African Educational Psychology (Psychology/Education)
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.
Gender Disparities in Educational Resource Access Among Senegalese Secondary School Girls
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.
Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
Online Learning Platforms in Urban South African High Schools
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.
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.
Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
School-Based Nutrition Interventions and Adolescent Growth in Kenya's Coastal Cities
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.
Mentoring Programmes in Retrenched Educators within Kibera Slums
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.
Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
Youth Engagement in Education Reform in Guinea-Bissau
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.
Urban Ghanaian Schools' Safety Measures and Their Impact on Bullying Prevention Rates
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
Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
Innovative Pedagogies for Strengthening STEM Education in Senegal
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.
Vocational Training Schools' Influence on Income Generation Among Young Girls in Kibera, Kenya
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.
Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
Mobile Banking Platforms and Digital Financial Literacy Among Somali Youth in Malawi
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
Multilingual Policies and Language of Instruction in Primary Schools
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.
Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
Curating Relevant Curriculum for 21st Century Kenyan Learners
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.
Conflict and Displacement as Critical Variables in Access to Education in South Sudan
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.
Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
Community Participation and School Governance in Ethiopia
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
Leadership Practices and School Improvement in Malawi
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
Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
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
Assessment Strategies for Measuring Learning Outcomes in Zambian Contexts
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
Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
A Framework for Developing Relevant 21st Century Curriculum in Nigerian Education
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.
Assessing Technological Strategies Employed by Principal Heads to Enhance Teacher Training Programmes in Ghanaian Public Schools
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.
Copyright (c) 2003 https://creativecommons.org/licenses/by/4.0/
Policy Gaps in Egypt's Educational Research Landscape
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.
Impact of Community Forest Management on Women's Livelihoods in Rural Rwanda
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
Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
The Informal Sector and Education Engagement in Urban Africa
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.
Challenges and Opportunities in Burkina Faso's Educational Recovery Post-Conflict Setting
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.
Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
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.
Teacher Motivation and Retention in Rural Ethiopian Schools
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
Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
Access to Medicines and Services in Ethiopian Villages
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.