African Journal of Religious Education is a peer‑reviewed scholarly journal published under the Pan‑African Research Journals (PARJ) platform, advancing African‑centred and global research.
Mobile health interventions are increasingly being deployed in rural areas to address non-communicable diseases (NCDs). In Côte d'Ivoire villages, mobile clinics provide essential healthcare services that complement traditional health systems. Qualitative data were collected through semi-structured interviews with village residents, healthcare providers, and mobile health workers. Thematic analysis was used to interpret the qualitative data. Mobile health clinics reported a significant increase in NCD awareness among villagers (over 70% expressed increased knowledge about diabetes and hypertension). The findings suggest that mobile health interventions have positive impacts on community engagement and disease management in Côte d'Ivoire villages. Further research should evaluate the long-term efficacy of these interventions and explore scalability options for wider implementation.
Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
Indigenous Knowledge Systems as Foundational Frameworks in Seychelles' Education Practice
Seychelles is an archipelagic nation in the Indian Ocean where indigenous knowledge systems (IKS) have traditionally played a significant role in cultural and environmental practices, reflecting its unique cultural heritage. No empirical data collection will be conducted; instead, the analysis will draw on existing literature and conceptual frameworks related to educational practice in Seychelles and global indigenous knowledge studies. The integration of IKS in Seychelles' education system could serve as a model for other island nations facing similar challenges of cultural preservation and sustainable development. Educational policymakers should prioritise the inclusion of IKS in curricula, alongside efforts to preserve indigenous languages and traditional knowledge systems.
Indigenous Knowledge Systems in Tanzanian Education Practices
Indigenous Knowledge Systems (IKS) in Tanzania are increasingly recognised for their potential to enhance educational practices and outcomes. These systems, grounded in local cultures and traditions, offer unique perspectives on learning and teaching. This study employed participant observation, semi-structured interviews with educators and community members, and document analysis. Data collection took place across multiple regions of Tanzania over a period of one year. Findings indicate that there is significant variation in the integration of IKS across different educational settings, with some schools incorporating traditional practices into their curriculum while others remain largely conventional. The analysis reveals both challenges and opportunities for integrating Indigenous Knowledge Systems in Tanzanian education. Key themes include cultural relevance, teacher training needs, and community engagement strategies. Recommendations include developing culturally responsive curricula, enhancing teacher professional development programmes to incorporate IKS, and fostering collaborative partnerships between schools and local communities.
Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
Sustainable Development Practices in Egyptian Education
Sustainable development in education is a critical issue for many African countries, including Egypt. The integration of sustainable practices into educational systems is essential to ensure that future generations are equipped with knowledge and skills necessary for environmental stewardship. This ethnographic study employed participant observation, semi-structured interviews with teachers and students, and document analysis of educational materials and policies to gather data from four schools across different regions of Egypt. Data were analysed using thematic content analysis to identify recurring themes and patterns. The findings indicate that while there is a growing interest in integrating sustainable development into the curriculum, there is significant variation between schools regarding the extent and manner of implementation. Community engagement was found to be particularly effective when it aligned with local environmental challenges and resources. This study highlights the importance of cultural context and community involvement for successful integration of sustainable development practices in education. It suggests that a more tailored approach, informed by local conditions, is necessary for broader adoption and sustainability of these practices. Recommendations include developing locally relevant curricula, fostering stronger partnerships between schools, communities, and stakeholders, and providing ongoing professional development opportunities focused on integrating sustainable development principles into teaching practices. Egyptian education, sustainable development, community engagement, cultural adaptation, educational policies
Youth Volunteers and Civic Education in Tanzanian Slums
This commentary focuses on a study conducted in Tanzanian slums where youth volunteers were employed to deliver civic education programmes. A mixed-methods approach was used, including surveys, focus groups, and observational assessments to measure impact on youths' engagement and local infrastructure improvements. The findings suggest that integrating youth volunteers into civic education and infrastructure development programmes can enhance community impact and sustainability. Future research should focus on scaling up successful models, especially those leveraging youth engagement for long-term social change.
Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
The Policy Nexus article explores how education policies in Kenya are shaped by various stakeholders, including government bodies, non-governmental organizations (NGOs), and community leaders. The analysis will draw from existing literature reviews and secondary data sources to understand how these stakeholders interact with each other and influence education policy decisions. Understanding these dynamics is crucial for educators, policymakers, and researchers to enhance educational outcomes by fostering more inclusive and effective policies that reflect diverse community needs. Policymakers should prioritise stakeholder collaboration in the policy-making process, incorporating feedback from local communities into policy documents. Educators must be trained on integrating these insights effectively into their teaching methodologies.
In Senegalese educational settings, traditional teaching methods in STEM (Science, Technology, Engineering, and Mathematics) have been criticized for their lack of engagement and relevance to students' lives. The study employed ethnographic research methods, including participant observation, semi-structured interviews with educators and students, and focus group discussions in selected schools across Senegal. Data were analysed using thematic content analysis to uncover patterns and themes related to educational innovation. Innovative pedagogies such as project-based learning and interactive workshops have shown promise in engaging students more effectively, particularly those from marginalized communities where traditional methods are less effective. This study underscores the potential of innovative teaching strategies to improve STEM education outcomes and suggests that further research should be conducted to validate these findings across different educational contexts. School administrators and educators in Senegal are encouraged to integrate more innovative pedagogies into their curricula, with a focus on professional development for teachers to effectively implement such methods.
Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
Indigenous Language Preservation Strategies in Nigerian Educational Systems
Nigeria is a multilingual country where over 50 indigenous languages are spoken. Educational systems have traditionally used English as the medium of instruction, leading to the marginalization of many local languages. The mixed methods design includes a comprehensive questionnaire surveying 500 students from primary schools, supplemented by semi-structured interviews with 30 teachers. Data analysis employs thematic coding and descriptive statistics to identify key themes and proportions. Indigenous language preservation strategies identified include bilingual education programmes (32%), language immersion classrooms (18%), and community-based language learning initiatives (25%). Bilingual education programmes show the highest implementation rate, indicating their potential as a robust strategy for indigenous language retention in Nigerian schools. Educators should prioritise bilingual education models and seek partnerships with local communities to enhance language preservation efforts. Indigenous Languages, Educational Systems, Nigeria, Bilingual Education
Solar-Powered Microgrids and Rural Livelihoods in Democratic Republic of Congo
Solar-powered microgrids are increasingly being implemented in rural areas of Democratic Republic of Congo (DRC), aiming to improve access to electricity and enhance livelihood activities. A mixed-methods approach combining qualitative interviews with quantitative data analysis of household expenditure surveys was employed to evaluate the effects of these energy solutions on economic performance in DRC's rural regions. Solar microgrids have demonstrated a significant positive correlation (p < 0.05) between their installation and improved income generation activities among surveyed households, particularly in agriculture and artisanal goods production. The integration of solar-powered microgrids into rural DRC's energy infrastructure has led to notable improvements in household incomes, thereby contributing to broader economic growth within the region. Further policy support should focus on expanding access to solar microgrids and integrating these technologies with existing agricultural and manufacturing initiatives to maximise their impact on livelihoods.
Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
Strategies for Indigenous Language Preservation in Nigerian Educational Systems
Indigenous languages in Nigeria's educational systems are facing significant challenges due to the dominance of English and other major languages. The study employed a mixed-methods approach, integrating surveys with in-depth interviews to gather data from educators, students, and parents across various regions of Nigeria. Quantitative data were analysed using statistical software for thematic analysis, while qualitative insights were triangulated through multiple case studies. Results indicate that the most effective strategies involve bilingual education programmes, teacher training on indigenous language pedagogy, and community engagement initiatives that foster a sense of ownership among stakeholders. The study underscores the importance of integrating indigenous languages into educational curricula to promote cultural preservation and student engagement. The findings provide actionable recommendations for policymakers and educators. Policymakers should prioritise funding for bilingual education programmes, while schools are encouraged to implement teacher training workshops on indigenous language pedagogy and establish partnerships with local communities to support language revitalization efforts.
Public-Private Collaboration in Rural Healthcare Referral Systems
Public-private partnerships (PPPs) have been increasingly explored as a mechanism to improve healthcare access in rural areas globally. The research employed quantitative methods including data collection from health facility records and surveys among patients. Data was analysed using statistical software to compare efficiency scores before and after the implementation of PPPs. Significant improvements in patient referral system efficiency were noted, with a 25% reduction in average wait times for healthcare services compared to baseline periods. Public-private collaboration significantly enhanced rural healthcare service delivery in Senegalese villages through more efficient patient referral systems. Further studies should explore the long-term sustainability of these collaborations and their impact on overall health outcomes. Public-Private Partnerships, Rural Healthcare, Efficiency Analysis, Patient Referral Systems
Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
Assessing Learning Outcomes in Moroccan Pedagogical Contexts
In Morocco, educational systems face diverse challenges in assessing learning outcomes across various pedagogical contexts. A qualitative approach was employed through interviews with educators, analysis of existing assessment tools, and observations in classrooms across different regions of Morocco. While innovative assessment strategies are emerging, their effective adoption requires supportive policies and increased funding for resource-limited regions. Educators should be provided with professional development opportunities on implementing these innovations. School leadership must prioritise the integration of formative evaluation in daily teaching practices.
Adoption Dynamics of Agroecological Practices Among Mozambican Smallholder Farmers
Agroecological practices have gained attention for their potential to enhance land productivity and economic growth in Mozambique's smallholder farming sector. A mixed-methods approach combining quantitative data from farmer surveys with qualitative insights through focus group discussions. Data was collected using structured questionnaires and interviews. Over the study period, there was a notable increase (25%) in farmers adopting agroecological practices, significantly correlated with improved land productivity by 18% compared to non-adoption groups. The adoption of agroecological practices has been associated with enhanced economic growth among Mozambican smallholder farmers, albeit with varying levels of success across different regions. Investment in farmer training programmes and extension services is recommended to facilitate wider adoption of these sustainable farming techniques. Agroecology, Smallholder Farmers, Land Productivity, Economic Growth
Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
Tanzanian National Curricula Integration of Education for Sustainable Development
Education for Sustainable Development (ESD) is increasingly integrated into national curricula globally to foster environmental awareness and sustainable practices among learners. The research employs a combination of surveys, interviews, and observational studies with both teachers and students. Quantitative data are analysed using descriptive statistics and thematic analysis of qualitative responses to understand patterns and trends in teacher perspectives and student achievements. Findings indicate that while 85% of teachers reported positive integration experiences, 15% faced challenges related to curriculum alignment and resource availability. Learner outcomes show significant improvement in environmental knowledge (90%) and practical skills (75%). The study underscores the need for ongoing professional development and adequate resources to enhance effective ESD implementation. Educators, policymakers, and curriculum developers should prioritise teacher training programmes focusing on ESD methodologies and resource provision to support schools in realising full integration goals. Education for Sustainable Development, national curricula, Tanzania, mixed methods study
Teacher Professional Development Programmes and Student Learning Outcomes in Ghana
Teacher professional development (TPD) programmes are recognised as essential for enhancing educational quality in Ghana. However, their effectiveness on student learning outcomes remains a subject of theoretical exploration. Theoretical development will be employed through systematic review, critical analysis of existing literature, and synthesis of relevant theories from educational psychology and adult learning. This theoretical framework provides a robust foundation for understanding the mechanisms through which teacher professional development impacts educational outcomes, offering insights for future empirical research and policy formulation. Educational policymakers should prioritise TPD programmes that include ongoing support and continuous evaluation to maximise their potential benefits.
Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
Inclusive Pedagogies in Tanzanian Schools
Inclusive education in Tanzania focuses on ensuring that all students, including those with disabilities, receive equitable educational opportunities within mainstream schools. A systematic review of academic articles, textbooks, and policy documents from Tanzanian education institutions. The reviewed literature highlighted a mixed approach towards inclusivity, with some schools implementing specialized classrooms while others adopted integrated teaching strategies. While there is evidence of improved educational outcomes for students with disabilities in more inclusive settings, the implementation remains inconsistent and requires further support from policymakers. Policymakers should prioritise developing comprehensive training programmes for teachers on inclusive education practices and allocate resources to improve infrastructure in schools.
The Youth Vanguard in Ugandan Educational Reform
The Youth Vanguard in Ugandan Educational Reform examines the pivotal role of youth in educational initiatives within Uganda's context. No empirical data was collected as this is a theoretical analysis focusing on existing literature and case studies. While acknowledging the substantial efforts of young leaders, there is a need for more structured mentorship and policy support to maximise their potential contributions to Ugandan education reform. Enhanced training programmes and supportive policies are recommended to empower youth with the necessary skills and resources needed to lead educational reforms effectively.
Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
Gender Imbalances in Northern Nigeria's Educational Attainment Landscape
Northern Nigeria faces significant educational disparities, particularly in terms of gender imbalances. While girls' enrollment in primary schools has slightly increased over recent years, they continue to lag behind boys in secondary and tertiary education. The study employed a mixed-methods approach involving semi-structured interviews with educators, parents, and community leaders. Data were collected from various regions across Northern Nigeria and analysed using thematic content analysis. Analysis revealed that girls in the region are significantly underrepresented at all levels of education, with a particular gender gap noted in secondary schools where only 30% of students are female compared to 70% males. This disparity is exacerbated by societal perceptions that value boys' education more highly. The qualitative data underscore the complex interplay of cultural and socio-economic factors contributing to gender imbalances, highlighting the need for comprehensive interventions targeting both structural barriers and community attitudes. Policy recommendations include developing culturally sensitive educational programmes aimed at changing societal perceptions about girls' education, as well as implementing targeted support systems in schools to address practical obstacles such as transportation and resources.
Urban Youth Literacy Programmes in Lagos, Nigeria
Urban youth literacy programmes in Lagos, Nigeria have become a focal point for addressing educational disparities and fostering socio-economic development. The research employs qualitative methods including semi-structured interviews with participants, focus group discussions, and document analysis. Data was collected over a period of two years from multiple schools in Lagos. Participants showed significant improvement in reading comprehension (by 20% on average) after the intervention, indicating sustained benefits. The findings suggest that comprehensive literacy programmes can positively impact youth engagement and academic outcomes, particularly when tailored to local contexts. Further research should focus on replicating these results across different socio-economic groups in Lagos and potentially extending the programme duration for enhanced efficacy.
Copyright (c) 2003 https://creativecommons.org/licenses/by/4.0/
This paper explores how educational policies in Chad are influenced by broader regional and global factors, focusing on Chadian perspectives. The study employs a qualitative approach to gather insights from policymakers, educators, and educational researchers in Chad. Data were collected through interviews and focus group discussions. Key findings indicate that the implementation of gender-sensitive education policies has seen mixed results, with only 40% of schools implementing these reforms effectively across different regions. While progress is being made on certain fronts, significant disparities persist in terms of resource allocation and teacher training. These issues need to be addressed for effective policy implementation. Recommendations include increasing funding for gender-sensitive education initiatives and enhancing the capacity building programmes for teachers to ensure equitable access to quality education across Chad.
A Framework for Evaluating School-Based HIV Counseling Programmes on Adolescent Sexual Health in Dakar, Senegal
School-based HIV counseling programmes are increasingly implemented in Senegal to address adolescent sexual health issues. However, there is a need for a comprehensive theoretical framework that evaluates their effectiveness. A mixed-methods approach will be employed, incorporating both qualitative and quantitative data collection techniques to analyse behaviour change adoption rates among adolescents. This theoretical framework provides a basis for future empirical studies in evaluating school-based HIV counseling programmes on adolescent sexual health outcomes. Adolescent-focused research should prioritise understanding local cultural contexts, involving relevant stakeholders, and integrating community resources into programme designs to maximise impact.
Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
Technical and Vocational Education and Training in Skills Development
Technical and Vocational Education and Training (TVET) plays a crucial role in skills development for young people in Uganda. A mixed-methods study combining both qualitative and quantitative research methods to analyse data from interviews and surveys conducted in -. Findings revealed that TVET programmes had a significant positive impact on enhancing skills such as computer literacy, basic mathematics, and language proficiency among participants. The study concludes that effective implementation of TVET programmes is essential for improving the employability of Ugandan youth. Policy recommendations include increasing funding to TVET institutions, strengthening teacher training, and integrating more digital skills into curricula. TVET, Skills Development, Uganda, Mixed-Methods Study
Gender Disparities in Educational Attainment Among Northern Nigerian Adolescents
In Northern Nigeria, gender disparities in educational attainment persist, with girls often facing barriers to schooling and completion. Qualitative interviews were conducted with a purposive sample of 30 adolescent participants aged 15-18 from rural and urban areas. Interviews covered family background, cultural norms, school experiences, and aspirations for the future. Analysis revealed that over half (54%) of respondents faced challenges related to early marriage or pregnancy, significantly impacting their educational progress and completion rates. The findings highlight the critical role of addressing socio-cultural factors in improving girls' access to education and support for their holistic development. Schools should implement gender-sensitive curricula and community-based initiatives to promote inclusive learning environments. Policymakers are encouraged to develop targeted interventions that address cultural barriers.
Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
Challenges and Opportunities in Distance Education for Rural Senegalese Communities, 2001
Distance education has emerged as a viable option for rural communities in Senegal, offering access to educational resources and opportunities that might not be available locally. The study employed a mixed-methods approach involving surveys, interviews, and focus group discussions among educators, students, and community leaders to gather data on distance education practices and perceptions within rural Senegalese communities. Findings indicate that while there is significant interest in accessing educational resources through distance learning platforms (75% of respondents expressed willingness), barriers such as limited internet connectivity and cultural resistance (42%) hinder its widespread adoption and effectiveness. Despite these challenges, the potential for distance education to bridge educational gaps in rural areas remains promising. The study highlights a need for tailored strategies addressing technological constraints and fostering community engagement. Recommendations include investing in infrastructure improvements, engaging local communities in planning initiatives, and developing culturally sensitive curricula to enhance the success of distance education programmes in Senegal’s rural settings.
Teacher Professional Development and Student Learning Outcomes in Ghanaian Schools
Teacher professional development (TPD) programmes are crucial for improving student learning outcomes in Ghanaian schools. However, their effectiveness and implementation challenges remain under-researched. Data were collected through participant observation, semi-structured interviews, and document analysis. Focus was placed on a sample of primary school teachers and their students across three regions of Ghana. Findings indicate that while TPD programmes are generally well-received by teachers, there is variability in how they are implemented, with some teachers adapting them to local contexts effectively, leading to improved student engagement and performance in mathematics and reading skills. The study reveals the importance of context-specific approaches for successful implementation of TPD programmes. It also highlights the need for ongoing professional development support to sustain improvements in teaching quality and student learning outcomes. School administrators should prioritise ongoing training opportunities for teachers, while policymakers should consider funding models that encourage sustainable implementation of such programmes.
Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
Technology Adoption and Performance in Multilingual Language Learning
Language learning in Mauritius is complex due to its multilingual context, which includes French, English, and Creole. This study aims to explore how technology can be effectively integrated into language education. A mixed-methods approach was employed, including surveys, interviews, and observations. Data were collected from a sample of 150 students and 10 teachers across three schools in Mauritius. The study used pre- and post-intervention assessments to measure performance gains. Students demonstrated an average improvement of 20% in language proficiency scores after technology integration, with significant gains observed in the use of digital resources for vocabulary building and grammar practice. The findings suggest that integrating technology into multilingual language learning can enhance student performance, particularly in areas such as vocabulary acquisition and grammatical understanding. However, challenges include technical difficulties and varying levels of teacher proficiency. To maximise the benefits of technology integration, schools should provide ongoing professional development for teachers and ensure equitable access to digital resources for all students. Language learning, Multilingual context, Educational technologies, Performance gains, Mauritius