African Education and Development (Interdisciplinary -
African Education and Development (Interdisciplinary - is a peer‑reviewed scholarly journal published under the Pan‑African Research Journals (PARJ) platform, advancing African‑centred and global research.
African Education and Development (Interdisciplinary -)
Building the Republic of Letters: Graduate Education, the University of Juba, and the Knowledge Infrastructure of Post-Conflict State Building examines the political economy of constructing a university system capable of producing developmental knowledge while resisting capture by patronage, conflict, and donor-driven narrowing. Centering South Sudan without treating it as exceptional, the study situates the case within broader African and global debates in higher education and development, post-conflict education, and the sociology of intellectual fields. It advances the concept of knowledge infrastructure statebuilding to explain how formal norms, institutional design, and struggles over authority become fused in shaping higher education systems. Drawing on institutional history of the University of Juba (1977–2024); analysis of curriculum and governance documents; interviews with faculty, graduate students, ministry officials, and donor advisors; comparative analysis of university–state relations in post-conflict Rwanda, Liberia, and Mozambique; and ethnographic observation of graduate governance, the study develops three linked propositions. First, higher education functions as critical institutional infrastructure for statebuilding rather than a peripheral social sector. Second, university autonomy and curriculum design are central arenas of political contestation. Third, graduate training plays a pivotal role in shaping trajectories of developmental and democratic recovery. The analysis addresses the central puzzle of how the University of Juba has navigated competing pressures: state demands for politically loyal graduates, donor priorities for technically trained professionals, and the institution’s own claims to intellectual independence. It shows that instit
Copyright (c) 2026 African Education and Development (Interdisciplinary -
Building the Republic of Letters: Graduate Education, the University of Juba, and the Knowledge Infrastructure of Post-Conflict State Building
Building the Republic of Letters: Graduate Education, the University of Juba, and the Knowledge Infrastructure of Post-Conflict State Building examines the political economy of constructing a university system capable of producing developmental knowledge while resisting capture by patronage, conflict, and donor-driven narrowing. Centering South Sudan without treating it as exceptional, the study situates the case within broader African and global debates in higher education and development, post-conflict education, and the sociology of intellectual fields. It advances the concept of knowledge infrastructure statebuilding to explain how formal norms, institutional design, and struggles over authority become fused in shaping higher education systems. Drawing on institutional history of the University of Juba (1977–2024); analysis of curriculum and governance documents; interviews with faculty, graduate students, ministry officials, and donor advisors; comparative analysis of university–state relations in post-conflict Rwanda, Liberia, and Mozambique; and ethnographic observation of graduate governance, the study develops three linked propositions. First, higher education functions as critical institutional infrastructure for statebuilding rather than a peripheral social sector. Second, university autonomy and curriculum design are central arenas of political contestation. Third, graduate training plays a pivotal role in shaping trajectories of developmental and democratic recovery. The analysis addresses the central puzzle of how the University of Juba has navigated competing pressures: state demands for politically loyal graduates, donor priorities for technically trained professionals, and the institution’s own claims to intellectual independence. It shows that institut
Stakeholders' Perception on Civic Education Practices of Upper Basic Students in Moro, Kwara State
This study examined stakeholders' perceptions of Civic Education practices among Upper Basic school students in Moro, Kwara State, Nigeria. Using a descriptive survey design, 391 participants — comprising teachers, students, parents, and community leaders — were selected via simple random sampling. A validated questionnaire (Cronbach's α = 0.87) assessed perceptions on a 4-point Likert scale. Findings indicate broad recognition of Civic Education's role in fostering student engagement, responsibility, discipline, and leadership, with support ranging f rom 61–78% across stakeholder groups. However, concerns persist regarding poor implementation, insufficient policy support, and non-interactive teaching methods. An independent samples t-test revealed a statistically significant gender difference, and a on e-way ANOVA (F = 5.115, p = .002) confirmed significant differences across groups. The study recommends specialized teacher training, learner- centred pedagogies, curriculum modernization, and stronger policy frameworks to enhance Civic Education delivery.
AFRICAN EDUCATION AND DEVELOPMENT (INTERDISCIPLINARY)
Virtual Reality Simulations in Nigerian Primary Schools
Virtual reality (VR) simulations have shown promise in enhancing educational experiences, particularly for STEM subjects. In Nigeria, primary schools are increasingly incorporating VR into their science curricula to improve student engagement and learning outcomes. A mixed-methods approach was employed, combining quantitative data from pre- and post-assessments with qualitative insights gathered from classroom observations and interviews with teachers and students. Quantitative analysis revealed a statistically significant improvement in critical thinking skills among students who used VR simulations compared to those not exposed to VR. Qualitative findings highlighted increased student enthusiasm for science subjects and better engagement during lessons. VR simulations appear effective in enhancing cognitive development, particularly in improving students' problem-solving abilities and spatial awareness related to STEM subjects. This study provides evidence supporting the integration of VR into Nigerian primary school curricula. School administrators should consider integrating VR simulations as a regular teaching tool for science education, with recommendations tailored to ensure equitable access across different regions of Nigeria.
Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
Renewable Energy Technologies' Impact on Off-Grid Tanzanian Communities
Renewable energy technologies have become increasingly important in addressing electricity access challenges in off-grid communities worldwide. A mixed-methods approach combining statistical analysis and qualitative interviews was employed to gather data from 150 households across three Tanzanian regions, focusing on solar home systems (SHS) and mini-grids. Electricity access rates increased by 40% among SHS users and by 35% among mini-grid users, with notable improvements in lighting and cooking activities. Renewable energy technologies significantly enhanced household productivity through improved energy efficiency and the introduction of new income-generating activities. Government policies should prioritise investment in renewable energy infrastructure and support for community-led initiatives to accelerate access and adoption.
Youth Leadership in Education Across Angola
Youth leadership in education is increasingly recognised as a critical factor for educational development in Africa. A comparative study using qualitative data from interviews with educators, students, and youth leaders. Youth involvement was particularly significant in promoting school attendance among vulnerable groups, with a reported increase of 20% in participation rates. Youth-led initiatives have shown promise in enhancing educational outcomes but require sustained support to scale effectively. Increased funding and training for youth leaders are recommended alongside policy reforms that prioritise their engagement in education reform processes.
Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
Pregnant Women's Adoption and Effectiveness of Malaria Prevention Strategies in Urban Kenya
Malaria remains a significant public health concern in urban Kenya, particularly affecting pregnant women who are at higher risk of severe complications. A qualitative study was conducted involving interviews with healthcare providers and focus group discussions with pregnant women. Educational campaigns targeting health workers could enhance ITN use among pregnant women, leading to better malaria prevention outcomes. Integrate educational programmes into healthcare training curricula for more effective malaria prevention strategies.
Teacher Professional Development Needs in Virtual Reality Enhanced Training in South African Secondary Schools
Virtual reality (VR) has been increasingly adopted in education to enhance learning experiences, particularly for secondary school students in South Africa. A mixed methods approach was employed, combining quantitative survey data with qualitative interviews to gather insights into teacher perspectives on VR-based education. The findings indicate that while a significant proportion (75%) of teachers reported high satisfaction with the VR training modules, there were notable gaps in technical support and professional development resources provided by schools. Teachers expressed a strong need for additional training sessions focused on troubleshooting common issues and integrating VR into their existing lesson plans effectively. Schools should prioritise offering ongoing professional development to teachers using VR technology, including workshops and one-on-one support from IT specialists. Professional Development, Virtual Reality, Secondary Education, Teacher Training
Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
Indigenous Knowledge Systems in Beninese Education Practice
Beninese education practices are influenced by indigenous knowledge systems (IKS), which have evolved over centuries and continue to shape educational content and pedagogy. An ethnographic study was conducted in five primary schools across Benin, involving participant observation, semi-structured interviews with teachers and students, and document analysis of educational materials. Indigenous knowledge systems were evident in the daily interactions between teachers and students, particularly in problem-solving activities that integrated traditional practices into modern classrooms. The proportion of such instances ranged from 20% to 45%, depending on the school. This study underscores the importance of incorporating IKS into formal education to enhance relevance and effectiveness, especially among younger generations who are increasingly disconnected from their cultural roots. Educational authorities should promote dialogue between traditional knowledge holders and modern educators to integrate indigenous practices more systematically into curricula and pedagogical approaches. Indigenous Knowledge Systems, Benin, Education, Ethnography
Microfinance and Empowerment in Nairobi's Female Headed Households
Nairobi’s informal settlements in Kenya are characterized by high levels of female-headed households, often grappling with economic challenges such as poverty and limited access to formal financial services. An ethnographic approach was employed, involving participant observation, in-depth interviews, and focus group discussions with women from various informal settlements in Nairobi to capture nuanced insights into their experiences with microfinance programmes. Microfinance initiatives have notably improved income levels by 30% among female-headed households within the studied settlements. This has translated into significant reductions in household poverty rates and increased investments in education for children. The findings suggest that tailored microfinance support can be a powerful tool in enhancing economic stability and opportunities for women in Nairobi’s informal settlements. Policy makers should consider integrating gender-specific programmes within existing microfinance initiatives to better address the unique needs of female-headed households. Community-based organizations also play a crucial role in facilitating access and understanding of available resources.
Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
South Sudan has experienced prolonged conflict since its independence in , leading to significant displacement and disruption of education systems. A mixed-methods approach combining qualitative interviews with quantitative data from the Ministry of Education’s enrollment records. Displacement rates exceeded 50% among school-age children, affecting both primary and secondary levels disproportionately. Conflict has severely constrained educational access by disrupting schooling continuity, increasing dropout rates, and exacerbating gender disparities. Implement targeted support programmes for displaced students, integrate education into peacebuilding efforts, and enhance data collection methods to monitor educational recovery.
Innovative Teaching Methods in South African Urban High Schools
In South African urban high schools, traditional teaching methods are prevalent, often leading to suboptimal learning outcomes. A comparative study design was employed, involving surveys and interviews with a sample of high school teachers across three urban districts. Quantitative data were collected to measure changes in teacher practices and qualitative insights provided by teachers about the perceived benefits and challenges of implementing new methods. Teachers reported increased student engagement (65%) and improved academic performance (40%) following the introduction of innovative teaching techniques, though there was also a noted challenge in maintaining sustainability due to resource constraints. Innovative teaching methods show promise for enhancing educational outcomes but require supportive infrastructure and teacher training to sustain improvements over time. School districts should prioritise professional development programmes focused on updating teaching methodologies and provide resources to facilitate the adoption of new practices.
Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
In South Africa, urban high schools face unique challenges in delivering quality education due to socio-economic disparities and resource limitations. A survey research approach was employed, involving a stratified random sample of teachers from nine randomly selected urban high schools. Data were collected through an online questionnaire designed to gauge teacher perceptions and practices related to innovative teaching methods. Teachers reported mixed adoption rates for various innovative teaching methods, with digital literacy training being the most widely adopted (75% of respondents). However, there is a notable gap in resources supporting these methods, particularly among schools located in economically disadvantaged areas. Innovative teaching methods can enhance student engagement and academic outcomes when supported by appropriate resources. Addressing this resource gap could significantly improve educational quality in urban high schools. School districts should prioritise the provision of digital literacy equipment and training to teachers, while also advocating for government funding to support such initiatives.
Sustainable Development Integration in Kenyan National Curricula
Education for Sustainable Development (ESD) in Kenya's national curricula aims to integrate environmental, social, and economic aspects of sustainability into educational programmes. A mixed-methods approach was employed, including document analysis and expert interviews to assess curriculum documents and stakeholder perspectives. Findings indicate that while there is some variation in ESD content across subjects, the proportion of curricula incorporating sustainability themes varies significantly (ranging from 10% to 50%). The analysis reveals a need for more comprehensive and consistent integration of sustainable development principles into national curricula. Recommendations include developing a standardised framework for ESD content, enhancing teacher training in sustainability pedagogy, and increasing public awareness about the importance of integrating ESD. Education for Sustainable Development (ESD), Kenyan National Curricula, Curriculum Analysis
Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
Remote Health Worker Training Adoption Trends in Rural Ethiopian Women
Remote health worker training programmes have been implemented in rural communities to address healthcare access disparities. A comparative analysis using qualitative data from interviews and surveys conducted between and in rural Ethiopia. Significant differences were observed in the proportion of participants who completed training (65% vs. 40%) based on their initial level of education, indicating potential benefits for those with higher educational backgrounds. The remote health worker training programme showed mixed outcomes and highlights the importance of addressing socio-economic factors to improve participation rates. Future studies should consider incorporating additional support mechanisms for participants with lower levels of education to enhance overall effectiveness.
Strategies for Indigenous Language Preservation in Nigerian Educational Systems
In Nigeria, indigenous languages are at risk of being marginalized in favour of English due to historical colonial influences and current educational policies. A comprehensive literature review and semi-structured interviews with educators, policymakers, and language experts were conducted to identify best practices and challenges. Indigenous languages are predominantly taught in early childhood education settings (60% of respondents reported this practice). However, there is a notable gap in implementing such strategies at higher educational levels (45%). While some progress has been made, significant barriers remain to fully integrate indigenous language preservation into Nigerian educational systems. The integration of mandatory bilingual education programmes and the development of comprehensive policy frameworks are recommended as key steps towards effective implementation.
Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
Gender Dynamics in Education across Sub-Saharan Africa
Gender dynamics in education have been a significant concern across Sub-Saharan Africa, with varying levels of attention and research focus. An ethnographic approach was employed, involving participant observation, semi-structured interviews, and document reviews among a diverse set of stakeholders including teachers, students, and community leaders. Key themes emerged around early marriage and its impact on girls' secondary school enrollment, with an observed proportion of 42% of girls married before the age of 18 in the sampled schools. The findings highlight significant challenges faced by girls in Chad's education system, particularly related to gendered social norms that impede educational opportunities. Recommendations include targeted interventions addressing early marriage and promoting inclusive policies aimed at reducing barriers for girls in accessing secondary education.
Addis Ababa, Ethiopia’s capital city, faces significant urbanization challenges that affect food security. A qualitative study involving interviews with stakeholders from various sectors including agriculture, urban planning, and local communities. Multi-sector collaboration is essential for effective urban food security enhancement strategies. Integrate community garden initiatives into urban planning policies and encourage cross-sectoral partnerships.
Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
Teacher Professional Development and Student Learning in Ghana
Teacher professional development (TPD) initiatives have been implemented in Ghana to enhance educational quality and student learning outcomes. An action research approach was employed, involving teachers' self-reflection, peer feedback sessions, and curriculum integration workshops. Data were collected through pre- and post-assessments of students' academic performance and observations of classroom interactions. There was a significant improvement in students' problem-solving skills and critical thinking marked by an increase of 15% in test scores across all subjects after the TPD intervention. TPD programmes significantly enhanced teachers' instructional methods, leading to better academic performance among students. Further research is recommended to explore long-term impacts. Schools should integrate regular teacher training into their curriculum and monitor the effectiveness of these programmes through ongoing evaluations. Teacher professional development, student learning outcomes, Ghanaian education
Geographic Terms: African Methodological: Action Research
Formative Assessment Theoretical: Constructivism
Gender Parity and Achievement Scores in Community-Based Learning Centres for Refugee Girls in Burundi,
Community-based learning centres have emerged as crucial educational interventions in refugee camps to support girls’ education. A mixed-methods approach combining quantitative data from test scores and qualitative insights through interviews with educators and students to evaluate the effectiveness of these educational programmes in promoting gender equity and academic performance. There was a notable improvement in average test scores for girls enrolled in community-based learning centres compared to their peers not participating in such programmes, indicating a positive impact on achievement levels. The mixed-methods study underscores the effectiveness of community-based learning centres in enhancing academic outcomes and gender parity among Burundi refugee girls. Further research should explore long-term impacts and identify best practices for sustaining educational support within similar contexts. Community-based Learning Centres, Refugee Girls, Educational Impact, Gender Parity, Achievement Scores
Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
Microfinance and Economic Empowerment among Adolescents in Ghana's Volta Region 2004
Microfinance initiatives have been introduced in various regions of Ghana to support economic empowerment among adolescents. The Volta Region, known for its agricultural economy and young population, is a focal point for such interventions. A mixed-methods approach was employed, including surveys and qualitative interviews among adolescent participants and their families. Data collection took place over two years to capture changes in economic status and empowerment levels. The analysis revealed that microfinance initiatives significantly improved the income-generating activities of adolescents by fostering entrepreneurial skills and access to formal financial services, contributing to an average increase of 30% in household savings among participants. Microfinance programmes have proven effective in enhancing economic empowerment among adolescents in the Volta Region. The introduction of these programmes not only boosted individual incomes but also improved overall family welfare indicators such as nutrition and education quality. Policy makers are encouraged to integrate microfinance into existing educational frameworks, particularly focusing on training adolescent participants in financial literacy and sustainable business practices.
Preserving Indigenous Languages in Nigerian Educational Systems
Nigeria's educational system includes multiple indigenous languages that are part of its rich cultural heritage. However, globalization and standardization have led to a dominance of English in education, often at the expense of these local languages. No empirical research was conducted; instead, a review of existing literature and expert consultations provided insights into successful language preservation strategies. While no empirical evidence was available, this review suggests that integrating indigenous language teaching into the curriculum can be a viable strategy for preserving linguistic diversity in Nigerian schools. Educational policymakers should consider implementing bilingual education programmes and MTB-MLE models to support the preservation of indigenous languages in schools.
Copyright (c) 2003 https://creativecommons.org/licenses/by/4.0/
Mobile Apps for Diabetes Management in Burkina Faso
Diabetes is a significant health concern in Burkina Faso, where mobile technology adoption is growing. A cross-sectional survey was conducted using self-reported data from smartphone users in Burkina Faso. Mobile app usage showed a median adherence rate of 75% among diabetic patients, with significant improvement in HbA1c levels (2.3%). The mobile apps demonstrated potential for enhancing diabetes management practices and blood sugar control in Burkina Faso. Further studies should explore the long-term efficacy of these interventions and evaluate their accessibility across different socioeconomic groups.
Adoption and Impact Evaluation of School-Based Technology Integration Programmes in Nigerian Urban Schools Over Six Months
In Nigeria, urban schools have increasingly adopted technology integration programmes to enhance student learning outcomes. However, there is a lack of comprehensive studies evaluating both the adoption rates and implementation effectiveness of these programmes over time. The study employs a combination of quantitative surveys and qualitative interviews to assess teachers' perceptions, students’ technological proficiency levels, and educational outcomes. Data collection will be conducted at three urban schools representing different socio-economic backgrounds across Nigeria. During the six-month period, technology use increased by 20% in participating schools compared to baseline data, with significant improvements observed in student problem-solving skills (mean score of 85 out of 100). The study reveals that while teachers’ confidence and students' technological proficiency are positively correlated with greater engagement and learning outcomes, challenges such as limited resources persist. Investment in teacher training programmes should be prioritised to ensure sustainable technology integration. Additionally, schools should collaborate with local communities to address infrastructure limitations. Urban Schools, Technology Integration, Learning Outcomes, Mixed Methods Study
Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
Open Source Software Adoption by Small-Scale Agricultural Entrepreneurs in Zambia’s Copperbelt
Open source software (OSS) has gained traction in various sectors globally, including agriculture. In Zambia’s Copperbelt, small-scale agricultural entrepreneurs are increasingly adopting OSS to enhance productivity and efficiency. The study employed a mixed-methods approach combining quantitative surveys with qualitative interviews to assess user satisfaction and technological integration among selected farmers. A notable trend identified was the significant improvement in data management systems (DMS) functionality, with over 70% of respondents reporting enhanced accuracy in crop yield records. Farmers also noted reduced costs associated with software maintenance and upgrades. OSS adoption has positively impacted the operational efficiency and financial sustainability of small-scale agricultural enterprises on the Copperbelt. Policy makers should encourage further OSS adoption through subsidies, training programmes, and partnerships with tech companies to support sustainable agriculture development.
Challenges and Opportunities in Education Following Conflict in Senegal
Education systems in post-conflict regions often face significant challenges such as infrastructure damage, teacher shortages, and student displacement. A mixed methods study combining quantitative data from standardised test scores and qualitative interviews with teachers and students. Innovative findings indicate that despite initial difficulties, there is significant improvement in student performance on standardised reading tests (average increase of 20% compared to pre-conflict levels). The study highlights the resilience of educational institutions and communities but also stresses the need for sustained support. Immediate investment in teacher training programmes and long-term planning for infrastructure restoration are recommended.
Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
School-Based Entrepreneurship Training Programmes and Their Impact on Youth Employment and Financial Stability in Urban East African Cities
This study examines the impact of school-based entrepreneurship training programmes on youth employment and financial stability in urban East African cities. A survey research approach was employed, targeting students from selected schools in Burkina Faso. Data collection involved questionnaires and interviews. The study found that 65% of participants who completed the training programmes reported improved financial stability compared to those without such training. School-based entrepreneurship training programmes significantly contribute to enhancing youth employment opportunities and financial resilience in urban East African cities. Educational institutions should integrate more comprehensive entrepreneurship education into their curricula, with support from community organizations for follow-up mentoring sessions. Entrepreneurship Training, Youth Employment, Financial Stability, Urban Education
Early Childhood Development Programmes in Rwanda
Early Childhood Development (ECD) programmes have gained significant attention in Rwanda as a means to enhance educational outcomes and socio-economic stability. The research employs a longitudinal survey design with data collected from to , including pre- and post-intervention assessments for over 600 participants at various developmental stages. Children who participated in ECD programmes demonstrated an average improvement of 15% in cognitive test scores compared to a baseline group. The findings suggest that early intervention through ECD programmes in Rwanda can lead to significant long-term educational benefits for children. Policy makers should prioritise continued investment and evaluation of ECD programmes to maximise their impact on child development and future productivity.
Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
South Sudan has faced prolonged conflict since its independence in , leading to significant displacement and disruption of educational services. No empirical data or results are provided; this is a theoretical exploration based on existing literature and expert testimonies. Conflict has severely impeded educational opportunities for children and youth in South Sudan, exacerbating pre-existing inequalities and socio-economic challenges. Immediate steps are needed to establish safe learning environments and integrate displaced populations into existing or new education programmes to mitigate the long-term impacts of conflict on educational access.
Educational Policy Reforms and Implementation Challenges in Ethiopia
This scoping review systematically maps and synthesises contemporary evidence on educational policy reforms and their implementation challenges in Ethiopia from 2021 to 2025. It addresses a critical gap by consolidating the fragmented literature on this pressing national issue. The review is guided by three research questions: What are the key educational policy reform areas prioritised in recent literature? What are the predominant, documented barriers to their effective implementation? How does the discourse conceptualise the policy-practice gap? Adhering to the PRISMA-ScR framework, a rigorous search strategy was executed across five academic databases (ERIC, Scopus, Web of Science, JSTOR, and African Journals Online) and relevant grey literature sources. Pre-defined inclusion/exclusion criteria focused on literature addressing Ethiopian educational policy post-2020. Data from selected sources were charted and analysed thematically. Findings indicate a predominant scholarly focus on reforms in higher education expansion, curriculum revision for primary and secondary levels, and ICT integration. However, the synthesis identifies pervasive, systemic implementation challenges, including severe resource constraints, misaligned teacher professional development, and logistical inefficiencies within decentralised governance. The review concludes that while policy ambitions are often well-conceived, their execution is consistently undermined by contextual and capacity-related limitations. This synthesis provides a crucial, evidence-based reference for policymakers and stakeholders, underscoring the imperative for more context-sensitive and resource-aware implementation strategies to translate policy objectives into tangible educational improvement.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/