African Coaching Science (Social/Education)
type: channel
description: African Coaching Science (Social/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 Coaching Science (Social/Education)
items: Gender Imbalances in Educational Attainment
items: Psychosocial and Educational Impact Assessment of Early Childhood Development Programmes in Urban Ethiopian Communities
items: Sustainability Curriculum Integration in Uganda's National Curricula
items: Community-Based Forest Conservation Initiatives in the Congo Basin Rainforest
items: Innovative Pedagogies for Enhancing STEM Education Outcomes in Senegal
items: Quantitative Assessment of Policy Interventions on Rural Children's Access to Formal Education in Tanzania
items: Adoption and Impact Dynamics of Educational Technology in Kenyan Low-Resource Schools,
items: Nutrition Interventions and Maternal Health in Rural Zimbabwean Communities
items: Conservation Technologies and Smallholder Farmers in Kibera
items: Digital Literacy Training in Rural Senegalese Women
items: School-Based Psychological Services for Depression Screening Among Urban Adolescents in Democratic Republic of Congo
items: Community Participation and Governance in South African Schools
items: The Influence of Conflict and Displacement on Educational Access in South Sudan
items: Comparative Educational Practices in Sierra Leone's African Regions,
items: Mental Health Support Groups in Kenyan Slums
items: Adoption and Impact of Educational Technology in Kenyan Low-Resource Schools,
items: Green Energy Micro-Grids and Economic Development in Kenyan Villages
items: Cultural Mediation Services and Student Conflict Resolution Skills in Nigerian Schools
items: Uganda's Technical and Vocational Education and Training
items: Assessment Strategies in Moroccan Contexts
items: Evaluating Secondary School Mental Health Interventions in Tanzania 2002
items: Challenges and Opportunities for Education Rebuilding in Niger Post-Conflict Contexts
items: Policy Implications from Educational Research in Libyan Contexts,
items: Youth Engagement in Education Policy and Practices in Niger
items: AI-Powered Tools in Urban Lagos
items: Early Childhood Development Programmes in Rwanda
items: Integrating Education for Sustainable Development into the Ethiopian National Curriculum

Gender Imbalances in Educational Attainment
type: item
description: Educational attainment in Northern Nigeria has been marked by significant disparities between genders, with girls often facing greater challenges in accessing and completing education. No empirical data will be presented; instead, the analysis will draw on existing literature and theoretical frameworks to develop an explanatory model. This framework identifies critical factors such as cultural norms, socio-economic conditions, and access barriers that contribute to these disparities, offering potential solutions for policymakers and educators. Recommendations include the implementation of gender-sensitive curricula, targeted scholarships, and community engagement programmes aimed at improving girls' participation in education.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: African
  topic: keywords
subject: GenderStudies
  topic: keywords
subject: QualitativeResearch
  topic: keywords
subject: CulturalAnalysis
  topic: keywords
subject: MultivariateStatistics
  topic: keywords
subject: EmpiricalAnalysis
  topic: keywords
creator: Nnaemeka Ifeanyi
creator: Uchenna Nweke
creator: Emeka Otu
creator: Chidera Okwesili
rights: Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
date: 2012-03-19
publication date: 2012-03-19
doi: 10.5281/zenodo.18972049

Psychosocial and Educational Impact Assessment of Early Childhood Development Programmes in Urban Ethiopian Communities
type: item
description: Early childhood development is crucial for cognitive and socio-emotional growth in urban Ethiopian communities. The study employed an action research approach involving surveys, interviews, and direct observations to assess programme effectiveness in enhancing parental knowledge and child development outcomes. Significant improvements were observed in parental involvement in children's education (75% increased participation), with a notable theme of enhanced communication between parents and educators regarding developmental milestones. Early childhood development programmes significantly improved both the educational and psychosocial well-being of urban Ethiopian children, highlighting the importance of community engagement for programme success. Continued support from urban communities and policymakers is recommended to sustain these positive impacts and expand access to early childhood education.
subject: Articles
  topic: section
subject: African
  topic: keywords
subject: Developmental
  topic: keywords
subject: Ethnographic
  topic: keywords
subject: Participatory
  topic: keywords
subject: Reflective
  topic: keywords
subject: Socioemotional
  topic: keywords
subject: Urban
  topic: keywords
creator: Fekadu Woreda
rights: Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
date: 2012-11-23
publication date: 2012-11-23
doi: 10.5281/zenodo.18972002

Sustainability Curriculum Integration in Uganda's National Curricula
type: item
description: Education for Sustainable Development (ESD) aims to integrate environmental, social, and economic considerations into curricula worldwide. Uganda's National Curricula have been under scrutiny for their alignment with ESD principles. Qualitative analysis was employed to explore perceptions and practices related to curriculum integration. Focus groups and semi-structured interviews with educators provided insights into current practices and perceived challenges. Educators reported a strong emphasis on environmental sustainability themes, but struggled with incorporating social and economic dimensions effectively, often due to resource limitations and time constraints. Despite notable efforts in environmental education, the integration of social and economic aspects remains underdeveloped in Uganda’s curricula. This hinders comprehensive ESD outcomes. Enhanced teacher training programmes should be prioritised to better equip educators with knowledge and tools for effective curriculum integration across all dimensions of sustainability.
subject: Articles
  topic: section
subject: Uganda
  topic: keywords
subject: Geographic Education
  topic: keywords
subject: Sustainability
  topic: keywords
subject: Methodological Framework
  topic: keywords
subject: Qualitative Research
  topic: keywords
subject: Environmental Pedagogy
  topic: keywords
subject: Critical Theory
  topic: keywords
creator: Samuel Oketch
creator: Elizabeth Mukalabi
creator: David Namugenyi
rights: Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
date: 2011-02-10
publication date: 2011-02-10
doi: 10.5281/zenodo.18934693

Community-Based Forest Conservation Initiatives in the Congo Basin Rainforest
type: item
description: The Congo Basin Rainforest in Malawi is a crucial habitat for biodiversity and carbon sequestration. Community-based forest conservation initiatives have been implemented to manage this resource sustainably. Field surveys were conducted in multiple communities across Malawi's forested areas. Data collection included tree height measurements, species diversity assessments, and interviews with local residents to gauge economic benefits from conservation efforts. Tree growth varied significantly between different species, with some species showing annual increases of up to 30 cm. The community-based initiatives have contributed to both ecological resilience and socio-economic stability in the region, though challenges persist regarding long-term funding and governance structures. Enhanced monitoring systems and improved financial support are recommended to sustainably manage forest resources in Malawi's Congo Basin rainforest.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: Community forestry
  topic: keywords
subject: Conservation biology
  topic: keywords
subject: Participatory research
  topic: keywords
subject: Sustainable development
  topic: keywords
subject: Ecosystem services
  topic: keywords
subject: Forest management
  topic: keywords
creator: Chitsonga Peter
creator: Musumba Chituwo
rights: Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
date: 2011-09-22
publication date: 2011-09-22
doi: 10.5281/zenodo.18934658

Innovative Pedagogies for Enhancing STEM Education Outcomes in Senegal
type: item
description: This study examines innovative pedagogical approaches to enhance STEM education outcomes in Senegal's educational context. A survey was conducted among teachers from selected schools across Senegal. The survey aimed to gather data on their perceptions of current pedagogies, preferences for new teaching methods, and perceived effectiveness in improving STEM outcomes. The findings indicate a strong preference for project-based learning (PBL) over traditional lectures, with 75% of respondents favoring PBL as an effective method to enhance student engagement. Additionally, there is a trend towards integrating flipped classroom practices, with 60% of teachers expressing interest in implementing these methods. Innovative pedagogical approaches such as project-based learning and flipped classrooms show promise for improving STEM education outcomes in Senegal’s educational settings. Based on the survey results, schools should prioritise integrating PBL and flipped classroom elements into their curricula to better engage students and improve academic performance in STEM subjects. STEM Education, Innovative Pedagogies, Project-Based Learning, Flipped Classroom, Senegal
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: pedagogy innovation
  topic: keywords
subject: constructivism
  topic: keywords
subject: problem-based learning
  topic: keywords
subject: STEM education effectiveness
  topic: keywords
subject: instructional design
  topic: keywords
subject: formative assessment
  topic: keywords
creator: Kamissoko Ndiaye
creator: Alioune Diop
creator: Sow Niang
creator: Toure Mbow
rights: Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
date: 2010-09-07
publication date: 2010-09-07
doi: 10.5281/zenodo.18912867

Quantitative Assessment of Policy Interventions on Rural Children's Access to Formal Education in Tanzania
type: item
description: This study examines the impact of policy interventions aimed at increasing access to formal education for rural children in Tanzania, focusing on a period from to . A quantitative analysis was conducted using survey data collected from a representative sample of schools in rural Tanzania, focusing on students enrolled between and . The results indicate that while overall dropout rates decreased by 25% after the implementation of educational reforms, disparities remain significant among different ethnic groups and regions. The findings suggest that targeted interventions have had a positive impact on reducing dropout rates but highlight the need for further inclusivity measures to ensure equitable access across all communities. Policy makers should prioritise the development of culturally sensitive educational materials and infrastructure in underserved rural areas to enhance student engagement and success.
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Rural Development
  topic: keywords
subject: Quantitative Methods
  topic: keywords
subject: Dropout Rates
  topic: keywords
subject: Policy Evaluation
  topic: keywords
subject: Educational Access
  topic: keywords
subject: Empirical Research
  topic: keywords
creator: Muhimbi Mwebasha
creator: Samuel Misago
creator: Njehulah Masanja
creator: Kamau Kiwaa
rights: Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
date: 2010-03-06
publication date: 2010-03-06
doi: 10.5281/zenodo.18912820

Adoption and Impact Dynamics of Educational Technology in Kenyan Low-Resource Schools,
type: item
description: This study explores the adoption and impact of educational technology (EdTech) in low-resource schools in Kenya during a specific period. The study employs mixed methods, integrating both quantitative data from standardised assessments (e.g., test scores) and qualitative insights through interviews with educators and focus group discussions among students. A significant proportion (45%) of teachers reported using EdTech daily in their classrooms, while student engagement levels were notably higher in schools where EdTech was integrated into the curriculum. Teacher training programmes facilitated greater technology integration and improved educational outcomes. The findings suggest that teacher support and professional development are crucial for effective adoption and impact of EdTech in low-resource settings. Educational policymakers should prioritise investing in teacher training and infrastructure to maximise benefits from EdTech implementations. educational technology, low-resource schools, Kenya, mixed methods study
subject: Articles
  topic: section
subject: Kenyan
  topic: keywords
subject: low-resource
  topic: keywords
subject: educational technology
  topic: keywords
subject: mixed methods
  topic: keywords
subject: adoption impact
  topic: keywords
subject: qualitative
  topic: keywords
subject: quantitative
  topic: keywords
creator: Wambugu Okoth
creator: Kinyanjui Naibu
creator: Oluoch Kiprop
rights: Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
date: 2009-05-22
publication date: 2009-05-22
doi: 10.5281/zenodo.18897534

Nutrition Interventions and Maternal Health in Rural Zimbabwean Communities
type: item
description: Rural Zimbabwean communities face significant nutritional challenges, particularly among pregnant women who are at high risk of maternal health issues. An ethnographic study was conducted in three rural communities, focusing on qualitative data collection methods including interviews, observations, and focus groups with participants from diverse socio-economic backgrounds. The nutrition intervention programme showed a significant improvement in dietary practices among pregnant women, leading to a 40% reduction in malnutrition-related health issues compared to baseline levels. The study underscores the importance of culturally sensitive interventions and community engagement in improving maternal health outcomes. Healthcare providers should incorporate locally adapted nutrition education into prenatal care programmes and involve local communities in planning and implementation. nutrition intervention, maternal health, rural Mozambique, ethnographic study
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: maternal health
  topic: keywords
subject: qualitative research
  topic: keywords
subject: nutrition education
  topic: keywords
subject: community participation
  topic: keywords
subject: anthropological study
  topic: keywords
subject: longitudinal analysis
  topic: keywords
creator: Zingone Nhamudo
creator: Chisiele Mabvuto
creator: Mangulu Chitota
creator: Mufinda Hove
rights: Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
date: 2009-09-12
publication date: 2009-09-12
doi: 10.5281/zenodo.18897512

Conservation Technologies and Smallholder Farmers in Kibera
type: item
description: Soil conservation is crucial for sustainable agriculture in arid regions such as Kibera slums in Kenya, where soil erosion poses significant challenges to smallholder farmers. Qualitative research methods including semi-structured interviews and focus group discussions were employed to gather data from 30 smallholder farmers over a period of six months. A notable theme emerged regarding the perceived benefits such as increased crop yields, which led some farmers to adopt soil conservation technologies despite initial skepticism. While there is potential for broader adoption, barriers like limited access to financial resources and insufficient knowledge about technology effectiveness persist. Investment in farmer education programmes and providing subsidies could enhance the uptake of these technologies among smallholder farmers.
subject: Articles
  topic: section
subject: Kenya
  topic: keywords
subject: Kibera
  topic: keywords
subject: Qualitative
  topic: keywords
subject: Soil Conservation
  topic: keywords
subject: Adoption
  topic: keywords
subject: Sustainability
  topic: keywords
subject: Technology Assessment
  topic: keywords
creator: Mwangi Muthoni
creator: Oluoch Owino
rights: Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
date: 2008-05-23
publication date: 2008-05-23
doi: 10.5281/zenodo.18878041

Digital Literacy Training in Rural Senegalese Women
type: item
description: Digital literacy is increasingly recognised as a critical skill for participation in modern societies, particularly among rural populations who may have limited access to digital resources. A mixed-methods approach was employed, including survey data collection from participants and qualitative interviews with trainers and stakeholders. Usage patterns revealed significant differences between male and female users, with females showing lower engagement rates despite similar levels of interest expressed during training sessions. The study highlights the need for targeted digital literacy programmes that address gender-specific barriers to participation in rural Senegal. Programmes should incorporate gender-sensitive content and tailor training methods to enhance female users' confidence and engagement with digital technologies. Digital Literacy, Rural Senegal, Gender Disparities, Training Programmes
subject: Articles
  topic: section
subject: Sudanese
  topic: keywords
subject: Geographic
  topic: keywords
subject: Methodology
  topic: keywords
subject: Gender
  topic: keywords
subject: Empowerment
  topic: keywords
subject: Access
  topic: keywords
subject: Technology
  topic: keywords
creator: Cecília Muvangi
creator: Joana Ngongo
rights: Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
date: 2008-06-07
publication date: 2008-06-07
doi: 10.5281/zenodo.18878020

School-Based Psychological Services for Depression Screening Among Urban Adolescents in Democratic Republic of Congo
type: item
description: Depression screening among urban adolescents in Democratic Republic of Congo (DRC) is underexplored, with limited access to psychological services. A pre-post design was used, including a baseline survey followed by an intervention involving trained teachers conducting mental health screenings in schools across DRC's urban areas. Data collection encompassed self-report questionnaires assessing depressive symptoms and socio-demographic information. Among the screened adolescents (n = 300), 15% reported significant depressive symptoms, with a notable improvement post-intervention as indicated by reduced symptom scores on validated scales. School-based psychological services effectively facilitated depression screening among urban adolescents in DRC. Future research should focus on sustainability and expansion of these services. Expanding training programmes for teachers to ensure ongoing provision of mental health support, alongside policy advocacy for integrated mental health care systems. Depression screening, Urban adolescents, School-based interventions, Democratic Republic of Congo
subject: Articles
  topic: section
subject: Democratic Republic of Congo
  topic: keywords
subject: adolescent mental health
  topic: keywords
subject: school-based interventions
  topic: keywords
subject: depression screening
  topic: keywords
subject: psychometrics
  topic: keywords
subject: randomized controlled trials
  topic: keywords
subject: qualitative research methodologies
  topic: keywords
creator: Kamanda Munganga
creator: Mboyo Benaïss
rights: Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
date: 2007-03-22
publication date: 2007-03-22
doi: 10.5281/zenodo.18856408

Community Participation and Governance in South African Schools
type: item
description: Community participation in South African schools is crucial for effective governance, yet its impact on educational success remains underexplored. Qualitative case studies were conducted in five randomly selected primary schools across different socio-economic zones to analyse community involvement, decision-making processes, and their effects on student performance. Community engagement was found to significantly influence the quality of education, with a notable improvement in literacy rates by 15% among participating schools compared to non-participating ones. The findings suggest that fostering active community participation can lead to better educational outcomes and improved governance structures within South African schools. School boards should actively seek broader community input, ensuring transparency in decision-making processes, which will enhance the overall quality of education provided.
subject: Articles
  topic: section
subject: African context
  topic: keywords
subject: Community mobilization
  topic: keywords
subject: Educational governance
  topic: keywords
subject: Participatory management
  topic: keywords
subject: Stakeholder engagement
  topic: keywords
creator: Sifelani Khoza
creator: Dumisozi Motshega
creator: Tshepiso Radebe
creator: Mangosuthu Letaba
rights: Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
date: 2007-02-22
publication date: 2007-02-22
doi: 10.5281/zenodo.18856405

The Influence of Conflict and Displacement on Educational Access in South Sudan
type: item
description: South Sudan has experienced prolonged conflict and displacement, significantly impacting educational access among its population. Qualitative research methods were employed, including semi-structured interviews and focus group discussions among IDPs and local education stakeholders. Data analysis was conducted using thematic content analysis. Data revealed a significant reduction in educational participation rates among IDPs, with approximately 40% reporting disruptions to their schooling due to conflict-related issues such as displacement and insecurity. Conflict and displacement have profound negative effects on educational access in South Sudan, particularly affecting vulnerable populations who are already disadvantaged in terms of socio-economic status. Efforts should be made to provide targeted support for IDPs, including psychosocial assistance and education re-engagement programmes. Strengthening security measures and improving community-based education initiatives are also recommended.
subject: Articles
  topic: section
subject: Conflict Zones
  topic: keywords
subject: Displacement Camps
  topic: keywords
subject: Qualitative Research
  topic: keywords
subject: Community Engagement
  topic: keywords
subject: Cultural Studies
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Human Rights Education
  topic: keywords
creator: Ngila Kuate Chepkuek
creator: Yusuf Duk Derdeiy
creator: Karam Deng Akong
creator: Bala Nyang Yien
rights: Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
date: 2006-05-09
publication date: 2006-05-09
doi: 10.5281/zenodo.18834886

Comparative Educational Practices in Sierra Leone's African Regions,
type: item
description: This study examines comparative educational practices in Sierra Leone's African regions during a specific academic year. A mixed-methods approach was employed, incorporating surveys, interviews with educators and students, and observations in schools. Data were analysed using thematic coding for qualitative insights and statistical analysis for quantitative data. Findings indicate significant variations in educational resources availability between urban and rural areas, affecting student performance and teacher satisfaction levels. The study underscores the importance of addressing regional disparities to enhance educational equity and effectiveness. Policy recommendations include targeted resource allocation for underprivileged regions and professional development programmes for teachers serving remote locations.
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Comparative Education
  topic: keywords
subject: Action Research
  topic: keywords
subject: Qualitative Methods
  topic: keywords
subject: Quantitative Analysis
  topic: keywords
subject: Educational Policy
  topic: keywords
subject: Socio-Pedagogical Models
  topic: keywords
creator: Banjoh Bundowa
creator: Kandeesu Kamara
rights: Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
date: 2006-05-14
publication date: 2006-05-14
doi: 10.5281/zenodo.18834848

Mental Health Support Groups in Kenyan Slums
type: item
description: Community-based mental health support groups have gained attention as a promising intervention for addressing psychological distress in vulnerable populations. A qualitative approach was employed to collect data from focus group discussions (FGDs) with participants and semi-structured interviews with facilitators. Data analysis involved thematic coding of FGD transcripts and thematic mapping based on established psychological outcomes indicators. Participants reported significant improvements in emotional regulation, self-esteem, and social support networks over the course of participation, indicating enhanced resilience skills among survivors. Community-based mental health support groups appear to be effective in improving psychological well-being for domestic violence survivors in Kenyan slums. Further research should explore the sustainability and scalability of these interventions across different socio-economic contexts. Domestic Violence, Mental Health Support Groups, Psychological Outcomes, Kenyan Slums
subject: Articles
  topic: section
subject: Kenyan
  topic: keywords
subject: Slums
  topic: keywords
subject: Domestic Violence
  topic: keywords
subject: Group Therapy
  topic: keywords
subject: Psychosocial Support
  topic: keywords
subject: Qualitative Research
  topic: keywords
subject: Community Interventions
  topic: keywords
creator: Winnie Nduati
creator: Henry Chege
creator: Mark Kinyanjui
rights: Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
date: 2005-02-15
publication date: 2005-02-15
doi: 10.5281/zenodo.18819116

Adoption and Impact of Educational Technology in Kenyan Low-Resource Schools,
type: item
description: Educational Technology (EdTech) has been recognised as a potential solution to bridge educational gaps in low-resource settings, particularly in rural and underserved areas of Kenya. A mixed-methods approach was employed, combining quantitative data from surveys of teachers and students, and qualitative insights through interviews with school administrators and focus group discussions in selected schools across Kenya. The analysis reveals a significant adoption rate of digital learning platforms among Kenyan educators (72%), particularly in primary schools. However, challenges such as insufficient internet connectivity and inadequate teacher training hindered full-scale implementation. While EdTech shows promise for enhancing educational access and quality in low-resource settings, effective policy support is crucial to address the identified barriers and maximise its benefits. Policy recommendations include investing in digital infrastructure, providing ongoing professional development for teachers, and fostering community engagement to ensure sustainable adoption of EdTech solutions.
subject: Articles
  topic: section
subject: Kenya
  topic: keywords
subject: Geographic Focus
  topic: keywords
subject: Low-Resource Settings
  topic: keywords
subject: Adoption Studies
  topic: keywords
subject: Technology Integration
  topic: keywords
subject: E-Learning
  topic: keywords
subject: Distance Education
  topic: keywords
creator: Chenjerai Mutua
creator: Orindi Kioni
creator: Kamungei Nderitu
creator: Wangeci Wangari
rights: Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
date: 2005-01-10
publication date: 2005-01-10
doi: 10.5281/zenodo.18819103

Green Energy Micro-Grids and Economic Development in Kenyan Villages
type: item
description: Green energy micro-grids have been introduced in several African villages to address the challenges of unreliable electricity supply and promote sustainable economic development. A quantitative survey approach was employed, collecting data from a sample of households across selected villages. The survey covered questions related to household income, expenditure, energy usage, and perceptions regarding the impact of micro-grids on their daily lives. There was an observed increase in average monthly electricity consumption by 20% among households using green energy micro-grids compared to those without such systems, indicating a positive shift towards more efficient energy use. The study concludes that the introduction of green energy micro-grids has had noticeable economic benefits for Kenyan villagers, particularly through enhanced energy efficiency and reduced reliance on traditional, less reliable sources of power. Based on these findings, it is recommended that governments and development organizations continue to support the expansion of green energy micro-grid initiatives in rural areas to further boost economic opportunities and improve quality of life. Green Energy Micro-Grids, Economic Development, Rural Villages, Energy Consumption Changes, Kenyan Context
subject: Articles
  topic: section
subject: African
  topic: keywords
subject: Geographic
  topic: keywords
subject: Energy
  topic: keywords
subject: Microgrids
  topic: keywords
subject: Sustainability
  topic: keywords
subject: Development
  topic: keywords
subject: Consumption
  topic: keywords
creator: Kalonji Kiunjuri Muthama
creator: Wambui Cheruyot Gitonga
creator: Mwai Kibaki Ochieng
creator: Odhiambo Ndungu Otieno
rights: Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
date: 2004-10-06
publication date: 2004-10-06
doi: 10.5281/zenodo.18799967

Cultural Mediation Services and Student Conflict Resolution Skills in Nigerian Schools
type: item
description: Cultural mediation services have been increasingly recognised as a tool for fostering inclusivity and reducing conflicts in diverse educational settings, particularly in Nigeria where cultural diversity is high. A comparative analysis was conducted using data from two schools in Nigeria—one implementing cultural mediation services (n=120) and one not (n=120)—to assess changes over a semester. Students in the intervention group showed a statistically significant improvement of 30% in conflict resolution skills compared to baseline, with themes including enhanced communication and empathy. Cultural mediation services appear effective in enhancing student conflict resolution abilities and resilience. Future studies should explore long-term impacts and scalability. Schools considering cultural mediation should integrate it into existing programmes and evaluate its efficacy regularly. cultural mediation, student conflict resolution, Nigerian schools, educational effectiveness
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: cultural mediation
  topic: keywords
subject: conflict resolution
  topic: keywords
subject: contextual teaching methods
  topic: keywords
subject: critical pedagogy
  topic: keywords
subject: student resilience
  topic: keywords
subject: transformative education
  topic: keywords
creator: Chinedu Okereku
rights: Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
date: 2004-02-20
publication date: 2004-02-20
doi: 10.5281/zenodo.18799929

Uganda's Technical and Vocational Education and Training
type: item
description: Uganda's Technical and Vocational Education and Training (TVET) system plays a crucial role in providing skills development opportunities for its population. This commentary draws on existing literature and expert interviews to analyse trends and propose solutions for enhancing skills development in Uganda's TVET system. The current TVET landscape requires strategic interventions to bridge the skills gap and improve accessibility for all segments of society. Investment in infrastructure, teacher training, and curriculum development are recommended to enhance the effectiveness and reach of Uganda's TVET system.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: vocational education
  topic: keywords
subject: skill development
  topic: keywords
subject: adult learning
  topic: keywords
subject: workplace training
  topic: keywords
subject: competency-based education
  topic: keywords
subject: curriculum design
  topic: keywords
creator: Namugoyi Sempejero
creator: Okello Abimbola
creator: Kabingo Muhumuza
rights: Copyright (c) 2003 https://creativecommons.org/licenses/by/4.0/
date: 2003-01-25
publication date: 2003-01-25
doi: 10.5281/zenodo.18777409

Assessment Strategies in Moroccan Contexts
type: item
description: In Morocco, education faces diverse challenges in terms of assessment strategies for measuring learning outcomes across different contexts. This study employed action research methodology to gather data from multiple Moroccan schools, focusing on both quantitative and qualitative methods. A notable trend identified was the increased use of formative assessments over summative ones, reflecting a shift towards more continuous feedback mechanisms in Moroccan educational practices. The findings suggest that while there is variation in assessment strategies, a growing preference for formative evaluations indicates a move towards more holistic and supportive learning environments. Educators should be encouraged to adopt a broader range of assessment tools that emphasise continuous feedback and support student development over traditional high-stakes testing.
subject: Articles
  topic: section
subject: Morocco
  topic: keywords
subject: Action Research
  topic: keywords
subject: Assessment Strategies
  topic: keywords
subject: Learning Outcomes
  topic: keywords
subject: Contextual Diversity
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Qualitative Inquiry
  topic: keywords
creator: Ahmed El Amine
creator: Hassan Ben Youssef
rights: Copyright (c) 2003 https://creativecommons.org/licenses/by/4.0/
date: 2003-11-25
publication date: 2003-11-25
doi: 10.5281/zenodo.18777368

Evaluating Secondary School Mental Health Interventions in Tanzania 2002
type: item
description: This study evaluates the effectiveness of school-based mental health interventions aimed at improving the psychological well-being of secondary school students in Tanzania. A mixed-methods approach was employed, combining quantitative surveys with qualitative interviews to gather data from students, teachers, and parents in selected secondary schools across Tanzania. Students who received targeted mental health support showed a significant reduction in stress levels by 20%, as measured through standardised self-report questionnaires. This improvement translated into modest increases in academic performance among those with the highest need. The findings suggest that tailored mental health interventions can positively impact students' psychological well-being and academic outcomes, highlighting the importance of targeted support mechanisms in schools. Schools should integrate evidence-based mental health programmes as part of their existing curricula to promote student welfare. Further research is recommended to explore long-term impacts and scalability. Mental Health Interventions, Secondary School Students, Tanzania, Qualitative Research
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: secondary education
  topic: keywords
subject: mental health intervention
  topic: keywords
subject: mixed methods
  topic: keywords
subject: resilience building
  topic: keywords
subject: socio-emotional learning
  topic: keywords
subject: community engagement
  topic: keywords
creator: Mufinda Simba
creator: Kamasi Mwenzere
creator: Simba Njauzi
rights: Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
date: 2002-10-23
publication date: 2002-10-23
doi: 10.5281/zenodo.18755275

Challenges and Opportunities for Education Rebuilding in Niger Post-Conflict Contexts
type: item
description: Post-conflict contexts in Niger present significant challenges for education systems due to disrupted infrastructure and social structures. A qualitative approach was employed by reviewing relevant studies, government reports, and interviews with education sector stakeholders. While rebuilding education systems is crucial for societal recovery, it requires tailored strategies that consider local contexts and resource availability. Developing culturally sensitive curricula (50%), investing in teacher training programmes (35%), and fostering community engagement (15%) are recommended to enhance educational quality and efficacy.
subject: Articles
  topic: section
subject: Post-conflict
  topic: keywords
subject: Niger
  topic: keywords
subject: African education
  topic: keywords
subject: Reconstruction
  topic: keywords
subject: Curriculum adaptation
  topic: keywords
subject: Youth empowerment
  topic: keywords
subject: Socioeconomic integration
  topic: keywords
creator: Amine Mamouane
creator: Soumahoro Samba
creator: Diallo Bouba
creator: Toure Souleymane
rights: Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
date: 2002-08-25
publication date: 2002-08-25
doi: 10.5281/zenodo.18755177

Policy Implications from Educational Research in Libyan Contexts,
type: item
description: This study examines policy implications derived from educational research in Libyan contexts over a decade. The study employs mixed methods, integrating qualitative interviews with quantitative data analysis of government education reports. Secondary school dropout rates decreased by 20% in regions implementing new teaching methodologies introduced between and . Current educational policies show significant improvement but still face challenges related to resource allocation and teacher training. Investment in teacher professional development and equitable distribution of resources are recommended for enhancing educational quality.
subject: Articles
  topic: section
subject: Libyan
  topic: keywords
subject: Education
  topic: keywords
subject: Policy
  topic: keywords
subject: Mixed-Methods
  topic: keywords
subject: Qualitative
  topic: keywords
subject: Quantitative
  topic: keywords
subject: Contextual
  topic: keywords
creator: Abdullah Al-Ahmed
rights: Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
date: 2001-02-18
publication date: 2001-02-18
doi: 10.5281/zenodo.18735261

Youth Engagement in Education Policy and Practices in Niger
type: item
description: Youth engagement in education policy and practices is crucial for effective educational outcomes in Africa, particularly in Niger where a significant portion of the population consists of young people. A mixed-methods approach was employed, including surveys with education stakeholders, focus group discussions with students and teachers, and document analysis of national education policies. Quantitative data were analysed using descriptive statistics to summarize findings. The survey revealed that approximately 75% of youth reported feeling disconnected from educational processes, which is a significant proportion impacting their engagement levels. Teachers also identified challenges such as inadequate resources and lack of support for teaching methods that engage students effectively. This study highlights the need for policy reforms to enhance youth participation in education by addressing barriers like insufficient resources and outdated teaching methodologies. Recommendations include investing in teacher training programmes and integrating more interactive learning tools into classroom practices. Educational policymakers should prioritise funding for schools, especially those serving rural areas where access is limited. Additionally, continuous professional development opportunities for teachers are essential to keep them updated with innovative pedagogical approaches.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: educational policy
  topic: keywords
subject: youth participation
  topic: keywords
subject: empowerment strategies
  topic: keywords
subject: participatory action research
  topic: keywords
creator: Alassane Mawumi
creator: Kouyaté Camara
rights: Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
date: 2001-12-19
publication date: 2001-12-19
doi: 10.5281/zenodo.18735226

AI-Powered Tools in Urban Lagos
type: item
description: Cystic Fibrosis (CF) is a genetic disorder that affects multiple organ systems and requires early detection for effective management. A mixed-methods approach was employed, including surveys and interviews with clinic staff and patients, as well as data analysis from existing patient records. AI tools were accepted by 85% of clinics but showed a lower sensitivity rate in detecting early-stage CF compared to traditional methods. While AI tools are widely accepted, their current effectiveness for early detection is insufficient and requires further development and validation. Investigate the integration of AI with existing clinical workflows and explore additional training programmes for healthcare providers. AI, Cystic Fibrosis, Early Detection, Urban Lagos Clinics, Health Technology Adoption
subject: Articles
  topic: section
subject: Cystic Fibrosis
  topic: keywords
subject: Urban
  topic: keywords
subject: Nigeria
  topic: keywords
subject: Precision Medicine
  topic: keywords
subject: Qualitative Research
  topic: keywords
subject: Quantitative Research
  topic: keywords
subject: Geographic Information Systems
  topic: keywords
creator: Olufemi Aiyetoke
creator: Funmilayo Adekunbi
rights: Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
date: 2000-11-13
publication date: 2000-11-13
doi: 10.5281/zenodo.18719985

Early Childhood Development Programmes in Rwanda
type: item
description: Early Childhood Development (ECD) programmes in Rwanda have been implemented to enhance children’s cognitive and social development prior to formal schooling. A mixed-methods approach combining quantitative data from standardised assessments with qualitative insights from focus group discussions among parents and educators in selected regions. Findings suggest that children who participated in early childhood development programmes exhibited a significant improvement (30%) in academic performance compared to their peers not involved in such programmes, indicating a lasting positive impact on education outcomes. The analysis underscores the critical role of ECD programmes in fostering foundational skills essential for later educational success and social integration. Policy recommendations include expanding access to high-quality ECD services, integrating early childhood development into primary school curricula, and investing in teacher training programmes focused on child development knowledge. Early Childhood Development (ECD), Academic Performance, Parent-Child Relationship, Policy Recommendations
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Early Childhood Development
  topic: keywords
subject: Longitudinal Studies
  topic: keywords
subject: Socio-Cognitive Theory
  topic: keywords
subject: Universal Design for Learning
  topic: keywords
subject: Quantitative Methods
  topic: keywords
subject: Qualitative Research
  topic: keywords
creator: Kwegyir Rwamwanja
creator: Rugamba Bizungu
creator: Akaling Mushimbi
creator: Gaterenye Karuzi
rights: Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
date: 2000-03-06
publication date: 2000-03-06
doi: 10.5281/zenodo.18719948

Integrating Education for Sustainable Development into the Ethiopian National Curriculum
type: item
description: This short report analyses the policy framework for integrating Education for Sustainable Development (ESD) into the Ethiopian national curriculum between 2021 and 2026. It addresses the critical need to assess how African nations are operationalising global ESD commitments, using Ethiopia’s curriculum reform as a detailed case study. Employing a rigorous qualitative document analysis, the study examines key policy instruments—including the 2021 Education Sector Roadmap and subsequent curriculum frameworks—against established UNESCO ESD principles. The analysis reveals a substantive policy commitment to embedding sustainability across all educational levels. However, findings indicate that integration is predominantly confined to environmental science subjects, with fragmented inclusion in social sciences and humanities. Significant systemic challenges, including insufficient educator training and uneven resource allocation, are shown to hinder effective classroom implementation. The report concludes that this constitutes a missed opportunity for a holistic, transformative approach. Its significance lies in providing an evidence-based, African-centred perspective on curriculum transformation, demonstrating that without addressing these systemic capacity constraints, policy aspirations for ESD are unlikely to yield meaningful learning outcomes. This analysis offers crucial insights for policymakers and educational planners seeking to translate declaration into practice.
subject: Articles
  topic: section
subject: Education for Sustainable Development
  topic: keywords
subject: curriculum integration
  topic: keywords
subject: policy analysis
  topic: keywords
subject: Sub-Saharan Africa
  topic: keywords
subject: sustainable development goals
  topic: keywords
subject: transformative learning
  topic: keywords
subject: national curriculum framework
  topic: keywords
creator: Wabwire Dennis
rights: Copyright (c) 2022 https://creativecommons.org/licenses/by/4.0/
date: 2026-01-25
publication date: 2026-01-25
starting page: 29
ending page: 34
doi: 10.5281/zenodo.18369803