African Economics of Education (Economics/Education crossover)
African Economics of Education (Economics/Education crossover) is a peer‑reviewed scholarly journal published under the Pan‑African Research Journals (PARJ) platform, advancing African‑centred and global research.
Urban agriculture in Nairobi slums represents a significant but understudied area of food security policy and development dynamics. Qualitative research methods were employed, including semi-structured interviews with local farmers and policy makers, participant observation of agricultural activities, and archival review of relevant government documents, to understand the dynamics shaping urban agriculture in Nairobi’s slums. The analysis reveals a significant proportion (40%) of surveyed households rely on urban agriculture for their food security, indicating its critical role despite challenges such as limited access to land and resources. Urban agriculture plays a crucial yet underappreciated role in enhancing food security policies within Nairobi’s slums. The findings underscore the necessity of integrating these practices into broader socio-economic development strategies. Policy makers should prioritise supporting urban agriculture initiatives, including securing land rights and providing access to resources such as irrigation systems and market linkages to improve sustainability and efficacy.
Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
Impact of Early Childhood Education on School Readiness in Kenyan Urban Settings,
Early childhood education (ECE) is recognised as a critical investment for enhancing school readiness among children in urban settings of developing countries. The research employed a cross-sectional survey design using data collected from 1,500 children aged between 4-6 years old across 20 urban schools. The study utilised validated questionnaires to gather information on educational experiences, socio-economic status, and school readiness indicators. The analysis revealed that early childhood education significantly improved school readiness scores by 38% among participating children compared to those without ECE exposure. Early childhood education plays a pivotal role in preparing urban Kenyan children for formal schooling. The findings underscore the need for increased investment and integration of ECE into urban education systems. Urban policymakers should prioritise the expansion and enhancement of early childhood education programmes to support school readiness and overall child development outcomes.
Decolonizing Curricula in South African Higher Education Institutions
The decolonization of curricula in South African higher education institutions (HEIs) has gained traction as a critical issue within the broader conversation on educational reform and social justice. The methodology employed is conceptual and analytical, drawing from existing literature and theories related to curriculum studies, postcolonial theory, and critical pedagogy. The theoretical framework provided here serves as a foundation for future empirical research, offering insights that can guide educators and policymakers in designing effective decolonizing curricula initiatives in South African HEIs. Recommendations include the establishment of interdisciplinary task forces to develop decolonized curriculum frameworks; the inclusion of indigenous knowledge systems in teacher training programmes; and ongoing evaluation mechanisms to assess and adapt curricular changes over time.
Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
Challenges and Opportunities in Education Post-Conflict Niger
Niger faces significant challenges in education post-conflict, including high dropout rates and limited access to quality schooling. A mixed-methods approach was employed, integrating qualitative interviews with teachers and parents, quantitative data from school records, and participatory observations in selected schools across different regions of Niger. Focus groups were conducted to gather insights on community participation in education development initiatives. The analysis reveals a significant drop in student enrollment rates post-conflict, particularly affecting girls and children from marginalized communities. Teacher training programmes have shown promise but require further support to enhance their effectiveness and sustainability. Community involvement is crucial for sustaining educational improvements, with the most engaged communities reporting higher attendance and academic performance. While challenges persist, there are signs of progress in addressing education post-conflict through targeted interventions and community engagement strategies. The study recommends a comprehensive approach to teacher training that includes continuous professional development and mentorship programmes. Community-led initiatives should be strengthened with resources and support from government agencies and international organizations.
Development and Evaluation of a Digital Library System for Distance Learning in Western Kenya
In Western Kenya, where access to traditional educational resources is limited due to geographical and economic constraints, there is a growing demand for digital learning solutions. A mixed-methods approach was employed, incorporating surveys, interviews, and focus groups with participants from both educational institutions and community members. The digital library system showed an overall user satisfaction score of 85%, indicating a strong preference for the platform’s interactive features and resource accessibility. However, issues related to internet connectivity were identified as significant barriers to full functionality. Despite initial challenges, the digital library system demonstrates potential as a viable solution for enhancing educational access in remote areas. Future development should focus on improving internet infrastructure to ensure consistent and reliable access to the platform.
Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
Multilingual Strategies in Primary Schools
In Cameroon, primary schools operate under a multilingual educational system, where instruction is predominantly in French or English, alongside local languages such as Fulfulde and Bantoid. The study employed a mixed-methods approach combining quantitative data from school records and qualitative interviews with teachers and parents to analyse policy compliance and student outcomes. A notable finding was that schools in urban areas were more likely to integrate local languages into the curriculum, whereas rural schools predominantly used French or English for instruction. The research underscores the need for a balanced language of instruction strategy that respects linguistic diversity while ensuring educational standards are maintained. Educators and policymakers should consider implementing a phased approach to gradually incorporate local languages into primary school curricula, guided by ongoing assessments of student performance and community feedback.
Early Childhood Development Programmes in Rwanda
Early Childhood Development (ECD) programmes are crucial for laying foundational skills that influence educational outcomes and long-term socioeconomic success in developing countries. The study employs participant observation, semi-structured interviews with stakeholders, and archival research to understand the effectiveness and sustainability of these programmes in rural and urban settings across Rwanda. Findings indicate that while initial enrollment rates were high (85% participation), sustained programme fidelity was challenging due to resource constraints and community-level variations in implementation quality. Despite challenges, ECD programmes have shown potential for improving educational outcomes and social mobility among participating children across different regions of Rwanda. Future research should focus on strengthening programme sustainability through better resource allocation and enhanced community engagement strategies.
Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
Innovative Pedagogies Enhancing STEM Education Outcomes in Senegal
This study examines innovative pedagogical strategies implemented in Senegal to improve STEM education outcomes. Qualitative data collection methods were used, including teacher interviews and classroom observations. Participant feedback was gathered through focus groups. Classroom dynamics shifted towards more interactive and collaborative learning activities, with a notable increase in student participation rates from 40% to 65%. Innovative pedagogies led to significant improvements in student engagement and understanding of STEM subjects. Further research should be conducted on scaling up these practices across more schools in Senegal, with a focus on teacher training and curriculum adaptation.
Modular Math Curriculum Adoption Among Urban Youth in Accra
Modular math curricula are designed to enhance student engagement by breaking down complex topics into manageable segments. This study examines the adoption of such a curriculum among urban youth in Accra, Ghana. A mixed-method approach was employed, combining pre- and post-curriculum assessments (n = 120 students) with qualitative interviews of teachers and a focus group discussion with students to evaluate curriculum effectiveness and perceived barriers. Students showed an average improvement of 15% in math test scores after the implementation of the modular curriculum, though there was variability across different teaching methods used by teachers. The modular approach proved effective for enhancing student engagement but required tailored instructional strategies to maximise impact and address teacher resistance. Teachers should be provided with additional training on how to effectively implement a modular math curriculum. Schools should also consider incorporating formative assessments to monitor progress more closely.
Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
The Dynamics of School Leadership in Malawi's Educational Landscape
This book review focuses on a comprehensive analysis of school leadership in Malawi's educational landscape, emphasising its pivotal role in driving school improvement. The review synthesizes various studies and reports on school leadership effectiveness, employs critical analysis of qualitative data from educational institutions across different regions of Malawi. A notable finding is that schools with strong leadership demonstrate higher student engagement and academic performance, indicating a positive correlation between effective leadership and educational success. The review concludes by reinforcing the importance of robust school leadership as a key factor for enhancing educational quality in Malawi's diverse schooling system. Recommendations include prioritising professional development programmes for school leaders to improve their management skills, fostering an environment that supports effective leadership practices. School Leadership, Educational Improvement, Malawi, School Management
Microinsurance Adoption and Financial Management Among Smallholder Farmers in Maputo Province, Mozambique
Microinsurance has been increasingly adopted by smallholder farmers to mitigate agricultural risks in various regions globally. However, its impact on financial management practices among Mozambican smallholders remains understudied. The research employed a combination of qualitative interviews and quantitative surveys to gather data from 150 randomly selected smallholder farmers over two years, focusing on their insurance uptake and subsequent financial behaviour. A significant proportion (64%) of participants reported improved access to credit products as a direct result of microinsurance adoption, indicating enhanced financial resilience among the sampled population. Microinsurance has positively impacted the financial management practices of smallholder farmers in Maputo Province by facilitating easier access to credit and other financial services. These findings underscore the need for further targeted interventions to support this vulnerable sector. Policy makers should consider promoting microinsurance schemes alongside traditional agricultural insurance options, particularly focusing on enhancing collateral requirements to facilitate greater loan uptake among smallholder farmers.
Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
Gender-Specific Vocational Training Programmes for Female Youth in Senegal
In Senegal, there is a significant gender gap in vocational training participation among female youth, which hinders their employment readiness and labour market outcomes. A mixed-methods approach was employed, combining quantitative data from surveys with qualitative insights through interviews and focus groups. The analysis revealed that female participants who attended gender-specific training programmes were more likely to secure formal sector jobs compared to those in traditional training programmes (75% vs. 60%, p < .05). Gender-specific vocational training appears to improve the employment prospects of female youth, though further research is needed to understand long-term impacts and optimal programme design. Policy makers should prioritise funding for gender-sensitive vocational training programmes that include career counseling and mentorship opportunities. vocational training, female youth, employment readiness, labour market outcomes
Community Engagement and School Governance in Ghana
Community engagement is increasingly recognised as a critical component in achieving effective school governance, particularly within African contexts where community involvement can enhance educational outcomes and improve accountability. A mixed-methods approach was employed, combining qualitative interviews with a survey among parents, teachers, and local administrators to gather insights into current practices and challenges. The analysis revealed that community engagement significantly influences school performance, particularly in areas such as resource allocation and curriculum implementation, where active participation leads to more equitable and effective outcomes. This study underscores the importance of fostering inclusive governance models that encourage active community involvement. Recommendations include developing targeted training programmes for community leaders and policymakers on participatory practices. Develop targeted training programmes for community leaders and policymakers on participatory governance models; promote dialogue between communities, schools, and local governments to enhance mutual understanding and cooperation.
Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
Challenges and Opportunities in Education Post-Conflict
Post-conflict societies in Africa often face significant challenges and opportunities in education recovery. A comparative study using qualitative methods including interviews with educators, policymakers, and community leaders to analyse current educational systems and identify best practices. Eritrea has seen a significant increase in primary school enrollment rates from 60% to over 85% within five years of the conflict’s end, indicating strong community support for education recovery efforts. The study highlights successful strategies implemented by Eritrea that could serve as models for other post-conflict African nations seeking educational revival. Post-conflict governments should prioritise inclusive and equitable access to quality education through targeted interventions and sustained commitment from all sectors of society.
Innovative Pedagogies for Strengthening STEM Education in Senegal
In Senegal, despite efforts to improve STEM education outcomes, disparities persist between urban and rural areas, and between public and private schools. The study employed mixed-methods research design including surveys, classroom observations, and interviews to assess teacher practices and student performance across diverse settings. Innovative pedagogies led to an increase of 20% in student engagement scores in STEM subjects, particularly noticeable in rural schools where traditional methods had previously dominated. The findings suggest that integrating technology-enhanced learning tools and collaborative problem-solving activities can significantly improve STEM education outcomes in Senegal. School districts should prioritise professional development for teachers to effectively implement these innovative pedagogies, fostering a culture of continuous improvement. STEM Education, Innovation Pedagogy, Educational Equity, Senegal
Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
This study examines the socio-educational dynamics of refugee children in Jordanian transit camps, focusing on inclusion policies and their impact on school enrollment rates. This study employs a qualitative research approach, analysing existing literature on education policy, socio-economic conditions in Jordan, and previous studies of refugee populations in transit camps. Inclusion policies play a crucial role in shaping educational outcomes for refugee children, but their effectiveness is compromised by various socio-economic factors that need targeted interventions to enhance integration and learning opportunities. Recommendations include the development of culturally sensitive curricula, provision of multilingual support services, and improvements in camp infrastructure to improve school enrollment rates among refugee children.
Geographical Terms Related to Africa: Refugee Studies Relevant Methodological Terms: Qualitative Research Theoretical Framework Terms: Constructivism Educational Policies: Inclusion Policies School Enrollment: Enrollment Rates Social Integration: Integrative Dynamics
The global education landscape has undergone significant transformation, particularly in Africa, necessitating a reevaluation of curricula to align with contemporary needs and challenges. A conceptual approach will be employed, guided by consultations with educators, policymakers, and industry experts to ensure relevance and practical applicability of the proposed curriculum framework. A tailored educational strategy that reflects current technological advancements and socio-economic realities will be essential to prepare Nigerian students for success in an evolving global environment. Learners should be provided with access to digital resources, including online platforms and interactive tools. Curriculum developers must incorporate feedback from industry partners to enhance alignment with real-world applications.
Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
Efficacy Assessment of Solar-Powered Irrigation Systems on Agricultural Productivity among Smallholder Farmers in Northern Ethiopia
Solar-powered irrigation systems have been introduced to enhance agricultural productivity in developing countries, particularly among smallholder farmers who lack access to conventional power sources. The research employs a mixed-methods approach, including surveys and interviews with 200 randomly selected smallholder farmers. Data collection was conducted through structured questionnaires addressing system performance, farmer perceptions, and yield outcomes. A notable proportion (68%) of respondents reported increased agricultural yields since adopting solar-powered irrigation systems, suggesting a positive correlation between the technology and productivity enhancements. Solar-powered irrigation systems have demonstrated significant potential in improving agricultural productivity among smallholder farmers in Northern Ethiopia. The study supports further investment and policy support for such technologies. Government agencies should prioritise the provision of solar-powered irrigation infrastructure, while development organizations should invest in farmer training programmes to maximise system benefits. Agricultural Productivity, Solar-Powered Irrigation Systems, Smallholder Farmers, Northern Ethiopia
Challenges and Opportunities in Distance Education within Rural Senegalese Communities
Distance education has emerged as a potential solution to address educational disparities in rural Senegalese communities, where physical infrastructure and resources are limited. Qualitative data were collected through semi-structured interviews with educators, parents, and students in rural schools across Senegal. Focus groups were also conducted to gather insights into community perceptions and needs regarding distance learning initiatives. The findings indicate that while there is a significant interest from the local population in accessing educational resources remotely, there are substantial barriers related to technological access and inadequate infrastructure, particularly among remote areas where internet connectivity remains unreliable. Conversely, there is strong endorsement for innovative pedagogical methods that can be adapted for online platforms. The study underscores the need for tailored distance education programmes that consider local contexts and community preferences, alongside robust support systems to facilitate technology adoption in rural settings. Developers of distance education initiatives should prioritise partnerships with local communities and educational institutions to foster a culture of digital inclusion. Additionally, investments in improving internet infrastructure are crucial for ensuring equitable access across all regions.
Copyright (c) 2003 https://creativecommons.org/licenses/by/4.0/
The ongoing conflict in South Sudan has significantly impacted access to education for its population, particularly children and youth. The study employed a comparative analysis of data collected from government records and interviews with education stakeholders, focusing on different regions affected by conflict. Educational facilities were destroyed or abandoned in areas where violence occurred, leading to a significant reduction in school attendance rates among displaced populations. Conflict and displacement have had detrimental effects on educational access, particularly affecting the most vulnerable groups such as girls and children from marginalized communities. Investment in alternative education programmes and infrastructure recovery should be prioritised to mitigate long-term educational disruptions caused by conflict.
Educational Policy Dissemination Challenges Framework in Ethiopian Context,
Educational policy dissemination in Ethiopia has been a critical area of focus for national development efforts since the early 2000s. No empirical data will be presented; instead, a comprehensive review of existing literature on policy dissemination in Ethiopia will inform this theoretical framework. While there is a clear directive for educational reform, the practical challenges in its execution highlight the need for more robust policy support mechanisms and improved stakeholder collaboration. To address these challenges effectively, it is recommended that policymakers implement targeted interventions aimed at enhancing resource management, increasing transparency in budget allocation, and fostering greater community involvement in educational initiatives.
Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
Informal Sector Dynamics and Education Access in Urban Nigeria,
Informal sector activities are a significant part of urban economies in Nigeria, playing crucial roles in employment and economic development. However, their impact on education access for children remains underexplored. The research employs a mixed-methods approach involving surveys of parents/guardians and interviews with educators. Data collection was conducted through structured questionnaires distributed across multiple urban areas in Nigeria. Findings indicate that children from households engaged in informal sectors are less likely to attend secondary schools compared to those from formal sector backgrounds, a disparity evident in both male and female students but more pronounced among girls. The results highlight the challenges faced by urban youth in accessing quality education due to their parents' involvement in informal sectors. This underscores the need for targeted interventions to bridge educational gaps. Policy-makers should consider implementing programmes that provide financial support and mentorship opportunities for children from informal sector families, aiming to reduce barriers to education.
Technological Innovations in Early Childhood Education Evaluations within South African Urban Settings Framework Analysis
Technological innovations have been increasingly integrated into early childhood education (ECE) programmes in South Africa's urban centers as a response to educational challenges and resource constraints. The analysis will draw from existing literature and expert testimonies to develop a comprehensive model for evaluating the effectiveness of technology in early childhood education settings. The theoretical framework provides foundational insights into how technology can be effectively integrated into ECE evaluations and highlights critical areas for future empirical research and policy formulation. Future studies should prioritise the evaluation of long-term educational outcomes and explore scalability of technology solutions across diverse urban contexts in South Africa.
Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
Microfinance Interventions Among Rural Senegalese Women Farmers
Microfinance interventions have been implemented in various contexts to support rural communities, particularly women farmers who face significant economic challenges. A mixed-methods approach was employed, including structured interviews and focus group discussions among a sample of 150 participants who had received microfinance support over the past five years. Findings indicate that women farmers who participated in microfinance programmes experienced an average increase of 28% in their annual income compared to those not receiving such assistance, highlighting the positive economic impact. Microfinance interventions show promise for boosting the financial resilience of rural Senegalese women farmers. Future research should explore scalability and cost-effectiveness. Policy makers are encouraged to consider expanding access to microfinance services in collaboration with existing agricultural development programmes to enhance overall economic outcomes. Microfinance, Rural Women Farmers, Gambia, Livelihoods, Agricultural Development