Journal of Multilingual Education and Inclusive Schooling
type: channel
description: 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.
language: en
publication name: Journal of Multilingual Education and Inclusive Schooling
items: Teacher PD and Student Learning in Ghana
items: Adoption and Outcomes Framework for Early Childhood Education Programmes in Nairobi Slums
items: ESD Integration in Burundi’s National Curricula
items: Youth Engagement in Education Policy in Tanzania
items: Strategic Approaches to Indigenous Language Preservation in Nigerian Educational Systems
items: Gender Disparities in Educational Attainment among Northern Nigerian Adolescents
items: Community Participation in School Governance
items: Indigenous Knowledge Systems in Ghanaian Educational Practice
items: Innovative Pedagogies for Strengthening STEM Education in Senegal
items: Teacher Motivation and Retention in Rural Ugandan Schools
items: Leadership Styles and Their Impact on School Improvement in Malawi
items: Community Gardens and Economic Empowerment in Ethiopian Slums
items: Gender Dynamics in Education Among Sub-Saharan African Girls in South Africa
items: Climate Resilience Programmes and Small-Scale Maize Producers in Mozambique’s Eastern Highlands
items: Assessing School-Based Mental Health Services in Nigerian Urban Enclaves
items: Language Policies and Multilingual Practices in Primary Schools of Cameroon
items: Innovative Pedagogies Enhancing STEM Education in Senegal
items: Ethiopia’s Educational Policy Reforms and Implementation Disparities,
items: Adoption and Socioeconomic Impacts of E-Learning Platforms on Agricultural Extension Services Among Smallholder Farmers in Northern Ethiopia,
items: Teacher Professional Development and Student Learning Outcomes in Ghana
items: Open Educational Resources in African Universities
items: Innovative Pedagogies in STEM Education
items: The Impact of Conflict and Displacement on Education Access in South Sudan

Teacher PD and Student Learning in Ghana
type: item
description: 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.
subject: Articles
  topic: section
subject: African education
  topic: keywords
subject: action research
  topic: keywords
subject: professional development
  topic: keywords
subject: educational outcomes
  topic: keywords
subject: participatory methods
  topic: keywords
subject: community-based learning
  topic: keywords
subject: critical pedagogy
  topic: keywords
creator: Priscilla Amankwa
creator: Kwesi Abrokwa
rights: Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
date: 2012-07-19
publication date: 2012-07-19
doi: 10.5281/zenodo.18963632

Adoption and Outcomes Framework for Early Childhood Education Programmes in Nairobi Slums
type: item
description: 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.
subject: Articles
  topic: section
subject: Cultural Anthropology
  topic: keywords
subject: Development Studies
  topic: keywords
subject: Early Childhood Education
  topic: keywords
subject: Nairobi Slums
  topic: keywords
subject: Geographical Indicators
  topic: keywords
subject: Intercultural Communication
  topic: keywords
subject: Qualitative Research
  topic: keywords
creator: Oscar Kibet Mutua
rights: Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
date: 2012-08-18
publication date: 2012-08-18
doi: 10.5281/zenodo.18963477

ESD Integration in Burundi’s National Curricula
type: item
description: 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.
subject: Articles
  topic: section
subject: Africanization
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Induction
  topic: keywords
subject: Methodology
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Sustainability
  topic: keywords
subject: Theory
  topic: keywords
creator: Imura Ndayirunga
rights: Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
date: 2011-10-21
publication date: 2011-10-21
doi: 10.5281/zenodo.18930591

Youth Engagement in Education Policy in Tanzania
type: item
description: 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.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: Youth participation
  topic: keywords
subject: Policy analysis
  topic: keywords
subject: Education reform
  topic: keywords
subject: Stakeholder engagement
  topic: keywords
subject: Participatory approaches
  topic: keywords
subject: Critical theory
  topic: keywords
creator: Kamasi Ngowi
creator: Mwenda Simba
rights: Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
date: 2011-04-25
publication date: 2011-04-25
doi: 10.5281/zenodo.18930560

Strategic Approaches to Indigenous Language Preservation in Nigerian Educational Systems
type: item
description: 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.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: Pan-Africanism
  topic: keywords
subject: Decolonization
  topic: keywords
subject: Bilingual Education
  topic: keywords
subject: Heritage Language Maintenance
  topic: keywords
subject: Critical Pedagogy
  topic: keywords
subject: Community-Based Initiatives
  topic: keywords
creator: Usman Musa
creator: Olu Odetola
rights: Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
date: 2010-05-03
publication date: 2010-05-03
doi: 10.5281/zenodo.18909238

Gender Disparities in Educational Attainment among Northern Nigerian Adolescents
type: item
description: 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.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: Northern Nigeria
  topic: keywords
subject: Qualitative Research
  topic: keywords
subject: Quantitative Analysis
  topic: keywords
subject: Gender Studies
  topic: keywords
subject: Educational Policy
  topic: keywords
subject: Empowerment Programmes
  topic: keywords
creator: Samuel Ahmed
creator: Femi Ibrahim
creator: Funmilayo Musiliu
rights: Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
date: 2010-08-14
publication date: 2010-08-14
doi: 10.5281/zenodo.18909166

Community Participation in School Governance
type: item
description: 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.
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Community Engagement
  topic: keywords
subject: Democratic Schooling
  topic: keywords
subject: Participatory Governance
  topic: keywords
subject: Stakeholder Theory
  topic: keywords
subject: Inclusive Education
  topic: keywords
subject: Case Study Method
  topic: keywords
creator: Rahima Hassan
creator: Sohaila Ali
creator: Fariq Mohamed
creator: Abbas Aliu
rights: Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
date: 2009-01-03
publication date: 2009-01-03
doi: 10.5281/zenodo.18895146

Indigenous Knowledge Systems in Ghanaian Educational Practice
type: item
description: 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.
subject: Articles
  topic: section
subject: Ghana
  topic: keywords
subject: Indigenous Knowledge Systems
  topic: keywords
subject: Multicultural Education
  topic: keywords
subject: Cultural Pedagogy
  topic: keywords
subject: Community-Based Learning
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Critical Race Theory
  topic: keywords
creator: Yaw Asarekwai
rights: Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
date: 2009-05-17
publication date: 2009-05-17
doi: 10.5281/zenodo.18895113

Innovative Pedagogies for Strengthening STEM Education in Senegal
type: item
description: 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.
subject: Articles
  topic: section
subject: African contexts
  topic: keywords
subject: Curriculum reform
  topic: keywords
subject: Innovative pedagogies
  topic: keywords
subject: Methodology
  topic: keywords
subject: STEM education
  topic: keywords
subject: Systematic review
  topic: keywords
subject: Theory of change
  topic: keywords
creator: Mamadou Diallo
creator: Toumani Sarr
rights: Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
date: 2008-09-10
publication date: 2008-09-10
doi: 10.5281/zenodo.18872439

Teacher Motivation and Retention in Rural Ugandan Schools
type: item
description: 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.
subject: Articles
  topic: section
subject: Africanization
  topic: keywords
subject: Cultural Competence
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Inservice Training
  topic: keywords
subject: Motivational Strategies
  topic: keywords
subject: Rural Education
  topic: keywords
subject: Teacher Empowerment
  topic: keywords
creator: Erick Nabulizi Nkowane
creator: James Okello Kisubi
creator: Gerald Onyango Odhiambo
rights: Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
date: 2008-11-24
publication date: 2008-11-24
doi: 10.5281/zenodo.18872424

Leadership Styles and Their Impact on School Improvement in Malawi
type: item
description: 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.
subject: Articles
  topic: section
subject: African contexts
  topic: keywords
subject: leadership styles
  topic: keywords
subject: qualitative methods
  topic: keywords
subject: school improvement
  topic: keywords
subject: transformative leadership
  topic: keywords
subject: educational policy
  topic: keywords
subject: cultural adaptation
  topic: keywords
creator: Sakala Chituwo
creator: Chidoziwa Kachipira
creator: Ngoni Nimba
rights: Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
date: 2007-09-12
publication date: 2007-09-12
doi: 10.5281/zenodo.18852276

Community Gardens and Economic Empowerment in Ethiopian Slums
type: item
description: 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.
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Community Development
  topic: keywords
subject: Empowerment Studies
  topic: keywords
subject: Food Security
  topic: keywords
subject: Participatory Methods
  topic: keywords
subject: Slum Dynamics
  topic: keywords
subject: Urbanization Processes
  topic: keywords
creator: Fasil Desta
creator: Kebede Mekonnen
creator: Girma Abayor
creator: Ayehu Alemayehu
rights: Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
date: 2007-03-17
publication date: 2007-03-17
doi: 10.5281/zenodo.18852236

Gender Dynamics in Education Among Sub-Saharan African Girls in South Africa
type: item
description: 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.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: South Africa
  topic: keywords
subject: Gender
  topic: keywords
subject: Education
  topic: keywords
subject: Anthropology
  topic: keywords
subject: Community
  topic: keywords
subject: Culture
  topic: keywords
creator: Mpho Khumalo
creator: Kgoloko Sithole
creator: Nkosana Mkhize
rights: Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
date: 2006-03-08
publication date: 2006-03-08
doi: 10.5281/zenodo.18830186

Climate Resilience Programmes and Small-Scale Maize Producers in Mozambique’s Eastern Highlands
type: item
description: 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.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: Highlands
  topic: keywords
subject: Sustainability
  topic: keywords
subject: Adaptation
  topic: keywords
subject: Intervention
  topic: keywords
subject: Participatory
  topic: keywords
subject: Ethnography
  topic: keywords
creator: Lupopa Simogo
creator: Makwete Chipungu
creator: Chidume Mabuda
creator: Zimba Nhamo
rights: Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
date: 2006-05-12
publication date: 2006-05-12
doi: 10.5281/zenodo.18830161

Assessing School-Based Mental Health Services in Nigerian Urban Enclaves
type: item
description: 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.
subject: Articles
  topic: section
subject: Nigerian urban
  topic: keywords
subject: mental health services
  topic: keywords
subject: mixed methods
  topic: keywords
subject: community engagement
  topic: keywords
subject: qualitative assessment
  topic: keywords
subject: intervention evaluation
  topic: keywords
subject: cultural competence
  topic: keywords
creator: Caleb Ezenwechukwu
creator: Felix Anyaọwụnaka
creator: Obioma Nwokachukwu
creator: Chidera Okpalaobi
rights: Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
date: 2005-02-26
publication date: 2005-02-26
doi: 10.5281/zenodo.18815945

Language Policies and Multilingual Practices in Primary Schools of Cameroon
type: item
description: 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.
subject: Articles
  topic: section
subject: Cameroon
  topic: keywords
subject: Multilingualism
  topic: keywords
subject: Linguistic Diversity
  topic: keywords
subject: Methodology
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Discourse Analysis
  topic: keywords
subject: Cultural Pluralism
  topic: keywords
creator: Victor Nkwamba
creator: Emmanuel Njockou
rights: Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
date: 2005-01-01
publication date: 2005-01-01
doi: 10.5281/zenodo.18815895

Innovative Pedagogies Enhancing STEM Education in Senegal
type: item
description: 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.
subject: Articles
  topic: section
subject: African
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Methodology
  topic: keywords
subject: Curriculum Reform
  topic: keywords
subject: Critical Pedagogy
  topic: keywords
subject: Constructivism
  topic: keywords
subject: Participatory Development
  topic: keywords
creator: Saliou Ndiaye
creator: Oumar Sow
creator: Mariama Niang
rights: Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
date: 2004-01-20
publication date: 2004-01-20
doi: 10.5281/zenodo.18795433

Ethiopia’s Educational Policy Reforms and Implementation Disparities,
type: item
description: 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.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: Access equity
  topic: keywords
subject: Educational reform
  topic: keywords
subject: Methodology
  topic: keywords
subject: Policy analysis
  topic: keywords
subject: Socioeconomic factors
  topic: keywords
subject: Sustainability assessment
  topic: keywords
creator: Yared Aberra
creator: Sisay Gebreab
rights: Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
date: 2004-05-25
publication date: 2004-05-25
doi: 10.5281/zenodo.18795425

Adoption and Socioeconomic Impacts of E-Learning Platforms on Agricultural Extension Services Among Smallholder Farmers in Northern Ethiopia,
type: item
description: 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.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: diffusion theory
  topic: keywords
subject: qualitative methodology
  topic: keywords
subject: social capital
  topic: keywords
subject: smallholder farming
  topic: keywords
subject: socio-economic factors
  topic: keywords
subject: triangulation methodology
  topic: keywords
creator: Mekonnen Wolde
creator: Tzefaye Alemayehu
rights: Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
date: 2002-02-06
publication date: 2002-02-06
doi: 10.5281/zenodo.18751704

Teacher Professional Development and Student Learning Outcomes in Ghana
type: item
description: 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
subject: Articles
  topic: section
subject: African education
  topic: keywords
subject: teacher development
  topic: keywords
subject: qualitative research
  topic: keywords
subject: educational outcomes
  topic: keywords
subject: ethnography
  topic: keywords
subject: constructivism
  topic: keywords
subject: critical pedagogy
  topic: keywords
creator: Kwesi Adjei
rights: Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
date: 2002-10-19
publication date: 2002-10-19
doi: 10.5281/zenodo.18751681

Open Educational Resources in African Universities
type: item
description: 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.
subject: Articles
  topic: section
subject: African
  topic: keywords
subject: Qualitative
  topic: keywords
subject: Open Educational Resources (OER)
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Contextualization
  topic: keywords
subject: Methodology
  topic: keywords
subject: Discourse Analysis
  topic: keywords
creator: James Kinyanjui
creator: Oscar Oyaro
creator: Adrienne Nyambuu
creator: Felix Mutua
rights: Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
date: 2001-04-07
publication date: 2001-04-07
doi: 10.5281/zenodo.18732163

Innovative Pedagogies in STEM Education
type: item
description: 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
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: STEM Education
  topic: keywords
subject: Qualitative Research
  topic: keywords
subject: Pedagogical Innovation
  topic: keywords
subject: Contextualised Approaches
  topic: keywords
subject: Anthropology of Education
  topic: keywords
subject: Ethnography
  topic: keywords
creator: Mamoudou Diakhato
rights: Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
date: 2001-11-18
publication date: 2001-11-18
doi: 10.5281/zenodo.18732122

The Impact of Conflict and Displacement on Education Access in South Sudan
type: item
description: 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
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Education Access
  topic: keywords
subject: Displacement Studies
  topic: keywords
subject: Conflict Analysis
  topic: keywords
subject: Migration Patterns
  topic: keywords
subject: Community Schools
  topic: keywords
subject: Mixed-Methods Approach
  topic: keywords
creator: Nyalok Deng
creator: Daniel Deng
creator: Yimnge Nyaatongue
rights: Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
date: 2000-11-23
publication date: 2000-11-23
doi: 10.5281/zenodo.18717337

Innovative Pedagogies in STEM Education
type: item
description: 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
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Pedagogy Innovation
  topic: keywords
subject: STEM Education
  topic: keywords
subject: Mixed Methods
  topic: keywords
subject: Socio-Didactic Framework
  topic: keywords
subject: Cultural Competence
  topic: keywords
subject: Reflective Practice
  topic: keywords
creator: Mamadou Ndiaye
creator: Amadou Sall
creator: Samba Dieye
rights: Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
date: 2000-10-14
publication date: 2000-10-14
doi: 10.5281/zenodo.18717301