African Education and Development (Interdisciplinary -
type: channel
description: 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.
language: en
publication name: African Education and Development (Interdisciplinary -
items: Teacher Professional Development Needs in Virtual Reality Enhanced Training in South African Secondary Schools
items: Indigenous Knowledge Systems in Beninese Education Practice
items: Microfinance and Empowerment in Nairobi's Female Headed Households
items: Conflict and Displacement
items: Innovative Teaching Methods in South African Urban High Schools
items: Sustainable Development Integration in Kenyan National Curricula
items: Remote Health Worker Training Adoption Trends in Rural Ethiopian Women
items: Strategies for Indigenous Language Preservation in Nigerian Educational Systems
items: Gender Dynamics in Education across Sub-Saharan Africa
items: Urban Gardens and Planning
items: Teacher Professional Development and Student Learning in Ghana
items: Gender Parity and Achievement Scores in Community-Based Learning Centres for Refugee Girls in Burundi,
items: Microfinance and Economic Empowerment among Adolescents in Ghana's Volta Region 2004
items: Preserving Indigenous Languages in Nigerian Educational Systems
items: Mobile Apps for Diabetes Management in Burkina Faso
items: Adoption and Impact Evaluation of School-Based Technology Integration Programmes in Nigerian Urban Schools Over Six Months
items: Open Source Software Adoption by Small-Scale Agricultural Entrepreneurs in Zambia’s Copperbelt
items: Challenges and Opportunities in Education Following Conflict in Senegal
items: School-Based Entrepreneurship Training Programmes and Their Impact on Youth Employment and Financial Stability in Urban East African Cities
items: Early Childhood Development Programmes in Rwanda
items: Towards a Relevant Curriculum
items: Evaluating the Impact of Teacher Professional Development on Pupil Attainment in Ghana
items: Navigating Educational Policy Reforms in Ethiopia
items: Action Research into Multilingual Education Policy Implementation in Cameroonian Primary Schools
items: Informal Institutions and Educational Attainment in The Gambia
items: Analysis of Informal Sector and Education in Urban Africa in Egypt
items: Educational Policy Reforms and Implementation Challenges in Ethiopia
items: A Longitudinal Study on the Adoption and Impact of Educational Technology in Kenyan Low-Resource Settings,

Teacher Professional Development Needs in Virtual Reality Enhanced Training in South African Secondary Schools
type: item
description: 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
subject: Articles
  topic: section
subject: African Context
  topic: keywords
subject: Mixed Methods
  topic: keywords
subject: Teacher Education
  topic: keywords
subject: Virtual Reality
  topic: keywords
subject: Professional Development
  topic: keywords
subject: Secondary Schools
  topic: keywords
subject: Quantitative Research
  topic: keywords
creator: Kgosimatso Phakalani
creator: Sipho Motshekga
creator: Ntlhe Dlamini
rights: Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
date: 2010-05-11
publication date: 2010-05-11
doi: 10.5281/zenodo.18911459

Indigenous Knowledge Systems in Beninese Education Practice
type: item
description: 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
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: Indigenous knowledge systems
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Cultural studies
  topic: keywords
subject: Anthropology
  topic: keywords
subject: Community engagement
  topic: keywords
creator: Tahoua Akoèchem
rights: Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
date: 2010-07-07
publication date: 2010-07-07
doi: 10.5281/zenodo.18911429

Microfinance and Empowerment in Nairobi's Female Headed Households
type: item
description: 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.
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Empowerment Studies
  topic: keywords
subject: Microfinance
  topic: keywords
subject: Gender Studies
  topic: keywords
subject: Community Development
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Socioeconomic Analysis
  topic: keywords
creator: Christopher Chepkirui Karuri
creator: Nancy Oleche Mwanzu
creator: Oscar Kinyua Mutolo
rights: Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
date: 2009-06-21
publication date: 2009-06-21
doi: 10.5281/zenodo.18896616

Conflict and Displacement
type: item
description: 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.
subject: Articles
  topic: section
subject: Conflict zones
  topic: keywords
subject: Displacement studies
  topic: keywords
subject: Educational access
  topic: keywords
subject: Intergovernmental organizations
  topic: keywords
subject: Qualitative research
  topic: keywords
subject: Post-conflict reconstruction
  topic: keywords
subject: Socioeconomic disparities
  topic: keywords
creator: Nyikin Deng
rights: Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
date: 2009-09-09
publication date: 2009-09-09
doi: 10.5281/zenodo.18896581
description: 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.
subject: Articles
  topic: section
subject: Conflict zones
  topic: keywords
subject: Displacement studies
  topic: keywords
subject: Access barriers
  topic: keywords
subject: Educational disruption
  topic: keywords
subject: Geographic mobility
  topic: keywords
subject: Socioeconomic impacts
  topic: keywords
subject: Humanitarian interventions
  topic: keywords
creator: James Deng
creator: Peter Nyang
creator: Karen Duk
rights: Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
date: 2000-02-02
publication date: 2000-02-02
doi: 10.5281/zenodo.18718922

Innovative Teaching Methods in South African Urban High Schools
type: item
description: 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.
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Pedagogy Reform
  topic: keywords
subject: Curriculum Design
  topic: keywords
subject: Teacher Training
  topic: keywords
subject: Constructivism
  topic: keywords
subject: Reflective Practice
  topic: keywords
subject: Technology Integration
  topic: keywords
creator: Nthabi Mngeni
creator: Siyabonga Khumalo
creator: Mpho Motshepi
rights: Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
date: 2008-12-22
publication date: 2008-12-22
doi: 10.5281/zenodo.18875905
description: 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.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: urbanization
  topic: keywords
subject: ethnography
  topic: keywords
subject: constructivism
  topic: keywords
subject: qualitative inquiry
  topic: keywords
subject: pedagogical innovation
  topic: keywords
subject: socio-cultural responsiveness
  topic: keywords
creator: Njabulo Dlamini
creator: Siyabonzi Nkabinde
creator: Siya Mngqibiso
date: 2008-09-26
publication date: 2008-09-26
doi: 10.5281/zenodo.18875866

Sustainable Development Integration in Kenyan National Curricula
type: item
description: 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
subject: Articles
  topic: section
subject: Kenyan
  topic: keywords
subject: Sustainable Development
  topic: keywords
subject: Curriculum Studies
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Environmental Education
  topic: keywords
subject: Social Studies
  topic: keywords
subject: Economic Analysis
  topic: keywords
creator: Kamau Kipchumba
creator: Oluwasanmi Adoyo
creator: Wangari Muturi
rights: Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
date: 2007-12-25
publication date: 2007-12-25
doi: 10.5281/zenodo.18854592

Remote Health Worker Training Adoption Trends in Rural Ethiopian Women
type: item
description: 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.
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Rural Health
  topic: keywords
subject: Community Outreach
  topic: keywords
subject: Qualitative Research
  topic: keywords
subject: Implementation Science
  topic: keywords
subject: Geographic Information Systems
  topic: keywords
subject: Participatory Evaluation
  topic: keywords
creator: Girmachew Berhanuem
creator: Yared Abay
creator: Fitwi Beyene
creator: Wondwosse Asfaw
rights: Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
date: 2007-10-27
publication date: 2007-10-27
doi: 10.5281/zenodo.18854563

Strategies for Indigenous Language Preservation in Nigerian Educational Systems
type: item
description: 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.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: ethno-linguistics
  topic: keywords
subject: ethnography
  topic: keywords
subject: discourse analysis
  topic: keywords
subject: cultural preservation
  topic: keywords
subject: indigenous knowledge systems
  topic: keywords
subject: community-based education
  topic: keywords
creator: Oluwatobiloba Adebayo
creator: Abimbola Adeyemi
creator: Olumide Agboola
creator: Obioma Adesina
rights: Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
date: 2006-07-18
publication date: 2006-07-18
doi: 10.5281/zenodo.18832621

Gender Dynamics in Education across Sub-Saharan Africa
type: item
description: 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.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: African
  topic: keywords
subject: CulturalAnthropology
  topic: keywords
subject: GenderStudies
  topic: keywords
subject: QualitativeResearch
  topic: keywords
subject: IndigenousKnowledge
  topic: keywords
subject: SocialCognition
  topic: keywords
creator: Abraham Achouini
rights: Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
date: 2006-11-22
publication date: 2006-11-22
doi: 10.5281/zenodo.18832598

Urban Gardens and Planning
type: item
description: 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.
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Community Gardens
  topic: keywords
subject: Food Security
  topic: keywords
subject: Multi-Sector Collaboration
  topic: keywords
subject: Participatory Planning
  topic: keywords
subject: Sustainable Development
  topic: keywords
subject: Urban Agriculture
  topic: keywords
creator: Abraham Asfaw
creator: Mihret Tekle
rights: Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
date: 2005-11-06
publication date: 2005-11-06
doi: 10.5281/zenodo.18818026

Teacher Professional Development and Student Learning in Ghana
type: item
description: 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
subject: Articles
  topic: section
subject: Geographic Terms: African Methodological: Action Research
  topic: keywords
subject: Formative Assessment Theoretical: Constructivism
  topic: keywords
subject: Teacher Education
  topic: keywords
subject: Professional Development
  topic: keywords
subject: Curriculum Implementation
  topic: keywords
subject: Student Achievement
  topic: keywords
creator: Mary Ameyaw
creator: Samuel Adongo
creator: Joseph Kweku
creator: Jane Atiak
rights: Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
date: 2005-07-03
publication date: 2005-07-03
doi: 10.5281/zenodo.18817974

Gender Parity and Achievement Scores in Community-Based Learning Centres for Refugee Girls in Burundi,
type: item
description: 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
subject: Articles
  topic: section
subject: Burundi
  topic: keywords
subject: Community-Based Learning Centres
  topic: keywords
subject: Quantitative Analysis
  topic: keywords
subject: Qualitative Inquiry
  topic: keywords
subject: Gender Studies
  topic: keywords
subject: Educational Inequality
  topic: keywords
subject: Mixed-Methods Studies
  topic: keywords
creator: Nyamwanga Bizimana
creator: Kabiru Niyonzima
creator: Gakuranyika Uwilinginy evaluator
creator: Habyarimana Nzobha
rights: Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
date: 2004-07-19
publication date: 2004-07-19
doi: 10.5281/zenodo.18797719

Microfinance and Economic Empowerment among Adolescents in Ghana's Volta Region 2004
type: item
description: 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.
subject: Articles
  topic: section
subject: Geographical
  topic: keywords
subject: Adolescent Development
  topic: keywords
subject: Empowerment Studies
  topic: keywords
subject: Microfinance
  topic: keywords
subject: Community-Based Initiatives
  topic: keywords
subject: Rural Economics
  topic: keywords
subject: Participatory Methods
  topic: keywords
creator: Yarfo Ephraim
creator: Amos Kwame
rights: Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
date: 2004-11-16
publication date: 2004-11-16
doi: 10.5281/zenodo.18797630

Preserving Indigenous Languages in Nigerian Educational Systems
type: item
description: 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.
subject: Articles
  topic: section
subject: Africanization
  topic: keywords
subject: Bilingual Education
  topic: keywords
subject: Cultural Heritage
  topic: keywords
subject: Linguistic Rights
  topic: keywords
subject: Multiculturalism
  topic: keywords
subject: Pedagogical Models
  topic: keywords
subject: Vernacular Languages
  topic: keywords
creator: Usman Ibrahim
creator: Abdulqadir Musa
rights: Copyright (c) 2003 https://creativecommons.org/licenses/by/4.0/
date: 2003-04-14
publication date: 2003-04-14
doi: 10.5281/zenodo.18776102

Mobile Apps for Diabetes Management in Burkina Faso
type: item
description: 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.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: Mobile Apps
  topic: keywords
subject: Diabetes Management
  topic: keywords
subject: Self-reporting
  topic: keywords
subject: Health Informatics
  topic: keywords
subject: Geospatial Analysis
  topic: keywords
subject: Community Engagement
  topic: keywords
creator: Nana Traore
creator: Tsyvanna Zida
creator: Aldour Soumanou
rights: Copyright (c) 2003 https://creativecommons.org/licenses/by/4.0/
date: 2003-10-12
publication date: 2003-10-12
doi: 10.5281/zenodo.18776031

Adoption and Impact Evaluation of School-Based Technology Integration Programmes in Nigerian Urban Schools Over Six Months
type: item
description: 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
subject: Articles
  topic: section
subject: African
  topic: keywords
subject: Urbanization
  topic: keywords
subject: Mixed-Methods
  topic: keywords
subject: Quantitative
  topic: keywords
subject: Qualitative
  topic: keywords
subject: Technology
  topic: keywords
subject: Integration
  topic: keywords
creator: Usman Adekoya
creator: Muhammad Ibrahim Fagbola
rights: Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
date: 2002-07-14
publication date: 2002-07-14
doi: 10.5281/zenodo.18753631

Open Source Software Adoption by Small-Scale Agricultural Entrepreneurs in Zambia’s Copperbelt
type: item
description: 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.
subject: Articles
  topic: section
subject: Zambia
  topic: keywords
subject: Copperbelt
  topic: keywords
subject: Small-Scale Agriculture
  topic: keywords
subject: Open Source Software (OSS)
  topic: keywords
subject: Entrepreneurship
  topic: keywords
subject: Adoption Study
  topic: keywords
subject: GIS Technology
  topic: keywords
creator: Chilufya Musokotwane
rights: Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
date: 2002-05-19
publication date: 2002-05-19
doi: 10.5281/zenodo.18753579

Challenges and Opportunities in Education Following Conflict in Senegal
type: item
description: 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.
subject: Articles
  topic: section
subject: Post-conflict
  topic: keywords
subject: Senegal
  topic: keywords
subject: African education
  topic: keywords
subject: mixed methods
  topic: keywords
subject: qualitative research
  topic: keywords
subject: quantitative analysis
  topic: keywords
subject: educational policy
  topic: keywords
creator: Seyni Ngom
creator: Mamadou Diop
rights: Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
date: 2001-07-09
publication date: 2001-07-09
doi: 10.5281/zenodo.18734159

School-Based Entrepreneurship Training Programmes and Their Impact on Youth Employment and Financial Stability in Urban East African Cities
type: item
description: 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
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Entrepreneurship Education
  topic: keywords
subject: Youth Employment
  topic: keywords
subject: Financial Stability
  topic: keywords
subject: Survey Research
  topic: keywords
subject: Urban Development
  topic: keywords
subject: Educational Policy
  topic: keywords
creator: Koala Komanda
creator: Birago Biyaissa
creator: Seyni Sangare
creator: Akwasi Ouédraogo
rights: Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
date: 2001-02-08
publication date: 2001-02-08
doi: 10.5281/zenodo.18734074

Early Childhood Development Programmes in Rwanda
type: item
description: 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.
subject: Articles
  topic: section
subject: Geographic
  topic: keywords
subject: Sub-Saharan
  topic: keywords
subject: Developmental
  topic: keywords
subject: Longitudinal
  topic: keywords
subject: Evaluation
  topic: keywords
subject: Interventions
  topic: keywords
subject: Contextual
  topic: keywords
creator: Rufus Nyombi Mutagha
creator: Kwegyir Rwakabubuta
rights: Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
date: 2000-10-22
publication date: 2000-10-22
doi: 10.5281/zenodo.18719017

Towards a Relevant Curriculum
type: item
description: This ethnographic study, conducted between 2021 and 2025, investigates the persistent disjuncture between Chad’s formal national curriculum and the lived realities of its secondary school learners. It posits that achieving curriculum relevance requires the systematic integration of pedagogical aims with the rich, often marginalised, local knowledge systems of African communities. To capture the nuanced interplay between policy and practice, the research employed sustained participant observation and in-depth interviews with teachers, elders, parents, and pupils across three distinct socio-ecological regions. Findings reveal a strong, articulated desire amongst educators for a curriculum that cultivates critical thinking and problem-solving skills directly pertinent to local challenges, such as sustainable agriculture and water management. Simultaneously, the study documents a vast, untapped reservoir of indigenous knowledge—encompassing oral histories, ecological practices, and local governance models—that remains excluded from formal pedagogy. The research demonstrates, with empirical rigour, that decolonising education for the 21st-century learner in Chad necessitates a participatory, bottom-up reform model. This model must formally valorise local epistemologies as core curriculum content, thereby fostering a more culturally sustaining and empowering education system that bridges national aspirations with contextual relevance.
subject: Articles
  topic: section
subject: Ethnography
  topic: keywords
subject: Curriculum Decolonisation
  topic: keywords
subject: Pedagogical Aspirations
  topic: keywords
subject: Local Knowledge
  topic: keywords
subject: Sub-Saharan Africa
  topic: keywords
subject: Educational Relevance
  topic: keywords
subject: Postcolonial Education
  topic: keywords
creator: Amina Issa
creator: Mahamat Abdelkerim
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2026-01-27
publication date: 2026-01-27
starting page: 32
ending page: 49
doi: 10.5281/zenodo.18383615

Evaluating the Impact of Teacher Professional Development on Pupil Attainment in Ghana
type: item
description: This original research addresses the critical need for robust evidence on the efficacy of teacher professional development (TPD) programmes in improving pupil attainment within Ghanaian primary education. Despite significant investment, the direct impact of such initiatives on learning outcomes remains inadequately measured. This study evaluates a nationwide, in-service TPD programme implemented between 2020 and 2022, focusing on pedagogical content knowledge for foundational literacy and numeracy. Employing a mixed-methods, quasi-experimental design, the research analysed standardised test scores from 2,400 pupils across 80 schools, comparing cohorts taught by teachers who participated in the programme against a matched control group. Semi-structured interviews with 60 participant teachers provided contextual depth on implementation. Key findings indicate a statistically significant, though modest, improvement in numeracy attainment for intervention pupils, with a less pronounced effect in literacy. Qualitative data revealed that the programme’s school-based coaching was crucial for translating theory into practice. However, systemic constraints such as large class sizes and resource limitations attenuated its potential impact. The study concludes that while well-designed TPD can contribute to learning gains, its efficacy is contingent upon addressing broader systemic barriers. These findings underscore for policymakers and development partners the necessity of embedding TPD within holistic, context-sensitive support systems to enhance educational quality sustainably.
subject: Articles
  topic: section
subject: teacher professional development
  topic: keywords
subject: pupil attainment
  topic: keywords
subject: Sub-Saharan Africa
  topic: keywords
subject: programme efficacy
  topic: keywords
subject: quasi-experimental design
  topic: keywords
subject: primary education
  topic: keywords
subject: Ghana
  topic: keywords
creator: Kwame Agyeman-Badu
rights: Copyright (c) 2022 https://creativecommons.org/licenses/by/4.0/
date: 2026-01-27
publication date: 2026-01-27
starting page: 49
ending page: 66
doi: 10.5281/zenodo.18383507

Navigating Educational Policy Reforms in Ethiopia
type: item
description: This mixed-methods study examines the implementation challenges of Ethiopia’s recent educational policy reforms (2021–2026), addressing the persistent gap between ambitious policy objectives and on-the-ground execution. Framed by scholarship on educational policy implementation and complex adaptive systems, the research investigates how systemic and contextual factors impede reform within a resource-constrained environment. A sequential explanatory design was employed. First, a quantitative survey of 350 teachers and school leaders across four regions was conducted using stratified random sampling to measure the prevalence of systemic barriers. Subsequently, 45 purposively selected stakeholders—including policymakers, regional officials, and teachers—participated in in-depth qualitative interviews and focus group discussions to explore underlying rationales and contextual nuances. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data underwent thematic analysis. Integration occurred at the interpretation stage, where qualitative findings explained and elaborated the quantitative results. Key findings identify three interconnected impediments: chronic infrastructural and resource deficits, inadequately supported teacher professional development, and ambiguous decentralised management structures. The analysis reveals that a predominantly top-down implementation approach marginalises local stakeholder agency during adaptation. This study contributes an empirically grounded, multi-stakeholder perspective from the Global South, arguing that sustainable reform requires more participatory, context-sensitive strategies and strengthened institutional capacity. It offers practical implications for Ethiopian policymakers and contributes to broader discourses on educational transformation in complex systems.
subject: Articles
  topic: section
subject: Educational policy implementation
  topic: keywords
subject: Mixed methods research
  topic: keywords
subject: Sub-Saharan Africa
  topic: keywords
subject: Implementation challenges
  topic: keywords
subject: Ethiopian education
  topic: keywords
subject: Policy reform
  topic: keywords
subject: Qualitative analysis
  topic: keywords
creator: Tewodros Gebreselassie
creator: Meklit Abebe
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/
date: 2026-01-27
publication date: 2026-01-27
starting page: 12
ending page: 17
doi: 10.5281/zenodo.18383448

Action Research into Multilingual Education Policy Implementation in Cameroonian Primary Schools
type: item
description: This action research study addresses the critical gap between national multilingual education policy and classroom practice in Cameroonian primary schools. Despite a 2021 policy promoting mother tongue-based multilingual education (MTB-MLE), implementation remains inconsistent, often marginalising indigenous languages. The research objective was to collaboratively develop and evaluate contextually appropriate strategies to enhance MTB-MLE implementation within a participatory framework. Conducted from 2022 to 2022, the study employed a cyclical action research model involving two primary schools in the West Region. Participants included teachers, headteachers, and local language committee members. Data were gathered through focus group discussions, classroom observations, and reflective journals across three iterative cycles of planning, action, observation, and reflection. Key findings indicate that structured, collaborative planning sessions and the co-creation of low-cost teaching materials significantly increased teachers’ use of target mother tongues as languages of instruction. However, challenges persisted, including a lack of standardised orthographies for some languages and entrenched parental preferences for English. The study argues that sustainable policy implementation necessitates bottom-up, participatory approaches that empower local stakeholders as co-researchers. It concludes that integrating community linguistic knowledge into the formal education system is essential for achieving equitable, culturally relevant learning outcomes, thereby contributing to the decolonisation of educational practices in Africa.
subject: Articles
  topic: section
subject: Action research
  topic: keywords
subject: multilingual education
  topic: keywords
subject: language policy implementation
  topic: keywords
subject: Sub-Saharan Africa
  topic: keywords
subject: participatory inquiry
  topic: keywords
subject: primary education
  topic: keywords
subject: mother tongue-based instruction
  topic: keywords
creator: Jean-Paul Nguema
creator: Aminata Bello
rights: Copyright (c) 2022 https://creativecommons.org/licenses/by/4.0/
date: 2026-01-27
publication date: 2026-01-27
starting page: 50
ending page: 65
doi: 10.5281/zenodo.18383388

Informal Institutions and Educational Attainment in The Gambia
type: item
description: This case study examines the role of informal institutions—specifically, community-based learning groups (CBLGs) and traditional apprenticeship networks—in shaping educational attainment in The Gambia between 2021 and 2024. It addresses the research problem of how these non-formal structures function within, and often in lieu of, a constrained formal education system, particularly in rural communities. Employing a rigorous qualitative methodology, the research draws on 47 semi-structured interviews, 12 focus group discussions, and sustained participatory observation across three rural districts. The analysis reveals that these informal institutions provided critical, adaptive educational pathways during and after the disruptions caused by the COVID-19 pandemic. Key findings indicate that CBLGs, often led by retired teachers or educated youth, significantly supported secondary-level continuation for girls facing socio-economic barriers. Concurrently, traditional apprenticeships in sectors like agriculture and tailoring offered viable skill acquisition, yet often reinforced gendered divisions of labour and occurred at the expense of formal certification. The study concludes that these indigenous structures are not merely compensatory but are integral to the educational ecosystem. Their potential, however, is constrained by a lack of formal recognition and resource integration. The significance lies in advocating for a hybrid model of education policy, one that formally acknowledges and strategically partners with these community-driven institutions to foster a more resilient, inclusive system aligned with local realities and sustainable development goals.
subject: Articles
  topic: section
subject: Sub-Saharan Africa
  topic: keywords
subject: informal institutions
  topic: keywords
subject: educational attainment
  topic: keywords
subject: community-based learning
  topic: keywords
subject: apprenticeship
  topic: keywords
subject: case study
  topic: keywords
subject: The Gambia
  topic: keywords
creator: Fatou Ceesay
rights: Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0/
date: 2026-01-27
publication date: 2026-01-27
starting page: 34
ending page: 43
doi: 10.5281/zenodo.18383244

Analysis of Informal Sector and Education in Urban Africa in Egypt
type: item
description: This study provides an empirical analysis of the relationship between informal sector dynamics and educational outcomes in urban Egypt. It addresses a significant gap in the literature by moving beyond generic continental narratives to offer a substantiated, context-specific investigation. Employing a mixed-methods research design, the analysis integrates quantitative data from two recent Egyptian labour force surveys with qualitative insights from 30 semi-structured interviews conducted with informal workers and educators in Greater Cairo. This methodological rigour enables a nuanced exploration of how informal employment shapes, and is shaped by, educational access, attainment, and relevance. The findings reveal a complex duality: while the informal sector absorbs a majority of Egypt’s urban workforce, including those with intermediate educational qualifications, it simultaneously perpetuates a cycle of limited skill development and precarious livelihoods. The study further identifies a critical mismatch between formal educational curricula and the competencies demanded within the informal economy. Consequently, the paper argues for a reconceptualisation of education policy in Egypt, advocating for inclusive skills-training frameworks that acknowledge the informal sector’s permanence and potential as a site for decent work and economic resilience. This research contributes original evidence to debates on informality, human capital, and urban development in the Middle East and North Africa region.
subject: Articles
  topic: section
subject: Informal Sector and Education in Urban Africa
  topic: keywords
subject: Egypt
  topic: keywords
subject: Africa
  topic: keywords
subject: Education
  topic: keywords
creator: Sara Thompson
creator: Dr Janice Slater
rights: Copyright (c) 2021 https://creativecommons.org/licenses/by/4.0/
date: 2026-01-27
publication date: 2026-01-27
starting page: 13
ending page: 18

Educational Policy Reforms and Implementation Challenges in Ethiopia
type: item
description: 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.
subject: Articles
  topic: section
subject: educational policy reform
  topic: keywords
subject: implementation challenges
  topic: keywords
subject: Sub-Saharan Africa
  topic: keywords
subject: scoping review
  topic: keywords
subject: curriculum development
  topic: keywords
subject: teacher education
  topic: keywords
subject: educational equity
  topic: keywords
creator: Abebe Tesfaye Wolde
creator: Saron Tadesse
creator: Meklit Gebremedhin
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2026-01-27
publication date: 2026-01-27
starting page: 24
ending page: 43
doi: 10.5281/zenodo.18382054

A Longitudinal Study on the Adoption and Impact of Educational Technology in Kenyan Low-Resource Settings,
type: item
description: This longitudinal study investigates the adoption and sustained integration of educational technology (EdTech) in low-resource primary schools in Kenya between 2021 and 2024. It addresses a critical gap in understanding how such interventions fare beyond initial pilot phases within authentic, constrained environments. Employing a sequential mixed-methods design, the research tracked 40 schools across three counties. Annual quantitative assessments of pupil attainment in mathematics and literacy were triangulated with qualitative data from teacher interviews, classroom observations, and focus group discussions with school leaders. Findings reveal a significant divergence between initial adoption and sustained, pedagogically meaningful use. While early enthusiasm and modest gains in pupil engagement were noted, long-term impact on learning outcomes was heavily contingent on continuous professional development, structured community involvement, and reliable technical infrastructure. Crucially, the study identifies a shift towards locally relevant, offline-capable technologies as more resilient and impactful than complex, internet-dependent solutions. The research underscores that sustainable EdTech integration in these settings necessitates strategies that move beyond mere device provision to address systemic pedagogical and infrastructural challenges holistically. It concludes that for technology to genuinely transform education, implementation must be deeply contextualised, community-embedded, and aligned with long-term, iterative capacity-building for educators.
subject: Articles
  topic: section
subject: Educational technology
  topic: keywords
subject: Low-resource settings
  topic: keywords
subject: Sub-Saharan Africa
  topic: keywords
subject: Longitudinal research
  topic: keywords
subject: Technology adoption
  topic: keywords
subject: Digital learning
  topic: keywords
subject: Primary education
  topic: keywords
creator: Wanjiku Mwangi
creator: Omondi Ochieng
rights: Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0/
date: 2026-01-27
publication date: 2026-01-27
starting page: 47
ending page: 56