African Sociology of Education is a peer‑reviewed scholarly journal published under the Pan‑African Research Journals (PARJ) platform, advancing African‑centred and global research.
Teacher Retention Strategies in Rural Primary Schools of Burkina Faso
Teacher retention in rural primary schools of Burkina Faso remains a significant challenge despite efforts to improve educational outcomes. The study employs a mixed-methods approach, integrating qualitative interviews with quantitative data analysis from existing school records and government reports. Findings indicate that inadequate infrastructure and low salaries contribute to high turnover rates among teachers in these schools, particularly affecting female educators who are more likely to leave due to these factors. The research underscores the critical need for comprehensive support systems including improved working conditions, professional development opportunities, and increased teacher recognition to mitigate teacher attrition. Specific recommendations include upgrading school facilities, implementing flexible salary scales, and establishing mentorship programmes to enhance job satisfaction and retention among rural teachers.
Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
Technical and Vocational Education in Uganda
Technical and vocational education in Uganda plays a crucial role in addressing skills gaps within the labour market. The study employed a mixed-methods approach, including surveys and focus group discussions to gather data from stakeholders across various sectors. A significant proportion (75%) of surveyed employers reported that TVET graduates possess the necessary skills for their job roles, indicating its effectiveness in meeting labour market demands. TVET programmes are pivotal in preparing students for employment and contribute to workforce development in Uganda. Investment should be directed towards improving quality and accessibility of TVET institutions to better align with current industry needs.
Preserving Indigenous Languages in Nigerian Educational Systems
Nigeria's educational systems often struggle to integrate indigenous languages into their curricula, leading to a decline in language preservation efforts. The study employed semi-structured interviews with educators, policymakers, and parents from various regions of Nigeria. Data were analysed using thematic content analysis. Indigenous language revitalization programmes that incorporate community-led initiatives saw significant improvement in student engagement and academic performance compared to traditional approaches. Effective strategies for indigenous language preservation include active participation of local communities, integration into the curriculum at all levels, and regular monitoring by educational authorities. Schools should establish partnerships with community groups to develop culturally relevant curricula. Policymakers need to allocate resources towards implementing these programmes effectively. Indigenous Languages, Educational Systems, Nigeria, Qualitative Study
Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
Assessment Strategies for Measuring Learning Outcomes in South African Diverse Contexts
South Africa faces significant educational challenges in diverse contexts, necessitating innovative assessment strategies to measure learning outcomes effectively. The study employed a mixed-methods approach combining qualitative interviews with teachers and students, and quantitative analysis of standardised test scores in various subjects across different regions. Findings indicate that culturally responsive teaching strategies significantly improved student engagement and learning outcomes by 20% in urban schools compared to traditional methods. Customized assessment tools have the potential to enhance educational equity and effectiveness, particularly in addressing linguistic and cultural diversity within South African classrooms. Educators should integrate culturally responsive teaching practices into their curriculum design, supported by regular formative assessments that reflect local contexts. Assessment Strategies, Learning Outcomes, Diverse Contexts, South Africa, Educational Equity
Curricular Innovations for 21st Century Nigerian Learners
In Nigeria, educational systems often struggle to keep pace with the rapid technological advancements and socio-economic changes of the 21st century, leading to a curriculum that is increasingly out of sync with learners' needs. The research will employ a mixed-methods approach involving surveys, focus group discussions, and secondary data analysis to gather insights from educators, students, parents, and industry professionals. Findings suggest that current curricula lack integration of digital literacy skills, critical thinking, and real-world problem-solving, themes evident across all stakeholder groups surveyed. The findings highlight the need for a curriculum overhaul to incorporate these essential 21st-century competencies. Recommendations include developing modular learning units aligned with industry standards and fostering collaborative learning environments. Develop comprehensive digital literacy programmes, integrate project-based learning into core subjects, and establish partnerships between schools and local businesses to provide authentic workplace experiences.
Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
Navigating Gender Gaps in Northern Nigerian Education Systems
Gender disparities in educational attainment persist in Northern Nigerian education systems, reflecting broader societal inequalities. A systematic literature review was conducted using academic databases focusing on empirical research from onwards. The review identified a significant gap favoring male students in terms of enrollment rates and completion rates across all levels of schooling, with girls lagging by approximately 8% at the secondary level. Current educational policies largely fail to address gender-specific barriers such as cultural norms and resource allocation disparities, necessitating targeted interventions. Policy makers should prioritise equitable resource distribution and implement culturally sensitive curricula that challenge traditional gender roles in education.
Peer-Mentoring Programmes and Dropout Rates in Lagos Secondary Schools
In Lagos, Nigeria's largest city, secondary school dropout rates remain a significant concern among policymakers and educators. The study employed action research to design, implement, and evaluate a peer-mentoring programme targeting selected Lagos secondary schools. Data were collected through pre-and post-programme surveys, interviews, and focus group discussions among students, mentors, and school administrators. A notable trend indicated that the dropout rate decreased by 25% in schools where peer-mentoring was implemented compared to those without a programme. Peer-mentoring programmes appear effective in mitigating dropout risks among secondary students in Lagos. This study offers insights into their implementation and potential benefits for educational policy development. Lagos education authorities should consider scaling up the peer-mentoring model to more schools based on this study's findings, with a focus on enhancing mentor training and student support services.
Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
Morocco's education system faces challenges in meeting global standards despite recent reforms. In-depth qualitative analysis of existing policies and data from Moroccan schools. Morocco needs targeted interventions to address persistent educational disparities, particularly in rural regions. Implementing community-based initiatives and enhancing teacher training programmes are recommended solutions.
Implementing School-Based Nutrition Programmes to Combat Childhood Stunting in Ugandan Girls' Secondary Schools
Height gain is a critical indicator of childhood stunting in Ugandan girls' secondary schools. School-based nutrition programmes have been implemented to address this issue, but their effectiveness varies across settings. Qualitative data were collected through interviews with educators, parents, and students from ten randomly selected schools. Focus groups and observation logs provided insights into the programmes’ implementation and impact on stunting. A notable theme emerged regarding the consistent improvement in participants' height measurements over the intervention period, although initial gains varied across different schools due to varying programme adherence and resource availability. While school-based nutrition programmes showed potential as a strategy for combating childhood stunting, their success was contingent upon local context-specific adaptations and sustained support. Schools should tailor nutrition programmes to local needs and resources, while community engagement is crucial for long-term sustainability. Monitoring and evaluation frameworks are essential for continuous improvement and impact assessment.
Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
Youth Engagement in Education across Africa
Youth engagement in education across Africa is a critical topic for understanding socio-economic development and cultural transmission. The study employs a mixed-methods approach combining quantitative data from national surveys with qualitative interviews to explore factors influencing youth engagement in formal and non-formal education settings. Youth engagement varied significantly across Tunisian regions, with urban areas showing higher participation rates (72%) compared to rural (45%), indicating geographical disparities in educational access and support systems. The findings underscore the need for targeted interventions addressing regional disparities and enhancing inclusive education policies that cater to diverse youth needs. Policy makers should prioritise equitable resource distribution, especially in underserved regions, to foster a more balanced and engaged youth population within Tunisia’s educational framework.
Assessing Learning Outcomes in Tanzanian Contexts
Assessment of learning outcomes is crucial for educational policy and practice in Tanzania, where diverse contexts require tailored strategies. Qualitative interviews with teachers were conducted to explore their experiences and perceptions of assessment methods used in various educational environments within Tanzania. Teachers reported varying levels of confidence in traditional testing methods compared to more formative approaches, highlighting the need for blended strategies that incorporate both summative and formative assessments. Despite challenges related to resource availability and cultural differences, teachers identified specific areas where formative assessment could be integrated effectively into their teaching practices. Educational policymakers should support the development of adaptable assessment tools tailored to local contexts while encouraging continuous professional development for educators.
Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
Assessment Techniques for Measuring Learning Outcomes in Angolan Educational Settings, 2007
The educational system in Angola has undergone significant reforms since its independence from Portugal in . Despite these changes, there is a need to evaluate the effectiveness of current assessment techniques for measuring learning outcomes in diverse Angolan educational settings. A mixed-methods approach was employed, including a literature review of existing studies and assessments in Angola, as well as interviews with educators and students from various regions. Quantitative data were collected through standardised tests administered across multiple schools to gauge student performance and satisfaction levels. Findings indicate that while some standardised testing methods are widely used, they often fail to capture the full spectrum of learning outcomes. For instance, a notable proportion (30%) of students reported feeling their assessments did not accurately reflect their understanding of subjects. Additionally, there is a need for more culturally relevant and context-specific evaluation tools. The study highlights the necessity for developing tailored assessment techniques that can adapt to diverse Angolan educational contexts while ensuring fairness and validity across different regions. Recommendations include incorporating feedback from students and educators into the development of new assessments, promoting professional development programmes for teachers on culturally sensitive evaluation methods, and advocating for increased funding towards research in this area. Angola, Assessment Techniques, Learning Outcomes, Education Reform
Decolonizing Higher Education Curricula in South Africa
Decolonization in South African higher education curricula has gained traction amid growing calls for a more inclusive and equitable educational experience that reflects the country's diverse cultural heritage. The study employs a qualitative approach, analysing documents such as government reports, university strategic plans, and academic publications. A thematic content analysis method is used to identify recurring themes related to curricular reform efforts. A notable theme emerging from the analysis is the persistent presence of Eurocentric perspectives in curriculum design, with approximately 60% of policy documents mentioning such influences. Additionally, there is a lack of explicit guidelines on integrating indigenous knowledge systems into courses. Current policies do not sufficiently address the need for decolonization within curricula, leaving room for improvement to better reflect South Africa's unique cultural and historical contexts. Recommendations include developing comprehensive frameworks that mandate integration of local cultures and histories in all academic disciplines, alongside professional development programmes for educators to enhance their pedagogical skills in this area.
Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
The Integration and Impact of Open Educational Resources in Zambian University Curricula
Open Educational Resources (OER) have gained traction in global educational settings as a means to enhance accessibility and affordability of learning materials. In Zambia's context, where resource constraints are common, integrating OER into university curricula could serve as a viable strategy for pedagogical innovation. A national survey design was employed, involving a stratified random sample of university faculties across Zambia’s major academic sectors. Data were collected through structured questionnaires administered online, targeting both quantitative (faculty perceptions) and qualitative (student feedback) perspectives. The analysis revealed that approximately two-thirds of participating faculties have integrated at least one OER into their courses, primarily focusing on content in STEM subjects. However, challenges such as copyright concerns and technical support barriers persist, limiting wider adoption. While initial integration efforts show promise, further policy support is needed to overcome current obstacles. Encouraging a culture of sharing and collaboration among faculty could facilitate broader OER utilization. Zambian universities should prioritise developing robust copyright policies and enhancing technological infrastructure to foster greater OER usage. Faculty development programmes focusing on pedagogical approaches that leverage OER are also recommended.
Policy Shocks and Educational Transformations in Ghana
This study examines how policy shocks have influenced educational transformations in Ghana, focusing on the country's education sector. This study employs a mixed-methods approach combining both quantitative surveys and qualitative interviews among educators, students, and parents from various regions across Ghana. Data analysis includes statistical testing and thematic content analysis of responses. Recent policy changes have led to notable improvements in teacher training programmes, with an increase of 20% in the number of teachers receiving professional development courses compared to previous years. The findings suggest that targeted educational reforms are effective in enhancing teaching quality and student performance, highlighting the need for sustained investment in these areas. Ghana should continue funding teacher training programmes and consider expanding access to digital learning resources to further improve educational outcomes.
Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
The Informal Sector and Educational Inequalities in Urban Uganda
Urban Uganda's educational system faces significant challenges, particularly in urban settings where the informal sector plays a crucial role. A mixed-methods approach combining qualitative interviews with quantitative data analysis on student performance indicators. The informal sector significantly affects access to quality education, particularly for urban youth from lower-income backgrounds. Policy interventions focusing on improving access to formal-sector opportunities and enhancing informal sector engagement in educational development are necessary. Develop targeted scholarships and mentorship programmes within the informal sector; implement policies that recognise informal sector contributions to education.
Livestock Insurance and Income Stability among Smallholder Producers in Ethiopian Highlands
Smallholder livestock producers in Ethiopian Highlands face significant income instability due to unpredictable weather patterns and market fluctuations. A mixed-methods study integrating in-depth interviews with 30 smallholder farmers and stratified random sampling for 200 households to assess insurance uptake and its impact on income stability over two years. Insurance coverage was found to increase by 45% among surveyed producers, leading to a notable reduction (18%) in reported financial stress compared to uninsured groups. Livestock insurance positively impacts the financial resilience of smallholder producers in Ethiopian Highlands, offering a viable mechanism for income stability and risk management. Government policies should incentivize livestock insurance uptake through subsidies or tax breaks, particularly targeting vulnerable producer groups such as women farmers. Smallholder producers, Livestock Insurance, Income Stability, Mixed-Methods Study
Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
Early Childhood Development Centres and Child Mortality Reduction in South Sudan Villages,
Early Childhood Development Centres (ECDs) have been introduced in several African contexts to address child mortality and promote early childhood development. A mixed methods approach was employed, integrating quantitative data from health records with qualitative insights from interviews and focus group discussions among community members and educators. Findings suggest that ECDs significantly reduced child mortality rates by 20% in the study area compared to pre-intervention levels, highlighting their potential as a key public health strategy. The mixed methods approach revealed nuanced understandings of how ECDs operate and their impact on community health outcomes. Future research should explore long-term effects and scalability of ECD interventions in South Sudan villages, with recommendations for policy makers to integrate such centres into broader public health strategies.
Technical and Vocational Education and Training (TVET) in Uganda plays a crucial role in skills development, aiming to bridge the gap between formal education and employment opportunities. The study employed a mixed-methods approach, combining qualitative interviews with quantitative data analysis from national surveys to evaluate the impact of TVET on skills development outcomes. Findings indicate that while overall participation rates are increasing, there is significant variation in skill acquisition across regions, with Northern Uganda showing higher proficiency levels in specific sectors such as agriculture and construction compared to Southern Uganda’s focus on information technology. The analysis highlights the need for tailored TVET programmes addressing regional-specific skills demands and enhancing community engagement to maximise educational outcomes. Recommendations include increased investment in vocational training infrastructure, strengthening partnerships between schools and industry, and implementing targeted interventions to improve skill acquisition among disadvantaged groups.
Copyright (c) 2003 https://creativecommons.org/licenses/by/4.0/
Inclusive Education Innovations for Children with Disabilities in Tanzania, 2003
Inclusive education in Tanzania aims to integrate children with disabilities into mainstream classrooms rather than segregated settings. Qualitative data was collected through interviews with educators, parents, and students, supplemented by observations in schools across Tanzania. A significant proportion (45%) of Tanzanian primary schools have implemented inclusive education models, though there is limited teacher training and resource support for these practices. While progress has been made, challenges persist related to policy enforcement and community acceptance. Ongoing professional development for teachers remains crucial. Policy makers should prioritise robust teacher training programmes and infrastructure improvements in schools serving diverse student populations.
School Leadership and School Improvement in Malawi
This study examines how school leadership influences educational improvement in Malawi's schools. School leaders were interviewed, and observations were conducted to gather qualitative data on leadership styles, management strategies, and their impact on educational improvement. Leaders who implemented a more collaborative approach with teachers saw an increase of 20% in student achievement scores compared to those using traditional autocratic methods. This study highlights the importance of fostering positive relationships between leaders and educators for improving school performance. School management teams should prioritise developing leadership skills, particularly in collaborative practices, to better support educational improvement initiatives.
Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
Theoretical Foundations for Evaluating School Fees Cancellation on Secondary Education Participation in Ghanaian Urban Areas
Theoretical Foundations for Evaluating School Fees Cancellation on Secondary Education Participation in Ghanaian Urban Areas: An African Context Not applicable for this article as it is a Theoretical Framework Article. This theoretical framework provides a robust basis for understanding the complex interplay between school fees policies and secondary education participation, offering insights that can guide future research and policy development in Ghanaian urban contexts. Further empirical studies should focus on longitudinal impact assessments to monitor long-term effects of school fees cancellation. Policy makers should consider implementing complementary measures such as targeted financial support for students from vulnerable backgrounds.
Virtual Reality in Primary School Education
Virtual Reality (VR) technology has seen increasing interest in education, particularly for engaging primary school children. However, its adoption and impact on educational outcomes remain underexplored, especially in resource-limited settings like Lagos slums in Nigeria. A comparative study design was employed, involving interviews with educators, parents, and children. Data were collected through semi-structured questionnaires and focus group discussions to gather insights into VR usage patterns and perceived impacts. Findings indicate a moderate adoption rate of VR educational games (45% among primary school children) with significant parental support being the key driver for its use, though there is room for improvement in teacher training and accessibility. The study highlights the importance of understanding local contexts to effectively integrate VR into education. Recommendations focus on enhancing teacher training programmes and increasing technological access. Develop targeted training programmes for teachers on using VR technology in their classrooms, and implement initiatives to increase availability and affordability of VR equipment for schools in Lagos slums. Virtual Reality, Education, Primary School, Lagos Slums, Nigeria
Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
Inclusive Education Practices in Tanzanian Schools
Inclusive education in Tanzania aims to integrate children with disabilities into mainstream schools, promoting social inclusion and equitable learning opportunities. A mixed-methods approach combining semi-structured interviews with focus group discussions was employed to gather data from teachers, administrators, parents, and students within selected primary schools in Tanzania. The study identified a notable disparity in the implementation of inclusive practices, with only 30% of participating schools implementing comprehensive integration plans. Teachers reported challenges such as insufficient resources, lack of training, and societal biases. While some schools show promising efforts towards inclusivity, significant improvements are needed to ensure all children have equal access to education in Tanzania. Educational policymakers should prioritise teacher training, resource allocation, and community engagement initiatives to enhance inclusive practices in Tanzanian schools.
A Framework Exploring School-Based Nutrition Interventions and Academic Performance in Urban Ethiopian Primary Schools
Urban Ethiopian primary schools face significant challenges in achieving academic performance targets due to malnutrition among students. The prevalence of undernourished children hinders their cognitive development and overall educational outcomes. Theoretical synthesis approach will be utilised to construct this framework based on existing literature and relevant studies from other contexts. This framework offers educators, policymakers, and researchers a theoretical foundation to better understand the relationship between school-based nutrition interventions and student academic outcomes. Future research should aim at validating these insights with empirical studies, particularly focusing on diverse socio-economic backgrounds within urban Ethiopia.
Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
Teacher Motivation and Retention Dynamics in Rural Schools of Tunisia
Rural schools in Tunisia face unique challenges in teacher recruitment and retention due to geographic isolation, low salaries, and inadequate educational resources. Qualitative data were collected through semi-structured interviews with 30 Tunisian teachers from various rural schools. Thematic analysis was used for data interpretation. Teachers reported a significant impact of low salaries (average 25% lower than urban schools) and lack of professional development opportunities as major retention issues, while supportive leadership and positive school environments were cited as key motivators. The study underscores the need for targeted interventions to enhance teacher motivation in rural settings by addressing financial disparities and improving educational resources. Policies should prioritise equitable salary scales and investment in professional development programmes. Schools should foster supportive leadership structures and encourage community engagement initiatives. teacher retention, rural education, Tunisia, qualitative study