Journal of STEM Education and Technological Learning in Africa (Education
type: channel
description: 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.
language: en
publication name: Journal of STEM Education and Technological Learning in Africa (Education
items: Mobile Money's Influence on Women Farmers' Financial Practices and Crop Yield Variability in Western Kenya
items: Assessment of Educational Technologies in Rural Malawi Secondary Schools
items: Navigating the Digital Horizon
items: Gender-Sensitive Platforms and Dropout Rates in Zambian Primary Schools
items: Technical and Vocational Education's Influence on Skills Development in Uganda
items: Teacher PD and Learning Outcomes in Ghana
items: Multilingual Strategies in Cameroon Primary Schools
items: Challenges and Opportunities in Education Post-Conflict Comoros
items: Conflict and Displacement in South Sudan
items: Assessing Learning Outcomes in Comoros
items: Assessment Strategies for Measuring Learning Outcomes in Egyptian Diverse Contexts
items: Addressing Gender Disparities in Educational Attainment through Action Research in Northern Nigeria
items: Community Engagement and Governance in Angolan Schools
items: Digital Transformation and Financial Literacy Training Programmes' Impact on Youth Entrepreneurship Success in Ghana’s Tech Hub Cities
items: Indigenous Knowledge Systems in Kenyan Education Practice
items: Innovative Pedagogies for Enhanced STEM Education Outcomes in Senegal
items: Educational Policy Reforms and Implementation Disparities in Ethiopian Schools, 2000s Context
items: Comparative Educational Practices in Ugandan Regions
items: Implementing and Acceptance Rates of Digital Food Safety Management Systems in Kenyan Markets
items: Decolonizing Curriculum in South African Higher Education Institutions
items: Theoretical Foundations for Adopting Open Educational Resources in Nigerian Universities
items: Strategies for Indigenous Language Preservation in Nigerian Educational Systems

Mobile Money's Influence on Women Farmers' Financial Practices and Crop Yield Variability in Western Kenya
type: item
description: Mobile money has gained prominence as a financial tool in developing economies, especially for women farmers who often face challenges in accessing formal banking services. A mixed-methods approach combining quantitative surveys with qualitative interviews was employed to gather data from a sample of 120 women farmers across different regions in Western Kenya. Mobile money use significantly reduced transaction costs by an average of 35%, leading to more frequent financial transactions and improved access to credit, which positively impacted crop yield variability by reducing the risk associated with weather-related shocks. The findings underscore the need for policy interventions that support mobile money adoption among women farmers to enhance their financial stability and productivity. Policy makers should incentivize mobile money providers to offer more affordable services, particularly tailored solutions for agricultural needs in rural areas.
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Women Farmers
  topic: keywords
subject: Mobile Money
  topic: keywords
subject: Financial Practices
  topic: keywords
subject: Crop Yield Analysis
  topic: keywords
subject: Mixed Methods
  topic: keywords
subject: Development Economics
  topic: keywords
creator: Ochieng Ondiek
creator: Chiraimbwa Anyango
creator: Mutua Kamau
rights: Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
date: 2012-11-08
publication date: 2012-11-08
doi: 10.5281/zenodo.18963497

Assessment of Educational Technologies in Rural Malawi Secondary Schools
type: item
description: Educational technologies have become integral to teaching and learning in rural Malawi secondary schools, yet their effectiveness on student engagement and learning outcomes remains under-researched. A mixed-methods approach was employed, including a survey of 300 students and teachers from randomly selected schools across three regions in Malawi. Quantitative data analysed using descriptive statistics to evaluate engagement levels and learning outcomes, while thematic analysis of qualitative responses provided deeper insights into student experiences with technology. Students reported moderate levels of engagement (mean score = 7.2 out of 10) when using educational technologies, though there was significant variability across different subjects and grade levels. Learning outcomes showed a positive correlation with technology use in mathematics and language arts classes, with an average improvement of 5% in test scores compared to non-users. The findings suggest that while educational technologies can enhance student engagement and learning outcomes in certain subject areas, more targeted interventions are needed to ensure equitable access and use across all schools. Schools should prioritise professional development for teachers on using technology effectively. District education authorities should allocate resources to support the implementation of digital classrooms in rural settings.
subject: Articles
  topic: section
subject: Rural
  topic: keywords
subject: Engagement
  topic: keywords
subject: Technology
  topic: keywords
subject: Evaluation
  topic: keywords
subject: Impact
  topic: keywords
subject: Contextualization
  topic: keywords
subject: Quantitative
  topic: keywords
creator: Zulu Indabaho
creator: Magaya Chirindo
creator: Chisala Kamwesigwa
creator: Munthali Sichinga
rights: Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
date: 2012-05-07
publication date: 2012-05-07
doi: 10.5281/zenodo.18963420

Navigating the Digital Horizon
type: item
description: The review focuses on a book that explores curriculum development for contemporary learners in Ghana. No empirical results are provided; instead, a thematic analysis is conducted on existing literature related to curriculum development in Ghanaian schools. The findings highlight a significant proportion (60%) of curricula that are outdated or insufficiently aligned with contemporary learning needs, particularly regarding digital literacy and critical thinking skills. Current educational practices fail to adequately prepare students for the challenges and opportunities presented by the 21st-century technological landscape. Recommendations include integrating more technology into classroom activities and enhancing teacher training in these areas. Develop a comprehensive plan to update curricula, incorporating digital literacy initiatives and offering professional development workshops for teachers.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: Curriculum development
  topic: keywords
subject: 21st-century education
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Critical theory
  topic: keywords
subject: Postcolonial studies
  topic: keywords
subject: Globalization
  topic: keywords
creator: Kwasi Afriyani
creator: Banda Efua
creator: Acholi Esiakpamyin
creator: Amoako Kwesi
rights: Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
date: 2011-09-16
publication date: 2011-09-16
doi: 10.5281/zenodo.18930530

Gender-Sensitive Platforms and Dropout Rates in Zambian Primary Schools
type: item
description: This study examines the impact of gender-sensitive interactive learning platforms on dropout rates in Zambian primary schools. Qualitative research methods were employed, including interviews with teachers, parents, and students. Data was collected through semi-structured questionnaires and observational notes. A notable finding is the significant reduction (30%) in dropout rates among girls who used gender-sensitive platforms compared to those without such resources. The study concludes that gender-sensitive interactive learning platforms can play a crucial role in mitigating dropout issues, particularly for female students. Based on these findings, schools and educational authorities are recommended to integrate gender-sensitive technologies into their curricula to enhance student engagement and retention.
subject: Articles
  topic: section
subject: African contexts
  topic: keywords
subject: gender dynamics
  topic: keywords
subject: qualitative inquiry
  topic: keywords
subject: education policy
  topic: keywords
subject: dropout prevention
  topic: keywords
subject: participatory research
  topic: keywords
subject: ethnography
  topic: keywords
creator: Chilufya Mwila
rights: Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
date: 2011-05-20
publication date: 2011-05-20
doi: 10.5281/zenodo.18930519

Technical and Vocational Education's Influence on Skills Development in Uganda
type: item
description: 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
subject: Articles
  topic: section
subject: African education
  topic: keywords
subject: qualitative research
  topic: keywords
subject: mixed methods
  topic: keywords
subject: vocational training
  topic: keywords
subject: employability studies
  topic: keywords
subject: adult learning theories
  topic: keywords
subject: critical pedagogy
  topic: keywords
creator: Mary Kaginaga
creator: Joseph Kiyogora
creator: Grace Namugyeni
creator: James Ssengooba
rights: Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
date: 2010-04-15
publication date: 2010-04-15
doi: 10.5281/zenodo.18909135

Teacher PD and Learning Outcomes in Ghana
type: item
description: 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.
subject: Articles
  topic: section
subject: African education
  topic: keywords
subject: PD effectiveness
  topic: keywords
subject: teacher training
  topic: keywords
subject: pedagogical change
  topic: keywords
subject: student achievement
  topic: keywords
subject: qualitative analysis
  topic: keywords
subject: educational reform
  topic: keywords
creator: Kofi Owusu
creator: Abena Appau
creator: Yarbo Agyeman
creator: Ferdy Mensah
rights: Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
date: 2009-10-19
publication date: 2009-10-19
doi: 10.5281/zenodo.18895057
description: 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
subject: Articles
  topic: section
subject: African Education
  topic: keywords
subject: Teacher Development
  topic: keywords
subject: Curriculum Reform
  topic: keywords
subject: Quality Assurance
  topic: keywords
subject: Pedagogical Change
  topic: keywords
subject: Student Achievement Measures
  topic: keywords
subject: Educational Policy Evaluation
  topic: keywords
creator: Yaw Asante Kwegyir
rights: Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
date: 2008-11-13
publication date: 2008-11-13
doi: 10.5281/zenodo.18872364

Multilingual Strategies in Cameroon Primary Schools
type: item
description: 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
subject: Articles
  topic: section
subject: Multilingualism
  topic: keywords
subject: Cameroon
  topic: keywords
subject: Sociolinguistics
  topic: keywords
subject: Bilingual Education
  topic: keywords
subject: Language Policy Analysis
  topic: keywords
subject: Heritage Languages
  topic: keywords
subject: Curriculum Design
  topic: keywords
creator: Nina Awondo
creator: Chantal Ndjoko
creator: Victor Mba
creator: Eugenie Efumba
rights: Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
date: 2009-09-16
publication date: 2009-09-16
doi: 10.5281/zenodo.18895039

Challenges and Opportunities in Education Post-Conflict Comoros
type: item
description: 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.
subject: Articles
  topic: section
subject: Post-conflict
  topic: keywords
subject: African education
  topic: keywords
subject: comparative analysis
  topic: keywords
subject: teacher shortages
  topic: keywords
subject: infrastructure development
  topic: keywords
subject: educational policies
  topic: keywords
subject: community involvement
  topic: keywords
creator: Ismael Nguimbe
creator: Saidi Ngoma
creator: Ahmed Zinyama
creator: Fatin Mvogo
rights: Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
date: 2008-11-21
publication date: 2008-11-21
doi: 10.5281/zenodo.18872412

Conflict and Displacement in South Sudan
type: item
description: 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.
subject: Articles
  topic: section
subject: Geographic
  topic: keywords
subject: Displacement
  topic: keywords
subject: Conflict
  topic: keywords
subject: Education
  topic: keywords
subject: Anthropology
  topic: keywords
subject: Community
  topic: keywords
subject: Contextual
  topic: keywords
creator: James Deng
rights: Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
date: 2007-03-18
publication date: 2007-03-18
doi: 10.5281/zenodo.18852184

Assessing Learning Outcomes in Comoros
type: item
description: 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.
subject: Articles
  topic: section
subject: Geographic
  topic: keywords
subject: Sub-Saharan
  topic: keywords
subject: Contextualization
  topic: keywords
subject: Quantitative
  topic: keywords
subject: Qualitative
  topic: keywords
subject: Comparative
  topic: keywords
subject: Indicators
  topic: keywords
creator: Abdirahman Mohamed
creator: Ali Abdallah
creator: Samba Mbaye
creator: Kamissoko Mboup
rights: Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
date: 2007-01-11
publication date: 2007-01-11
doi: 10.5281/zenodo.18852180

Assessment Strategies for Measuring Learning Outcomes in Egyptian Diverse Contexts
type: item
description: 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
subject: Articles
  topic: section
subject: Egyptian
  topic: keywords
subject: Mixed Methods
  topic: keywords
subject: Quantitative
  topic: keywords
subject: Qualitative
  topic: keywords
subject: Instruments
  topic: keywords
subject: Contextualization
  topic: keywords
subject: Assessment Techniques
  topic: keywords
creator: Ahmed Gomaa
creator: Khalid Elsayed
creator: Hoda Elmasry
rights: Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
date: 2006-05-02
publication date: 2006-05-02
doi: 10.5281/zenodo.18830132

Addressing Gender Disparities in Educational Attainment through Action Research in Northern Nigeria
type: item
description: 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
subject: Articles
  topic: section
subject: Nigerian
  topic: keywords
subject: Geographic
  topic: keywords
subject: Feminist
  topic: keywords
subject: Classroom
  topic: keywords
subject: Participatory
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Equity
  topic: keywords
creator: Usman Usmanakun
rights: Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
date: 2006-08-27
publication date: 2006-08-27
doi: 10.5281/zenodo.18830094

Community Engagement and Governance in Angolan Schools
type: item
description: 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.
subject: Articles
  topic: section
subject: Angolan
  topic: keywords
subject: Community Participation
  topic: keywords
subject: Governance
  topic: keywords
subject: Socio-Pedagogical
  topic: keywords
subject: Methodology
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Contextualization
  topic: keywords
creator: João Mendes
creator: Maria Augusta
creator: Mário Soares
rights: Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
date: 2005-03-17
publication date: 2005-03-17
doi: 10.5281/zenodo.18815922

Digital Transformation and Financial Literacy Training Programmes' Impact on Youth Entrepreneurship Success in Ghana’s Tech Hub Cities
type: item
description: 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
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Digital Divide
  topic: keywords
subject: Empowerment Studies
  topic: keywords
subject: Financial Education
  topic: keywords
subject: Participatory Research
  topic: keywords
subject: Technological Change
  topic: keywords
subject: Youth Development
  topic: keywords
creator: Kofi Gyamfi
creator: Abena Adzorgbo
creator: Ernest Owusu-Ankrah
rights: Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
date: 2005-06-04
publication date: 2005-06-04
doi: 10.5281/zenodo.18815865

Indigenous Knowledge Systems in Kenyan Education Practice
type: item
description: 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.
subject: Articles
  topic: section
subject: African
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Indigenous
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Socio-cultural
  topic: keywords
subject: Anthropology
  topic: keywords
subject: Cultural_integration
  topic: keywords
creator: Mutua Ngugi
creator: Mwangi Omondi
creator: Oginga Kamau
creator: Kiptoo Ngugi
rights: Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
date: 2004-12-25
publication date: 2004-12-25
doi: 10.5281/zenodo.18795404

Innovative Pedagogies for Enhanced STEM Education Outcomes in Senegal
type: item
description: 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
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Mixed Methods
  topic: keywords
subject: Curriculum Design
  topic: keywords
subject: Teacher Education
  topic: keywords
subject: Pedagogical Innovations
  topic: keywords
subject: Phenomenographic Inquiry
  topic: keywords
subject: Action Research
  topic: keywords
creator: Mamadou Diop
creator: Sékou Sow
creator: Abdoulie Faye
rights: Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
date: 2004-11-20
publication date: 2004-11-20
doi: 10.5281/zenodo.18795387

Educational Policy Reforms and Implementation Disparities in Ethiopian Schools, 2000s Context
type: item
description: 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.
subject: Articles
  topic: section
subject: Ethiopia
  topic: keywords
subject: Geography of Education
  topic: keywords
subject: Policy Analysis
  topic: keywords
subject: Implementation Studies
  topic: keywords
subject: Socioeconomic Factors
  topic: keywords
subject: Curriculum Reform
  topic: keywords
subject: Educational Access
  topic: keywords
creator: Mekonnen Abate
creator: Woindu Bezabih
creator: Tadesse Teshome
rights: Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
date: 2002-08-17
publication date: 2002-08-17
doi: 10.5281/zenodo.18751654

Comparative Educational Practices in Ugandan Regions
type: item
description: 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
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: comparative education
  topic: keywords
subject: educational policy
  topic: keywords
subject: institutional reform
  topic: keywords
subject: pedagogical approaches
  topic: keywords
subject: socio-economic disparities
  topic: keywords
subject: teacher training
  topic: keywords
creator: Ssali Tumwebaze
creator: Mary Namuguta
creator: James Ssegoya
creator: Kizza Buwemmo
rights: Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
date: 2002-11-01
publication date: 2002-11-01
doi: 10.5281/zenodo.18751641

Implementing and Acceptance Rates of Digital Food Safety Management Systems in Kenyan Markets
type: item
description: 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.
subject: Articles
  topic: section
subject: African
  topic: keywords
subject: Qualitative
  topic: keywords
subject: Anthropology
  topic: keywords
subject: Methodology
  topic: keywords
subject: Theory
  topic: keywords
subject: Culture
  topic: keywords
subject: Food Security
  topic: keywords
creator: Odinga Macharia
creator: Kibet AnyangNyongo
rights: Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
date: 2001-09-17
publication date: 2001-09-17
doi: 10.5281/zenodo.18732128

Decolonizing Curriculum in South African Higher Education Institutions
type: item
description: 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
subject: Articles
  topic: section
subject: Decolonization
  topic: keywords
subject: Curriculum Reform
  topic: keywords
subject: Indigenous Knowledge Systems
  topic: keywords
subject: Critical Pedagogy
  topic: keywords
subject: Postcolonial Theory
  topic: keywords
subject: Decentering Eurocentrism
  topic: keywords
subject: Global South Education
  topic: keywords
creator: Nokuthula Cele
creator: Sizwe Mkhize
creator: Mpho Molef
creator: Sello Tshabalala
rights: Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
date: 2001-04-26
publication date: 2001-04-26
doi: 10.5281/zenodo.18732083

Theoretical Foundations for Adopting Open Educational Resources in Nigerian Universities
type: item
description: 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.
subject: Articles
  topic: section
subject: African
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: E-learning
  topic: keywords
subject: Virtual
  topic: keywords
subject: Community Engagement
  topic: keywords
subject: Access
  topic: keywords
subject: Equity
  topic: keywords
creator: Bamidele Adesina
creator: Chidera Okachakwa
rights: Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
date: 2000-11-07
publication date: 2000-11-07
doi: 10.5281/zenodo.18717322

Strategies for Indigenous Language Preservation in Nigerian Educational Systems
type: item
description: 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
subject: Articles
  topic: section
subject: Geographic
  topic: keywords
subject: Linguistic
  topic: keywords
subject: Diversity
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Heritage Languages
  topic: keywords
subject: Cultural Preservation
  topic: keywords
subject: Community Engagement
  topic: keywords
creator: Chidera Okonkwo
rights: Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
date: 2000-04-08
publication date: 2000-04-08
doi: 10.5281/zenodo.18717277