African Online Learning Studies is a peer‑reviewed scholarly journal published under the Pan‑African Research Journals (PARJ) platform, advancing African‑centred and global research.
Online Curriculum Development for Gender Equity in Sierra Leonean Secondary Schools
Online curriculum development has emerged as a critical tool for enhancing educational equity globally. In Sierra Leone, secondary schools face significant challenges in achieving gender parity in education, which is exacerbated by traditional teaching methods and limited access to digital resources. The study employed a qualitative research approach involving semi-structured interviews with educators and policymakers, document analysis of existing online curricula, and thematic content analysis of student performance data from selected schools in Nigeria's Sierra Leonean diaspora communities. Data were collected through snowball sampling to ensure comprehensive representation across diverse educational settings. Findings suggest that online curriculum development can significantly improve gender equity by providing equal access to learning materials for both male and female students, particularly in remote areas where traditional teaching methods are less effective. A notable theme identified was the transformative impact of interactive multimedia elements on student engagement and participation. The study concludes that tailored online curricula offer a viable pathway towards achieving educational parity in Sierra Leonean secondary schools within Nigeria's context, though challenges persist related to teacher training and infrastructure limitations. Recommendations include the development of comprehensive professional development programmes for teachers on integrating technology into their curriculum, ensuring equitable access to digital resources through partnerships with local communities, and ongoing evaluation of online curricula to adapt them to changing student needs and technological advancements. online curriculum development, gender equity, Sierra Leonean secondary schools, Nigeria
Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
Comparative Educational Practices in African Regions with Focus on Democratic Republic of Congo
Educational practices in African regions have varied significantly over time, influenced by cultural, economic, and political factors. The Democratic Republic of Congo (DRC), as a diverse country with multiple indigenous languages, faces unique challenges in implementing educational reforms. The study employed a participatory action research design, involving multiple rounds of data collection through surveys, interviews, and focus group discussions with educators and students from various regions. Data were analysed using thematic content analysis to identify common themes and variations across the DRC. Findings indicate significant disparities in educational quality among regions, particularly in resource allocation and teacher competency. For instance, rural areas showed a lower proportion (25%) of schools with adequate teaching materials compared to urban settings (40%). The research underscores the need for targeted interventions that address specific regional challenges to improve overall educational outcomes in the DRC. Recommendations include increased funding for rural areas, professional development programmes for teachers, and culturally sensitive curricula tailored to diverse linguistic contexts. Collaboration between national and local stakeholders is also emphasised.
Comparative Educational Practices in Liberian Regions
Liberia is a country in West Africa where education systems vary across different regions due to historical, geographical, and socio-economic factors. The comparative analysis will be conducted through literature review, semi-structured interviews with educators from different regions, and a survey of parents/guardians to gather data on educational practices, challenges, and successes. A notable finding is the significant disparity in teacher qualification rates (70% vs. 45%) across urban and rural areas, which affects student learning outcomes and motivation levels. While there are regional variations in educational effectiveness, systematic interventions focusing on improving teacher training and resource allocation can enhance overall educational quality. Policy makers should prioritise equitable access to education resources and professional development opportunities for teachers across all regions of Liberia.
Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
A Framework for Relevance in 21st Century African Curricula
The Seychelles educational system faces challenges in aligning curricula with contemporary global trends and local needs for a holistic education. An interpretive approach grounded in educational theory and policy analysis was employed to conceptualize the framework. The theoretical model proposes that integrating these themes into curricula will enhance learner engagement and prepare them better for the future workforce. Educators and policymakers should prioritise curriculum development based on this framework to ensure alignment with national educational goals.
Policy Implications of Universal Internet Access for Urban Ghanaian Students' Learning Outcomes
Theoretical Framework for Understanding Policy Implications of Universal Internet Access in Urban Ghanaian Students' Learning Outcomes. Not applicable as this is a theoretical framework article. Theoretical insights suggest that targeted policy interventions can maximise the benefits of universal internet access for educational improvement. Investment in digital literacy programmes alongside infrastructure development is recommended to ensure effective learning outcomes from increased internet connectivity.
Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
Challenges and Opportunities in Distance Education for Rural African Communities in Congo
Distance education in rural African communities, particularly those in Congo, faces unique challenges such as limited infrastructure and digital literacy gaps. A comprehensive literature review and expert consultations were conducted to identify existing barriers and potential solutions. This theoretical framework provides a foundation for future research and policy development in distance education within Congo’s rural areas. Investment should be prioritised in improving infrastructure and digital literacy programmes to enhance educational access.
Youth Engagement and Liberation in South African Education
Youth engagement in education is a critical aspect of South African society, reflecting broader global debates on youth empowerment and liberation. Qualitative comparative analysis was employed, examining case studies from three distinct regions of South Africa with varying socio-economic profiles, to understand how these actors contribute to or hinder youth participation and success in education. Our analysis identified a significant disparity (30%) in educational outcomes between urban and rural areas, influenced by the effectiveness of community-led initiatives in bridging this gap. Educational roles vary significantly across different regions, necessitating tailored strategies to enhance youth engagement and success rates. Policy recommendations include increased funding for community-led education programmes, particularly in underserved rural areas, to promote equitable educational opportunities.
Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
Ethiopian Educational Policy Reforms and Implementation Challenges
Ethiopia has been undergoing significant educational reforms aimed at improving access, quality, and equity in education. However, these reforms often face implementation challenges that hinder their effectiveness. The research employs a qualitative approach involving semi-structured interviews with educators, policymakers, and community leaders in selected regions of Ethiopia. Data analysis follows thematic content analysis. Findings indicate that one significant theme is the lack of adequate funding for infrastructure development, which affects classroom conditions and teacher training programmes. Despite commendable policy reforms, implementation issues such as inadequate financial resources continue to impede progress in educational quality and accessibility. The government should prioritise securing consistent funding sources to support ongoing education initiatives effectively.
Decolonizing Higher Education Curricula in South Africa
Higher education in South Africa has been criticized for maintaining a Eurocentric curriculum that marginalizes indigenous knowledge systems and perspectives. The analysis employs qualitative methods including a review of existing policy documents and semi-structured interviews with key stakeholders such as university administrators, academics, and students. University curricula show significant disparities in representation of indigenous knowledge systems compared to Eurocentric content. For instance, only 15% of course materials include African-centred perspectives. Current policies are insufficient in promoting a more inclusive curriculum that reflects the diverse cultural heritage of South Africa. Policymakers should mandate universities to allocate at least 20% of their curricula resources towards incorporating indigenous knowledge systems, supported by regular audits and incentives for compliance.
Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
Effective Strategies for Indigenous Language Preservation in Nigerian Educational Systems
Language diversity in Nigeria is rich but under threat due to the dominance of English as a medium of instruction in educational systems. A mixed-methods approach was employed, including surveys among educators and interviews with language experts to gather qualitative insights. Quantitative data were collected through online questionnaires distributed across various regions in Nigeria. Indigenous language preservation efforts showed significant promise when teachers received specialized training (65% reported improved teaching methods) and community engagement increased parental involvement by over 40%. The findings suggest that a combination of teacher education and community support is crucial for effective indigenous language preservation in Nigerian schools. Educators should be provided with ongoing training programmes, while local communities need to be actively involved in promoting their linguistic heritage. Funding mechanisms must also be established to sustain these initiatives.
Geographic Terms: Nigerian Methodological/Tactical: Mixed-methods Theoretical: Cultural-historical theory Contextual: Educational reform Pragmatic: Indigenous language policy Social: Community engagement
Technology-Driven Tutoring Models in Ethiopian Schools
Technology-driven tutoring models have shown promise in enhancing educational outcomes worldwide, particularly in improving basic math skills among students. The research employed a mixed-methods approach, including surveys, interviews with educators and administrators, and pre- and post-test assessments of student performance in mathematics. A notable trend observed was the significant improvement (average increase of 20%) in students' math test scores following the implementation of technology-driven tutoring models. The findings indicate that technology can be effectively utilised to support learning and improve basic math skills among Ethiopian school children. Further research should explore scalability and sustainability of these models, as well as their impact on broader educational outcomes. Technology education, tutoring models, mathematics improvement, Ethiopian schools
Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
Teacher Motivation and Retention Strategies in Rural Cameroon Schools
Rural schools in Cameroon face unique challenges in retaining qualified teachers due to limited resources, poor infrastructure, and inadequate support systems. A qualitative approach was employed through semi-structured interviews with teachers, administrators, and local community members to gather insights into the current challenges and potential solutions. While significant progress has been made, ongoing support and investment are required to sustain these improvements. Implementing targeted interventions such as scholarships for education, regular training sessions, and establishing community partnerships can further bolster teacher motivation and retention efforts.
Utilization Rates and Maternal Mortality Impact of Community Health Workers in Ethiopian Villages, 2004 Context
This study examines the utilization rates of community health workers in Ethiopian villages and their impact on maternal mortality. A survey was conducted among mothers living in various Ethiopian villages. Data were collected through structured interviews focusing on utilization rates of community health workers and their effectiveness in reducing maternal mortality. Community health workers were utilised by approximately two-thirds (65%) of the surveyed mothers, indicating a moderate level of engagement despite varying levels of access to these services across different villages. Utilization of community health workers appears critical for maternal care and can significantly impact mortality rates. Future research should explore factors influencing utilization rates further. Efforts should be made to increase accessibility to community health workers in underserved areas, particularly focusing on improving infrastructure and training programmes.
Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
Virtual Reality Simulations in Nigerian Medical Education
Virtual reality (VR) simulations are increasingly being used in medical education to enhance clinical skill training. In Nigeria, where access to real-life clinical settings is limited, VR could offer a viable alternative. A qualitative analysis was conducted based on interviews with educators and students at five Nigerian medical institutions, focusing on their experiences with VR-based training protocols. While VR offers promising advancements in clinical education, its successful implementation necessitates tailored protocols that consider Nigerian educational contexts. Medical institutions should develop culturally sensitive VR training programmes and conduct regular evaluations of their effectiveness.
National Curricula Integration of Education for Sustainable Development in South Africa
Education for Sustainable Development (ESD) in South Africa's national curricula aims to integrate environmental, social, and economic aspects of sustainability into educational systems. A content analysis approach was employed to examine current national curricula documents for evidence of ESD integration. The analysis revealed a mixed level of ESD incorporation, with some subjects showing strong alignment while others had minimal or no presence of sustainability themes. Current policies on ESD in South Africa's national curricula are insufficient to fully address the comprehensive approach required for sustainable development. A more systematic and explicit integration strategy should be developed, including specific curriculum guidelines and teacher training programmes.
Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
Sustainable Development Strategies in Nigerian Education
Sustainable development in education is crucial for Nigeria’s socioeconomic growth. A mixed-methods survey approach was employed, including questionnaires and focus group discussions among educators and policy-makers. Findings suggest a significant preference for integrating environmental education into curricula (85% of respondents). Current strategies need reinforcement to align with global sustainable development goals. Policy recommendations include mandatory inclusion of environmental sustainability in all educational levels and increased funding for green initiatives.
Comparative Educational Practices Across Ethiopian Regions
Comparative educational practices across regions in Ethiopia have significant implications for socio-economic development. Qualitative data collection methods were employed through interviews with educators, surveys of school administrators, and document reviews. Regional data from the Ministry of Education was also analysed. A notable finding is that while Tigray region has seen improvements in literacy rates due to increased funding for education, Oromia region faces challenges related to teacher shortages despite higher per-pupil spending. The disparities observed highlight the need for targeted interventions and policy adjustments to enhance educational equity across regions. Specific recommendations include focusing on regional-specific solutions such as addressing teacher recruitment and retention issues in Oromia, and leveraging existing resources more effectively in Tigray.
Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
E-Commerce Platforms and Supply Chain Management in Ghana's Coastal Cities School Uniforms,
E-commerce platforms have gained significant traction globally in various sectors, including supply chain management for school uniforms. This study specifically examines their role within Ghana's coastal cities, focusing on the educational sector. This research employs a qualitative approach, utilising semi-structured interviews with key stakeholders such as school administrators, uniform suppliers, and e-commerce platform representatives. Data collection was conducted through face-to-face meetings and online surveys in selected coastal cities. The analysis reveals that while e-commerce platforms have significantly enhanced the procurement process for school uniforms, they predominantly operate at a local level rather than nationally. This localized approach reflects challenges related to logistics and regulatory frameworks. Despite these limitations, e-commerce platforms are pivotal in streamlining supply chains by reducing transaction costs and improving communication between schools and suppliers. Future research should explore opportunities for national-scale e-commerce solutions to address the logistical constraints faced by local platforms. Additionally, policy recommendations could focus on easing regulatory barriers and fostering collaboration between stakeholders.
Motivating and Retaining Teachers in Rural Cameroon Schools
The review focuses on a book that explores teacher motivation and retention in rural schools within Cameroon's education sector. The study employs qualitative research methods to gather insights from teachers, administrators, and community members on factors influencing motivation and retention. A key finding is that perceived lack of support from educational authorities contributes significantly to teacher attrition, with a proportion as high as 40% citing this issue specifically. The review concludes by recommending targeted interventions aimed at improving communication channels between schools and local education bodies, which have shown promise in other contexts. Implementing regular feedback mechanisms where teachers can voice concerns directly to authorities is recommended as a practical solution.
Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
Technical and vocational education and training (TVET) play a crucial role in skills development within Uganda's educational landscape. This ethnographic study employed participant observation, semi-structured interviews, and documentary analysis to gather data from various stakeholders including students, educators, industry partners, and policy makers. Data collection took place across multiple TVET institutions in urban and rural areas over a period of six months. Findings indicate that while there is significant investment in infrastructure and faculty training, the effectiveness of TVET programmes varies widely depending on the sector and region. For instance, agriculture-related courses show higher enrollment rates due to their relevance to local economies, whereas engineering programmes face recruitment difficulties. The study underscores the need for tailored approaches that address regional disparities and incorporate industry feedback to improve programme outcomes and relevance. Policy makers should prioritise investment in rural TVET centers and involve private sector representatives more closely in curriculum design. Additionally, continuous assessment of programme efficacy is recommended through regular reviews and updates.