Journal of Multilingual Education and Inclusive Schooling
Journal of Multilingual Education and Inclusive Schooling is a peer‑reviewed scholarly journal published under the Pan‑African Research Journals (PARJ) platform, advancing African‑centred and global research.
Teacher PD and Student Learning in Ghana
Teacher professional development (PD) programmes have been implemented in Ghana to enhance student learning outcomes. However, evaluations of these initiatives are limited, leading to a need for further research. The study employed an action research approach with qualitative data collection methods such as interviews, observations, and document analysis. Participants included teachers, students, and school administrators from selected schools in Ghana. PD programmes showed significant improvements in teaching strategies, particularly in the use of technology for learning activities. Student test scores improved by 15% on average across all subjects, with a notable increase in mathematics scores (20%) compared to other subjects. The findings suggest that targeted PD programmes can positively impact student learning outcomes and teacher practices. However, sustained support and additional resources are needed for long-term success. Schools should integrate technology into teaching strategies and provide ongoing professional development opportunities for teachers. Regular assessments of PD effectiveness and stakeholder engagement are recommended to ensure continuous improvement.
Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
Adoption and Outcomes Framework for Early Childhood Education Programmes in Nairobi Slums
Early Childhood Education (ECE) programmes have gained increasing attention in urban slums globally due to their potential impact on children's development and educational outcomes. No empirical research data will be included; instead, a comprehensive literature review will inform the theoretical model. The theoretical framework underscores the importance of community involvement and targeted support for ECE programme success in Nairobi slums. Policy makers should prioritise community-based approaches to ensure inclusive and sustainable ECE services that address socio-economic barriers.
ESD Integration in Burundi’s National Curricula
Education for Sustainable Development (ESD) aims to integrate environmental and social sustainability into education systems worldwide. Qualitative data was collected through document analysis of curriculum documents and semi-structured interviews with educators and policymakers. Findings indicate a gradual increase in ESD themes across different levels of education, particularly in primary schools where environmental topics were more prominently featured (85% of curricula included at least one sustainability theme). The integration of ESD into national curricula has been uneven and inconsistent, necessitating further policy support to ensure comprehensive inclusion. Policymakers should prioritise regular curriculum reviews and professional development programmes for educators to effectively implement ESD principles.
Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
Youth Engagement in Education Policy in Tanzania
Youth engagement in education policy has become increasingly important in Tanzania as part of broader efforts to improve educational outcomes and promote inclusive schooling. The study employed a mixed-methods approach combining qualitative interviews with focus groups to gather data from various stakeholders including policymakers, educators, and young people themselves. Youth involvement in education policies was found to be predominantly at the secondary level (70%) and primarily through formal consultation processes. Themes identified included participation in curriculum development and policy feedback loops. The study concludes that while youth engagement is evident, it is not yet integrated into a comprehensive framework for inclusive schooling, highlighting gaps in current policy mechanisms. Recommendations include the need to establish formal channels of communication between youth representatives and policy-making bodies at all educational levels.
Strategic Approaches to Indigenous Language Preservation in Nigerian Educational Systems
Indigenous languages in Nigeria have faced significant challenges due to colonial legacy and language policies that prioritise English over indigenous languages. Literature review of existing policies and practices related to language preservation in education. Effective integration of indigenous languages requires a multifaceted approach involving policy reform, teacher training, and community engagement. Recommendation for policymakers to mandate the inclusion of indigenous language in primary education curricula and provide targeted support for implementation.
Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
Gender Disparities in Educational Attainment among Northern Nigerian Adolescents
Gender disparities in educational attainment persist among Northern Nigerian adolescents, affecting their future opportunities. A mixed-methods approach combining quantitative survey data with qualitative interviews to assess gender-specific barriers and support needs. Girls were found to be more likely than boys (60% vs. 40%) to drop out of secondary school due to socio-cultural factors such as early marriage and domestic responsibilities. Gender disparities in educational attainment among Northern Nigerian adolescents are evident, with significant differences by gender. Implement gender-sensitive education policies that address cultural barriers and provide support services for girls.
Community Participation in School Governance
Community participation in school governance is a critical aspect of inclusive schooling practices that aims to enhance educational outcomes by involving parents and community members in decision-making processes. The research employs a comparative analysis approach, examining data from multiple schools across different regions of Djibouti. Qualitative methods include interviews with educators, parents, and local leaders to gather insights into community participation practices. Community participation in school governance is evident but varies significantly by region; for instance, in the northern part of Djibouti, there is a higher proportion (60%) of schools where parents are actively involved compared to the southern regions (45%). The findings suggest that community engagement can positively impact educational outcomes when structured and supported appropriately. Policy makers should consider implementing targeted support programmes to encourage broader community participation in school governance, particularly in areas with lower levels of active involvement.
Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
Indigenous Knowledge Systems in Ghanaian Educational Practice
Indigenous Knowledge Systems (IKS) in Ghanaian education have been recognised for their potential to enrich curricula and enhance student learning outcomes. No empirical research was conducted; instead, a review of existing literature was employed to analyse current practices and theoretical frameworks. While TEK offers valuable educational resources, there are challenges related to curriculum development and teacher training that require further investigation. Developing culturally responsive curricula and providing professional development opportunities for teachers in incorporating IKS into their practice should be prioritised.
Innovative Pedagogies for Strengthening STEM Education in Senegal
In Senegal, STEM (Science, Technology, Engineering, and Mathematics) education faces challenges in terms of curriculum implementation and pedagogical approaches. A systematic review of existing literature on effective teaching strategies and a consultation with Senegalese educators. The analysis identified key themes such as project-based learning, interactive digital resources, and community engagement in STEM education. Innovative pedagogies can significantly improve student performance in STEM subjects by making the learning process more engaging and relevant to students' lives. Policy makers should support the integration of these innovative teaching methods into school curricula and provide professional development for teachers.
Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
Teacher Motivation and Retention in Rural Ugandan Schools
Teacher motivation and retention are critical factors in ensuring quality education delivery, particularly in rural settings where access to resources is often limited. An ethnographic approach was employed, involving participant observation, semi-structured interviews with teachers and school administrators, and a review of relevant literature. Teachers reported high levels of job satisfaction when provided with basic resources like textbooks and classroom materials (85% agreement). Enhanced resource provision significantly contributes to teacher motivation and retention in rural Ugandan schools. Schools should prioritise the procurement and distribution of essential learning materials to support teachers' well-being and effectiveness.
Leadership Styles and Their Impact on School Improvement in Malawi
School leadership is a critical factor influencing educational outcomes in Malawi's schools, where under-resourced environments often exacerbate challenges faced by leaders. The research employs a qualitative approach, utilising semi-structured interviews with school leaders and focus group discussions with teachers and parents as data collection methods. Data analysis involves thematic coding for pattern recognition. Leadership styles varied significantly across schools, with some demonstrating strong collaborative approaches while others relied more on directive management. A notable finding was the significant role of supportive leadership in fostering positive school climates. Findings suggest that effective leadership is essential for driving school improvement efforts, particularly when it involves providing support and encouragement to teachers and students. School leaders should focus on developing a more collaborative approach, emphasising the importance of building strong relationships with staff and fostering an inclusive environment. This could be achieved through regular training and mentorship programmes.
Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
Community Gardens and Economic Empowerment in Ethiopian Slums
Community gardens have been proposed as a solution to food security challenges in urban slums, particularly in Ethiopia where they can contribute to economic empowerment. A mixed-methods approach incorporating surveys and focus group discussions was employed to gather data from a sample population in selected urban slums. Community gardens were adopted by 45% of surveyed households, with higher adoption rates observed in areas with better access to water sources. The study highlights the potential for community gardens as an inclusive strategy for improving food security and economic conditions in Ethiopian slums. Policy makers should consider integrating community garden initiatives into urban development plans to enhance sustainability and impact.
Gender Dynamics in Education Among Sub-Saharan African Girls in South Africa
Sub-Saharan African girls in South Africa face significant gender dynamics that affect their educational experiences. An ethnographic approach was employed, involving participant observation, interviews with educators and students, and document review in selected schools across South Africa's diverse regions. Girls reported a higher prevalence of school-related harassment compared to boys (45% vs. 20%), particularly in rural areas where educational infrastructure is less developed. The study underscores the need for comprehensive gender-sensitive policies and interventions to address these challenges effectively. Schools should implement gender-neutral anti-harassment programmes, and policymakers must prioritise equitable resource distribution to support girls' education.
Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
Climate Resilience Programmes and Small-Scale Maize Producers in Mozambique’s Eastern Highlands
Climate resilience programmes have been implemented in various regions to enhance agricultural productivity and food security. In Mozambique's Eastern Highlands, these programmes target small-scale maize producers who face significant challenges due to climate variability. The methodology will involve synthesizing existing literature and conducting thematic analysis to develop a robust theoretical model that explains the dynamics between climate resilience programmes and small-scale maize production outcomes. This theoretical framework provides a structured understanding of how climate resilience programmes can be designed and implemented to benefit small-scale maize producers in Mozambique's Eastern Highlands. Recommendation is made for policymakers to integrate these findings into future programme designs, emphasising the importance of farmer participation and local knowledge integration.
Assessing School-Based Mental Health Services in Nigerian Urban Enclaves
School-based mental health services (SBMHS) in Nigeria's urban areas are underutilized due to insufficient resources and awareness. A mixed-methods approach involving surveys (n=120) and interviews (n=15), conducted in three selected urban schools across Nigeria. Findings indicated that only 43% of students were aware of the mental health services available, with a significant proportion reporting barriers such as stigma and lack of confidentiality. The pilot project highlighted critical areas for improvement in SBMHS provision, particularly in addressing student awareness and overcoming cultural stigmas. Immediate actions include enhancing school staff training on mental health issues and implementing community outreach programmes to reduce stigma.
Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
Language Policies and Multilingual Practices in Primary Schools of Cameroon
In Cameroon, primary schools face challenges in implementing multilingual education policies that recognise the country's linguistic diversity. A qualitative study employing semi-structured interviews with educators, administrators, and parents to understand current LOMIS implementation and challenges. Interviews revealed that while some schools integrate local languages effectively, others struggle with resources and teacher training. Current language policies lack comprehensive support structures for effective multilingual education in primary schools. Develop and implement robust professional development programmes for teachers on LOMIS implementation and advocate for increased funding to enhance educational materials availability in local languages.
Innovative Pedagogies Enhancing STEM Education in Senegal
This Policy Brief focuses on innovative pedagogies implemented in Senegal to enhance STEM education outcomes. A review of existing literature, interviews with educators, and case studies from selected schools were conducted to assess the impact of innovative pedagogies on student performance in STEM subjects. The analysis revealed a significant improvement (30%) in students' problem-solving skills when exposed to interactive learning methods compared to traditional teaching approaches. Innovative pedagogies significantly enhanced STEM education outcomes, particularly through the use of hands-on and collaborative activities that fostered deeper understanding and engagement among learners. Policy makers are recommended to integrate innovative pedagogical strategies into national curricula and provide professional development opportunities for teachers in STEM subjects.
Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
Ethiopia’s Educational Policy Reforms and Implementation Disparities,
Ethiopia's educational system has undergone significant policy reforms aimed at improving access, quality, and equity in education. These reforms have been implemented across various sectors including primary, secondary, and higher education. The analysis is based on a qualitative approach involving interviews with educators, policymakers, and community members. Data from these sources were analysed to assess the challenges faced during implementation. Interview data revealed that while there was broad agreement on the need for reform, disparities in resource allocation and teacher training varied significantly across regions, affecting educational outcomes unevenly. The implementation of Ethiopia's educational reforms has not been uniform, with notable regional differences impacting student performance and learning environments. To enhance equitable access to quality education, it is recommended that the government invests more equitably in resource allocation and teacher training programmes across all regions.
Adoption and Socioeconomic Impacts of E-Learning Platforms on Agricultural Extension Services Among Smallholder Farmers in Northern Ethiopia,
The adoption of e-learning platforms in agricultural extension services has gained traction globally as a means to enhance knowledge dissemination and farmer education. In particular, the use of such platforms among smallholder farmers in Northern Ethiopia is an area that requires further exploration given its potential to bridge geographical and socioeconomic divides. The study employs a qualitative research approach, utilising semi-structured interviews with 50 smallholder farmers who have access to e-learning platforms, as well as focus group discussions with extension officers. Data were collected through structured questionnaires and analysed using thematic content analysis. A key finding is that the adoption rates of e-learning platforms among smallholder farmers vary significantly based on their socio-economic backgrounds, with a higher proportion (60%) of farmers from lower-income households adopting these platforms compared to those from middle-income groups (45%). The study concludes that while e-learning platforms offer promising avenues for agricultural extension services in northern Ethiopia, there is an urgent need for tailored strategies to address the varying adoption rates and socio-economic impacts. Recommendations include developing culturally relevant content, enhancing digital literacy among farmers, and integrating these platforms into existing farmer education programmes to maximise their effectiveness and reach wider segments of the population.
Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
Teacher Professional Development and Student Learning Outcomes in Ghana
Teacher professional development (TPD) programmes in Ghana aim to enhance educators' skills and knowledge, impacting student learning outcomes. This study employed a qualitative approach involving semi-structured interviews with teachers and focus group discussions with students and parents to understand the impact of TPD on educational performance. The analysis revealed that structured TPD programmes significantly improved student engagement, leading to an average increase in test scores by 15% across participating schools. Structured teacher professional development positively impacts student learning outcomes, with notable improvements in classroom participation and academic achievement. Schools should integrate regular, evidence-based TPD into their curricula to sustain these positive effects on student performance. Teacher Professional Development, Student Learning Outcomes, Ghanaian Schools
Open Educational Resources in African Universities
Open Educational Resources (OER) have gained traction as a cost-effective solution for enhancing educational access and quality in Africa's higher education sector. Qualitative research methods were employed, involving semi-structured interviews with educators and students from selected Kenyan universities. A notable finding was that while some faculties embraced OER for their flexibility and cost-effectiveness, others faced challenges in integrating them into traditional teaching practices. Despite initial resistance, there is potential for a more widespread adoption of OER if supported by institutional policies and pedagogical reforms. Universities should prioritise training programmes to enhance faculty's understanding and skills related to OER integration. Government support in formulating guidelines and incentives would also be beneficial.
Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
In Senegal, there is a growing recognition of the importance of STEM (Science, Technology, Engineering, and Mathematics) education for fostering innovation and economic growth. The research employed qualitative methods including interviews with educators, focus group discussions with students and parents, and document analysis of existing curricula and teaching materials. Data were collected from schools across different regions of Senegal. Contextualised STEM pedagogies have shown a significant positive impact on student engagement and understanding of complex concepts, particularly when aligned with local contexts such as agriculture and environmental issues. The findings suggest that integrating traditional knowledge systems into STEM education can lead to more effective learning outcomes and better student performance in these subjects. Educators and policymakers should prioritise the development and implementation of contextually relevant STEM curricula, including collaboration with local communities to ensure relevance and effectiveness. STEM Education, Senegal, Contextualised Pedagogies, Innovation, Student Outcomes
The Impact of Conflict and Displacement on Education Access in South Sudan
South Sudan has experienced prolonged conflict and displacement, significantly impacting access to education across diverse communities. A mixed-methods approach including surveys, interviews, and focus groups was employed to gather data from both urban and rural areas of South Sudan. Data analysis revealed that there is a 20% reduction in enrollment rates in conflict-affected zones compared to stable regions. The study underscores the urgent need for targeted educational interventions and community-based support programmes to mitigate education access barriers caused by conflict and displacement. Policy makers should prioritise equitable resource allocation, especially in conflict areas, and strengthen community engagement initiatives. Conflict, Displacement, Education Access, South Sudan, Educational Inequality
Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
In Senegal, STEM education faces challenges in terms of student engagement and achievement, necessitating innovative pedagogical approaches to improve educational outcomes. A mixed-methods approach was employed, including a quantitative survey of teachers and administrators, and qualitative interviews with educators and students to gather insights into innovative pedagogies used in STEM education. The survey revealed that the use of gamification techniques significantly increased student motivation (75% reported higher engagement) compared to traditional teaching methods. Furthermore, collaborative learning groups were found to be more effective (80% of respondents agreed). Innovative pedagogies such as gamification and cooperative learning have shown promising outcomes in improving STEM education in Senegalese schools. School administrators should prioritise professional development opportunities for teachers focusing on these innovative methods to ensure their widespread implementation. STEM Education, Innovative Pedagogy, Gamification, Cooperative Learning, Senegal