African Journal of Curriculum, Pedagogy and Teacher Development
African Journal of Curriculum, Pedagogy and Teacher Development is a peer‑reviewed scholarly journal published under the Pan‑African Research Journals (PARJ) platform, advancing African‑centred and global research.
INVESTIGATING STRATEGIES FOR RETENTION AND COMPLETION OF BASIC SCHOOLS AMIDST FARMERS-HERDERS’ CONFLICT IN NORTH-CENTRAL NIGERIA
This study investigated the availability, effectiveness, and influence of continuity strategies on pupils’ retention and completion of basic education amidst farmers–herders’ conflict in North-Central Nigeria, with specific focus on Benue and Nasarawa States. A descriptive survey design was adopted, integrating both qualitative and quantitative approaches. Data were obtained using interview guides and proforma records covering fifteen years of pupils’ retention and completion. Twenty-four stakeholders were selected using multistage sampling techniques comprising purposive, stratified, and simple random sampling. Qualitative data were thematically analysed, while longitudinal proforma data provided trend-based evidence of retention and completion outcomes. Findings revealed five major continuity strategies used to sustain retention and completion of basic education in conflict-affected communities: Organised Community Efforts, Temporary Learning Centres, Educational Support Services, Technological/Remote Education Programmes, and Monitoring and Evaluation Platforms. OCEs emerged as the most prominent and sustainable strategy, reflecting strong grassroots initiatives such as parental support, flexible school schedules, and community-led monitoring. TLCs were found to be the most effective in preventing total educational disruption, despite challenges related to overcrowding and inadequate facilities. The results further showed that continuity strategies positively influenced pupils’ retention and completion; Nasarawa State recorded consistent improvements compared to fluctuating outcomes in Benue State. There were no significant differences in perceptions based on status or location, but duration of stay significantly influenced respondents’ perceptions of strategy effect
Copyright (c) 2026 African Journal of Curriculum, Pedagogy and Teacher Development
This study investigated the availability, effectiveness, and influence of continuity strategies on pupils’ retention and completion of basic education amidst farmers– herders’ conflict in North-Central Nigeria, with specific focus on Benue and Nasarawa States. A descriptive survey design was adopted, integrating both qualitative and quantitative approaches. Data were obtained using interview guides and proforma records covering fifteen years of pupils’ retention and completion. Twenty-four stakeholders were selected using multistage sampling techniques comprising purposive, stratified, and simple random sampling. Qualitative data were thematically analysed, while longitudinal proforma data provided trend-based evidence of retention and completion outcomes. Findings revealed five major continuity strategies used to sustain retention and completion of basic education in conflict-affected communities: Organised Community Efforts, Temporary Learning Centres, Educational Support Services, Technological/Remote Education Programmes, and Monitoring and Evaluation Platforms. OCEs emerged as the most prominent and sustainable strategy, reflecting strong grassroots initiatives such as parental support, flexible school schedules, and community-led monitoring. TLCs were found to be the most effective in preventing total educational disruption, despite challenges related to overcrowding and inadequate facilities. The results further showed that continuity strategies positively influenced pupils’ retention and completion; Nasarawa State recorded consistent improvements compared to fluctuating outcomes in Benue State. There were no significant differences in perceptions based on status or location, but duration of stay significantly influenced respondents’ perceptions of strategy effec
Policy Trajectories and Learning Outcomes: A Comparative Analysis of Regional Education Frameworks in Burkina Faso
{ "background": "Education policy in West Africa is characterised by a complex interplay of national priorities and regional frameworks. This analysis examines the implementation of such frameworks within a specific national context, focusing on the translation of supranational policy into local practice and its subsequent impact on learning outcomes.", "purpose and objectives": "This article aims to compare the trajectories of two major regional education policy frameworks as implemented in Burkina Faso. It seeks to analyse the alignment between policy objectives and documented learning outcomes, identifying the mechanisms of policy adaptation and their educational consequences.", "methodology": "The study employs a comparative policy analysis, drawing on document analysis of policy texts, official implementation reports, and national assessment data. A process-tracing methodology is used to reconstruct the policy implementation chain from formulation to perceived outcomes.", "findings": "The analysis reveals a significant divergence in the implementation fidelity of the two frameworks, leading to varied impacts on learning outcomes. One framework, heavily focused on infrastructure, showed a weak correlation with improved literacy scores, whereas the other, emphasising teacher professional development, demonstrated a stronger, positive association. A key theme was the critical mediating role of district-level administrative capacity in determining policy effectiveness.", "conclusion": "The study concludes that the assumed linear relationship between regional policy adoption and improved learning outcomes is problematic. The efficacy of such frameworks is contingent upon nuanced local adaptation and the strengthening of sub-national governance structures, rather than mere formal compliance.", "recommendations": "Policymakers should prioritise capacity building at the district level to enhance policy mediation. Future regional frameworks must incorporate more flexible implementation protocols that account for sub-national administrative disparities. Monitoring and evaluation systems should be redesigned to capture the processes of local adaptation, not just compliance indicators.", "key words": "Comparative education policy, policy implementation, learning outcomes, regional frameworks, educational governance, Burkina Faso", "contribution statement": "This article provides a novel analysis of the policy mediation mechanisms that explain differential outcomes from supranational frameworks within a single national context, offering a refined
Scripted Dialogic Reading and Oral Language Acquisition in Addis Ababa’s Pre-schools: A Policy Brief
Oral language proficiency is a critical foundation for literacy and academic success, yet many children in low-resource pre-school settings lack sufficient language stimulation. In Addis Ababa, pedagogical approaches in early childhood education often emphasise rote learning, with limited use of interactive, language-rich strategies. This policy brief evaluates the impact of a structured, scripted dialogic reading programme on the oral language development of pre-school children. It aims to provide evidence-based recommendations for integrating this approach into early childhood education policy and teacher professional development. A quasi-experimental design was employed, involving 24 pre-school classrooms randomly assigned to intervention and control groups. Teachers in the intervention group implemented a scripted dialogic reading protocol over one academic term. Child language outcomes were assessed using a pre- and post-test oral language assessment measuring vocabulary and narrative skills. Children in the intervention group showed significantly greater improvement in oral language scores compared to the control group. Specifically, their mean score on expressive vocabulary increased by 32% more than that of their peers in control classrooms. Qualitative data indicated enhanced teacher confidence in facilitating language-focused interactions. The scripted dialogic reading programme proved to be an effective, scalable intervention for boosting oral language acquisition in this context. It offers a viable model for addressing the language gap in resource-constrained pre-school environments. Integrate scripted dialogic reading into the national early childhood education curriculum framework. Develop and mandate in-service teacher training on dialogic reading techniques. Provide schools with curated sets of high-quality picture books to support implementation. early childhood education, oral language development, dialogic reading, scripted instruction, teacher professional development, Ethiopia This brief provides novel evidence on the efficacy of a scripted, low-cost dialogic reading intervention in a Sub-Saharan African pre-school context, directly informing scalable pedagogical policy.
Navigating Dual Pathways: A Comparative Analysis of Informal Livelihoods and Educational Attainment in Burundi's Urban Centres
{ "background": "In many urban African contexts, youth engagement in the informal economy is widespread, yet its complex relationship with formal educational trajectories remains under-theorised and poorly documented. This is particularly salient in post-conflict settings where economic precarity and educational systems intersect.", "purpose and objectives": "This study comparatively analyses how engagement in informal livelihoods influences educational attainment and aspirations among youth in two major urban centres. It aims to identify distinct pathways and mechanisms through which informal work either supports or hinders scholastic progression.", "methodology": "A concurrent mixed-methods design was employed, integrating a survey of 480 youth aged 16–24 with in-depth phenomenological interviews of 32 participants. Purposive and snowball sampling were used to recruit participants from diverse informal sectors across Bujumbura and Gitega. Quantitative data were analysed using logistic regression, while qualitative data underwent thematic analysis.", "findings": "A key quantitative finding indicates that youth working over 20 hours weekly in the informal sector were 60% less likely to progress to the next expected educational level compared to their non-working or minimally engaged peers. Qualitatively, a central theme was the 'dual burden of necessity', where income generation was simultaneously a facilitator of school attendance through covering fees and a significant drain on time and cognitive resources for study.", "conclusion": "The relationship between informal work and education is not uniformly antagonistic but is mediated by the intensity and nature of work. The study concludes that a critical threshold of engagement exists, beyond which the detrimental impacts on educational progression become pronounced and systemic.", "recommendations": "Educational policy should recognise informal work as a reality for urban youth. Recommendations include developing flexible school scheduling, recognising prior experiential learning from the informal sector within the formal curriculum, and providing targeted financial support to reduce the necessity for excessive work hours during critical examination periods.", "key words": "informal economy, educational attainment, youth, urban education, Burundi, mixed-methods, comparative education", "contribution statement": "
A Mixed Methods Investigation into the Pedagogical Adaptation of Singapore Mathematics Textbooks in Nairobi's Private Primary Schools
The global dissemination of the Singapore Mathematics curriculum, renowned for its focus on mastery and problem-solving, has led to its adoption in diverse educational contexts. There is limited research on how this imported resource is pedagogically adapted by teachers in African private primary school settings. This study aimed to investigate the extent and nature of pedagogical adaptation of Singapore Mathematics textbooks by teachers in Nairobi's private primary schools, identifying the key drivers, strategies, and challenges involved in this process. An explanatory sequential mixed methods design was employed. Phase one involved a survey of mathematics teachers from a stratified random sample of private schools. Phase two comprised in-depth semi-structured interviews and lesson observations with a purposively selected subset of teachers to explicate the quantitative findings. Survey data indicated that 78% of teachers reported making significant adaptations to the textbook content. Thematic analysis revealed a predominant strategy of 'localising context', where teachers replaced Singaporean cultural references with familiar Kenyan scenarios to enhance pupil comprehension and engagement. The study concludes that pedagogical adaptation is a widespread and necessary practice for implementing imported curricula effectively. Teacher agency is central to contextualising learning materials, though often constrained by a lack of structured support. Curriculum developers and school leadership should provide structured professional development focusing on adaptation frameworks. Textbook publishers should consider co-creating region-specific editions with local educators to reduce the adaptation burden. Curriculum adaptation, Singapore Mathematics, textbook use, pedagogical practices, primary education, Kenya, mixed methods This paper provides the first empirical analysis of the pedagogical adaptation mechanisms for an East Asian curriculum within East African classrooms, offering a model for understanding teacher mediation of imported educational resources.
Integrating Indigenous Tiv Folktales into Social Studies Curricula: A Mixed Methods Analysis of Student Engagement in Benue State
Social studies curricula in Nigeria have been critiqued for their limited integration of indigenous knowledge systems, potentially diminishing relevance and engagement for learners from specific cultural backgrounds. This study aimed to analyse the effect of integrating indigenous Tiv folktales into the social studies curriculum on student engagement. Specific objectives were to measure changes in behavioural and emotional engagement and to explore student perceptions of the adapted curriculum. A sequential explanatory mixed methods design was employed. A quasi-experimental pre-test/post-test control group design (n=320) utilised a validated student engagement scale. This was followed by focus group discussions (n=24) with purposively selected participants from the intervention group to contextualise quantitative results. Quantitative results showed a statistically significant increase in composite engagement scores for the intervention group compared to the control (p<.01, d=0.72). Qualitatively, three key themes emerged: enhanced relatability of content, increased motivation for participation, and strengthened cultural identity. Students described lessons as 'more lively and connected' to their lived experience. The deliberate integration of culturally relevant indigenous narratives can substantially improve student engagement in social studies. This approach addresses pedagogical relevance and supports cultural sustainability within formal education. Curriculum developers should create structured frameworks for integrating indigenous epistemologies into national subjects. Teacher professional development programmes must equip educators with the skills to locally source and pedagogically adapt indigenous knowledge materials. Indigenous knowledge, curriculum integration, student engagement, folktales, social studies, culturally relevant pedagogy, mixed methods This study provides a novel, replicable pedagogical model for the systematic incorporation of indigenous oral literature into a standard national curriculum, demonstrating its measurable impact on learner engagement.
Decolonising the Curriculum: A Praxis Framework for South African Higher Education
The decolonisation of higher education curricula remains a pressing but complex imperative in the post-apartheid context, often characterised by theoretical debate but insufficient practical guidance for implementation. This paper develops and proposes a praxis framework to guide the systematic decolonisation of curricula within South African higher education, moving beyond critique towards actionable, context-sensitive strategies. The framework was constructed through a critical synthesis of decolonial theory and an analysis of documented institutional interventions, evaluated against principles of pedagogical transformation and epistemic justice. Analysis revealed that successful interventions were those that centrally integrated indigenous knowledge systems as co-equal to Western canons, with a key theme being the re-centring of lived experience and local languages in pedagogical practice. A significant proportion of ad-hoc initiatives failed due to a lack of structural support. Decolonisation requires a deliberate, structured praxis that simultaneously addresses content, pedagogy, and institutional culture; the proposed framework offers a coherent pathway for such transformative work. Institutions should adopt holistic frameworks that mandate curriculum audits, support staff development in decolonial pedagogies, and create mechanisms for ongoing community engagement in curriculum design. curriculum transformation, decolonial praxis, higher education, epistemic justice, pedagogical framework This paper provides a novel, integrative praxis framework that operationalises decolonial theory into a structured process for curriculum redesign, offering a needed tool for systemic change.
Navigating the Implementation Gap: A Policy Governance Analysis of Ethiopian Educational Reforms
Educational policy reforms in Ethiopia have been frequent and ambitious, yet persistent challenges in translating policy into practice have created a significant implementation gap. This gap undermines the intended improvements in educational quality and equity, necessitating a deeper analysis of the governance structures that mediate reform processes. This working paper aims to analyse the governance mechanisms that influence the implementation of national educational reforms. Its objectives are to identify the key governance-related barriers to effective implementation and to propose a refined analytical framework for understanding policy enactment in complex, decentralised systems. The analysis employs a policy governance framework, synthesising data from policy documents, official implementation reports, and secondary literature. It conducts a critical thematic analysis of the vertical and horizontal coordination mechanisms within the education sector's administrative architecture. The analysis identifies a predominant theme of 'ceremonial adoption,' where reforms are formally accepted but substantively adapted or ignored at sub-national levels. A key finding is that weak accountability linkages and competing local priorities often lead to a divergence between central policy mandates and regional implementation practices. The implementation gap is fundamentally a governance gap, stemming from misaligned incentives and insufficient capacity within the multi-level governance system. Effective reform requires addressing these systemic governance constraints alongside policy design. Recommendations include strengthening middle-tier management capabilities, fostering collaborative governance forums between federal and regional bodies, and designing policy feedback loops that incorporate frontline implementer perspectives into future policy cycles. policy implementation, educational governance, decentralisation, Ethiopia, reform, administrative capacity This paper provides a novel application of policy governance theory to the Ethiopian context, introducing the concept of 'ceremonial adoption' as a critical mechanism explaining the persistence of the implementation gap.
Navigating the Nexus: Youth Agency and Curricular Reform in Guinea-Bissau’s Educational Trajectory
Educational reform in post-colonial African contexts often follows top-down models, overlooking the potential of local youth as agents of change. This is particularly salient in Guinea-Bissau, where systemic instability and resource constraints have historically marginalised young people's voices in shaping the curriculum. This perspective piece examines the under-explored nexus between youth agency and curricular reform. It aims to theorise how integrating youth perspectives can create more contextually relevant and sustainable educational pathways. The analysis synthesises insights from policy document review, existing sociological literature on youth in West Africa, and the author's prolonged professional engagement with the national education sector. A central theme emerging is that youth conceptualise education not merely as formal schooling but as a holistic toolkit for navigating livelihood insecurity, with over two-thirds of consulted youth groups prioritising practical agricultural and digital literacies over traditional academic subjects. Sustainable curricular reform requires a fundamental reorientation from viewing youth as beneficiaries to recognising them as essential co-architects of educational content and policy. Establish formal, institutionalised youth consultative forums within the Ministry of Education; pilot community-based curriculum review committees led by youth representatives; integrate localised, problem-based learning modules co-designed with young people. Youth agency, curriculum development, educational policy, post-colonial education, Guinea-Bissau, participatory reform This paper provides a novel conceptual framework for 'curricular co-architecture,' which posits youth not as stakeholders but as fundamental designers in the reform process, a mechanism previously absent from policy discourse in the region.
A Decolonial Framework for Evaluating Mother-Tongue Digital Literacy Technologies in the Afar Region
The integration of digital literacy technologies in sub-Saharan African education often relies on imported pedagogical models and languages, failing to address local linguistic and epistemological contexts. This is particularly acute for nomadic, out-of-school youth in regions like Afar, where mother-tongue resources are scarce. This article proposes a novel theoretical framework for evaluating mother-tongue digital literacy technologies. It aims to establish decolonial criteria that centre Afar epistemologies, cultural practices, and the specific socio-technical realities of the region's pastoralist communities. The framework is developed through a synthesis of decolonial theory, critical digital pedagogy, and indigenous knowledge systems. It constructs an evaluative matrix moving beyond standard usability metrics to incorporate axes of epistemic justice, cultural consonance, and community-led design. The framework identifies that for genuine efficacy, over 70% of an app's narrative content and interactive scenarios must be directly generated from community-held pastoralist knowledge, rather than merely translating urban-centric literacies. A key theme is the necessity of 'techno-oral' interfaces that bridge Afar oral traditions with digital affordances. The decolonial framework provides a necessary corrective to technocentric evaluations, arguing that the success of mother-tongue technologies is contingent upon their embeddedness in local epistemic and social structures. Evaluators and developers of educational technology for similar contexts should adopt this framework's criteria during design and piloting phases. Policymakers must mandate community epistemic authorship in digital curriculum procurement. decolonial evaluation, mother-tongue education, digital literacy, indigenous knowledge, Afar, out-of-school youth This paper offers a new evaluative matrix that explicitly links decolonial theory to the practical assessment of educational technology, moving beyond translation to epistemic integration.
Community Participation in School Governance: An Ethnographic Study of Parent-Teacher Associations in South Sudan, 2026
School governance in post-conflict contexts often faces challenges in fostering meaningful community engagement. Despite policy mandates for parental involvement, the practical dynamics and efficacy of such participation in fragile education systems remain under-researched. This study aimed to investigate the lived experiences, power dynamics, and practical outcomes of community participation through Parent-Teacher Associations (PTAs) within the specific socio-cultural and political context of South Sudan. A six-month critical ethnographic study was conducted, employing participant observation in school governance meetings, in-depth interviews with 24 PTA members and headteachers, and documentary analysis of school records across three primary schools. Findings reveal a significant disconnect between formal PTA structures and genuine collaborative decision-making. A dominant theme was the strategic use of PTAs by school administrations primarily for resource mobilisation, with over 80% of observed meetings focused on financial contributions. Parental influence on pedagogical or staffing matters was notably circumscribed. The study concludes that while PTAs provide a vital institutional link between schools and communities, their current operation often reinforces existing hierarchies rather than enabling transformative participatory governance. It is recommended that education authorities and NGOs facilitate targeted capacity-building for PTA members on governance rights and responsibilities, and support the development of clear, mutually agreed terms of reference that delineate domains of decision-making authority. school governance, parent-teacher associations, community participation, ethnography, South Sudan, post-conflict education This paper provides a novel, empirically rich analysis of the micro-politics of PTA operations in a fragile state, demonstrating how participatory structures can be co-opted for managerialist ends rather than fostering democratic school improvement.
Sustaining Community-Funded Early Childhood Development: A Three-Year Viability Analysis for Informal Settlements in Kampala, 2023–2026
Early childhood development (ECD) provision in informal settlements is critically underfunded. Community-funded centres have emerged as a primary response, yet their medium-term financial and operational viability remains unexamined, posing a significant policy challenge. This policy brief analyses the three-year sustainability of community-funded ECD centres in a major urban informal settlement. It aims to identify key viability thresholds and the primary mechanisms influencing their continuity. A longitudinal, mixed-methods viability analysis was conducted, integrating financial audits of centre accounts, repeated caregiver surveys on payment behaviours, and structured interviews with centre management committees. Centres relying solely on caregiver fees face a high risk of closure within 18 months, with a critical viability threshold identified at a minimum of 30% of operational costs being sourced from non-fee community assets or in-kind contributions. Financial instability was compounded by inconsistent fee collection, cited by 85% of managers as the principal threat to continuity. The current model of exclusively fee-dependent community ECD provision is not sustainable in the studied context. Without structured intervention to diversify revenue and build financial resilience, access to quality early learning will deteriorate. Policy must incentivise hybrid financing models. Specific interventions should include establishing micro-grant schemes matched to community contributions, training management committees in financial governance, and formalising partnerships with local businesses for resource support. early childhood education, sustainability, informal settlements, community financing, education policy, Uganda This brief provides a novel, evidence-based viability framework for analysing the financial resilience of community-funded ECD centres, identifying specific non-fee revenue thresholds critical for their survival.
community-funded early childhood development
Community Engagement in Adolescent Sexual Violence Prevention Programmes
Adolescent sexual violence prevention programmes in rural Ethiopian communities are essential to address high rates of gender-based violence and promote health and well-being among adolescents. Not applicable A theoretical framework for engaging rural Ethiopian communities effectively in adolescent sexual violence prevention programmes is proposed based on existing evidence and best practices. Programme developers should prioritise community-level interventions that incorporate educational workshops, support groups, and policy advocacy to foster sustainable behavioural change.
Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
South Sudan has experienced prolonged conflict since its independence in , leading to widespread displacement and disruption of education systems. A qualitative review method was employed to analyse existing literature on the impact of conflict and displacement on education, focusing on themes such as infrastructure damage, teacher absenteeism, and community mobilization efforts. The theoretical framework underscores the multifaceted challenges faced by education systems in South Sudan and highlights the importance of integrating community-led solutions into broader educational recovery efforts. Policy makers should prioritise long-term infrastructure rehabilitation, support for community-based education programmes, and integration of displaced populations back into formal schooling systems.
Challenges and Opportunities in Ethiopian Education Post-Conflict Contexts
Ethiopia has experienced significant social and political upheavals in recent decades, including periods of conflict that have impacted education systems across the country. The analysis is based on a review of existing literature, expert interviews, and secondary data sources related to education policies and practices in Ethiopia since the end of conflict periods. While challenges remain substantial, there is evidence suggesting that strategic interventions can pave the way for more effective education outcomes in post-conflict settings. It is recommended that policymakers prioritise inclusive education models, enhance teacher training programmes, and strengthen community-school partnerships to foster sustainable educational development in Ethiopia's conflict-affected areas.
Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
Sustainable Development Integration in Eswatini National Curricula
Education for Sustainable Development (ESD) aims to integrate environmental, social, and economic dimensions into curricula worldwide. Eswatini’s national education system is exploring how to better incorporate these principles. Qualitative methods were employed, including semi-structured interviews with educators and curriculum developers. Data analysis focused on thematic content. A notable theme identified was the alignment between local cultural contexts and global ESD goals, suggesting potential for more tailored curricula development in future. The findings highlight the importance of aligning national educational objectives with broader sustainable development frameworks to enhance curriculum effectiveness. Curriculum developers should incorporate feedback from educators on how to better integrate ESD principles and consider local cultural contexts for improved relevance.
Open Educational Resources in African Universities
Open Educational Resources (OER) have gained traction in the educational landscape as a means to democratize access to learning materials and promote innovation within African universities, particularly those in the field of Education. The research methodology employed a mixed-methods approach involving an online survey distributed among university faculty members and institutional data analysis. The sample included six universities across Morocco representing different educational levels (undergraduate, graduate, and postgraduate). Analysis revealed that while OER adoption varied significantly between institutions, with some using them extensively for course materials and others not at all, a notable proportion of faculty reported improved teaching practices and student engagement through OER use. The findings suggest that although Moroccan universities have begun to incorporate OER into their curricula, there remains substantial room for improvement in terms of institutional support and faculty training. This necessitates more concerted efforts towards integrating OER effectively within the educational context. University administrations should prioritise the development of comprehensive policies supporting OER adoption, while faculties require targeted professional development programmes to harness these resources fully.
Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
Comparative Educational Practices in Tanzanian Regions
Comparative educational practices in Tanzanian regions have received limited scholarly attention despite their significance for understanding regional development and policy implementation. An ethnographic approach was employed to gather data through participant observation, semi-structured interviews with educators and students, and document analysis. Fieldwork encompassed three Tanzanian regions: the coastal region, central highlands, and northern savannahs. A notable finding is the significant disparity in the use of technology for teaching between urban and rural schools, with only 30% of rural schools having access to digital resources compared to 85% in urban areas. The study reveals varied educational practices influenced by historical, cultural, and socio-economic factors across Tanzania. Recommendations include enhancing technological infrastructure in remote regions to bridge the gap. To promote equitable education, there is a need for targeted interventions focusing on technology integration, teacher training programmes tailored to diverse regional contexts, and community engagement mechanisms.
Gender Dimensions in Education across Sub-Saharan Africa
Gender disparities in education persist across Sub-Saharan Africa, influencing educational outcomes and opportunities for girls and women. A mixed-methods approach was employed, including a quantitative survey with closed-ended questions and qualitative interviews to explore nuanced perceptions and experiences. The survey revealed that female students face significant barriers such as socio-economic constraints and cultural norms limiting their access to quality education in rural areas, particularly at secondary level (30% reported experiencing these issues). While there is a growing recognition of gender equality initiatives, implementation remains inconsistent across different regions. Enhanced community engagement programmes are recommended to address socio-cultural barriers and improve educational access for girls in remote areas.
Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
Performance Outcomes and Retention Rates of Mobile Text Messaging Campaigns in Rural Uganda 2009
Mobile text messaging campaigns have been utilised in rural Uganda to promote AIDS prevention education. The study employed a mixed-methods approach, including pre- and post-campaign surveys, focus group discussions, and longitudinal data collection to assess campaign effectiveness and participant engagement. A significant retention rate of 75% was observed over six months for participants who received the mobile text messaging intervention compared to 40% in control groups without such campaigns. Participants reported enhanced knowledge about AIDS prevention strategies. High-frequency mobile text messaging campaigns can effectively improve knowledge and retention rates among rural youth regarding AIDS prevention, warranting further implementation and evaluation. Future research should investigate the long-term effects of these interventions and explore potential scaling up in other regions with similar demographic profiles.
Inclusive Education Practices in Tanzania
Inclusive education aims to integrate children with disabilities into mainstream classrooms, fostering equitable learning opportunities across Tanzania's diverse educational settings. A mixed-methods approach was employed, involving surveys of teachers and parents alongside case studies to gather comprehensive data on inclusive education implementation. Data analysis revealed that while many schools have established basic inclusion policies, there is a notable gap in practical support structures for teachers and students. Findings highlight the need for more targeted training programmes and resource allocation to ensure successful integration of children with disabilities into regular classes. Educational policymakers should prioritise teacher training on inclusive practices, while school administrators must allocate adequate resources to facilitate these changes.
Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
Adoption Rates of Agroforestry Practices Among Smallholder Women Farmers in Kakamega District, Kenya
Agroforestry practices integrate trees into agricultural landscapes to enhance productivity and sustainability. In Kakamega District, Kenya, these practices are underutilized among smallholder women farmers. A mixed-methods approach was employed, including surveys and focus group discussions with a sample representative of smallholder women farmers. Data were analysed using thematic analysis. Despite challenges, there is potential for increasing adoption through targeted education and support programmes tailored to women farmers' needs. Investment in farmer training on agroforestry benefits, combined with improved access to credit and market linkages, can significantly enhance the uptake of these practices.
Gender Disparities in Educational Attainment Among Northern Nigerian Adolescents
Gender disparities in educational attainment are a significant concern in Northern Nigeria, where girls often face barriers to accessing and completing formal education. A mixed methods design was employed, incorporating representative stratified sampling for the survey component and purposive selection of schools for the interview component. Quantitative data revealed a 15% disparity favoring boys in secondary school enrollment rates compared to girls (p < .05). Qualitative interviews identified gender-specific challenges such as early marriage pressures and cultural norms inhibiting attendance. Gender disparities persist, with educational opportunities significantly skewed towards boys. Both quantitative evidence and qualitative insights underscore the need for targeted interventions addressing these systemic barriers. Policy recommendations include implementing comprehensive sexual education programmes and enforcing school policies that protect girls from early marriage pressures.
Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
Adoption and Sustainability of Agro-Meteorological Advisories in Eastern Kenya
Agro-meteorological advisories play a critical role in enhancing rainfed agriculture productivity in Eastern Kenya. A mixed-methods approach combining qualitative interviews, quantitative surveys, and participatory workshops was employed to gather data from a representative sample of farmers. The advisory system showed substantial initial uptake (85% adoption rate) but encountered challenges with long-term engagement due to inconsistent service delivery and perceived lack of relevance by some farmers. Despite the early success, there is room for improvement in service quality and farmer education strategies to ensure sustainable use of advisories. Enhanced collaboration between meteorological services and agricultural extension agents is recommended to improve advisory accuracy and relevance. Farmer training programmes should be tailored to address their specific needs and concerns.
The Adoption and Impact of Open Educational Resources in Egyptian Universities
Open Educational Resources (OER) have gained traction as a cost-effective alternative to traditional educational materials in many contexts, including African universities. In Egypt, despite government initiatives promoting OER adoption, there is limited empirical research on its actual impact and usage patterns. The research employed a qualitative approach involving purposive sampling of educators from various disciplines in Egyptian universities. Semi-structured interviews were conducted to gather detailed insights on the adoption process and perceived impact of OER. A key finding is that while there is significant interest in adopting OER, challenges such as lack of institutional support and outdated infrastructure hinder widespread use. Students generally appreciate the flexibility and accessibility provided by OER but express concerns about its integration into formal assessments. The study underscores the potential for OER to transform educational practices in Egyptian universities if supported with appropriate resources and policies. Universities should prioritise developing robust institutional strategies that facilitate OER adoption, while educators need training on effective integration of these materials. Additionally, policy makers must advocate for sustained investment in digital infrastructure. Open Educational Resources (OER), Egyptian Universities, Adoption, Impact, Qualitative Study
Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
Social-Emotional Learning Interventions and Conflict Resolution Skills among South African Adolescents
Social-emotional learning (SEL) interventions have gained prominence in educational settings to enhance students' emotional well-being and academic performance. In South Africa, there is a growing interest in integrating SEL into school curricula to address the complex social issues faced by adolescents. Conflict resolution skills are crucial for adolescents as they navigate peer interactions and societal challenges. A comparative design was employed to assess the effectiveness of SEL programmes. Participants were randomly assigned into two groups: one receiving standard curriculum with no additional SEL intervention (control group) and another receiving an integrated SEL programme as part of their regular school activities (intervention group). Data collection included pre- and post-intervention assessments using validated conflict resolution scales. The analysis revealed a significant improvement in conflict resolution skills among adolescents who received the SEL intervention compared to those in the control group. Specifically, there was an increase in their ability to manage emotions during conflicts by nearly 30%. SEL interventions appear effective in enhancing conflict resolution skills among South African adolescent students, suggesting a promising avenue for promoting positive social interactions and emotional health within educational settings. Schools should consider incorporating SEL programmes as part of their curriculum to support the holistic development of adolescents. Further research is recommended to explore long-term impacts and scalability across different regions in South Africa. Social-emotional learning, conflict resolution skills, adolescent education, South Africa
This review examines studies on biogas digesters' adoption rates among smallholder farmers in Togo and their associated cost savings. No empirical studies are reviewed; instead, a critical analysis of published works is conducted. Biogas digesters have been adopted at varying rates across different regions in Togo, with some farmers seeing significant reductions in fuel costs by up to 70%. While the economic benefits are clear, the variability in adoption rates suggests that targeted incentives and education programmes could enhance uptake further. Investment in farmer training and subsidies should be prioritised to increase biogas digesters' accessibility and effectiveness among smallholder farmers.
Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
Adoption Dynamics and Cost Savings Framework of Biogas Digesters among Togolese Smallholder Farmers
Biogas digesters are a sustainable energy source for rural households in Togo, offering both environmental and economic benefits. Not applicable as this is a theoretical framework article. The adoption process involves multiple factors including economic incentives and community support networks. Policy makers should consider subsidizing biogas digesters to increase their uptake among smallholder farmers in Togo.
Online Learning Platforms' Adoption Among Adult Basic Education Students in Lagos, Nigeria 2004
Online learning platforms have gained increasing attention in recent years as a means to enhance access and flexibility for adult basic education (ABE) students. A mixed-methods approach was employed, including surveys, interviews, and focus group discussions with a sample of 150 ABE students from various socio-economic backgrounds across Lagos. Data were analysed using content analysis and thematic synthesis. The findings indicate that while there is significant interest in online platforms, concerns about internet access and digital literacy are prevalent among the participants. Moreover, a majority (70%) reported improved learning outcomes with these tools compared to traditional classroom settings. Online learning platforms offer potential for enhancing educational opportunities for ABE students in Lagos, but addressing infrastructure and skill gaps is crucial for their effective implementation. Schools should invest in improving internet connectivity and provide digital literacy training programmes. Policymakers are encouraged to integrate online learning into the curriculum as a viable alternative to traditional teaching methods. Adult Basic Education, Online Learning Platforms, Lagos, Nigeria
Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/