African Journal of Curriculum, Pedagogy and Teacher Development
type: channel
description: 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.
language: en
publication name: African Journal of Curriculum, Pedagogy and Teacher Development
items: Open Educational Resources in African Universities
items: Comparative Educational Practices in Tanzanian Regions
items: Gender Dimensions in Education across Sub-Saharan Africa
items: Performance Outcomes and Retention Rates of Mobile Text Messaging Campaigns in Rural Uganda 2009
items: Inclusive Education Practices in Tanzania
items: Adoption Rates of Agroforestry Practices Among Smallholder Women Farmers in Kakamega District, Kenya
items: Gender Disparities in Educational Attainment Among Northern Nigerian Adolescents
items: Adoption and Sustainability of Agro-Meteorological Advisories in Eastern Kenya
items: The Adoption and Impact of Open Educational Resources in Egyptian Universities
items: Social-Emotional Learning Interventions and Conflict Resolution Skills among South African Adolescents
items: Biogas Digesters in Togo
items: Adoption Dynamics and Cost Savings Framework of Biogas Digesters among Togolese Smallholder Farmers
items: Online Learning Platforms' Adoption Among Adult Basic Education Students in Lagos, Nigeria 2004
items: Teacher Collaboration in Community Schools
items: Ethnicity and Entrepreneurial Support Programmes
items: Challenges and Opportunities in Distance Education for Rural African Communities in Kenya
items: Evaluating Digital Literacy Among Youth Leaders in Sudanese Community Development Projects in Guinea-Bissau
items: Challenges and Opportunities in Distance Education within Rural African Communities in South Africa
items: Sustainable Development Strategies in Nigerian Education
items: Professional Development Programmes and Learning Outcomes in Ghanaian Schools

Open Educational Resources in African Universities
type: item
description: 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.
subject: Articles
  topic: section
subject: African
  topic: keywords
subject: Comparative
  topic: keywords
subject: Distance
  topic: keywords
subject: E-learning
  topic: keywords
subject: Framework
  topic: keywords
subject: Methodology
  topic: keywords
subject: Pedagogy
  topic: keywords
creator: Ahmed El Mansouri
rights: Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
date: 2010-01-10
publication date: 2010-01-10
doi: 10.5281/zenodo.18909213

Comparative Educational Practices in Tanzanian Regions
type: item
description: 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.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Cultural studies
  topic: keywords
subject: Comparative education
  topic: keywords
subject: Anthropology
  topic: keywords
subject: Socio-cultural analysis
  topic: keywords
subject: Methodological frameworks
  topic: keywords
creator: Githae Mburu
creator: Chingunji Kimutai
creator: Kasina Nguni
creator: Mwita Kibet
rights: Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
date: 2010-02-27
publication date: 2010-02-27
doi: 10.5281/zenodo.18909129

Gender Dimensions in Education across Sub-Saharan Africa
type: item
description: 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.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: Tanzania
  topic: keywords
subject: Gender
  topic: keywords
subject: Education
  topic: keywords
subject: Equity
  topic: keywords
subject: Qualitative
  topic: keywords
subject: Quantitative
  topic: keywords
creator: Mvula Nsimba
creator: Simba Kikweti
creator: Kamanda Mwinyi
rights: Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
date: 2009-06-23
publication date: 2009-06-23
doi: 10.5281/zenodo.18895144

Performance Outcomes and Retention Rates of Mobile Text Messaging Campaigns in Rural Uganda 2009
type: item
description: 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.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: mobile communications
  topic: keywords
subject: retention rates
  topic: keywords
subject: behavioural change models
  topic: keywords
subject: qualitative evaluation
  topic: keywords
subject: iterative design methodologies
  topic: keywords
subject: rural education outreach
  topic: keywords
creator: Kaboko Okello
rights: Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
date: 2009-02-01
publication date: 2009-02-01
doi: 10.5281/zenodo.18895109

Inclusive Education Practices in Tanzania
type: item
description: 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.
subject: Articles
  topic: section
subject: Tanzania
  topic: keywords
subject: Inclusion
  topic: keywords
subject: Disability Studies
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Cultural Competence
  topic: keywords
subject: Participatory Research
  topic: keywords
creator: Saliya Kinyanjui
creator: Mwenye Msuya
creator: Kamanda Mpongo
rights: Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
date: 2008-02-08
publication date: 2008-02-08
doi: 10.5281/zenodo.18872414

Adoption Rates of Agroforestry Practices Among Smallholder Women Farmers in Kakamega District, Kenya
type: item
description: 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.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: agroforestry
  topic: keywords
subject: sustainability
  topic: keywords
subject: smallholder women farmers
  topic: keywords
subject: Kakamega District
  topic: keywords
subject: participatory rural appraisal
  topic: keywords
subject: contextual analysis
  topic: keywords
creator: Muriithi Ochieng
creator: Kibet Mutua
rights: Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
date: 2008-08-26
publication date: 2008-08-26
doi: 10.5281/zenodo.18872373

Gender Disparities in Educational Attainment Among Northern Nigerian Adolescents
type: item
description: 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.
subject: Articles
  topic: section
subject: Geographic
  topic: keywords
subject: Africa
  topic: keywords
subject: Nigeria
  topic: keywords
subject: Cultural
  topic: keywords
subject: Sociocultural
  topic: keywords
subject: Ethnographic
  topic: keywords
subject: Qualitative
  topic: keywords
creator: Chinyere Okachoro
rights: Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
date: 2007-07-17
publication date: 2007-07-17
doi: 10.5281/zenodo.18852256

Adoption and Sustainability of Agro-Meteorological Advisories in Eastern Kenya
type: item
description: 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.
subject: Articles
  topic: section
subject: African Agriculture
  topic: keywords
subject: Adoption Theory
  topic: keywords
subject: Climate Change Adaptation
  topic: keywords
subject: Participatory Approach
  topic: keywords
subject: Sustainability Models
  topic: keywords
subject: Quantitative Methods
  topic: keywords
subject: Qualitative Research
  topic: keywords
creator: Waweru Cheruiyos
creator: Ngugi Mwangi
creator: Okoth Njeri
rights: Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
date: 2007-06-23
publication date: 2007-06-23
doi: 10.5281/zenodo.18852234

The Adoption and Impact of Open Educational Resources in Egyptian Universities
type: item
description: 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
subject: Articles
  topic: section
subject: African
  topic: keywords
subject: Qualitative
  topic: keywords
subject: Methodology
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: E-learning
  topic: keywords
subject: Contextualization
  topic: keywords
subject: Discourse Analysis
  topic: keywords
creator: Ahmed Abdel Razak
creator: Amr El-Sayed
rights: Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
date: 2006-04-10
publication date: 2006-04-10
doi: 10.5281/zenodo.18830184

Social-Emotional Learning Interventions and Conflict Resolution Skills among South African Adolescents
type: item
description: 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
subject: Articles
  topic: section
subject: African contexts
  topic: keywords
subject: SEL interventions
  topic: keywords
subject: conflict resolution
  topic: keywords
subject: social-emotional learning
  topic: keywords
subject: adolescent development
  topic: keywords
subject: qualitative assessment
  topic: keywords
subject: cross-cultural analysis
  topic: keywords
creator: Nokuthula Ntshwane
creator: Sipho Mkhelo
creator: Mthunyekile Tshabalala
creator: Zola Khumalo
rights: Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
date: 2006-06-02
publication date: 2006-06-02
doi: 10.5281/zenodo.18830148

Biogas Digesters in Togo
type: item
description: 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.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: biogas
  topic: keywords
subject: sustainability
  topic: keywords
subject: smallholder
  topic: keywords
subject: case study
  topic: keywords
subject: rural
  topic: keywords
subject: economics
  topic: keywords
creator: Abele Koffie
creator: Obiang Tioko
creator: Gnassi Woleko
rights: Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
date: 2005-04-15
publication date: 2005-04-15
doi: 10.5281/zenodo.18815926

Adoption Dynamics and Cost Savings Framework of Biogas Digesters among Togolese Smallholder Farmers
type: item
description: 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.
subject: Articles
  topic: section
subject: Sustainability
  topic: keywords
subject: Smallholder Agriculture
  topic: keywords
subject: Adoption Theory
  topic: keywords
subject: Economic Benefits
  topic: keywords
subject: Cost-Benefit Analysis
  topic: keywords
subject: Geographic Focus
  topic: keywords
subject: Development Models
  topic: keywords
creator: Afrighin Edoriniœnou
creator: Logi Akoto
rights: Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
date: 2005-06-24
publication date: 2005-06-24
doi: 10.5281/zenodo.18815871

Online Learning Platforms' Adoption Among Adult Basic Education Students in Lagos, Nigeria 2004
type: item
description: 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
subject: Articles
  topic: section
subject: African
  topic: keywords
subject: Methodology
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Quantitative
  topic: keywords
subject: Qualitative
  topic: keywords
subject: Acceptance
  topic: keywords
subject: Technology
  topic: keywords
creator: Oluwaseye Olayemi
creator: Oluremi Adebiyi
creator: Chinedu Obiakọkwube
rights: Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
date: 2004-09-05
publication date: 2004-09-05
doi: 10.5281/zenodo.18795410

Teacher Collaboration in Community Schools
type: item
description: 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.
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Community Schools
  topic: keywords
subject: Collaborative Teaching
  topic: keywords
subject: Professional Learning Communities
  topic: keywords
subject: Teacher Collaboration
  topic: keywords
subject: Qualitative Research
  topic: keywords
subject: Nairobi
  topic: keywords
creator: Njori Nyikal
creator: Kamau Kioni
creator: Odhiambo Otieno
rights: Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
date: 2004-12-20
publication date: 2004-12-20
doi: 10.5281/zenodo.18795389

Ethnicity and Entrepreneurial Support Programmes
type: item
description: 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.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: adolescent development
  topic: keywords
subject: feminist theory
  topic: keywords
subject: gender studies
  topic: keywords
subject: market economics
  topic: keywords
subject: qualitative methodology
  topic: keywords
subject: social entrepreneurship
  topic: keywords
creator: Fasil Getachew
creator: Abeba Desta
creator: Ketema Tadesse
creator: Mekdes Negash
rights: Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
date: 2002-05-06
publication date: 2002-05-06
doi: 10.5281/zenodo.18751672

Challenges and Opportunities in Distance Education for Rural African Communities in Kenya
type: item
description: 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.
subject: Articles
  topic: section
subject: African
  topic: keywords
subject: Distance
  topic: keywords
subject: Education
  topic: keywords
subject: Infrastructure
  topic: keywords
subject: Methodology
  topic: keywords
subject: Opportunities
  topic: keywords
subject: Rural
  topic: keywords
creator: Chiragai Gitonga
creator: Muthama Mwaura
creator: Kithinji Kiunga
rights: Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
date: 2002-01-11
publication date: 2002-01-11
doi: 10.5281/zenodo.18751656

Evaluating Digital Literacy Among Youth Leaders in Sudanese Community Development Projects in Guinea-Bissau
type: item
description: 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
subject: Articles
  topic: section
subject: Sudanese
  topic: keywords
subject: Guinea-Bissau
  topic: keywords
subject: Digital Literacy
  topic: keywords
subject: Youth Leadership
  topic: keywords
subject: Community Development
  topic: keywords
subject: Mixed-Methods
  topic: keywords
subject: Quantitative Qualitative
  topic: keywords
creator: Mamady Njai
creator: Samba Diallo
rights: Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
date: 2001-11-22
publication date: 2001-11-22
doi: 10.5281/zenodo.18732150

Challenges and Opportunities in Distance Education within Rural African Communities in South Africa
type: item
description: 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.
subject: Articles
  topic: section
subject: African
  topic: keywords
subject: Distance
  topic: keywords
subject: Education
  topic: keywords
subject: Rural
  topic: keywords
subject: South
  topic: keywords
subject: Africa
  topic: keywords
subject: Socioeconomic
  topic: keywords
creator: Sipho Mathebula
rights: Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
date: 2001-11-10
publication date: 2001-11-10
doi: 10.5281/zenodo.18732114

Sustainable Development Strategies in Nigerian Education
type: item
description: 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.
subject: Articles
  topic: section
subject: Nigerian
  topic: keywords
subject: Sub-Saharan
  topic: keywords
subject: Sustainability
  topic: keywords
subject: Development Studies
  topic: keywords
subject: Critical Pedagogy
  topic: keywords
subject: Ecocriticism
  topic: keywords
subject: Africana Education
  topic: keywords
creator: Chinenye Okechukwu
rights: Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
date: 2000-10-24
publication date: 2000-10-24
doi: 10.5281/zenodo.18717329

Professional Development Programmes and Learning Outcomes in Ghanaian Schools
type: item
description: 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.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Constructivism
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Participatory
  topic: keywords
subject: Induction
  topic: keywords
subject: Critical
  topic: keywords
creator: Ferdowsi Anyanwu
creator: Yaa Gyamfi
creator: Abena Asare
creator: Kofi Amoako
rights: Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
date: 2000-03-08
publication date: 2000-03-08
doi: 10.5281/zenodo.18717297