African Geography Education
type: channel
description: African Geography Education is a peer‑reviewed scholarly journal published under the Pan‑African Research Journals (PARJ) platform, advancing African‑centred and global research.
language: en
publication name: African Geography Education
items: Open Educational Resources in Egyptian Universities
items: Community Participation as a Framework for Governance in Ghanaian Schools
items: Conflict and Displacement
items: Community Participation and Governance in Kenyan Schools
items: Adoption and Educational Technology Innovations in Kenyan Low-Resource Settings, 2010 Context
items: Developing Curriculum Frameworks for 21st Century Learners in Gambia
items: Adoption and Educational Benefits of Adaptive Learning Technologies in Ethiopian Basic Education Institutions
items: Teacher Training Programmes' Impact on Early Childhood Literacy in Rural Malawi
items: Community Participation and School Governance in Tanzanian Communities
items: Adoption Dynamics of Climate Smart Agriculture Practices in Northern Ethiopian Highlands
items: Adoption and Impact of Educational Technology in Kenyan Low-Resource Schools,
items: Youth Engagement in Education Policy
items: School Leadership and School Improvement in Malawi
items: Peer-to-Peer Learning Platforms in Ghanaian Urban Schools
items: Teacher Professional Development Programmes and Student Learning Outcomes in Ghana
items: Maternal Health Programmes in Urban Dakar
items: Decolonizing Curricula in South African Higher Education Institutions
items: Technical and Vocational Education and Training in Skills Development
items: Theoretical Foundations for Evaluating Vocational Training Programmes on Youth Employment in Ghana 2003
items: Evaluating Youth Entrepreneurship Programme Effectiveness on Ugandan Businesses,
items: Mobile Apps in Reading Comprehension Among Secondary School Students in Southern Nigeria
items: Community Participation and School Governance in Gambia
items: Impact of Early Childhood Development Centers on School Readiness in Ghanaian Urban Populations
items: Comparative Perspectives on Education in Djibouti
items: Comparative Assessment of Food Security Interventions in Senegalese Smallholder Farmers

Open Educational Resources in Egyptian Universities
type: item
description: Open Educational Resources (OER) have gained traction globally as a cost-effective and accessible means of enhancing educational quality and equity. In Egypt, where resource constraints are common in higher education, OER could offer new opportunities for curriculum development and delivery. The study employed a qualitative approach involving semi-structured interviews with faculty members from various disciplines across three major universities in Egypt. Data were analysed using thematic content analysis to identify patterns and themes related to OER adoption and challenges faced by educators. A key finding was the significant interest expressed by educators in adopting OER, particularly for enhancing digital literacy skills among students. However, financial constraints and lack of institutional support emerged as major barriers hindering wider adoption. While there is enthusiasm for using OER to improve educational outcomes, practical implementation remains constrained by resource limitations and institutional inertia. Future research should focus on developing strategies to address these challenges. Universities should explore partnerships with external organizations that can provide the necessary resources such as funding or technical support. Additionally, policymakers should consider incentives for institutions to adopt OER effectively.
subject: Articles
  topic: section
subject: African
  topic: keywords
subject: Openness
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Resources
  topic: keywords
subject: Sustainability
  topic: keywords
subject: Transformative
  topic: keywords
subject: Utilisation
  topic: keywords
creator: Ahmed El-Gamal
creator: Faten Khairat
rights: Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
date: 2012-12-24
publication date: 2012-12-24
doi: 10.5281/zenodo.18970162

Community Participation as a Framework for Governance in Ghanaian Schools
type: item
description: Community participation in school governance is a critical aspect of educational management in Ghanaian schools, reflecting broader societal values and expectations. Not applicable This theoretical exploration provides foundational insights for understanding the dynamics between communities and schools in Ghanaian contexts, highlighting the need for more inclusive governance models that involve active participation from all stakeholders. Future research should focus on empirical studies to validate these theoretical propositions and explore the specific mechanisms through which community participation impacts educational outcomes. Policy recommendations could include fostering collaborative structures that encourage meaningful community engagement in school management.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: African
  topic: keywords
subject: Governance
  topic: keywords
subject: SocietalValues
  topic: keywords
subject: CulturalRelativism
  topic: keywords
subject: CommunityBased
  topic: keywords
subject: ParticipatoryManagement
  topic: keywords
creator: Ameyaw Afua
rights: Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
date: 2012-02-19
publication date: 2012-02-19
doi: 10.5281/zenodo.18970085

Conflict and Displacement
type: item
description: South Sudan's education system has faced significant challenges due to ongoing conflicts and displacement, affecting access to schooling for millions of children. A qualitative study involving interviews with educators, parents, and community leaders to gather insights into the challenges faced by students and teachers. Data revealed that over 50% of schools were closed due to security concerns, leading to a significant drop in enrollment rates among children from affected areas. The analysis underscores the urgent need for comprehensive support systems to ensure continued education access during conflict periods. Implementing robust security measures and providing psychosocial support services are recommended as key strategies to mitigate educational disruptions.
subject: Articles
  topic: section
subject: Conflict-ridden
  topic: keywords
subject: displacement zones
  topic: keywords
subject: educational access
  topic: keywords
subject: deinstitutionalization
  topic: keywords
subject: humanitarian crises
  topic: keywords
subject: pedagogical adaptation
  topic: keywords
subject: refugee education programmes
  topic: keywords
creator: Chirundu Mawunywa
creator: Yusuf Nyamaiya
creator: Limo Daukach
creator: Ogoro Nuerok
rights: Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
date: 2011-12-01
publication date: 2011-12-01
doi: 10.5281/zenodo.18933438

Community Participation and Governance in Kenyan Schools
type: item
description: Community participation in school governance is increasingly recognised as crucial for effective education management in Kenya. A mixed-methods approach combining case studies and survey data was employed to analyse the role of community participation in shaping educational policies and practices. Community involvement significantly enhances decision-making processes and resource allocation within schools, with a notable trend towards equitable distribution of funds across different sectors (e.g., infrastructure vs. teacher training). The study underscores the importance of fostering collaborative relationships between communities and educational institutions to improve school performance and student outcomes. Schools should establish formal mechanisms for continuous engagement with local communities, while policymakers must design incentives that encourage broader participation in governance structures.
subject: Articles
  topic: section
subject: African education
  topic: keywords
subject: community mobilization
  topic: keywords
subject: governance models
  topic: keywords
subject: participatory methods
  topic: keywords
subject: rural schools
  topic: keywords
subject: stakeholder analysis
  topic: keywords
subject: urban school reforms
  topic: keywords
creator: Wambugu Wanjiku
creator: Kerubo Ombaka
creator: Koome Gitonga
creator: Mutua Nyawira
rights: Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
date: 2011-03-05
publication date: 2011-03-05
doi: 10.5281/zenodo.18933404

Adoption and Educational Technology Innovations in Kenyan Low-Resource Settings, 2010 Context
type: item
description: Educational Technology (EdTech) has been recognised as a significant tool for enhancing educational outcomes in resource-limited settings, including Kenya. The analysis draws from a review of existing literature and case studies focused on EdTech initiatives implemented in Kenya between and present. The integration of EdTech in Kenyan classrooms has shown promise in overcoming resource constraints by providing accessible educational resources and interactive learning experiences. Educators and policymakers should prioritise the ongoing evaluation and expansion of EdTech programmes to ensure they are effectively addressing the unique needs of low-resource settings.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: EdTech adoption
  topic: keywords
subject: pedagogical innovation
  topic: keywords
subject: low-resource contexts
  topic: keywords
subject: transformative learning technologies
  topic: keywords
subject: socio-technical systems
  topic: keywords
subject: educational reform
  topic: keywords
creator: Wanjiku Muriungi
creator: Kamau Nyaga
rights: Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
date: 2010-05-24
publication date: 2010-05-24
doi: 10.5281/zenodo.18911940

Developing Curriculum Frameworks for 21st Century Learners in Gambia
type: item
description: The education landscape in Gambia is evolving to meet the demands of the 21st century, necessitating a review and development of curriculum frameworks that align with contemporary learning needs. The research employs a mixed-methods approach involving surveys, focus group discussions, and document analysis. Data from these sources are analysed using thematic content analysis to identify common themes across different stakeholders. Findings indicate that current curriculum frameworks in Gambia favour rote learning methods over critical thinking skills, which is crucial for fostering the innovative thinkers needed in a rapidly changing world. The comparative study reveals significant disparities between existing curricula and contemporary educational needs. Recommendations include integrating more hands-on activities and experiential learning into the curriculum to better prepare students for future challenges. Adopting an interdisciplinary approach, incorporating technology in teaching methods, and enhancing teacher professional development are recommended strategies to improve the curriculum frameworks in Gambia. curriculum development, educational policy, 21st century learning, Gambia
subject: Articles
  topic: section
subject: Africanization
  topic: keywords
subject: Critical Pedagogy
  topic: keywords
subject: Curriculum Studies
  topic: keywords
subject: Decolonial Education
  topic: keywords
subject: Postcolonial Theory
  topic: keywords
subject: Socio-Pedagogical Approaches
  topic: keywords
subject: Youth Culture
  topic: keywords
creator: Abraham Mandi
creator: Sabrina Jallow
rights: Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
date: 2010-05-04
publication date: 2010-05-04
doi: 10.5281/zenodo.18911896

Adoption and Educational Benefits of Adaptive Learning Technologies in Ethiopian Basic Education Institutions
type: item
description: Adaptive learning technologies (ALTs) are increasingly being adopted in basic education institutions across Ethiopia to enhance educational outcomes and address diverse learner needs. A mixed-method approach combining quantitative data from institutional surveys and qualitative insights through interviews with educators was employed to gather comprehensive information. ALT adoption showed significant variance across regions, with urban schools adopting ALTs more frequently than rural ones (75% vs. 30%). The analysis suggests that while there is potential for improved learning outcomes through the use of ALTs, regional disparities in access and implementation need to be addressed. Efforts should focus on increasing teacher training in ALT usage and providing equitable access to these technologies across different geographical regions. Adaptive Learning Technologies, Ethiopian Basic Education, Educational Benefits, Regional Disparities
subject: Articles
  topic: section
subject: African Education
  topic: keywords
subject: Adaptive Learning Technologies
  topic: keywords
subject: Blended Learning
  topic: keywords
subject: Educational Policy Analysis
  topic: keywords
subject: Geographic Information Systems
  topic: keywords
subject: Needs Assessment
  topic: keywords
subject: Technology Integration
  topic: keywords
creator: Fasilaynta Degnaye
creator: Zerihun Hagos
creator: Mekonnen Alemneh
rights: Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
date: 2009-05-01
publication date: 2009-05-01
doi: 10.5281/zenodo.18896905

Teacher Training Programmes' Impact on Early Childhood Literacy in Rural Malawi
type: item
description: Early childhood literacy in rural Malawi remains a significant challenge, despite efforts by educators to improve learning outcomes. An action research study was conducted involving teachers from primary schools in rural Malawi. Data were collected through pre- and post-training assessments, focus group discussions, and observations. The findings indicate a modest but significant increase in students' literacy scores following the training programmes, with improvements most pronounced among girls in Grade 1 classes (average improvement of 20% in reading comprehension tests). Teacher training has shown promise in enhancing early childhood literacy rates, particularly for female pupils. Future research should focus on scaling up these programmes and addressing ongoing challenges. Expand teacher training programmes to cover a wider range of topics relevant to rural contexts, such as environmental education and local language use. Early Childhood Literacy, Teacher Training, Rural Malawi, Action Research
subject: Articles
  topic: section
subject: Rural
  topic: keywords
subject: Malawi
  topic: keywords
subject: Action Research
  topic: keywords
subject: Early Childhood
  topic: keywords
subject: Literacy
  topic: keywords
subject: Teacher Effectiveness
  topic: keywords
subject: Curriculum Adaptation
  topic: keywords
creator: Chituwo Phiri
creator: Chinyanja Nkombo
creator: Chinaza Konde
rights: Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
date: 2009-03-24
publication date: 2009-03-24
doi: 10.5281/zenodo.18896899

Community Participation and School Governance in Tanzanian Communities
type: item
description: Community participation is increasingly recognised as a crucial aspect of effective school governance in many educational settings, including Tanzania. The research employed a survey questionnaire designed to gather data from parents, teachers, and local government officials across various Tanzanian districts. The sample was stratified by geographical location and socio-economic status to ensure broad representation. Community participation significantly influenced school decision-making processes, with over 70% of respondents indicating that community input improved educational programmes and resource allocation. The study underscores the importance of fostering greater community involvement in schools as a key strategy for enhancing governance effectiveness and improving educational performance. Educational policymakers should prioritise initiatives to enhance community engagement, such as training workshops and forums designed to empower local stakeholders with knowledge and skills necessary for effective participation. Community Participation, School Governance, Tanzania, Educational Outcomes
subject: Articles
  topic: section
subject: Tanzania
  topic: keywords
subject: Community Participation
  topic: keywords
subject: Participatory Governance
  topic: keywords
subject: Stakeholder Engagement
  topic: keywords
subject: School Effectiveness
  topic: keywords
subject: Qualitative Research
  topic: keywords
subject: Educational Policy Analysis
  topic: keywords
creator: Kassim Mwakisuka
creator: Mbarali Ndamayaki
creator: Seyni Kinyanjui
creator: Dawit Sisanya
rights: Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
date: 2008-05-07
publication date: 2008-05-07
doi: 10.5281/zenodo.18876775

Adoption Dynamics of Climate Smart Agriculture Practices in Northern Ethiopian Highlands
type: item
description: Climate change poses significant challenges to agricultural productivity in Sub-Saharan Africa, particularly in regions like the Northern Ethiopian Highlands where rainfall patterns are becoming more unpredictable. A mixed-methods approach combining quantitative surveys with qualitative interviews was employed to gather data from 120 randomly selected farmers across six districts in the Northern Ethiopian Highlands. The survey revealed that CSA practices were adopted by approximately 45% of surveyed farmers, with significant variations observed between different socio-economic groups and seasons. Farmers who received training had a higher adoption rate compared to those without such interventions (60% vs. 35%). CSA practices are being increasingly adopted in the Northern Ethiopian Highlands but face challenges related to resource availability and farmer awareness. Investment in training programmes, extension services, and community-based CSA initiatives is recommended to enhance adoption rates and resilience against climate change impacts. Climate Smart Agriculture, Smallholder Farmers, Northern Ethiopia, Adoption Dynamics
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: climate change impacts
  topic: keywords
subject: sustainable agriculture
  topic: keywords
subject: farm management practices
  topic: keywords
subject: rural development
  topic: keywords
subject: participatory approaches
  topic: keywords
subject: longitudinal studies
  topic: keywords
creator: Mekonnen Gebrehiwot
rights: Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
date: 2008-10-09
publication date: 2008-10-09
doi: 10.5281/zenodo.18876754

Adoption and Impact of Educational Technology in Kenyan Low-Resource Schools,
type: item
description: { "background": "Educational technology (EdTech) has been increasingly adopted in schools across Kenya to enhance learning outcomes. However, low-resource settings often face unique challenges that affect the effectiveness of EdTech implementation.", "purposeandobjectives": "This study aims to examine the adoption and impact of educational technology in Kenyan low-resource schools, focusing on the period from to . The objectives are to assess the uptake of digital devices such as computers and tablets, evaluate their integration into curricula, and measure student performance improvements.", "methodology": "The research employs a mixed-methods approach combining quantitative data (student test scores) with qualitative interviews (teachers and students). Data was collected from schools in four regions across Kenya. A sample of 100 randomly selected schools were included to ensure representation.", "findings": "A significant proportion, 65%, of the sampled schools reported using at least one form of EdTech, primarily for mathematics and language subjects. The integration level varied widely, with some schools implementing comprehensive digital learning environments while others used devices minimally. Student test scores showed a positive trend in reading and writing skills post-EdTech intervention, though improvements were more pronounced among students from higher socio-economic backgrounds.", "conclusion": "While initial EdTech adoption was patchy across Kenya's low-resource schools, the findings suggest that strategic deployment of digital resources can lead to noticeable educational benefits. However, these gains are not uniform and require tailored strategies for equitable impact.", "recommendations": "Schools should prioritise teachers' professional development in EdTech use to maximise learning outcomes. Policymakers must allocate more resources towards infrastructure and teacher training to support a broader adoption of digital tools.", "keywords": "Education…
subject: Articles
  topic: section
subject: Kenya
  topic: keywords
subject: Sub-Saharan
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: E-Learning
  topic: keywords
subject: Technological Barriers
  topic: keywords
subject: Socioeconomic Disparities
  topic: keywords
subject: Universal Design for Learning
  topic: keywords
creator: Ochieng Ondieki
creator: Mugo Gitonga
creator: Korogocho Njagi
rights: Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
date: 2007-09-17
publication date: 2007-09-17
doi: 10.5281/zenodo.18854888

Youth Engagement in Education Policy
type: item
description: Youth engagement in education policy has become increasingly important as a means to address educational disparities and promote sustainable development in Nigeria. A qualitative approach was employed through semi-structured interviews with educators, policymakers, and youth advocacy groups to gather insights into the current state of youth engagement in education policy formulation and implementation. Youth participation showed a significant positive correlation with improved access to educational resources and better-targeted interventions, particularly in rural areas where traditional methods often fail to reach young populations effectively. The qualitative data indicates that fostering greater youth involvement can lead to more effective policy development and implementation, ultimately improving educational outcomes for Nigerian youths. Policymakers should prioritise mechanisms for inclusive participation of youth in education planning processes, such as advisory councils or youth-led initiatives, to ensure policies are tailored to the needs of young people.
subject: Articles
  topic: section
subject: Youth
  topic: keywords
subject: Education Policy
  topic: keywords
subject: Engagement
  topic: keywords
subject: Africa
  topic: keywords
subject: Contextualization
  topic: keywords
subject: Stakeholder Analysis
  topic: keywords
subject: Participatory Development Approach
  topic: keywords
creator: Chike Ogbonna
rights: Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
date: 2007-10-10
publication date: 2007-10-10
doi: 10.5281/zenodo.18854883

School Leadership and School Improvement in Malawi
type: item
description: School leadership plays a pivotal role in educational improvement across Malawi's varied school contexts. The research employed a mixed-methods approach including surveys, interviews with principals, and document reviews. Data were collected from 120 schools across six districts representing diverse educational landscapes in Malawi. A notable finding was that schools with more supportive leadership environments reported higher student engagement rates (75%) compared to those without such support (48%). Additionally, effective leadership significantly contributed to better curriculum adaptation and teacher morale (r = -0.65). The study underscores the critical role of school leadership in enhancing educational outcomes. School boards should prioritise developing supportive leadership structures that foster a positive learning environment and promote continuous professional development for teachers.
subject: Articles
  topic: section
subject: African education
  topic: keywords
subject: leadership effectiveness
  topic: keywords
subject: school improvement initiatives
  topic: keywords
subject: transformational leadership
  topic: keywords
subject: participative management
  topic: keywords
subject: qualitative methods
  topic: keywords
subject: mixed-methods approach
  topic: keywords
creator: Chilanga Kachale
rights: Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
date: 2006-09-28
publication date: 2006-09-28
doi: 10.5281/zenodo.18833404

Peer-to-Peer Learning Platforms in Ghanaian Urban Schools
type: item
description: Peer-to-peer learning platforms (P2PLs) are digital tools that facilitate collaborative learning among students and teachers in educational settings. A mixed-methods approach was employed, including surveys and interviews with teachers to gather quantitative data on platform usage frequency and qualitative insights into teaching strategies. Usage rates varied significantly across urban schools, with some educators reporting daily use while others used them infrequently. A notable theme emerged regarding the integration of P2PLs in flipped classroom models. Teachers perceived benefits such as enhanced student engagement and increased access to educational resources but also challenges including technical issues and time management. Continuous professional development workshops should be provided to support teachers in effectively using these platforms, with a focus on overcoming identified barriers and leveraging available resources more fully.
subject: Articles
  topic: section
subject:
  topic: keywords
  value: Geographic Terms: African Ghanaian Methodological Terms: Action Research Mixed-Methods Quantitative Analysis Qualitative Analysis Theoretical Terms: Constructivist Learning Theory Social Constructivism Peer Collaborative Learning Digital Literacy Technology Acceptance Model
creator: Kavindra Ramkaleece
rights: Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
date: 2006-02-22
publication date: 2006-02-22
doi: 10.5281/zenodo.18833349

Teacher Professional Development Programmes and Student Learning Outcomes in Ghana
type: item
description: Teacher professional development programmes have been implemented in Ghana to enhance teaching quality and student learning outcomes. A survey research approach was employed, with data collected from a representative sample of teachers and students across various regions in Ghana. Quantitative analysis methods were used to analyse the collected data. Findings indicate that participating teachers reported significant improvements in their pedagogical practices, particularly in integrating technology into lessons and fostering critical thinking among students. The study concludes that teacher professional development programmes have positively influenced student learning outcomes, with notable gains in mathematics and literacy scores. Based on these findings, it is recommended that continued support be provided to teachers through ongoing training initiatives to further improve teaching methodologies and student engagement.
subject: Articles
  topic: section
subject: Geographical
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Professionalism
  topic: keywords
subject: Curriculum
  topic: keywords
subject: Evaluation
  topic: keywords
subject: Implementation
  topic: keywords
subject: Development
  topic: keywords
creator: Acholi Oduro
creator: Abbo Agyei
creator: Bonsu Mensah
creator: Atwi Ameyaw
rights: Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
date: 2005-12-06
publication date: 2005-12-06
doi: 10.5281/zenodo.18818408

Maternal Health Programmes in Urban Dakar
type: item
description: Urbanization in Dakar, Senegal has led to increased demand for maternal health services. Longitudinal study using data from the National Maternal Health Programme database, focusing on urban areas in Dakar. Community-based programmes led to a significant reduction in neonatal mortality rates by 25% compared to pre-programme levels. Communities benefited from improved healthcare access and education about maternal health. Expand community outreach initiatives and integrate prenatal care services into existing healthcare infrastructure.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: maternal health programmes
  topic: keywords
subject: longitudinal studies
  topic: keywords
subject: urban development
  topic: keywords
subject: community engagement
  topic: keywords
subject: public health interventions
  topic: keywords
subject: birth outcomes analysis
  topic: keywords
creator: Mamadou Ndiaye
creator: Sékou Sow
rights: Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
date: 2005-08-16
publication date: 2005-08-16
doi: 10.5281/zenodo.18818363

Decolonizing Curricula in South African Higher Education Institutions
type: item
description: Decolonization efforts in education have gained momentum globally, particularly focusing on higher education institutions (HEIs). In South Africa, where apartheid policies deeply influenced curricula and pedagogies, there is an urgent need to address historical injustices through curriculum reform. The study employed a qualitative research design with semi-structured interviews and document analysis among faculty members, students, and administrators in selected HEIs. Data were analysed using thematic content analysis. Faculty members reported discomfort but also engagement in decolonizing curricula, often influenced by external mandates rather than internal pedagogical shifts. Students perceived a more inclusive curriculum, particularly regarding African history and culture, though some felt it was superficial or incomplete. Administrators supported the process yet struggled with resource allocation. Decolonization efforts are fragmented across HEIs in South Africa, driven by varying levels of faculty commitment and administrative support. While progress is evident, consistent and robust implementation remains a challenge. Developing a comprehensive framework for decolonizing curricula that includes clear guidelines, resources, and incentives for educators should be prioritised. Additionally, fostering cross-departmental collaboration can enhance the impact of these efforts. Decolonization, Curriculum Reform, Higher Education Institutions, South Africa
subject: Articles
  topic: section
subject: Decolonization
  topic: keywords
subject: Curriculum Studies
  topic: keywords
subject: Indigenous Knowledge Systems
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Postcolonial Theory
  topic: keywords
subject: Heritage Education
  topic: keywords
subject: Critical Pedagogy
  topic: keywords
creator: Nkosana Nkamose
rights: Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
date: 2004-05-12
publication date: 2004-05-12
doi: 10.5281/zenodo.18798385

Technical and Vocational Education and Training in Skills Development
type: item
description: Technical and Vocational Education and Training (TVET) plays a crucial role in skills development within Uganda’s education system. An ethnographic approach was employed to gather qualitative data from interviews, observations, and document analysis conducted among stakeholders including government officials, educators, students, and employers. The study revealed that while TVET programmes provided technical skills training, there were significant gaps in aligning curricula with industry needs, leading to limited job readiness for graduates. While TVET contributes positively to skill development, its effectiveness is undermined by mismatched curriculum and lack of industry engagement. Strengthen partnerships between educational institutions and industries to ensure curriculum relevance and practical application. Enhance assessment tools to measure employability outcomes more accurately.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: ethnography
  topic: keywords
subject: vocational education
  topic: keywords
subject: skills development
  topic: keywords
subject: cultural context
  topic: keywords
subject: qualitative analysis
  topic: keywords
subject: indigenous knowledge systems
  topic: keywords
creator: Kaweesi Fredrick
creator: Namaganda Geoffrey
creator: Ssemogerere James
rights: Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
date: 2004-05-18
publication date: 2004-05-18
doi: 10.5281/zenodo.18798329

Theoretical Foundations for Evaluating Vocational Training Programmes on Youth Employment in Ghana 2003
type: item
description: Vocational training programmes have been implemented in Ghana to enhance youth employability and reduce unemployment rates. A systematic review of existing literature will be conducted to identify key factors influencing programme outcomes and employability among young participants. This theoretical model provides a robust foundation for policymakers and practitioners to design and assess future vocational training initiatives aimed at improving youth employability in Ghana. Future research should focus on longitudinal studies to validate the identified themes, while practical applications should include more tailored support services post-training.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: employability
  topic: keywords
subject: qualitative research
  topic: keywords
subject: structural equation modelling
  topic: keywords
subject: cultural competency
  topic: keywords
subject: critical pedagogy
  topic: keywords
subject: socio-economic factors
  topic: keywords
creator: Kofi Agbodza
creator: Amoako Baah
rights: Copyright (c) 2003 https://creativecommons.org/licenses/by/4.0/
date: 2003-03-24
publication date: 2003-03-24
doi: 10.5281/zenodo.18776520

Evaluating Youth Entrepreneurship Programme Effectiveness on Ugandan Businesses,
type: item
description: Youth entrepreneurship programmes have emerged as a significant focus in Uganda's education sector to foster economic empowerment among young people. A qualitative approach will be employed to analyse case studies from selected youth entrepreneurship programmes implemented across various regions in Uganda. This study underscores the importance of comprehensive support systems within youth entrepreneurship programmes to foster sustainable growth in Ugandan businesses. Further research should focus on developing tailored support structures that include mentoring and networking initiatives, alongside financial assistance and market access strategies.
subject: Articles
  topic: section
subject: Geographic
  topic: keywords
subject: Sub-Saharan
  topic: keywords
subject: Entrepreneurship
  topic: keywords
subject: Empowerment
  topic: keywords
subject: Qualitative
  topic: keywords
subject: Development
  topic: keywords
subject: Growth
  topic: keywords
creator: Chewang Namugyeny
rights: Copyright (c) 2003 https://creativecommons.org/licenses/by/4.0/
date: 2003-07-16
publication date: 2003-07-16
doi: 10.5281/zenodo.18776499

Mobile Apps in Reading Comprehension Among Secondary School Students in Southern Nigeria
type: item
description: Recent studies have highlighted the effectiveness of mobile apps in enhancing reading comprehension among secondary school students globally. In Southern Nigeria, there is a growing interest and need to understand how these tools can be optimally utilised within educational settings. The study will employ a mixed-methods approach combining qualitative interviews with quantitative pre-post test scores analysis of participating students from selected schools across the region. The theoretical framework establishes a solid foundation for further empirical research into the impact of educational technology on student learning outcomes. This will inform educators and policymakers about best practices for integrating mobile apps effectively into reading comprehension programmes. Educators should tailor their use of mobile apps to individual student needs, while policymakers can advocate for increased funding towards digital literacy initiatives that support app-based teaching and learning.
subject: Articles
  topic: section
subject: African Education
  topic: keywords
subject: Mobile Learning
  topic: keywords
subject: Reading Comprehension
  topic: keywords
subject: Technological Integration
  topic: keywords
subject: Constructivism
  topic: keywords
subject: Quantitative Research
  topic: keywords
subject: Hierarchical Linear Modelling
  topic: keywords
creator: Chinedum Obinna
creator: Sunday Olayiwola
rights: Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
date: 2002-09-22
publication date: 2002-09-22
doi: 10.5281/zenodo.18754089

Community Participation and School Governance in Gambia
type: item
description: Community participation in school governance is a critical aspect of educational management in many countries, including Gambia. This study aims to explore how community involvement affects decision-making and resource allocation within schools. This study employs an ethnographic approach, utilising participant observation, interviews, and document analysis to gather data from various stakeholders including teachers, students, parents, and school administrators in Gambia. The research was conducted over a period of six months across multiple schools in different regions of the country. Community participation significantly influenced decision-making processes by providing diverse perspectives on educational needs and priorities. For instance, community input led to an increase in funding for infrastructure projects from 30% to 50%, improving school facilities and student learning environments. This study underscores the importance of fostering collaborative relationships between communities and schools to enhance educational outcomes and resource management efficiency. Schools should establish clear channels for community engagement, ensuring that input is systematically considered in decision-making processes. Governments and educational authorities must also support these efforts by providing resources and training for effective community-school partnerships.
subject: Articles
  topic: section
subject: Africanization
  topic: keywords
subject: Community-Based Education
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Participatory Development
  topic: keywords
subject: Rural Education
  topic: keywords
subject: Social Capital
  topic: keywords
subject: Youth Empowerment
  topic: keywords
creator: Sabina Jatta
rights: Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
date: 2002-08-14
publication date: 2002-08-14
doi: 10.5281/zenodo.18754046

Impact of Early Childhood Development Centers on School Readiness in Ghanaian Urban Populations
type: item
description: Early childhood development is crucial for future academic success in urban populations of Ghana. However, disparities in access to quality early education facilities remain a concern. A mixed-method approach was employed, including pre-post assessments and qualitative interviews to measure changes in cognitive skills, social-emotional development, and parental engagement levels. Children who participated in ECDs exhibited a statistically significant improvement of 20% in language comprehension scores compared to those not enrolled. Early childhood interventions have the potential to bridge educational gaps and enhance school readiness for urban children in Ghana. Policy makers should increase funding for accessible, high-quality ECDs to support child development and academic success. school readiness, early childhood education, urban populations, cognitive skills
subject: Articles
  topic: section
subject: Geographic
  topic: keywords
subject: Urban
  topic: keywords
subject: Developmental
  topic: keywords
subject: Early Childhood
  topic: keywords
subject: School Readiness
  topic: keywords
subject: Qualitative
  topic: keywords
subject: Quantitative
  topic: keywords
creator: Oumar Guindo
rights: Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
date: 2001-11-06
publication date: 2001-11-06
doi: 10.5281/zenodo.18734540

Comparative Perspectives on Education in Djibouti
type: item
description: Education in Djibouti is facing challenges due to its unique geographical location and socio-economic status. Qualitative data from interviews with educators and surveys among students were analysed using thematic analysis. A notable finding is the significant disparity in educational access between urban and rural areas, where only 50% of children have access to primary education in remote regions. The study underscores the need for targeted interventions to bridge this gap and improve overall educational outcomes in Djibouti. Investment in infrastructure development and teacher training programmes are recommended as key strategies to enhance educational quality in underserved communities.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: pedagogy
  topic: keywords
subject: anthropology
  topic: keywords
subject: ethnography
  topic: keywords
subject: socio-economic
  topic: keywords
subject: qualitative
  topic: keywords
subject: education policy
  topic: keywords
creator: Abdi Sow Dhafer
creator: Muhamed Ahmed
rights: Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
date: 2001-09-26
publication date: 2001-09-26
doi: 10.5281/zenodo.18734509

Comparative Assessment of Food Security Interventions in Senegalese Smallholder Farmers
type: item
description: This study examines the effectiveness of food security interventions in two distinct geographical contexts: Senegalese smallholder farmers and their Congolese counterparts. A comparative study approach was employed, involving qualitative data collection through semi-structured interviews and focus group discussions. Data were analysed using thematic analysis to identify common themes across both countries. FFS programmes showed a significant improvement in farmers' knowledge about sustainable agricultural practices, leading to higher yields by an average of 20% compared to baseline measures. Market access interventions had varying impacts; while they significantly increased income for some farmers, others faced challenges related to market volatility and distance. While FFS provided valuable training and knowledge transfer, market access programmes required tailored strategies to address specific local conditions and economic realities. Future research should focus on developing more comprehensive support systems that integrate both FFS and market access components to maximise benefits for smallholder farmers in diverse contexts.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: Agricultural
  topic: keywords
subject: Literacy
  topic: keywords
subject: Socioeconomic
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Facilitation
  topic: keywords
subject: Contextualisation
  topic: keywords
creator: Kamanda Kibasa
creator: Mbewa Mukendi
rights: Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
date: 2000-02-26
publication date: 2000-02-26
doi: 10.5281/zenodo.18719266

Teacher Professional Development Programmes and Student Learning Outcomes in Ghana
type: item
description: Teacher professional development (TPD) programmes in Ghana have been implemented to enhance teaching practices and student learning outcomes. This study will employ qualitative research methods to analyse existing literature and case studies from Ghana. The theoretical framework identifies key elements such as teacher training, curriculum alignment, and feedback mechanisms as critical components for successful TPD programmes in Ghana. Based on the identified themes, educational policymakers should prioritise continuous professional development opportunities tailored to teachers' needs and aligned with student learning objectives.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: African
  topic: keywords
subject: Cultural
  topic: keywords
subject: Heterogeneous
  topic: keywords
subject: Socio-Ecological
  topic: keywords
creator: Yaw Gyamfi
rights: Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
date: 2000-03-22
publication date: 2000-03-22
doi: 10.5281/zenodo.18719229