 students, and six school leaders. The collected data was analyzed thematically. The study reveals that many teachers are not well-trained in creating effective homework assignments, even though they assign homework that fits the curriculum. They often do not consider the diverse needs of students, tend to give less time for homework, and are unable to prepare engaging and creative homework. During the homework assignment process, they impose penalties for incomplete work, as well as overseeing and completion of homework face challenges with large class sizes, cheating, and improper technology use. Private schools generally provide better feedback on homework than public schools. Many teachers express unhappiness with homework due to heavy workloads, stress from grading, and negative views on digital technology, along with parental criticism in low-performing schools.

The analysis reveals distinct variations in homework practices between public and private secondary schools. These factors significantly impact the effectiveness of homework. Therefore, it is essential for policymakers and stakeholders to reevaluate the methods of crafting, implementing, assessing, and perceiving homework in order to improve children's learning outcomes and overall performance.

International Baccalaureate (IB) Chinese Internationalised Schools who teach compulsory education are tasked with meeting the demands of both the Ministry of Education (MOE) and the IB. This follow-up study documents the transition of a Middle Years Program English department from a Two-Model System back to a One-Model System to meet requirements of both respective authorities. Advantages of the One-Model System are presented including communication, but continued disadvantages highlighted in the Two-Model system are also present, specifically the appropriateness of the MYP for students of low level English ability. Assessment tensions are underscored with school leadership forcing MYP teachers to inflate MYP summative assessment scores while also requiring teachers to implement unstandardized in-house Chinese National Curriculum ‘based’ examinations. Scores from both forms of assessment were used interchangeably as a measurement to determine student phasing. Reasons for these assessment policy changes were related to parents, marketing, and preparation for Chinese national examinations. The use of inflated MYP assessment scores and non-standardized in-house examinations raises questions about the legitimacy of this CIS’s MYP English teaching and learning practices and perhaps the greater Chinese context as CIS who to teach the MYP implement policies to meet MOE CNC examination requirements.