Journal of STEM Education and Technological Learning in Africa (Education
Journal of STEM Education and Technological Learning in Africa (Education is a peer‑reviewed scholarly journal published under the Pan‑African Research Journals (PARJ) platform, advancing African‑centred and global research.
Technical and Vocational Education's Influence on Skills Development in Uganda
Technical and vocational education (TVET) plays a pivotal role in skills development for youth in Uganda, aligning with broader global efforts to enhance employability. A mixed-methods approach was adopted, integrating a survey with focus group discussions and interviews. Data from 200 students and 15 teachers were analysed using statistical software for quantitative insights, while thematic analysis was applied to qualitative data. Students demonstrated high engagement in TVET courses (87% reported increased practical skills), particularly in areas like agriculture, construction, and information technology. Findings from interviews revealed positive perceptions of TVET's impact on employability and career aspirations. TVET significantly contributes to students' skill development, with notable improvements in practical competencies, especially in technical fields. Teacher feedback supports the relevance and effectiveness of TVET programmes. Investment should be prioritised in teacher training and infrastructure to enhance TVET's impact on skills development and employability outcomes for Ugandan youth. Technical and Vocational Education (TVET), Skills Development, Uganda, Mixed-Methods Study
Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
Teacher PD and Learning Outcomes in Ghana
Teacher Professional Development (PD) programmes in Ghana aim to enhance educators' skills and knowledge, thereby improving student learning outcomes. However, there is limited research on the effectiveness of these programmes. The study employed a qualitative approach to analyse existing data and literature on PD programmes in Ghana. It also involved interviews with educators and students to gather insights into programme effectiveness. Findings indicate that while some PD programmes have shown positive effects, there is variability across different regions and subject areas. For instance, mathematics teachers reported significant improvements in teaching methods following PD interventions. PD programmes can significantly impact student learning outcomes, but their success depends on tailored approaches to address regional disparities and specific educational needs. To maximise the benefits of PD programmes, policymakers should invest in targeted training for educators and ensure that resources are distributed equitably across schools.
Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
Multilingual Strategies in Cameroon Primary Schools
Cameroon is a multilingual nation with over 260 languages spoken by its diverse population. The education sector in Cameroon has historically focused on French as the primary language of instruction (POI), despite the presence of numerous local languages. The study employed a qualitative research approach involving interviews with educators, observations at schools, and document analysis of educational policies and curricula from various regions in Cameroon. A significant proportion (80%) of primary schools in rural areas use local languages alongside French as the LOI. However, there is uneven implementation across different regions, with some schools strictly adhering to a single language policy while others integrate multiple languages effectively. The multilingual strategies implemented in Cameroon's primary schools show mixed results, influenced by regional diversity and educational resources available within each community. Educators should be provided with training on inclusive education practices that respect local languages. Policy makers need to ensure equitable distribution of educational materials across all regions to support effective LOI implementation. Cameroon, primary schools, multilingualism, language of instruction, policy implementation
Challenges and Opportunities in Education Post-Conflict Comoros
In post-conflict Comoros, education faces significant challenges such as school closures, teacher shortages, and inadequate infrastructure. A comparative analysis of educational data from multiple post-conflict African nations, including Comoros, using qualitative methods to assess current education systems and identify potential solutions. There is a notable trend towards increased teacher shortages in post-conflict regions, particularly affecting rural schools where resources are limited. Post-conflict states require targeted interventions to address teacher recruitment and retention issues, leveraging existing strengths such as community support networks. Prioritise training for current teachers and incentivize new hires through improved working conditions and benefits. Enhance community engagement in school management and development initiatives.
Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
Teacher professional development (PD) programmes in Ghana have been initiated to enhance teaching quality and student learning outcomes. However, there is a need for systematic analysis of these initiatives. A policy analysis approach was employed, focusing on data from national education reports and qualitative interviews with educators. Focus groups were conducted to gather insights into programme implementation and effectiveness. The findings indicate a positive correlation between increased teacher PD opportunities and improved student learning outcomes, particularly in mathematics and language subjects. Schools that received more comprehensive PD programmes saw an average improvement of 15% in test scores compared to those with less support. While the study highlights promising trends, further research is needed to establish causality and identify areas for improvement in PD programme design and implementation. Future policy recommendations should focus on scaling up effective PD models, ensuring equitable access to training resources, and integrating continuous professional development into teacher evaluation systems. Teacher Professional Development, Student Learning Outcomes, Policy Analysis, Ghana Education System
Conflict and Displacement in South Sudan
South Sudan has experienced prolonged civil unrest since its independence in , leading to significant displacement and conflict. The study employed ethnographic methods including participant observation, interviews, and document analysis to understand local perceptions and practices related to education during conflict and displacement. Community-based education programmes have adapted by operating in temporary shelters and schools, serving a majority (85%) of displaced children, despite challenges such as limited resources and security concerns. Communities have innovated educational delivery methods but continue to face substantial barriers that hinder broader access to formal schooling. Investment in flexible learning models and community-led initiatives is recommended alongside sustained support for these programmes.
Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
Comoros is a small island nation in the Indian Ocean with diverse educational contexts, ranging from urban schools to rural primary centers. A comparative framework was employed to assess existing assessment methods, including standardised tests and formative assessments, in various regions of Comoros. Formative assessments were found to be particularly effective in rural areas where resources are limited, with a higher proportion (56%) showing significant improvement compared to urban settings (42%). The comparative analysis highlights the need for tailored assessment strategies that consider regional educational disparities. Policy recommendations include integrating formative assessments into the national curriculum and providing training for educators in rural areas.
Assessment Strategies for Measuring Learning Outcomes in Egyptian Diverse Contexts
Learning outcomes measurement is crucial in education but can vary across diverse contexts such as Egypt's distinct educational landscapes. A mixed methods approach combining quantitative data from standardised tests and qualitative insights through interviews with educators and students. Urban schools showed a higher proportion (70%) of positive student performance compared to rural (50%), indicating potential disparities in educational resources and quality. Mixed methods revealed significant differences in learning outcomes based on geographical location, necessitating tailored assessment strategies for equitable education evaluation. Develop context-specific assessment tools that integrate both quantitative metrics and qualitative feedback from educators and students to ensure comprehensive evaluation of learning outcomes. assessment strategies, learning outcomes, diverse contexts, Egypt, mixed methods
Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
Addressing Gender Disparities in Educational Attainment through Action Research in Northern Nigeria
Gender disparities in educational attainment persist in Northern Nigeria, particularly affecting girls' access to secondary education. An action research study was conducted in two primary schools within the region, focusing on parents, teachers, and students. Data collection included surveys, interviews, and observations. A significant proportion (45%) of surveyed parents reported preferring boys over girls for secondary education due to perceived lower academic ability, despite no evidence supporting this belief. Parental preferences influenced by gender stereotypes significantly impacted girls' educational opportunities, particularly in the choice between primary and secondary schooling. Interventions should focus on challenging these gender stereotypes through parent-teacher workshops, community dialogues, and promoting equal access to resources for both genders. gender disparities, education, action research, Northern Nigeria
Community Engagement and Governance in Angolan Schools
School governance in Angola faces challenges related to community engagement and effective management practices. A mixed-methods approach was employed, including a survey of parents and teachers, focus group discussions with community members, and archival data analysis. The study utilised a convenience sampling technique to ensure broad representation across different regions of Angola. The findings indicate that active community participation is positively correlated with improved student performance (p < 0.05) and enhanced school infrastructure maintenance. Community engagement plays a crucial role in the governance of Angolan schools, contributing to better educational outcomes and sustainable development. School boards should prioritise community involvement in decision-making processes, and government policies should encourage broader participation by offering incentives and training programmes for community members.
Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
Digital Transformation and Financial Literacy Training Programmes' Impact on Youth Entrepreneurship Success in Ghana’s Tech Hub Cities
The digital transformation in Ghana’s tech hub cities has accelerated over recent years, fostering a vibrant ecosystem of startups and entrepreneurs. However, youth entrepreneurship success rates remain low despite increased access to digital technologies and financial literacy training programmes. The research employed qualitative methods, including participant observation, semi-structured interviews, focus group discussions, and document analysis within the tech hub cities of Accra and Kumasi. Data was collected from a diverse sample of youth entrepreneurs aged between 18 and 35 years. Data analysis revealed that digital transformation initiatives have led to improved financial management skills among participants, with 60% reporting better control over their business finances post-training. However, challenges such as market access and mentorship support were significant barriers to sustained success. Financial literacy training programmes appear effective in enhancing basic entrepreneurial competencies but require more comprehensive support structures for sustainable growth of youth-led enterprises. Policy makers should invest in creating a supportive ecosystem that includes mentoring programmes, networking opportunities, and access to capital markets. Additionally, educational institutions must integrate digital literacy into curricula to better equip future entrepreneurs. Youth Entrepreneurship, Financial Literacy Training, Digital Transformation, Tech Hub Cities, Ghana
Indigenous Knowledge Systems in Kenyan Education Practice
Indigenous Knowledge Systems (IKS) in Kenya's educational context reflect a blend of traditional cultural practices and modern pedagogical approaches. This study aims to explore how these systems are integrated into contemporary education practice, providing insights for enhancing STEM education. This study employed participant observation and semi-structured interviews as key methods. Data collection was conducted across three primary schools, covering a diverse range of cultural backgrounds in Kenya. A notable finding is that approximately 70% of teachers incorporate local folklore into lesson plans to enhance student engagement. This suggests a positive impact on educational outcomes when IKS are seamlessly integrated with formal education frameworks. The integration of IKS significantly enriches the curriculum, fostering deeper learning and greater student participation in STEM subjects. Future research should explore scalable strategies for broader implementation across Kenya's educational landscape. Educators and policymakers should prioritise professional development opportunities that emphasise the incorporation of local cultural elements into classroom activities. Additionally, there is a need to establish regional hubs where educators can share best practices related to IKS integration in STEM education.
Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
Innovative Pedagogies for Enhanced STEM Education Outcomes in Senegal
In Senegal, there is a need to enhance STEM education outcomes through innovative pedagogical approaches that address current challenges in curriculum design and teacher training. A mixed-methods design was employed, combining quantitative surveys with qualitative interviews to gather comprehensive insights into the impact of innovative pedagogies on educational outcomes in STEM subjects. Quantitative data were collected through a standardised questionnaire distributed among 300 secondary school teachers and 500 students across five randomly selected schools. The analysis revealed that blended learning models significantly improved student participation rates by 25% compared to traditional classroom settings, with particular emphasis on the use of technology in mathematics and science instruction. Teacher satisfaction levels were also positively correlated with increased student engagement, indicating a need for further professional development support. This study underscores the potential of blended learning models as an effective strategy for enhancing STEM education outcomes in Senegal, providing empirical evidence that aligns with theoretical frameworks from educational technology and pedagogy. Based on the findings, it is recommended that policy makers prioritise professional development programmes aimed at integrating digital tools into classroom instruction. Additionally, schools should be encouraged to adopt blended learning models as part of their curriculum reform initiatives. blended learning, STEM education, educational technology, teacher training, student engagement
Educational Policy Reforms and Implementation Disparities in Ethiopian Schools, 2000s Context
The Ethiopian education system underwent significant reforms in the early 2000s aimed at improving access and quality. A qualitative study based on interviews with educators, analysis of school documents, and focus group discussions. Despite positive policy directions, uneven implementation hindered the intended educational improvements across Ethiopia’s diverse regions. Investment in regional-specific support mechanisms is crucial to ensure equitable access to quality education for all students.
Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
Comparative Educational Practices in Ugandan Regions
Comparative education studies in African regions have highlighted significant disparities in educational practices across different countries and regions. This comparative study employed a mixed-methods approach involving surveys, interviews with educators, and observational assessments of classrooms. Data were collected from two Ugandan regions: Region A and Region B, using standardised tools to ensure comparability. The findings indicate that while both regions have adopted national curricula, there are notable variations in the implementation strategies used by teachers. For instance, Region A has seen a higher proportion (35%) of teachers implementing blended learning methods compared to Region B (20%). This study concludes that regional differences significantly influence educational practices and outcomes. Based on these findings, recommendations are made for policy makers to consider the unique contexts when designing national curricula and professional development programmes tailored to specific regions in Uganda. Comparative Education, Ugandan Regions, Educational Practices, Student Outcomes
Implementing and Acceptance Rates of Digital Food Safety Management Systems in Kenyan Markets
Digital food safety management systems (FSMS) have emerged as critical tools for improving food safety practices in the food industry. However, their adoption and acceptance rates vary among different regions and contexts. The study employed a qualitative approach involving semi-structured interviews with industry professionals and focus group discussions in selected Kenyan markets. Data analysis was conducted through thematic content analysis. Implementation challenges included technical infrastructure limitations and initial cost barriers, while acceptance varied based on market sector (agricultural vs. commercial) and consumer education levels. Digital FSMS show promise for enhancing food safety in Kenyan markets but require tailored strategies to address identified implementation and acceptance hurdles. Develop a phased roll-out strategy considering market sectors' specific needs, alongside targeted public awareness campaigns to improve consumer acceptance of digital FSMS.
Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
Decolonizing Curriculum in South African Higher Education Institutions
Decolonization in education has become a significant focus in South Africa's higher education institutions (HEIs), driven by calls for more equitable and inclusive curricula that reflect diverse histories, cultures, and experiences. The study employed a qualitative content analysis approach to review policy documents from selected HEIs, supplemented by interviews with key stakeholders to gain insights into implementation challenges and successes. Analysis revealed that while some institutions have initiated decolonization efforts through curriculum reform, there is significant variation in the depth of integration across disciplines. For instance, anthropology courses showed more consistent adoption of decolonial perspectives compared to engineering curricula. The findings highlight the need for more uniform and comprehensive policy frameworks across all HEIs to ensure equitable representation of diverse histories and cultures in educational materials. Recommendations include developing a national curriculum framework that mandates decolonization, establishing monitoring mechanisms to track progress, and fostering inter-institutional collaboration to share best practices and resources. Decolonizing Curriculum, Higher Education Institutions (HEIs), South Africa, Educational Equity
Theoretical Foundations for Adopting Open Educational Resources in Nigerian Universities
Open Educational Resources (OER) have gained traction in global education contexts, particularly within the realm of STEM teaching and learning. However, their adoption remains underexplored in African universities, with a particular focus on Nigerian institutions. A systematic review of existing literature, including academic articles, conference proceedings, and grey literature related to OER adoption in African higher education contexts. The findings highlight the need for a collaborative approach involving stakeholders from both academic institutions and government bodies to overcome current barriers and support sustainable OER adoption in Nigerian universities. Universities should develop tailored strategies incorporating existing policies, while policymakers must prioritise investment in digital infrastructure and professional development programmes for educators. Community engagement is also essential to build trust and foster a culture of openness and sharing among faculty members.
Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
Strategies for Indigenous Language Preservation in Nigerian Educational Systems
Indigenous languages in Nigeria are facing significant challenges due to the dominance of English and Hausa in educational systems, leading to a loss of linguistic diversity. A qualitative approach was employed through semi-structured interviews with educators and community leaders in selected regions of Nigeria. Focus groups were also conducted to gather insights from students and parents. The analysis revealed that embedding indigenous language education into the curriculum, alongside mother-tongue teaching methods, significantly improved student engagement and retention rates up to 75% in some schools. Effective strategies for preserving indigenous languages in Nigerian educational systems include curriculum integration and mother-tongue teaching methodologies. Schools should integrate indigenous language education into the existing curricula and provide professional development opportunities for educators in these methods. Indigenous Languages, Educational Preservation, Curriculum Integration, Mother-Tongue Teaching