African Language Policy and Planning (Linguistics/Social/Policy)
African Language Policy and Planning (Linguistics/Social/Policy) is a peer‑reviewed scholarly journal published under the Pan‑African Research Journals (PARJ) platform, advancing African‑centred and global research.
Sustainable Development Practices in Senegalese Education
Sustainable development in education is a critical issue across Africa, with Senegal as an example of efforts to integrate environmental and social sustainability into educational practices. Ethnographic research was conducted in rural Senegal, involving interviews with educators, observations at schools, and participatory action research methods to understand how sustainability is integrated into curricula and daily operations. Teachers reported a significant increase (30%) in students' awareness of environmental issues over the past year, with notable themes emerging around waste management and renewable energy education. The findings suggest that while there is growing recognition of sustainable development in Senegalese schools, more systematic integration into curricula and teacher training programmes is needed to achieve broader impact. Educational institutions should develop comprehensive sustainability modules based on local contexts and incorporate these into regular teaching practices. School administrators need to provide ongoing support for teachers’ professional development in sustainable education.
Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
Inclusive Education Practices in Tanzanian Contexts
In Tanzania, despite legal commitments to inclusive education (IDE), there is limited empirical research on its implementation and outcomes for children with disabilities. The study employed a qualitative approach through semi-structured interviews with teachers, parents of children with disabilities, and children themselves. Focus groups were also conducted to gather insights on inclusive education policies and their impact. Children with disabilities reported feeling more included in mainstream classrooms when they received support from both peers and educators, though teacher training needs improvement for effective IDE implementation. IDE in Tanzanian schools is characterized by mixed results; while some teachers show innovative approaches, others face significant barriers due to lack of resources and training. Parental support plays a crucial role in enhancing IDE outcomes. Investment in teacher training programmes focused on IDE principles should be prioritised alongside increased funding for resource provision in inclusive classrooms.
Adoption and Efficacy of Interactive Whiteboard Use Among Ugandan Primary School Teachers Following Training Programmes in 2011 Context
Interactive whiteboards (IWBs) are digital tools that have been introduced in Ugandan primary schools to enhance teaching and learning experiences. However, their adoption and efficacy vary among teachers. The study utilised a survey method with a sample of 150 randomly selected primary school teachers from across Uganda. The data collected included self-reported usage frequency, perceived effectiveness, and perceived difficulties in using IWBs. Among the surveyed teachers, only 30% reported regular use of IWBs for lesson delivery, indicating a low adoption rate despite training programmes being implemented. The current study highlights the challenges faced by Ugandan primary school teachers in fully integrating and effectively using interactive whiteboards. Given the findings, it is recommended that further training programmes should focus on addressing barriers to IWB use and provide ongoing support for teachers.
Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
In Tanzania, efforts towards inclusive education for children with disabilities have been initiated but face significant challenges in implementation. This qualitative research employed semi-structured interviews, focus group discussions, and observations at six randomly selected primary schools across Tanzania. Data were analysed using thematic analysis. Findings indicate that while there is a growing awareness of inclusive education practices among some educators and families, significant barriers such as inadequate resources and lack of training persist in the implementation of these policies. The findings highlight areas where further support and policy adjustments are needed to ensure equitable access to education for all children with disabilities in Tanzania. Recommendations include increased funding for inclusive education programmes, professional development opportunities for teachers, and community engagement initiatives aimed at fostering acceptance of diverse learners.
Decolonizing Curriculum Practices in South African Higher Education Institutions,Context
In South African higher education institutions (HEIs), there is a growing recognition of the need to decolonize curricula in response to historical and contemporary issues of inequality. The approach involves a review of existing literature, consultations with educators and stakeholders, and case studies from selected HEIs in South Africa. Findings indicate that incorporating indigenous knowledge systems into curricula can enhance student engagement and academic performance by up to 20%, particularly in fields such as African languages and history. Decolonization efforts are essential for fostering inclusive and equitable learning environments, but require strategic planning and stakeholder collaboration. HEIs should develop integrated decolonization action plans, promote interdisciplinary studies that include indigenous perspectives, and establish mechanisms for continuous improvement in curriculum design. Curriculum Decolonization Higher Education Institutions Indigenous Knowledge Systems
Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
Microfinance's Influence on Rural Female Farmers' Income in Tanzania's Highlands
Microfinance initiatives have been implemented in various parts of Tanzania to support rural development, particularly among female farmers who often face economic challenges. The study employs a combination of surveys, interviews, and observational research methods. Qualitative data will be analysed using thematic analysis, while quantitative data will be analysed through statistical software to identify trends and patterns. Data from the field revealed that microfinance provided significant financial support, with approximately 60% of female farmers experiencing an increase in their income levels over a one-year period. Themes included improved access to credit, increased crop yields, and reduced debt burden. Microfinance has been effective in enhancing the economic stability and resilience of rural female farmers in Tanzania’s highlands by providing them with financial resources and opportunities for growth. Further studies should consider scaling up microfinance programmes while also exploring ways to integrate gender-specific interventions into these initiatives to maximise their impact on women's livelihoods.
Community Participation and School Governance in Namibia
Community participation in school governance is a critical aspect of education policy in Namibia. A survey research design was employed, involving responses from 200 randomly selected parents and teachers across 50 schools in Namibia. Community involvement significantly improved school performance metrics by up to 30% in terms of student attendance and teacher satisfaction. Communities play a vital role in the success of educational institutions, necessitating more active engagement in governance processes. School boards should incorporate community representatives into decision-making bodies to leverage their knowledge and resources effectively.
Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
Teacher Motivation and Retention in Rural Nigerian Schools
Teacher retention in rural Nigerian schools remains a significant challenge due to inadequate motivation factors such as low salaries and limited resources. A mixed methods design was employed, integrating semi-structured interviews with focus groups for qualitative insights, alongside a stratified random sample survey to gather quantitative data on motivation factors and retention rates. The analysis revealed that financial incentives were the most critical motivator for teachers, with over 60% of respondents indicating salary as their primary concern. However, schools reported higher retention when these incentives were accompanied by professional development opportunities. While salaries are essential, a holistic approach including ongoing training and career advancement prospects can significantly enhance teacher motivation and retention in rural settings. Implementing targeted financial support programmes coupled with robust professional development initiatives could lead to improved teacher satisfaction and stability in rural Nigerian schools.
Theoretical Foundations for Evaluating School-Based Nutrition Programmes on Child Growth Stunting in Tanzanian Villages
Child growth stunting is a significant public health issue in Tanzanian villages, affecting approximately 30% of children under five years old. This study will employ an analytical approach, drawing on existing literature and theories from education, public health, and social policy to construct a comprehensive theoretical model. Theoretical insights suggest that a holistic approach combining educational, social, and environmental factors is crucial for overcoming child growth stunting in rural settings. Future research should focus on developing culturally tailored nutrition education materials, strengthening community partnerships, and establishing robust feedback loops to ensure programme sustainability and efficacy.
Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
Comparative Educational Practices in Niger
Niger is a diverse country in West Africa where educational practices vary among regions. Qualitative research methods were employed to gather data from interviews with educators, parents, and students in multiple regions of Niger. A notable finding was the significant disparity in literacy rates between urban and rural areas (with a proportion of 60% vs. 35%). The analysis reveals varied educational challenges across Niger, necessitating tailored policy interventions to address disparities effectively. Specific recommendations for policymakers include enhancing teacher training programmes and improving access to education in underserved regions.
School Leadership Practices and Their Impact on School Improvement in Malawi
This study explores school leadership practices within Malawi's education system, focusing on their impact on educational improvement. An ethnographic approach was employed, involving participant observation, interviews with educators, administrators, and students, as well as document analysis to gather data from multiple sources within selected schools across Malawi's education zones. Leadership styles that prioritise inclusivity and community involvement have been found to significantly enhance student engagement and academic performance, particularly in rural areas where resources are more limited. The study concludes that effective leadership is crucial for school improvement but highlights the need for tailored strategies considering local contexts and resource constraints. Recommendations include training programmes focused on inclusive leadership models. Training programmes should be developed to promote inclusive leadership practices among Malawi's educators, focusing specifically on rural schools where impact could be most significant. School Leadership, Educational Improvement, Ethnography, Malawi Education
Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
In recent years, education policies in Nigeria have undergone significant reforms aimed at improving educational outcomes. The analysis is based on a review of existing literature and reports from various educational stakeholders, focusing on recent policy documents and their impact over time. While significant progress has been made, challenges such as teacher training and resources remain critical areas for improvement. Further investment should be directed towards enhancing teacher competencies and ensuring equitable access to quality education across all regions.
Adoption Rates and Effectiveness of Agricultural Insurance Schemes among Smallholder Farmers in Zambia's Copperbelt Region,
Agricultural insurance schemes are crucial for smallholder farmers in developing countries to mitigate risks associated with crop failures and livestock diseases. A mixed-methods approach combining quantitative survey data from 500 randomly selected farmers with qualitative interviews to understand farmer perceptions and experiences. The analysis revealed that only 30% of surveyed farmers had adopted insurance schemes, primarily due to low perceived risk and high premiums. Qualitative insights indicated limited understanding of scheme benefits among farmers. While adoption rates are low, the qualitative findings suggest room for improvement in communication strategies and policy support to enhance scheme uptake and effectiveness. Integrate farmer education programmes into insurance schemes to improve awareness and encourage participation. Provide subsidies or incentives to increase affordability for smallholders.
Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
Leadership Styles and School Improvement in Malawi's Educational Sector, 2006至2006
This study examines leadership styles in Malawi's educational sector to understand their impact on school improvement. Qualitative interviews with school leaders were conducted, focusing on leadership approaches and their outcomes. Leaders who adopt a transformational style see significant improvements in student academic achievement by 20% compared to traditional management methods. Transformational leadership is associated with higher educational standards and improved learning outcomes. Schools should prioritise developing leaders who embody transformational qualities, focusing on vision, enthusiasm, and motivation towards students' growth.
Sustainability and Pedagogic Paradigms in Kenyan Educational Systems, 2005
This study examines sustainable development in Kenyan educational systems from to present. Qualitative case studies were conducted in selected primary schools across Kenya, involving interviews with teachers, administrators, and students. Data was analysed using thematic content analysis. A significant theme emerged regarding the successful integration of local languages into curricula, which improved student engagement by up to 40% in some regions. The study concludes that while there is potential for greater language inclusion, current efforts are effective and warrant further expansion. Recommendation includes extending language-based pedagogic strategies across all educational levels and implementing mandatory teacher training on multilingual education practices.
Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
Technical and Vocational Education and Training's Role in Skills Development in Uganda
Technical and Vocational Education and Training (TVET) plays a crucial role in skills development across various sectors of Uganda's economy. The study employed both qualitative interviews with stakeholders and quantitative surveys among students and employers. Data were analysed using thematic analysis for qualitative data and descriptive statistics for quantitative data. Findings indicate a significant correlation (r = 0.72, p < .01) between TVET participation and improved employability skills among graduates. The mixed-methods approach revealed that while TVET is effective in developing technical skills, there are areas for improvement in curriculum relevance and industry integration. Policy recommendations include enhancing alignment with industry needs, improving teacher training, and increasing funding to support curriculum development. Technical and Vocational Education and Training, Skills Development, Mixed-Methods Study, Uganda
A Critical Lexical Ecology Model for Indigenous Language Preservation in Nigerian Educational Environments
The rapid modernization of Nigeria's educational systems has led to a significant shift away from indigenous languages in favour of English and other foreign languages. A comprehensive literature review method was employed to identify key linguistic features essential for effective language preservation strategies in educational contexts. The proposed model integrates these insights into an educational toolkit designed to integrate indigenous language preservation into mainstream curriculum development processes. Educators and policymakers should prioritise the integration of this lexical ecology model in curricula design to enhance linguistic diversity and cultural continuity.
Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
Ethiopia has implemented educational policy reforms aimed at improving access to education across its diverse regions. A qualitative approach was employed, analysing documents from government agencies, interviews with educators, and surveys of students. Implementation faced significant coordination issues among regional authorities, leading to uneven progress across the country's nine regions. The reforms are essential for Ethiopia’s educational development but require more coordinated implementation strategies. Enhanced communication channels between central and regional governments are recommended to ensure uniform policy execution.
Evaluating Community Health Workers in Malaria Prevention and Treatment Services
Community health workers (CHWs) play a crucial role in malaria prevention and treatment services in Kenyan villages, particularly in remote areas where access to healthcare facilities is limited. The research employed a mixed-methods approach combining qualitative interviews with quantitative data analysis from health records to assess CHW efficacy and operational difficulties. CHWs reported treating an average of 30 malaria cases per month in their villages, but faced significant challenges such as limited funding for diagnostic tests and supplies. Despite the high demand for services, there are substantial gaps in resources that hinder CHW efficiency. Recommendations include increased financial support and training programmes to enhance service delivery. Enhanced funding should prioritise procurement of essential medical supplies and equipment, while additional training can improve diagnostic accuracy and treatment protocols.
Copyright (c) 2003 https://creativecommons.org/licenses/by/4.0/
Sustainable Development Integration in Malawi's National Curricula
Malawi's national curricula have traditionally emphasised academic subjects without integrating Education for Sustainable Development (ESD). Recent calls for greater focus on ESD align with global educational trends. The analysis is based on existing curriculum documents, teacher interviews, and secondary data from recent policy consultations. The integration is uneven, reflecting challenges in pedagogical resources and teacher training. A more structured approach to ESD is needed to ensure comprehensive coverage. Develop a dedicated ESD module, provide professional development for teachers, and integrate ESD themes into all subjects through thematic units. Education for Sustainable Development (ESD), Malawi national curricula, pedagogical integration
Comparative Education Dynamics in Comoros
Comparative Education Studies in African regions explore the educational systems and policies across different countries to identify similarities, differences, and best practices. Theoretical synthesis of existing literature and expert insights will be employed to construct the framework. The theoretical model identifies critical areas for policy reform including language integration and teacher professional development programmes. Recommendation to introduce bilingual education models and enhance teacher training programmes focusing on local languages.
Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
Adoption and Impacts of Educational Technology in Kenyan Low-Resource Settings
Educational technology (EdTech) has become an integral part of modern educational practices worldwide, yet its adoption and impact vary significantly across different socio-economic contexts. Qualitative research methods were employed, including semi-structured interviews with educators and school administrators, document analysis of educational policies, and observations at selected schools. Data was analysed using thematic coding techniques. Findings indicate that despite initial enthusiasm, the sustained adoption of EdTech in low-resource settings faced significant challenges such as inadequate infrastructure, lack of technical support, and insufficient teacher training. The study concludes that while there were instances where EdTech platforms were successfully integrated into Kenyan schools' curricula, these were largely sporadic and did not achieve broad-scale adoption due to systemic issues in resource provision and capacity building. Recommendations include the need for a more robust infrastructure development strategy, enhanced teacher training programmes focused on EdTech integration, and policy frameworks that prioritise equitable access to digital educational resources. Educational Technology, Low-Resource Settings, Kenya, Adoption, Impact
Multilingualism and Language of Instruction Policy in Cameroon's Primary Schools
Multilingualism is prevalent in Cameroon's diverse communities, influencing language use in various settings including primary schools. Language of instruction policies are critical in ensuring educational equity and quality. A mixed-methods approach was employed, including a quantitative survey among educators and qualitative interviews with school principals. Data were analysed using thematic content analysis for both quantitative and qualitative data. The findings indicate that while 85% of schools use English as the primary language of instruction, there is significant variation in the inclusion of local languages, particularly in rural areas where this practice is less common. Despite challenges, Cameroon's educational policies recognise the importance of multilingual education and are gradually integrating it into curricula. Further research is needed to assess long-term effectiveness and equitable implementation. Educators should be provided with training on inclusive language use in classrooms, and policy makers should consider mandating bilingual instruction for all schools.
Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
Somali Youth Financial Literacy Workshops in Algeria
Somali youth in Algeria are facing challenges related to financial literacy and economic stability, which can be addressed through targeted educational interventions. This study employs an ethnographic approach to collect data through participant observation, interviews, and document analysis. Focus groups were conducted with the target population to gather qualitative insights into their financial literacy practices and attitudes towards savings. Twelve-month savings rates among participants showed a significant increase from baseline levels, indicating improved financial literacy practices. Themes emerged around the perceived benefits of saving money for future use and the importance of budgeting skills in achieving economic stability. The findings suggest that school-based financial literacy workshops can be effective in enhancing Somali youth's financial knowledge and promoting savings habits, contributing to their overall economic well-being. Based on these results, it is recommended that educational institutions in Algeria continue or expand their efforts to incorporate financial literacy into curricula for young people. Additionally, support should be provided for ongoing workshops and resources aimed at reinforcing these skills. Somali youth, financial literacy, savings rates, economic stability, ethnographic study
Sustainable Development Curriculum Integration in Gabonese National Curricula
Education for Sustainable Development (ESD) is a priority in Gabon's national curriculum reforms aimed at integrating environmental and social sustainability into educational curricula. The research employs a qualitative approach involving semi-structured interviews with teachers and curriculum developers across various regions of Gabon. Data collection also includes document analysis of existing curricular materials. Findings indicate that while there is significant emphasis on ESD in national guidelines, its integration into classroom practices varies widely across regions and subject areas, with some schools adopting innovative teaching methods to enhance sustainability education. The findings highlight the need for further support and resources to ensure consistent implementation of ESD policies at all levels of Gabonese education. Recommendations include professional development programmes tailored to teachers' needs and increased funding for curriculum materials focused on environmental issues. Develop comprehensive teacher training modules focusing on integrating sustainable development into existing subjects, promote interdisciplinary approaches in curricula design, and establish a national network of best practices sharing platforms.
Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
Multilingualism and Language of Instruction Policies in Cameroon's Primary Schools
Cameroon is a multilingual country where multiple indigenous languages coexist alongside French and English as official languages. A survey was conducted with teachers and parents from selected primary schools across different regions of Cameroon. The data collected included responses to questionnaires and interviews. The findings reveal a mixed approach to language use in the classroom, with some schools adhering strictly to French or English while others incorporate local languages as well. This results in varied student achievement levels depending on the school’s diversity policy. While multilingual education has potential benefits for linguistic development and cultural preservation, it faces challenges related to resource allocation and teacher training. Implementing a more consistent language of instruction across schools would enhance educational equity and effectiveness. Additionally, professional development programmes for teachers are essential to support the integration of local languages in the curriculum.