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.
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/
Teacher Collaboration in Community Schools
This study explores teacher collaboration practices in community schools within Nairobi, Kenya, focusing on the impact of Professional Learning Communities (PLCs). Community schools are characterized by diverse student populations and limited resources. Qualitative research methods were employed, involving semi-structured interviews with teachers from community schools in Nairobi. Data analysis focused on thematic coding to identify common patterns of collaboration and impact. Teachers reported increased efficacy in addressing diverse learning needs through collaborative planning sessions, achieving a 70% satisfaction rate in improved teaching strategies implementation. PLCs significantly enhance teacher collaboration by fostering shared responsibility for student success. This study provides insights into effective professional development models suitable for community school settings. School administrators should prioritise PLCs as a core component of their professional development programmes, ensuring adequate resources and support are in place to sustain these initiatives.
Ethnicity and Entrepreneurial Support Programmes
The urban Ethiopian market presents a significant entrepreneurial opportunity for adolescent girls, who are often marginalized in traditional economic structures. Theoretical development through literature review and conceptual synthesis without empirical data collection or analysis. The theoretical framework underscores the importance of integrating cultural nuances into entrepreneurial support programmes to foster inclusive economic growth in urban Ethiopian markets. Develop culturally specific support services and conduct further empirical research to validate these theoretical insights.
Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
Challenges and Opportunities in Distance Education for Rural African Communities in Kenya
Distance education in rural African communities of Kenya faces significant challenges such as limited access to technology, infrastructure deficiencies, and cultural barriers, but also offers opportunities for equitable educational access. A mixed-methods approach combining qualitative interviews with quantitative data analysis from existing surveys to explore perceptions and practices related to distance learning in these areas. Distance education programmes are predominantly used for primary education (80%) rather than secondary, indicating a gap in service provision. Cultural acceptance of digital platforms varies significantly by region, affecting student engagement and dropout rates. While rural communities show potential interest in distance learning, existing initiatives often fail to meet the diverse needs of students due to technological limitations and cultural resistance. Investment should be prioritised in infrastructure development, particularly internet connectivity, alongside culturally tailored educational materials and training for teachers. Collaboration between government bodies, non-profit organizations, and local communities is essential for successful implementation.
Evaluating Digital Literacy Among Youth Leaders in Sudanese Community Development Projects in Guinea-Bissau
Digital literacy has become a critical skill for community leaders in various contexts, including those working on development projects in Guinea-Bissau and Sudanese communities. The study employed a combination of surveys (n=150) and focus group discussions (n=20). Quantitative data were analysed using descriptive statistics, while thematic analysis was applied to qualitative data. A mixed-methods framework guided the integration of results. Participants exhibited significant improvements in digital literacy skills post-training, with a 46% increase in proficiency levels across all assessed areas (e.g., internet navigation and social media use). Focus group discussions revealed that perceived relevance of training content was paramount to participants' engagement. The findings suggest that targeted digital literacy programmes can substantially enhance the efficacy of community development projects, particularly when aligned with participant needs and interests. Recommendations for future research include diversifying training formats and incorporating ongoing support mechanisms. Future studies should consider varied learning environments and incorporate continuous feedback loops to ensure sustained success in digital literacy initiatives among youth leaders. Digital Literacy, Youth Leaders, Community Development, Guinea-Bissau, Sudan
Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
Challenges and Opportunities in Distance Education within Rural African Communities in South Africa
Distance education has gained traction in rural African communities within South Africa, particularly as a means to bridge educational gaps and provide equitable access to learning resources. A survey was conducted among educators and learners from rural South African schools, employing a mixed-methods approach with both quantitative and qualitative data collection techniques. The findings reveal that technological infrastructure limitations (42%) and lack of digital literacy skills (38%) are the most significant challenges reported by respondents. Additionally, there is an emerging theme of underutilized potential for community engagement in distance education programmes. This study highlights the critical role of supportive policies and investments in overcoming current barriers to ensure sustainable and effective distance education within rural South African communities. Recommendations include prioritising digital infrastructure development, enhancing teacher training on e-learning platforms, and fostering community involvement in educational initiatives.
Sustainable Development Strategies in Nigerian Education
Sustainable development in Nigeria's education sector is increasingly recognised as crucial for addressing socio-economic challenges. No empirical data or results are provided. Instead, the analysis draws on existing literature and theoretical frameworks to explore potential solutions for educational sustainability in Nigeria. While existing strategies show promise, they often lack comprehensive community engagement and fail to address long-term sustainability goals. A more holistic approach that integrates educational content with practical community-based projects could significantly enhance educational outcomes. Educators and policymakers should prioritise collaborative planning processes involving local communities, integrating environmental education into curricula, and developing robust monitoring mechanisms for sustainable development initiatives.
Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
Professional Development Programmes and Learning Outcomes in Ghanaian Schools
Teacher professional development programmes (TPDPs) play a crucial role in enhancing educational outcomes in Ghanaian schools. The theoretical development will draw upon existing literature and expert interviews in Ghanaian education settings. The theoretical framework provides educators with a structured approach for designing and implementing effective TPDPs, thereby enhancing educational quality and student achievement. School administrators should prioritise the inclusion of regular training sessions, mentoring programmes, and collaborative learning spaces to foster teacher growth and improve student outcomes.