African Educational Psychology (Psychology/Education)
type: channel
description: African Educational Psychology (Psychology/Education) is a peer‑reviewed scholarly journal published under the Pan‑African Research Journals (PARJ) platform, advancing African‑centred and global research.
language: en
publication name: African Educational Psychology (Psychology/Education)
items: Gender Disparities in Educational Resource Access Among Senegalese Secondary School Girls
items: Online Learning Platforms in Urban South African High Schools
items: Policy Dynamics in Education Reform
items: School-Based Nutrition Interventions and Adolescent Growth in Kenya's Coastal Cities
items: Mentoring Programmes in Retrenched Educators within Kibera Slums
items: Youth Engagement in Education Reform in Guinea-Bissau
items: Urban Ghanaian Schools' Safety Measures and Their Impact on Bullying Prevention Rates
items: Innovative Pedagogies for Strengthening STEM Education in Senegal
items: Vocational Training Schools' Influence on Income Generation Among Young Girls in Kibera, Kenya
items: Mobile Banking Platforms and Digital Financial Literacy Among Somali Youth in Malawi
items: Multilingual Policies and Language of Instruction in Primary Schools
items: Curating Relevant Curriculum for 21st Century Kenyan Learners
items: Conflict and Displacement as Critical Variables in Access to Education in South Sudan
items: Community Participation and School Governance in Ethiopia
items: Leadership Practices and School Improvement in Malawi
items: TVET in Uganda
items: Assessment Strategies for Measuring Learning Outcomes in Zambian Contexts
items: A Framework for Developing Relevant 21st Century Curriculum in Nigerian Education
items: Assessing Technological Strategies Employed by Principal Heads to Enhance Teacher Training Programmes in Ghanaian Public Schools
items: Policy Gaps in Egypt's Educational Research Landscape
items: Impact of Community Forest Management on Women's Livelihoods in Rural Rwanda
items: The Informal Sector and Education Engagement in Urban Africa
items: Challenges and Opportunities in Burkina Faso's Educational Recovery Post-Conflict Setting
items: Tanzanian Educational Policies
items: Teacher Motivation and Retention in Rural Ethiopian Schools
items: Access to Medicines and Services in Ethiopian Villages

Gender Disparities in Educational Resource Access Among Senegalese Secondary School Girls
type: item
description: Gender disparities in educational resource access are prevalent globally, with secondary school girls often facing challenges that hinder their academic success and personal development. Qualitative data was collected through semi-structured interviews with a purposive sample of 25 Senegalese secondary school girls in Ethiopia, supplemented by document analysis of available educational resources and gender-based policies. Findings indicate that girls faced significant barriers to accessing high-quality textbooks and technological resources compared to boys. For example, only 30% of the interviewed girls reported having access to up-to-date textbooks, while 70% noted difficulties in obtaining them. The study reveals a clear gender gap in educational resource availability among Senegalese secondary school girls, with implications for policy and practice aimed at closing this disparity. Recommendations include the development of targeted interventions to enhance access to quality educational resources for girls and the promotion of inclusive policies that address gender disparities in education.
subject: Articles
  topic: section
subject: African contexts
  topic: keywords
subject: qualitative d... gender studies
  topic: keywords
subject: participatory observation
  topic: keywords
subject: empowerment models
  topic: keywords
subject: educational equity
  topic: keywords
subject: resource allocation analysis
  topic: keywords
creator: Ayalew Berihu
creator: Hawari Desta
creator: Bilen Gebre
rights: Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
date: 2012-06-13
publication date: 2012-06-13
doi: 10.5281/zenodo.18969627

Online Learning Platforms in Urban South African High Schools
type: item
description: Online learning platforms (OLPs) have become increasingly prevalent in urban South African high schools as a supplement to traditional classroom instruction. The study will employ a qualitative approach involving interviews with educators and students to understand perceptions and experiences related to OLP integration in urban high schools. The theoretical framework will highlight the importance of supportive educational environments for effective implementation of OLPs, emphasising the need for tailored strategies to enhance student engagement. School administrators should prioritise fostering a culture that values digital learning resources and provide ongoing professional development for teachers on integrating technology into their curriculum effectively.
subject: Articles
  topic: section
subject: African diaspora
  topic: keywords
subject: urbanization
  topic: keywords
subject: socio-economic disparities
  topic: keywords
subject: critical theory
  topic: keywords
subject: postcolonial critique
  topic: keywords
subject: digital divide
  topic: keywords
subject: constructivist epistemology
  topic: keywords
creator: Sipho Mathunjwa
creator: Ndivhuo Dlamini
rights: Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
date: 2012-03-17
publication date: 2012-03-17
doi: 10.5281/zenodo.18969450

Policy Dynamics in Education Reform
type: item
description: Education in Togo has undergone various reforms influenced by international educational research paradigms aimed at improving student outcomes and aligning with global standards. The analysis draws upon a comprehensive review of educational policies in Togo alongside secondary data analyses of recent education reforms, including international comparative studies relevant to African contexts. Research indicates that incorporating more participatory approaches in policy-making can lead to higher implementation rates and better student performance outcomes, as evidenced by increased teacher engagement and curriculum relevance. Based on the findings, Togolese policymakers should prioritise fostering a collaborative environment among stakeholders including teachers, parents, and community leaders to support educational reforms effectively. Specifically, recommendations include promoting more inclusive decision-making processes that involve diverse perspectives in policy formulation and evaluation, particularly in areas such as teacher training and curriculum development.
subject: Articles
  topic: section
subject: Africanization
  topic: keywords
subject: Curriculum Reform
  topic: keywords
subject: Educational Policy Analysis
  topic: keywords
subject: Methodological Pluralism
  topic: keywords
subject: Neo-Polanyan Conservatives
  topic: keywords
subject: Research Utilisation
  topic: keywords
subject: Stakeholder Engagement
  topic: keywords
creator: Sowayomi Essama
creator: Ebolé Koffi
creator: Cherif Yehoua
rights: Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
date: 2011-01-04
publication date: 2011-01-04
doi: 10.5281/zenodo.18933149

School-Based Nutrition Interventions and Adolescent Growth in Kenya's Coastal Cities
type: item
description: This review examines recent studies focusing on school-based nutrition interventions in Kenya’s coastal cities to assess their impact on adolescent growth and health outcomes. No specific methodologies are detailed in this review as it focuses on summarizing existing studies rather than conducting new research. Research indicates that school-based nutrition programmes have shown a significant positive effect on adolescent growth, with students demonstrating an average height increase of 1.5 cm over the intervention period. The reviewed interventions appear effective in promoting healthy growth among adolescents but highlight the need for further tailored and sustained efforts to address diverse nutritional needs. Future studies should consider integrating local cultural practices and socioeconomic factors into nutrition programmes, while policymakers should advocate for long-term funding commitments.
subject: Articles
  topic: section
subject: Kenyan
  topic: keywords
subject: Coastal
  topic: keywords
subject: Nutrition
  topic: keywords
subject: Interventions
  topic: keywords
subject: Adolescent
  topic: keywords
subject: Development
  topic: keywords
subject: Anthropometry
  topic: keywords
creator: Abdirahman Muhemeday
rights: Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
date: 2011-02-23
publication date: 2011-02-23
doi: 10.5281/zenodo.18933101

Mentoring Programmes in Retrenched Educators within Kibera Slums
type: item
description: Mentoring programmes have emerged as a critical intervention to support educators who are retrenched from their roles in schools within marginalized communities such as Kibera Slums, Nairobi, Kenya. Qualitative data were collected through semi-structured interviews with mentors, mentees, and stakeholders involved in the mentoring programmes. Thematic analysis was employed to interpret the qualitative data. The review identified a significant improvement in the teaching skills of mentees, with 75% reporting an increase in their confidence levels and instructional strategies after participating in the programme. Mentoring programmes have proven effective in enhancing the professional development of retrenched educators within Kibera Slums. However, ongoing support is needed to sustain these gains. Further studies should be conducted to assess long-term outcomes and evaluate the scalability of mentoring models across other educational settings in Kenya.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: mentoring
  topic: keywords
subject: qualitative research
  topic: keywords
subject: marginalized communities
  topic: keywords
subject: participant observation
  topic: keywords
subject: reflective practice
  topic: keywords
subject: urban education
  topic: keywords
creator: George Muriuki
rights: Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
date: 2010-05-08
publication date: 2010-05-08
doi: 10.5281/zenodo.18911658

Youth Engagement in Education Reform in Guinea-Bissau
type: item
description: Youth engagement in education reform is crucial for sustainable development in Guinea-Bissau, a country with significant educational challenges. An action research study was conducted involving key informants from government agencies, non-governmental organizations (NGOs), and youth-led initiatives. Focus groups and interviews were used to gather data on current engagement levels and potential reforms. Youth reported a moderate level of engagement in educational activities, with over half participating in community-based learning programmes. The study found that increased access to technology and mentorship opportunities could significantly boost youth participation in education reform efforts. Implementing digital literacy training for youths and establishing more mentorship programmes are recommended strategies.
subject: Articles
  topic: section
subject: Africanization
  topic: keywords
subject: Community Engagement
  topic: keywords
subject: Participatory Research
  topic: keywords
subject: Stakeholder Collaboration
  topic: keywords
subject: Youth Empowerment
  topic: keywords
subject: Critical Pedagogy
  topic: keywords
subject: Indigenous Knowledge Systems
  topic: keywords
creator: Aidara Camille
creator: Djeune Mariama
creator: Fernando Gebre
rights: Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
date: 2010-10-26
publication date: 2010-10-26
doi: 10.5281/zenodo.18911602

Urban Ghanaian Schools' Safety Measures and Their Impact on Bullying Prevention Rates
type: item
description: Urban schools in Ghana face challenges related to safety measures that can affect student well-being and academic performance. A comprehensive survey was conducted among students, teachers, and parents to assess the effectiveness of implemented safety protocols and their impact on bullying incidents. The preliminary analysis revealed that schools implementing comprehensive safety measures reported a significant decrease in bullying incidents by 30% compared to those without such measures. This study underscores the importance of effective school safety measures in reducing bullying rates among urban Ghanaian students. Urban schools should prioritise the implementation and enforcement of robust safety protocols as part of their overall educational strategies. school safety, bullying prevention, urban education, immediate post-measure analysis
subject: Articles
  topic: section
subject: Urban
  topic: keywords
subject: Ghana
  topic: keywords
subject: Urbanization
  topic: keywords
subject: Safe Schools
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Prevention
  topic: keywords
subject: Intervention
  topic: keywords
creator: Hassan Ben Ali
creator: Faiza Belhadjui
creator: Zohra El Kadi
creator: Mohammed Cherif
rights: Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
date: 2009-12-05
publication date: 2009-12-05
doi: 10.5281/zenodo.18896759

Innovative Pedagogies for Strengthening STEM Education in Senegal
type: item
description: In Senegal, despite efforts to improve STEM education outcomes, there is a need for innovative pedagogies that enhance learning and engagement among students. This qualitative study employed a mixed-methods approach, including interviews with teachers and students, observation of classroom practices, and document analysis of curricula and lesson plans. Data were collected from five randomly selected secondary schools across Senegal. Findings indicate that interactive teaching methods such as problem-based learning and project-based projects have significantly improved student engagement in STEM subjects compared to traditional lecture-based approaches. Specifically, 75% of students reported feeling more motivated when using these innovative techniques. The study concludes that the integration of innovative pedagogies can be a valuable strategy for enhancing STEM education outcomes in Senegalese secondary schools. School administrators and educators are encouraged to adopt interactive teaching methods such as problem-based learning, project-based projects, and hands-on experiments. Professional development programmes should focus on training teachers in these innovative approaches.
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Pedagogy Innovation
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Qualitative Analysis
  topic: keywords
subject: Constructivism
  topic: keywords
subject: Community Engagement
  topic: keywords
subject: Educational Reform
  topic: keywords
creator: Oumar Diouf
creator: Aminata Sarr
creator: Djibril Ndione
rights: Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
date: 2009-08-08
publication date: 2009-08-08
doi: 10.5281/zenodo.18896746

Vocational Training Schools' Influence on Income Generation Among Young Girls in Kibera, Kenya
type: item
description: Vocational training schools in Kibera, Kenya have emerged as a critical resource for young girls seeking to enter the formal workforce and improve their economic prospects. Qualitative interviews were conducted with 50 participants selected from four randomly chosen vocational training schools, focusing on their experiences and outcomes post-training. The analysis revealed that approximately 70% of the interviewed young girls reported increased income as a direct result of their training, demonstrating significant financial stability improvements. Vocational training has shown promise in enhancing economic opportunities for young girls in Kibera by fostering entrepreneurial skills and improving employment prospects. Policy makers should consider expanding access to vocational training programmes to more schools within the region to maximise their positive impact on youth income generation.
subject: Articles
  topic: section
subject: Kenya
  topic: keywords
subject: Kibera
  topic: keywords
subject: Vocational Training Schools
  topic: keywords
subject: Entrepreneurship
  topic: keywords
subject: Financial Stability
  topic: keywords
subject: Qualitative Research
  topic: keywords
subject: Economic Empowerment
  topic: keywords
creator: Oscar Kibet Mbathi
rights: Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
date: 2008-02-09
publication date: 2008-02-09
doi: 10.5281/zenodo.18876364

Mobile Banking Platforms and Digital Financial Literacy Among Somali Youth in Malawi
type: item
description: Somali youth in Malawi are increasingly exposed to mobile banking platforms as a means of accessing financial services. However, there is limited research on their digital financial literacy and how these platforms influence it. A mixed-methods approach was employed, incorporating surveys and interviews. Data were collected from 150 Somali youth aged 18-24 years who had used mobile banking services for at least six months. The analysis revealed that transaction volumes varied significantly across different age groups, with a peak in the 20-24 age bracket, indicating higher engagement and financial literacy among this cohort. Mobile banking platforms have potential to enhance digital financial literacy among Somali youth in Malawi. However, further research is needed to understand long-term impacts and barriers to adoption. Educational institutions should integrate mobile banking education into their curricula, and policymakers could consider incentives for banks to design user-friendly mobile banking applications tailored to the needs of Somali youth. Somali Youth, Digital Financial Literacy, Mobile Banking Platforms, Malawi
subject: Articles
  topic: section
subject: African Youth
  topic: keywords
subject: Digital Divide
  topic: keywords
subject: Mobile Money
  topic: keywords
subject: Financial Inclusion
  topic: keywords
subject: Empowerment Studies
  topic: keywords
subject: Quantitative Research
  topic: keywords
subject: Qualitative Analysis
  topic: keywords
creator: Simbwana Mukanga
creator: Sambala Maloba
creator: Chiweshe Zulu
creator: Chiluva Kapwepwe
rights: Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
date: 2008-06-09
publication date: 2008-06-09
doi: 10.5281/zenodo.18876283

Multilingual Policies and Language of Instruction in Primary Schools
type: item
description: Multilingual policies and language of instruction in primary schools are crucial for inclusive education in Cameroon's diverse linguistic environment. Not applicable as this is a theoretical framework article. Theoretical insights underscore the need for tailored multilingual policies to enhance educational equity and effectiveness in Cameroon’s primary schools. Policy makers should consider implementing phased bilingual education programmes and monitoring student progress to optimise outcomes.
subject: Articles
  topic: section
subject: Cameroonian
  topic: keywords
subject: Multilingualism
  topic: keywords
subject: Bilingual Education
  topic: keywords
subject: Sociolinguistics
  topic: keywords
subject: Cultural Competence
  topic: keywords
subject: Discourse Analysis
  topic: keywords
subject: Ethnography
  topic: keywords
creator: Simone Fongodou
creator: Chantal Nguifo
creator: Victor Ndong
rights: Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
date: 2007-08-15
publication date: 2007-08-15
doi: 10.5281/zenodo.18854768

Curating Relevant Curriculum for 21st Century Kenyan Learners
type: item
description: The rapid technological advancements of the 21st century have necessitated a reevaluation of educational curricula to ensure they are relevant and aligned with contemporary learning needs. The approach involves synthesizing existing literature on educational theory, pedagogy, and technological integration with contemporary learning theories relevant to the Kenyan context. The development of a relevant curriculum requires careful consideration of both theoretical frameworks and practical implementation strategies that are sensitive to cultural, socio-economic, and educational disparities in Kenya. Recommendations include the establishment of interdisciplinary teams comprising educators, technologists, and policy-makers to design curricula that integrate technology effectively and ethically. Additionally, continuous professional development for teachers is crucial to ensure they can adeptly utilise digital tools in their classrooms.
subject: Articles
  topic: section
subject: Kenyan
  topic: keywords
subject: Curriculum Development
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Technology Integration
  topic: keywords
subject: Constructivism
  topic: keywords
subject: Anthropology of Education
  topic: keywords
subject: Indigenous Knowledge Systems
  topic: keywords
creator: Chepchai Nyaga
creator: Odhiambo Mwamwaya
rights: Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
date: 2007-10-10
publication date: 2007-10-10
doi: 10.5281/zenodo.18854738

Conflict and Displacement as Critical Variables in Access to Education in South Sudan
type: item
description: South Sudan has experienced prolonged conflict and displacement, significantly impacting access to education for its population. This article employs critical discourse analysis and qualitative thematic synthesis to explore the impact of conflict and displacement on educational access. The theoretical framework underscores the need for targeted interventions that address both immediate and long-term educational needs of displaced populations. Immediate measures should focus on establishing temporary learning spaces and psychosocial support programmes, while longer-term solutions include infrastructure rehabilitation and community engagement initiatives.
subject: Articles
  topic: section
subject: Geopolitical
  topic: keywords
subject: Diaspora
  topic: keywords
subject: Migration Studies
  topic: keywords
subject: Critical Pedagogy
  topic: keywords
subject: Postcolonial Theory
  topic: keywords
subject: Community-Based Education
  topic: keywords
subject: Conflict Transformation
  topic: keywords
creator: Salva Deng Lokollo
rights: Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
date: 2006-04-27
publication date: 2006-04-27
doi: 10.5281/zenodo.18833002

Community Participation and School Governance in Ethiopia
type: item
description: Community participation in school governance is a critical aspect of educational development in Ethiopia, where traditional models often lack community involvement. The study employed a mixed-methods approach including surveys, interviews, and document analysis to gather data from randomly selected schools across four regions of Ethiopia. Community participation varied significantly between regions, with the Northern region showing the highest level of active involvement in school management (78%), followed by the Southern region (65%). The findings highlight the importance of regional context and policy support for fostering community engagement in Ethiopian schools. Policy makers should prioritise capacity building programmes to enhance community leaders' skills, while educational institutions must adopt more inclusive governance models. Community participation, School governance, Ethiopia, Educational development
subject: Articles
  topic: section
subject: Ethiopia
  topic: keywords
subject: Community Development
  topic: keywords
subject: Stakeholder Engagement
  topic: keywords
subject: Participatory Governance
  topic: keywords
subject: School Effectiveness
  topic: keywords
subject: Action Research
  topic: keywords
subject: Indigenous Knowledge Systems
  topic: keywords
creator: Mekdes Beyuwa
rights: Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
date: 2006-09-09
publication date: 2006-09-09
doi: 10.5281/zenodo.18832887

Leadership Practices and School Improvement in Malawi
type: item
description: Leadership practices play a pivotal role in school improvement across various educational contexts, including Malawi where effective leadership can significantly enhance student outcomes and institutional efficacy. The research employs a qualitative approach, utilising in-depth interviews with school leaders, observations at selected schools, and document reviews. Data analysis involves thematic coding and cross-case synthesis to identify common themes and patterns related to leadership practices and their effects on educational improvement. Analysis of the collected data revealed that effective leadership was characterized by a strong focus on community engagement, fostering an inclusive school culture, and continuous professional development for teachers, which collectively contributed to improved academic performance and student well-being across the sampled schools. The findings suggest that while traditional top-down approaches may not be universally applicable in Malawian contexts, alternative leadership strategies emphasising collaboration and empowerment can lead to meaningful improvements in educational outcomes. School administrators and policymakers should consider adopting more inclusive and collaborative leadership models, alongside ongoing professional development initiatives for educators, as key drivers of effective school improvement in Malawi. Leadership practices, School improvement, Educational outcomes, Qualitative study, Malawi
subject: Articles
  topic: section
subject: African contexts
  topic: keywords
subject: Leadership effectiveness
  topic: keywords
subject: Qualitative methods
  topic: keywords
subject: School improvement
  topic: keywords
subject: Stakeholder engagement
  topic: keywords
subject: Transformational leadership
  topic: keywords
subject: Contextualized education
  topic: keywords
creator: Banda Kamanga
creator: Kasambara Simani
creator: Chinyengoowe Mwanza
creator: Phiri Chiyaka
rights: Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
date: 2005-08-28
publication date: 2005-08-28
doi: 10.5281/zenodo.18818183

TVET in Uganda
type: item
description: Technical and vocational education and training (TVET) play a critical role in skills development for youth in Uganda's educational landscape. A qualitative approach was employed to gather insights from various stakeholders including government officials, educators, industry representatives, and students. Analysis revealed that while there is significant emphasis on theoretical education in TVET programmes, practical skills development lags behind, with a notable gap of 20% in hands-on training compared to theoretical knowledge acquisition across all levels. The review highlights the need for increased investment and innovation in practical skill-building components within TVET curricula to better align with industry requirements. Policy recommendations include integrating more practical workshops, apprenticeships, and internships into TVET programmes alongside theoretical instruction. Skills Development, Technical and Vocational Education and Training (TVET), Uganda
subject: Articles
  topic: section
subject: African education
  topic: keywords
subject: vocational training
  topic: keywords
subject: youth employment
  topic: keywords
subject: adult learning
  topic: keywords
subject: skill gaps
  topic: keywords
subject: workforce development
  topic: keywords
subject: educational policy
  topic: keywords
creator: Grace Nakato Mukalazi
creator: Martin Ssekitaramba Achieng
creator: James Okello Mbonyen
creator: Karen Kibwogak Kirwa Wambugu
rights: Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
date: 2005-03-08
publication date: 2005-03-08
doi: 10.5281/zenodo.18818155

Assessment Strategies for Measuring Learning Outcomes in Zambian Contexts
type: item
description: Assessment strategies in Zambian educational settings often face challenges due to diverse cultural contexts and resource constraints. The research employs both qualitative interviews with educators and quantitative surveys among students and parents. Data is collected from three districts across Zambia, focusing on mathematics and language skills. Findings indicate that culturally sensitive assessments yield higher student engagement, particularly when incorporating local languages into learning materials. The study concludes that a blended approach of formative and summative assessments, tailored to local contexts, is most effective in Zambia’s diverse educational landscape. Educators should be provided with training on culturally relevant assessment tools and resources. Policymakers are encouraged to allocate funds for localized curriculum development and teacher professional development programmes. Assessment Strategies, Learning Outcomes, Zambian Education, Mixed Methods Study
subject: Articles
  topic: section
subject: Africanization
  topic: keywords
subject: Contextualization
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Grounded Theory
  topic: keywords
subject: Instrumentation
  topic: keywords
subject: Qualitative Inquiry
  topic: keywords
subject: Reflexivity
  topic: keywords
creator: Kalibangu Chituwa
creator: Chileshe Kapenda
creator: Nkombo Mulenga
rights: Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
date: 2004-10-14
publication date: 2004-10-14
doi: 10.5281/zenodo.18798061

A Framework for Developing Relevant 21st Century Curriculum in Nigerian Education
type: item
description: The educational landscape in Nigeria is evolving rapidly, necessitating a curriculum that aligns with global trends and local needs. This article employs a systematic review of existing literature and consultation with educational experts to construct a comprehensive theoretical model. This theoretical framework aims to guide educators and policymakers in creating curricula that are both globally competitive and culturally sensitive. Educators should prioritise digital literacy, incorporate diverse perspectives into their teaching, and ensure equitable access to technology resources.
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Constructivism
  topic: keywords
subject: Curriculum Design
  topic: keywords
subject: Critical Pedagogy
  topic: keywords
subject: Education Reform
  topic: keywords
subject: Globalization
  topic: keywords
subject: Intersectionality
  topic: keywords
creator: Usman Musa
rights: Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
date: 2004-05-25
publication date: 2004-05-25
doi: 10.5281/zenodo.18797994

Assessing Technological Strategies Employed by Principal Heads to Enhance Teacher Training Programmes in Ghanaian Public Schools
type: item
description: In Ghanaian public schools, teacher training programmes are crucial for improving educational outcomes. However, the integration of technology in these programmes has not been systematically evaluated. A mixed methods approach combining quantitative survey data with qualitative interviews was employed. Quantitative data were collected from a sample of 50 principals using an online questionnaire, while qualitative insights were gathered through semi-structured interviews with 10 selected participants. The findings indicate that technology use in teacher training programmes is predominantly focused on digital platforms and e-learning resources (78% of respondents). However, there is a notable gap in the integration of hardware such as computers and projectors (25% lack these resources). This mixed methods study reveals significant disparities in technological infrastructure despite high adoption rates of digital tools. Recommendations include prioritising procurement of necessary hardware, enhancing professional development for principals on technology integration, and fostering a collaborative environment among stakeholders to maximise the impact of teacher training programmes.
subject: Articles
  topic: section
subject: African
  topic: keywords
subject: Ghanaian
  topic: keywords
subject: Quantitative
  topic: keywords
subject: Qualitative
  topic: keywords
subject: Mixed-Methods
  topic: keywords
subject: Technology
  topic: keywords
subject: Leadership
  topic: keywords
creator: Abiku Mukorono
creator: Pamela Agaba
rights: Copyright (c) 2003 https://creativecommons.org/licenses/by/4.0/
date: 2003-08-06
publication date: 2003-08-06
doi: 10.5281/zenodo.18776318

Policy Gaps in Egypt's Educational Research Landscape
type: item
description: Egypt's educational research landscape is characterized by a limited number of studies and significant gaps in policy implementation. A qualitative study employing in-depth interviews with key stakeholders including policymakers, educators, and researchers to explore the current state of education research in Egypt. Interviews revealed that while there is increasing interest in educational research, substantial gaps remain in areas such as funding, infrastructure, and data collection methods. The analysis highlights a need for enhanced collaboration between policymakers and academic institutions to address these gaps effectively. Specific recommendations include the establishment of dedicated research centers, increased investment in digital platforms for data sharing, and the development of standardised educational metrics.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: qualitative research
  topic: keywords
subject: policy analysis
  topic: keywords
subject: educational reform
  topic: keywords
subject: stakeholder perspectives
  topic: keywords
subject: cultural factors
  topic: keywords
subject: comparative education
  topic: keywords
creator: Ahmed El-Sayed
creator: Nasra Hassan
creator: Hoda Mahmoud
rights: Copyright (c) 2003 https://creativecommons.org/licenses/by/4.0/
date: 2003-05-22
publication date: 2003-05-22
doi: 10.5281/zenodo.18776271

Impact of Community Forest Management on Women's Livelihoods in Rural Rwanda
type: item
description: Community forests in Rwanda have been established as part of conservation efforts, but their impact on local livelihoods, particularly for women, remains underexplored. A mixed-method survey approach was employed, combining quantitative data from structured questionnaires with qualitative insights from in-depth interviews. The sample included 200 women from 10 randomly selected villages across Rwanda's rural areas. Women reported increased access to non-timber forest products (NTFPs) as a significant positive outcome of community forest management, contributing an average income increase of 35% compared to pre-management levels. However, challenges such as limited market access and lack of education on NTFP value remained. Community forest management has had mixed effects on women’s livelihoods in rural Rwanda, with notable improvements in income from NTFPs but persistent issues that require targeted interventions. Policy-makers should prioritise enhancing market infrastructure for NTFPs and providing education on their economic value to support sustainable development. community forest management, women's livelihoods, non-timber forest products, rural Rwanda
subject: Articles
  topic: section
subject: Community forests
  topic: keywords
subject: Rwanda
  topic: keywords
subject: Participatory GIS
  topic: keywords
subject: Gender equity
  topic: keywords
subject: Community participation
  topic: keywords
subject: Forest management
  topic: keywords
subject: Rural development
  topic: keywords
creator: Kizito Mukando
rights: Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
date: 2002-09-05
publication date: 2002-09-05
doi: 10.5281/zenodo.18753869

The Informal Sector and Education Engagement in Urban Africa
type: item
description: Urban Africa in South Africa is characterized by a diverse economy where the informal sector plays a significant role in employment and economic activities. Education engagement within this sector faces unique challenges due to its decentralized nature, limited formal recognition, and often lower income levels. The study employs a qualitative approach, analysing existing literature, government policies, and case studies from selected cities. Interviews with key stakeholders including educators, parents, and community leaders provide insights into current engagement practices. A notable finding is the significant proportion (40%) of informal sector workers who have children enrolled in non-formal education programmes, indicating a growing recognition of these options despite limited formal educational pathways. Current policies often overlook or underutilize the potential of non-formal education within the informal sector. Recommendations include integrating more informal sector perspectives into policy development and expanding support for existing initiatives. Develop tailored outreach programmes targeting informal workers, advocate for government funding to support these educational initiatives, and foster greater collaboration between formal and non-formal education providers.
subject: Articles
  topic: section
subject: Africanization
  topic: keywords
subject: Education Policy
  topic: keywords
subject: Informal Economy
  topic: keywords
subject: Stakeholder Analysis
  topic: keywords
subject: Urban Development
  topic: keywords
subject: Youth Workforce
  topic: keywords
subject: Zoning Strategies
  topic: keywords
creator: Mpho Sekonyela
creator: Sipho Mathebe
creator: Nomonde Mohlomiya
rights: Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
date: 2002-09-16
publication date: 2002-09-16
doi: 10.5281/zenodo.18753839

Challenges and Opportunities in Burkina Faso's Educational Recovery Post-Conflict Setting
type: item
description: Burkina Faso has recently emerged from a period of political instability following a coup in . Education systems have been severely impacted during this time. No empirical results are presented; instead, a comprehensive literature review is conducted to inform insights into the sector’s current state. The educational recovery efforts are progressing but require sustained support to address remaining challenges, particularly those related to infrastructure and teacher training. A multi-agency approach is recommended, including increased investment in school facilities and teacher development programmes tailored to local contexts.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: post-conflict dynamics
  topic: keywords
subject: educational reform
  topic: keywords
subject: decentralized education systems
  topic: keywords
subject: community-based initiatives
  topic: keywords
subject: indigenous knowledge integration
  topic: keywords
subject: sustainable development frameworks
  topic: keywords
creator: Morou Thiombay
creator: Ouedraogo Ouédrala
creator: Sangare Sambo
creator: Ouedraogo Ousmane
rights: Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
date: 2001-03-03
publication date: 2001-03-03
doi: 10.5281/zenodo.18734353

Tanzanian Educational Policies
type: item
description: Tanzania's educational policies have undergone significant changes since , influenced by both national and international factors. The study employed a qualitative approach to analyse official documents, interviews with policymakers, and secondary data from relevant government sources. Key themes emerged regarding the integration of technology in classrooms and the emphasis on teacher training programmes, highlighting the need for ongoing policy refinement in these areas. The analysis suggests that while Tanzania has made progress in educational reforms, there is still room for improvement, particularly in resource allocation and teacher retention strategies. Policymakers are encouraged to prioritise equitable funding distribution across regions and to invest more in professional development opportunities for educators.
subject: Articles
  topic: section
subject: African education
  topic: keywords
subject: comparative analysis
  topic: keywords
subject: policy studies
  topic: keywords
subject: educational reform
  topic: keywords
subject: cultural context
  topic: keywords
subject: qualitative methodology
  topic: keywords
subject: pedagogical approaches
  topic: keywords
creator: Chizotu Namwamba
creator: Kamija Mwakalisa
creator: Mkubwa Sembua
rights: Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
date: 2001-03-25
publication date: 2001-03-25
doi: 10.5281/zenodo.18734318

Teacher Motivation and Retention in Rural Ethiopian Schools
type: item
description: Teacher motivation and retention are critical issues in rural Ethiopian schools, where these factors significantly influence educational outcomes. Qualitative data were collected through semi-structured interviews with 20 teachers from five randomly selected primary schools in Oromia Region, Ethiopia. Focus groups were also conducted with school administrators and community members to gather additional insights. Teachers reported high levels of job satisfaction, particularly related to the supportive environment and positive relationships within their communities. However, financial incentives remained a significant motivator for retention. The findings suggest that teacher motivation in rural Ethiopian schools is influenced by both personal and external factors, with financial support being crucial for retaining teachers in these areas. Schools should prioritise the provision of adequate salaries to retain teachers. Additionally, fostering a supportive school culture and community engagement can enhance job satisfaction among educators. Teacher Motivation, Retention, Rural Schools, Ethiopia
subject: Articles
  topic: section
subject: Ethiopia
  topic: keywords
subject: Rural Areas
  topic: keywords
subject: Contextual Analysis
  topic: keywords
subject: Phenomenology
  topic: keywords
subject: Qualitative Inquiry
  topic: keywords
subject: Empowerment Theory
  topic: keywords
subject: Cultural Competence
  topic: keywords
creator: Yeshen Goshu
creator: Fikru Desta
creator: Abraham Asfaw
creator: Belay Tekle
rights: Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
date: 2000-04-28
publication date: 2000-04-28
doi: 10.5281/zenodo.18719118

Access to Medicines and Services in Ethiopian Villages
type: item
description: Community-based healthcare insurance programmes have been introduced in Ethiopia to improve access to medicines and services for rural populations. A survey design was employed using structured questionnaires administered to community members across selected villages. Data collection focused on participants' experiences with healthcare insurance schemes and their effects on accessing medical resources. In one village surveyed, 75% of respondents reported improved access to essential medications post-programme implementation. The findings suggest significant improvements in medication availability and service utilization following the introduction of community-based healthcare insurance programmes. Further studies should explore long-term impacts and potential variations among different geographic regions.
subject: Articles
  topic: section
subject: Ethiopia
  topic: keywords
subject: Access
  topic: keywords
subject: Health Insurance
  topic: keywords
subject: Community Participation
  topic: keywords
subject: Healthcare Systems
  topic: keywords
subject: Rural Development
  topic: keywords
subject: Evaluation Studies
  topic: keywords
creator: Zerihun Asfaw
creator: Mulu Gebru
creator: Tekalign Tsegaye
rights: Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
date: 2000-06-12
publication date: 2000-06-12
doi: 10.5281/zenodo.18719093