Through case study methodology, this article outlines a contextual pedagogical framework for the development of an M.Ed in ECE programme. It describes the considerations made in the development of the programme and then juxtaposes them against best practice guidelines as outlined by extant literature on the principles of andragogy and higher education programme development. The findings suggest that higher education programmes need to be aligned to the needs of students and the contexts in which they are situated.

In response to the diverse nature of the learners in any one classroom, many teachers have employed the use of differentiated instruction. Central to the tenets underpinning this approach is the idea that all learners enter the classroom with differences in learning abilities, styles, interests, cognitive skills, and life experiences which ultimately determine how they receive and interpret information (Tomlinson, 2017; Prince, 2011; Huebner, 2010; Vygotsky, 1978).
 

Successful schools are led and managed by effective leaders. This research sought to explore the stakeholder’s perspectives of leadership practices in a challenging climate and the best practices successfully employed to overcome the challenges in an inner city school. The research utilized a qualitative case study that purposively selected 10 participants.