African Coaching Science (Social/Education)
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.
Innovative Pedagogies for Enhancing STEM Education Outcomes in Senegal
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
Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
Quantitative Assessment of Policy Interventions on Rural Children's Access to Formal Education in Tanzania
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.
Adoption and Impact Dynamics of Educational Technology in Kenyan Low-Resource Schools,
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
Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
Nutrition Interventions and Maternal Health in Rural Zimbabwean Communities
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
Conservation Technologies and Smallholder Farmers in Kibera
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.
Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
Digital Literacy Training in Rural Senegalese Women
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
School-Based Psychological Services for Depression Screening Among Urban Adolescents in Democratic Republic of Congo
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
Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
Community Participation and Governance in South African Schools
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.
The Influence of Conflict and Displacement on Educational Access in South Sudan
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.
Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
Comparative Educational Practices in Sierra Leone's African Regions,
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.
Mental Health Support Groups in Kenyan Slums
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
Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
Adoption and Impact of Educational Technology in Kenyan Low-Resource Schools,
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.
Green Energy Micro-Grids and Economic Development in Kenyan Villages
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
Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
Cultural Mediation Services and Student Conflict Resolution Skills in Nigerian Schools
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
Uganda's Technical and Vocational Education and Training
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.
Copyright (c) 2003 https://creativecommons.org/licenses/by/4.0/
Assessment Strategies in Moroccan Contexts
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.
Evaluating Secondary School Mental Health Interventions in Tanzania 2002
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
Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
Challenges and Opportunities for Education Rebuilding in Niger Post-Conflict Contexts
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.
Policy Implications from Educational Research in Libyan Contexts,
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.
Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
Youth Engagement in Education Policy and Practices in Niger
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.
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
Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
Early Childhood Development Programmes in Rwanda
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
Integrating Education for Sustainable Development into the Ethiopian National Curriculum
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.
Copyright (c) 2022 https://creativecommons.org/licenses/by/4.0/