African Geography Education is a peer‑reviewed scholarly journal published under the Pan‑African Research Journals (PARJ) platform, advancing African‑centred and global research.
Open Educational Resources in Egyptian Universities
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.
Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
Community Participation as a Framework for Governance in Ghanaian Schools
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.
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.
Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
Community Participation and Governance in Kenyan Schools
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.
Adoption and Educational Technology Innovations in Kenyan Low-Resource Settings, 2010 Context
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.
Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
Developing Curriculum Frameworks for 21st Century Learners in Gambia
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
Adoption and Educational Benefits of Adaptive Learning Technologies in Ethiopian Basic Education Institutions
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
Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
Teacher Training Programmes' Impact on Early Childhood Literacy in Rural Malawi
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
Community Participation and School Governance in Tanzanian Communities
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
Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
Adoption Dynamics of Climate Smart Agriculture Practices in Northern Ethiopian Highlands
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
Adoption and Impact of Educational Technology in Kenyan Low-Resource Schools,
{ "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": "Educational Technology, Low-Resource Schools, Kenya, Adoption Impact", "contribution_statement": "This study offers novel insights into the implementation challenges and potential benefits of EdTech in Kenyan contexts by employing a mixed-methods approach that integrates both quantitative data on student performance and qualitative insights
Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
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.
School Leadership and School Improvement in Malawi
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.
Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
Peer-to-Peer Learning Platforms in Ghanaian Urban Schools
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.
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
Teacher Professional Development Programmes and Student Learning Outcomes in Ghana
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.
Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
Maternal Health Programmes in Urban Dakar
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.
Decolonizing Curricula in South African Higher Education Institutions
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
Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
Technical and Vocational Education and Training in Skills Development
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.
Theoretical Foundations for Evaluating Vocational Training Programmes on Youth Employment in Ghana 2003
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.
Copyright (c) 2003 https://creativecommons.org/licenses/by/4.0/
Evaluating Youth Entrepreneurship Programme Effectiveness on Ugandan Businesses,
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.
Mobile Apps in Reading Comprehension Among Secondary School Students in Southern Nigeria
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.
Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
Community Participation and School Governance in Gambia
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.
Impact of Early Childhood Development Centers on School Readiness in Ghanaian Urban Populations
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
Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
Comparative Perspectives on Education in Djibouti
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.
Comparative Assessment of Food Security Interventions in Senegalese Smallholder Farmers
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.
Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
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.