Integrated Research on Mediterranean Archaeology and Archaeometry: A Comparative Study of Swedish and Kenyan Educational Systems

Abstract

This paper conducts an in-depth exploration of the comprehensive educational systems and practices in Sweden and Kenya through a multidisciplinary approach, aligning with the themes of Mediterranean Archaeology and Archaeometry. Utilizing a mixed-methods framework, including detailed case studies, surveys, and interviews, the study analyzes the nuances of policy implementation and their impact on inclusive learning environments. In Sweden, a developed country, proactive measures such as customized curricular reforms and mandatory teacher training effectively promote inclusive educational practices. In contrast, Kenya, a non-industrialized nation, relies extensively on teacher自主planning due to limited resources. The research provides a comprehensive overview of the challenges and successes in each educational context, with tables visually depicting variations in inclusive educational activities and highlighting key findings. The study emphasizes the importance of developing explicit strategies to enhance inclusivity, offering valuable insights for policymakers, educators, and stakeholders globally. By learning from the experiences of Sweden and Kenya, countries can strive to develop equitable, open, and effective inclusive education systems.