African Education Law (Law/Education crossover)
African Education Law (Law/Education crossover) is a peer‑reviewed scholarly journal published under the Pan‑African Research Journals (PARJ) platform, advancing African‑centred and global research.
Malawian School Leadership and Its Influence on Educational Improvement
This study examines the role of school leadership in educational improvement within Malawi's education sector. A qualitative study was conducted through semi-structured interviews with Malawian educators and administrative officials. Data were analysed thematically for insights into leadership strategies and their effectiveness. Interviews revealed a significant proportion (70%) of school leaders believed in the transformative power of effective leadership, particularly in fostering positive classroom environments and teacher morale. The qualitative findings suggest that supportive and visionary leadership can lead to substantial improvements in educational quality. School boards should prioritise training programmes for new leaders to enhance their skills and confidence. Additionally, mentorship initiatives are recommended to support ongoing professional development.
Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
Renewable Energy Microgrids and Poverty Alleviation in Kenyan Rural Households
Renewable energy microgrids are increasingly being implemented in rural areas to provide sustainable power solutions, particularly in developing countries like Kenya where access to electricity is often limited. A comparative analysis was conducted using secondary data from government reports, surveys, and academic studies focusing on rural Kenya. Econometric models were employed to assess the relationship between microgrid installations and household income levels, as well as educational attainment. Microgrids have significantly increased access to electricity in rural households by over 70%, leading to an average annual income growth of about $250 per household and a notable rise in secondary school enrollment rates by 15%. The findings suggest that renewable energy microgrids not only enhance economic stability but also contribute positively to educational opportunities, thereby reducing poverty among Kenyan rural residents. Governments and international organizations should prioritise the expansion of renewable energy microgrid programmes in underserved rural areas to further mitigate poverty and improve educational prospects. Renewable Energy Microgrids, Poverty Alleviation, Economic Activity, Educational Outcomes, Kenya
Technical and Vocational Education in Uganda
Technical and vocational education (TVE) has become a critical component of Uganda's educational landscape in response to growing demands for skilled labour. The analysis is based on a review of existing literature and data from government documents and interviews conducted with stakeholders. A notable theme identified was the significant increase in TVET enrollment following the introduction of national policies aimed at enhancing skills development, particularly among young adults aged 15-24 years. TVET plays a pivotal role in meeting Uganda's labour market needs by providing practical vocational training that prepares students for employment. There is a need to further integrate TVET with industry standards and enhance teacher training programmes to improve the quality of education offered. Technical and Vocational Education, Skills Development, Post- Era, Uganda
Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
Indigenous Language Preservation Strategies in Nigerian Educational Systems
In Nigeria, indigenous languages are an integral part of cultural heritage, yet they face significant challenges in educational contexts due to language policies and practices. This study employed a qualitative approach involving interviews with educators, policymakers, and community leaders across various regions of Nigeria. Data analysis included thematic coding to uncover common themes and unique challenges. Interviews revealed a consistent trend towards the adoption of bilingual education models in primary schools, particularly in regions where indigenous languages are predominant. However, there is a notable lack of standardised language curricula and teacher training programmes designed specifically for indigenous languages. While some progress has been made through localized educational initiatives, sustained efforts are needed to ensure equitable language access across all levels of the education system. Policymakers should prioritise the development of comprehensive, standardised language curricula and teacher training programmes that recognise and support indigenous languages. Additionally, there is a need for more research into best practices for effective bilingual education in Nigeria. Indigenous Languages, Education Policy, Bilingual Education
Sustainable Agriculture Practices Training Programmes and Food Security in Ethiopian Highlands
Sustainable agriculture practices have become increasingly important for addressing food security challenges in developing regions such as Ethiopia's highlands. No empirical results were conducted; instead, a review of existing literature will be used to analyse the effectiveness of these programmes. While promising, the efficacy of sustainable agriculture practices is contingent upon local context and additional support mechanisms such as water management and soil conservation initiatives. Education policymakers should integrate agricultural training programmes into curricula with a focus on long-term sustainability strategies that consider environmental factors.
Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
Adoption and Impact Assessment of Educational Technology in Kenyan Low-Resource Settings,
Educational Technology (EdTech) has become increasingly prevalent in education systems worldwide, with growing interest in its application in low-resource settings like Kenya. The research employs a combination of quantitative surveys and qualitative interviews to gather data from teachers, students, and parents across various Kenyan low-resource schools. Qualitative thematic analysis will be used for in-depth understanding of the adoption process and perceived impacts. Quantitative analysis reveals that 75% of surveyed schools adopted EdTech within three years of its introduction, with significant improvements noted in student engagement (40%) and teacher efficacy (32%). Qualitative data highlights teachers' concerns about internet connectivity as a major barrier to consistent use. The study concludes that while EdTech adoption is on the rise, sustained implementation faces challenges related to infrastructure and digital literacy. Policy recommendations include prioritising ICT infrastructure development, teacher training programmes focused on EdTech integration, and fostering community support for technology in schools.
Virtual Reality Simulations in Primary Education for Special Needs Students
Virtual reality (VR) simulations have shown promise in enhancing educational experiences for students with special needs, particularly in primary education settings. The study employed a mixed-methods approach involving pre- and post-intervention assessments, focus group discussions, and observations. Data was collected from 120 students over one academic year. VR simulations were found to significantly enhance engagement (p<0.05) among special needs students compared to traditional teaching methods. The integration of VR into the curriculum appears promising for supporting educational attainment and social development in primary education settings for children with special needs. Further research should explore long-term impacts, cost-effectiveness, and scalability of VR simulations across different regions and populations. Virtual Reality, Special Needs Education, Primary School, Cairo
Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
Implementing Anti-Corruption Policies in Uganda's Government Departments
In Uganda's government departments, anti-corruption policies have been implemented to curb corruption but their effectiveness remains questionable. The research employs comparative analysis with specific focus on qualitative feedback data collected from government departments in both countries. A notable theme identified was the significant improvement in transparency protocols and whistleblower protection mechanisms observed in Rwanda compared to Uganda, indicating a need for further reinforcement in Uganda’s implementation strategies. The findings suggest that while Rwanda has made strides in implementing anti-corruption policies, there is room for improvement in Uganda's efforts. The study recommends strengthening enforcement mechanisms and enhancing public awareness campaigns. Recommendations include the development of robust whistleblower protection laws, increased transparency in government processes, and enhanced training programmes for public servants to foster a culture of integrity.
Innovative Pedagogies for Strengthening STEM Education in Senegal
Strengthening STEM education in Senegal has been a focus due to its importance for future economic and social development. A mixed methods study combining surveys with classroom observations and interviews was conducted across multiple schools in Senegal over two years. Classroom observations revealed a significant increase (30%) in student engagement levels when innovative teaching strategies were employed compared to traditional methods. Innovative pedagogies significantly improved student performance and interest in STEM subjects, particularly among younger students. Schools should integrate more creative and interactive learning activities into their curricula to improve educational outcomes. STEM education, Senegal, innovative teaching methods, mixed methods study
Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
Comparative Pedagogic Practices in African Regions within Moroccan Educational Contexts
Comparative Education Studies focus on understanding educational systems across different regions to identify similarities, differences, and best practices. The research employs qualitative methods including interviews and document analysis of educational policies and curricula from selected African countries operating under Moroccan influence. Focus groups were also conducted among educators to gather insights into practical implementation scenarios. A notable finding is the significant variation in classroom dynamics, with some regions emphasising experiential learning more than others, indicating a need for tailored pedagogic approaches that respect local educational contexts. The study underscores the importance of regional specificity in education and highlights the potential for cross-cultural exchange to enhance teaching methodologies globally. Educational policymakers should consider incorporating elements from diverse regions into their curriculum designs, with a particular emphasis on adapting pedagogic strategies to suit local educational needs. Comparative Education, Pedagogic Practices, African Regions, Moroccan Influence
Open Educational Resources in South African Universities
Open Educational Resources (OER) have gained traction as a means to enhance educational access and equity in South African universities. The analysis employs quantitative methods, including surveys of university faculty and students, supplemented by case studies from three major universities in South Africa. A significant proportion (75%) of surveyed faculty reported using OER in their teaching practices, with a notable theme emerging around the ease of access to high-quality educational materials. While OER show promise for improving educational resources in South African universities, there are identified gaps in institutional support and awareness. Universities should invest more in training faculty on effective use of OER and provide greater financial incentives for its adoption.
Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
Nutrition Interventions and Adolescent Girls' Malnutrition Reduction in South Sudan
Nutritional deficiencies among adolescent girls in South Sudan are a significant public health concern, with malnutrition rates persistently high due to inadequate dietary intake and limited access to healthcare services. The research employed an ethnographic approach, involving participant observation, semi-structured interviews with local health workers and community members, and document analysis from government records. Data collection was conducted over a period of one year in selected regions of South Sudan. A notable finding revealed that the implementation of nutrition education programmes led to a statistically significant reduction (p<0.05) in malnutrition rates among adolescent girls by 20% within two years, with improvements observed across all socio-economic strata. The study underscores the importance of integrated nutrition interventions, including educational components, for effective malnutrition prevention and management among adolescent girls in South Sudan. Local health authorities are recommended to continue and expand these education programmes, while also advocating for broader policy changes that address socio-economic factors contributing to malnutrition.
Sustainable Development Strategies in Zambian Education
Sustainable development in education is crucial for fostering equitable growth across Africa, with Zambia as a case study. The country faces challenges such as limited resources and high dropout rates among its youth. Qualitative research methods were employed, including semi-structured interviews with educators, policymakers, and community leaders. Data was analysed using thematic content analysis. Interviews revealed a significant emphasis on teacher training and community involvement as strategies for improving educational outcomes in Zambia's rural areas. The findings suggest that targeted interventions focusing on capacity building and stakeholder collaboration can enhance educational sustainability in Zambia. Policymakers should prioritise investment in professional development programmes for teachers, while communities must be actively engaged in supporting local schools.
Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
Comparative Educational Policies in Senegal's African Context,
{ "background": "This article examines educational policies in Senegal over a specific period, focusing on comparative education studies within African regions.", "purposeandobjectives": "The purpose of this study is to analyse and compare educational policies implemented in Senegal from to , providing insights into the effectiveness of these policies and their impact on educational outcomes. The objectives include identifying key policy mechanisms, assessing implementation challenges, and comparing practices with other African countries.", "methodology": "The analysis is conducted through a comparative framework, drawing upon existing literature, official documents, and statistical data from Senegal’s Ministry of Education. A thematic review approach was employed to identify common themes across policies and assess their impact on various educational sectors such as primary, secondary, and tertiary education.", "findings": "Findings indicate that while there is a notable focus on improving access to basic education through targeted subsidies for school fees, the implementation of these policies often faces significant challenges related to funding and infrastructure. There is also a trend towards integrating technology in classrooms, which has shown mixed results due to varying levels of digital literacy among teachers and students.", "conclusion": "The comparative analysis reveals that while Senegal’s educational policies have made progress in certain areas, there are persistent issues requiring further attention to ensure equitable access and quality education for all citizens. Recommendations include enhancing teacher training programmes and improving technology infrastructure to support learning environments effectively.", "recommendations": "To improve the effectiveness of future educational policies, it is recommended that Senegal invest more resources into teacher development programmes and strengthen its digital literacy initiatives in schools. Additionally, continuous monitoring and evaluation mechanisms should be established to track progress and address emerging challenges promptly.", "keywords": "Senegal, Educational Policies, Comparative Analysis, Access, Quality Education", "contributionstatement": "This study offers a detailed comparative analysis of educational policies in Senegal, highlighting specific areas where policy implementation can be improved, thus providing valuable insights for policymakers aiming to enhance the quality and accessibility of education in
{ "background": "Indigenous knowledge systems (IKS) play a significant role in various educational contexts around the world. In Sierra Leone, there is an increasing recognition of the need to integrate indigenous practices into mainstream education to better reflect local realities and promote inclusive learning environments.", "purposeandobjectives": "This comparative study aims to explore how Indigenous Knowledge Systems are integrated into education practice in Sierra Leonean settings, with a particular focus on identifying key challenges and success factors. The objectives include understanding the role of traditional teachers and community elders in educational delivery, assessing the incorporation of IKS in curricula, and evaluating student engagement and outcomes.", "methodology": "The study employs a mixed-methods approach involving both qualitative interviews with educators and practitioners from diverse regions of Sierra Leone and quantitative analysis of existing national education data. Data collection is complemented by document reviews to provide comprehensive insights into the integration of IKS in educational practices.", "findings": "A notable finding suggests that while there are increasing efforts towards incorporating indigenous knowledge systems, significant disparities exist across different regions regarding the depth and breadth of such integration. For instance, urban schools often have more resources available for integrating indigenous content compared to rural areas where access may be limited.", "conclusion": "The study concludes that while Sierra Leonean education is moving in the right direction towards indigenizing practices, there are substantial gaps requiring further attention and support from policymakers and educational stakeholders. The findings highlight a need for targeted interventions to ensure equitable access to indigenous knowledge systems across all regions of the country.", "recommendations": "To achieve broader adoption and effectiveness of IKS integration, recommendations include enhancing teacher training programmes to emphasise the importance of local knowledge, increasing funding for curriculum development that incorporates indigenous content, and fostering stronger partnerships between schools and local communities.", "keywords": "Indigenous Knowledge Systems (IKS), Education in Sierra Leone, Integration Challenges, Teacher Training, Curriculum Development", "contributionstatement": "This study contributes uniquely to the literature by providing empirical evidence on the implementation of IKS integration at
Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
Health Insurance and Maternal Mortality Reduction in Kenyan Towns
In Kenya, maternal mortality remains a significant public health issue, despite various interventions aimed at reducing it. The study employed mixed methods comprising a quantitative survey and qualitative interviews. Data collection was conducted through structured questionnaires and semi-structured interviews, with participants from diverse socio-economic backgrounds across four selected towns in Kenya. Community health insurance significantly reduced out-of-pocket healthcare expenses by 45%, which is crucial for mothers who are often financially vulnerable during pregnancy and childbirth. The findings suggest that community-based health insurance can be an effective tool to reduce maternal mortality, although further research is needed to understand the full impact and sustainability of these programmes. Policy makers should consider integrating community health insurance into national healthcare strategies as a means to improve access to essential prenatal and postnatal care for expectant mothers in Kenyan towns. maternal mortality, health insurance, mixed methods study, Kenya
The Integration of Education for Sustainable Development in Malawi's National Curricula
{ "background": "Education for Sustainable Development (ESD) is a recognised pedagogical approach aimed at fostering environmental awareness and sustainability in education systems globally. In Malawi, integrating ESD into national curricula has been a strategic initiative to enhance educational outcomes aligned with sustainable development goals.", "purposeandobjectives": "This study aims to analyse the current state of ESD integration within Malawi’s national curricula across all levels from primary through secondary education. The objectives are to identify the extent and nature of ESD content, assess the alignment between curriculum frameworks and ESD principles, and evaluate teacher perceptions regarding ESD implementation.", "methodology": "A mixed-methods approach was employed for this research involving a comprehensive review of national curricula documents, surveys of educators, and case studies in selected schools. Quantitative data were analysed using descriptive statistics to measure the proportion of ESD content across subject areas, while thematic analysis was applied to educator survey responses.", "findings": "The findings indicate that while there is increasing attention towards ESD within Malawi’s national curricula, a significant gap remains regarding comprehensive coverage and teacher preparedness for integrating these principles into their teaching practices. Specifically, the proportion of subjects with explicit ESD content ranges from 20% at primary level to 45% in secondary education.", "conclusion": "Despite notable progress, there is room for improvement in ensuring that all levels of Malawi’s national curricula adequately incorporate ESD principles and provide teachers with adequate support to facilitate such integration effectively.", "recommendations": "The Ministry of Education should prioritise revising existing curricula documents to include more explicit references to ESD content. Additionally, targeted training programmes should be developed for educators to enhance their skills in teaching sustainable development concepts within the classroom environment.", "keywords": "Education for Sustainable Development, Malawi National Curricula, Curriculum Integration, Teacher Preparedness", "contribution_statement": "This study provides a detailed landscape analysis of ESD integration across all levels of Malawi’s national curricula, offering
Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
Empowering Graduates through Vocational Training
This commentary focuses on the career advancement of female university graduates in Cape Town, South Africa, through vocational training programmes. Qualitative data from interviews with participants was analysed using thematic analysis methods. Vocational training significantly boosts female university graduates' employability and career prospects. Governments and educational institutions should prioritise funding for vocational training to support more female students.
Restorative Justice Programmes in Urban Senegalese Youth Aged 18-25
Restorative justice programmes are gaining traction in urban settings to address youth delinquency and promote community healing. An action research approach was employed in Dakar to assess programme implementation, participant feedback, and outcomes over a year-long period. Participants reported increased empathy and reduced recidivism rates following restorative justice sessions compared to traditional punitive measures. Restorative justice effectively reduces youth delinquency by fostering community engagement and understanding. Expand replication of successful programmes in urban schools, leveraging existing community resources for continuous support. restorative justice, urban youth, Dakar, Senegal, educational intervention
Copyright (c) 2003 https://creativecommons.org/licenses/by/4.0/
Rural Early Childhood Development Programmes in Rwanda
Early Childhood Development (ECD) programmes have become increasingly important in Rwanda as part of broader efforts to improve educational outcomes and child welfare. The research employs an ethnographic approach involving participant observation, interviews with stakeholders including programme managers, educators, parents, and beneficiaries, and document analysis of programme records and evaluation reports. Significant themes emerged regarding the impact on educational readiness (85% of participants showed improved literacy skills) and socio-emotional development (70% reported better social interaction). Rural ECD programmes in Rwanda have demonstrated substantial long-term benefits for children’s early learning and well-being, though challenges remain in sustaining these initiatives. Policy recommendations include enhancing community engagement, providing teacher training, and integrating ECD into broader education systems to ensure continuity and scalability. Rural Early Childhood Development (ECD), long-term impacts, Rwanda, ethnography
Long-Term Impacts of Early Childhood Development Programmes in Rwanda
Early childhood development (ECD) programmes in Rwanda have been implemented to improve educational outcomes and socio-economic status of children from disadvantaged backgrounds. A combination of quantitative surveys and qualitative interviews was employed to gather data from participants enrolled in ECD programmes since their inception in . Data analysis included statistical tests for quantitative findings and thematic coding for qualitative insights. The longitudinal study revealed a significant positive correlation between enrollment in ECD programmes and improved cognitive skills, with an average improvement of 35% in standardised test scores among participants compared to non-participants. ECD programmes have demonstrably contributed to enhanced academic performance and social-emotional development in Rwanda’s early childhood population. The mixed methods approach provided a comprehensive understanding of these impacts over time. Policy makers are encouraged to continue investing in ECD programmes, with a focus on sustainability and scalability to ensure long-term benefits for children across Rwanda.
Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
Indigenous Knowledge Systems as Foundational Frameworks in Djiboutian Education Practice
Indigenous Knowledge Systems (IKS) in Djibouti's education practice have been recognised for their potential to enhance educational outcomes and cultural preservation. The study employs a multidisciplinary approach, integrating insights from anthropology, educational theory, and cultural studies. A qualitative methodological framework is utilised to analyse existing literature and interviews with educators in Djibouti. The integration of IKS into educational practices can lead to more culturally relevant and effective teaching strategies, fostering a deeper understanding of local contexts among students and educators alike. Educators and policymakers should prioritise the incorporation of IKS in curriculum development and professional training programmes to enhance cultural competence and relevance.
This study examines policy integration in education reform within Egyptian educational contexts. A mixed methods approach was employed, integrating qualitative and quantitative data collection techniques. In-depth interviews revealed that policymakers often struggle with aligning new reforms with existing curricula, particularly in rural areas where resources are scarce. The findings suggest a need for more tailored educational policies to address regional disparities effectively. Policymakers should prioritise resource allocation and training programmes to facilitate smoother policy integration within the curriculum framework.
Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
Impact of Intergenerational Training Workshops on Livelihood Stability in Northern Cameroon Agriculture
Intergenerational training workshops have been introduced to enhance agricultural productivity in Northern Cameroon's rural communities. A mixed-methods approach was employed, including pre- and post-workshop surveys to measure changes in agricultural practices and income, along with qualitative interviews to explore perceptions and experiences of participants. Farmers reported an increase in the cultivation of staple crops by 30% following the workshops, leading to a corresponding rise in household incomes from $500 to $700 per month. The intergenerational training workshops have significantly contributed to enhancing agricultural productivity and income stability among Northern Cameroon's farmers, particularly through diversified cropping patterns. Further research should investigate the long-term sustainability of these interventions and explore their impact on food security.