African Journal of TVET and Skills Development
African Journal of TVET and Skills Development is a peer‑reviewed scholarly journal published under the Pan‑African Research Journals (PARJ) platform, advancing African‑centred and global research.
The Role of School-Based Health Programmes in Enhancing Mental Well-being Among Secondary Students in Cape Town, South Africa
School-based health programmes are increasingly recognised as a critical component in addressing mental health issues among secondary students globally. The study employed an educational perspective, analysing existing literature and qualitative data from interviews conducted with educators and students. The findings suggest that school-based health programmes can be effective tools for promoting mental well-being among South African secondary students. Schools and policymakers should consider integrating these evidence-based interventions into their curricula to mitigate the rising rates of mental health issues in secondary education.
Copyright (c) 2012 https://creativecommons.org/licenses/by/4.0/
Challenges and Opportunities in Distance Education for Rural Communities in Uganda 2012
Distance education in Uganda faces significant challenges, particularly for rural communities where access to educational resources is limited. Qualitative data were collected through semi-structured interviews with educators, community leaders, and students from four purposively selected districts across Uganda. Interviews covered issues related to education delivery methods, student participation rates, and perceived benefits. The analysis revealed that while internet connectivity was poor in some areas (50% of respondents reported unreliable or no internet access), there was strong interest among community members for online learning opportunities. Despite technological constraints, rural Ugandans showed significant potential to benefit from distance education if supported by appropriate infrastructure and training programmes. The study highlights the need for tailored solutions that address specific challenges in remote areas. Educational authorities should prioritise investment in digital infrastructure to improve connectivity in underserved regions, while also developing targeted training programmes to enhance teacher competency in online teaching methods.
Comparative Educational Practices in Djibouti
This study examines comparative educational practices in Djibouti by analysing survey data from various stakeholders. Educational surveys were administered to educators, students, parents, and policy makers. Data was collected through questionnaires and interviews. A notable finding was the higher proportion of female teachers compared to male teachers (70% vs. 30%), which influenced teaching styles and student engagement. The study highlights significant gender disparities in teacher demographics, impacting educational practices and outcomes. Policy recommendations include promoting equal opportunities for male teachers and encouraging more balanced sex ratios in schools to enhance overall education quality.
Copyright (c) 2011 https://creativecommons.org/licenses/by/4.0/
Water Sanitation Technologies' Impact Evaluation in Kibera Slums
Water sanitation technologies have been implemented in Kibera slums to improve community health. A participatory action research approach was employed, involving regular visits, surveys, focus groups, and feedback sessions with local stakeholders. Significant improvements were noted in handwashing frequency (increased by 20%) and reported waterborne disease cases decreased by 15%. The interventions have positively influenced community health practices, particularly through increased awareness of sanitation importance. Further research should focus on long-term sustainability strategies and scaling up successful initiatives to other slums. water sanitation technologies, Kibera slums, hygiene improvement, participatory action research
Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
Enhanced Teacher Training Programmes for Early Childhood Education in Urban Lagos
Early childhood education in urban Lagos, Nigeria faces challenges such as inadequate teacher training and resources, leading to suboptimal student outcomes. The study employed a mixed-methods approach with pre- and post-training assessments, participant observations, and focus group discussions to analyse the impact of the training programmes. Students showed significant improvement in basic literacy skills (average score increased by 20% from baseline to post-test), demonstrating positive outcomes from the teacher training interventions. Enhanced teacher training programmes have positively influenced student learning outcomes, particularly in early literacy development, indicating a need for sustained support and further research. Continued professional development opportunities should be provided to teachers, with emphasis on content relevance and pedagogical approaches suitable for urban settings.
Precision Agriculture Adoption in Ethiopian Highlands
Precision agriculture techniques have been introduced in various regions to enhance productivity and sustainability. A mixed methods approach was employed, combining survey data from 150 randomly selected farmers with semi-structured interviews to explore their experiences and perceptions of precision agriculture. The findings indicate that farmers who adopted precision agriculture techniques saw a significant increase in crop yields by up to 25% compared to those who did not adopt these methods, reflecting the effectiveness of precision farming in enhancing agricultural productivity. Precision agriculture adoption led to notable improvements in both economic and environmental outcomes for farmers in the Ethiopian Highlands. Policy makers should encourage further research into the long-term sustainability impacts of precision agriculture while providing financial incentives for farmers adopting these technologies.
Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
Virtual Reality Training Programmes in Nairobi’s Slums
Virtual reality (VR) training programmes have gained traction in various sectors as a cost-effective and immersive learning tool. In Nairobi’s slums, where access to formal education is limited, VR has been piloted for disaster response operations. A mixed-methods approach combining surveys with observational studies was employed to gather data on user experience, satisfaction levels, and performance outcomes. Focus groups were also conducted to understand contextual barriers and facilitators. The survey revealed a significant adoption rate of VR programmes among community members (85% reported using the programme), with young adults aged 18-30 showing higher engagement compared to older age groups (69% vs. 7%). VR training programmes showed promising performance metrics in disaster response simulations, particularly in areas requiring quick decision-making and situational awareness. To enhance adoption rates and improve simulation outcomes, it is recommended that VR content be tailored to local contexts and that ongoing support mechanisms are established for users.
Sustainable Agriculture Practices and Soil Fertility Programmes Among Rural Landless Families in Kenya
This study examines sustainable agriculture practices and soil fertility programmes in rural Kenya among landless families. A survey approach was employed involving a structured questionnaire distributed across selected regions. Data collection included interviews and focus groups to gather qualitative insights into farmers' experiences. There is evidence that over 70% of landless families have adopted at least one sustainable agriculture practice, which correlates with improved soil fertility observed in their fields. The survey reveals significant potential for enhancing rural livelihoods through the implementation of community-based soil fertility programmes. Farmers should be provided with continuous support and training to sustain these practices. Local governments need to invest more in sustainable agriculture initiatives.
Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
National Curricular Integration of Education for Sustainable Development in Ghana
Education for Sustainable Development (ESD) in Ghana's national curricula has been a topic of interest due to its potential to integrate environmental and social sustainability into educational processes. The study employed a mixed-methods approach combining quantitative analysis of curricular documents with qualitative interviews of educators. Data were collected from 20 primary and secondary schools representing diverse geographic regions and educational sectors. Findings indicate that while all examined schools include some form of ESD content, there is significant variation in the depth and breadth of its integration, particularly regarding environmental education versus social aspects. The comparative analysis reveals distinct patterns in how ESD is approached within Ghanaian curricula, highlighting both challenges and opportunities for more comprehensive integration across all sectors. Based on findings, recommendations include developing standardised guidelines for ESD content and fostering continuous professional development among educators to enhance its implementation effectively. Education for Sustainable Development, National Curricula, Ghana, Curriculum Integration
Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
Inclusive Education Policies and Practices for Children with Disabilities in Tanzania
In Tanzania, there is a growing recognition of the need for inclusive education policies to ensure that children with disabilities have equitable access to quality education. A literature review was conducted using academic databases and grey literature sources focused on educational policies, programmes, and research studies related to inclusive education in Tanzania. Current initiatives vary significantly across regions, with urban areas generally outperforming rural ones. For instance, the proportion of schools implementing inclusive practices is higher in coastal districts compared to inland areas (52% vs. 38%). While progress has been made, there remains a significant need for more comprehensive and consistent implementation of inclusive education policies across all regions. Investment should be directed towards strengthening training programmes for teachers and educational support staff, as well as improving infrastructure in underserved areas.
Curating Competency-Based Curriculum for Tanzanian 21st Century Learners
The Tanzanian education system aims to equip learners for the demands of the 21st century through various TVET and skills development programmes. A collaborative approach involving education experts, industry partners, and Tanzanian educators will be employed to design and implement the curriculum. A competency-based approach is essential for preparing Tanzanian learners for future employment and personal development, particularly in the context of rapidly evolving technological demands. Implement a phased rollout strategy with initial pilot programmes followed by wider adoption across all educational levels to ensure sustainability and efficacy.
Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
The Informal Sector and Education in Urban Senegal
The urban informal sector in Senegal plays a significant role in employment, particularly for youth and women, despite formal education systems. This study employs qualitative research methods including semi-structured interviews with 50 workers from various sectors of the urban informal economy, focus group discussions with educators and community leaders, and document reviews to understand perspectives on education and employment within this sector. The analysis reveals that while formal education is valued, many in the workforce see it as insufficient for securing jobs in the informal sector. There is a notable preference for vocational training over academic qualifications. The findings suggest that educational pathways tailored to the needs of the urban informal sector could enhance employability and skill acquisition among its workforce. Educational institutions should collaborate with local employers to design curricula more aligned with job market demands, and community programmes should support vocational training for those who do not pursue formal education.
Early Childhood Development (ECD) programmes in Rwanda have been implemented to enhance children's cognitive and socio-emotional skills from birth to age five. However, long-term impacts of these programmes are less understood. A qualitative exploration was conducted through semi-structured interviews with parents/guardians, teachers, and education officials. Focus groups were also held to gather insights from community members. Findings suggest that ECD programmes have a positive impact on children’s cognitive development, particularly in areas such as language acquisition and problem-solving skills; however, the proportion of families who reported improved child behaviour was lower compared to other developmental outcomes. The study highlights the importance of sustained support for ECD programmes to ensure long-term benefits for both children and their caregivers. Future research should focus on evaluating the sustainability of ECD programme impacts over time and exploring ways to enhance parental engagement in these programmes.
Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
Indigenous Forest Management in Ugandan Hillside Communities
Indigenous forest management practices in Ugandan hillside communities are crucial for maintaining ecosystem services and biodiversity conservation. No empirical results were obtained; the study employed a qualitative approach to analyse existing literature and community interviews. While farmers are generally supportive of sustainable forest management practices, barriers such as economic constraints impede wider adoption. Investment in community-based forestry programmes should prioritise providing low-cost or subsidized tree planting materials and training workshops. Enhancing local governance structures could also facilitate better resource allocation for forest conservation efforts.
Indigenous Knowledge Systems in Liberian Education Practice
Indigenous Knowledge Systems (IKS) in Liberia's education sector have yet to be systematically explored, despite their potential for enhancing educational practices and outcomes. A qualitative exploration was conducted through semi-structured interviews with educators, parents, and community leaders in three selected regions of Liberia. The study aimed at capturing diverse perspectives on IKS within educational contexts. The analysis revealed that while indigenous knowledge systems are seen as valuable by many stakeholders, their integration into formal education is constrained by limited resources and inadequate training for teachers. Indigenous knowledge systems can enrich Liberian education if supported with appropriate policy frameworks and teacher training programmes. Educational policymakers should prioritise the development of curricula that incorporate indigenous knowledge systems. Additionally, professional development opportunities should be provided to ensure educators are equipped to integrate these practices effectively.
Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
Sustainable Development Principles in Mozambican Education Practices
Mozambique faces significant challenges in education, including low enrollment rates and inadequate teacher training, which hinder sustainable development goals. A qualitative study involving semi-structured interviews with educators, policymakers, and students in selected schools across different regions of Mozambique. Educators reported integrating environmental education into curricula, while few institutions offered training for teachers on climate change adaptation strategies. Students showed awareness about sustainable practices but lacked practical knowledge. While some educational initiatives align with sustainable development goals, a gap remains in teacher training and curriculum integration across regions. Policymakers should prioritise teacher training programmes that include sustainability topics, and schools need to allocate more resources for environmental education.
National Curricula and Sustainable Development Initiatives in Niger
Niger faces significant challenges in education, particularly in integrating Education for Sustainable Development (ESD) principles into its national curricula. A mixed-methods approach was employed, including a literature review, expert interviews, and analysis of curriculum documents. Data were triangulated for robustness. The study revealed that while all sectors have some form of ESD integration, the level varies significantly: primary education shows more consistent adoption (60%) compared to secondary (35%) and tertiary levels (10%). Current curricula in Niger emphasise environmental sustainability over social justice aspects, necessitating a balanced approach for comprehensive ESD. Curriculum developers should prioritise integrating both environmental and social justice dimensions of ESD. Policy makers must incentivize higher-level implementation across all sectors.
Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
Community Engagement Workshops and Soil Fertility Improvements in Southern Ethiopian Communities
Soil fertility improvements are crucial for agricultural productivity in Southern Ethiopia's communities, particularly given their reliance on rain-fed agriculture. A mixed methods approach was employed, including quantitative surveys for assessing changes in soil quality indicators and qualitative interviews to gather insights into participants' experiences and perceptions. Community workshops led to a significant increase (30%) in the adoption of recommended agricultural practices by participating farmers, contributing to improved soil health. The community engagement workshops had a positive impact on enhancing soil fertility and environmental conservation efforts among Southern Ethiopian communities. Further research should explore long-term sustainability measures and replication of these workshops in other regions with similar conditions.
Motivation and Retention in Rural Congolese Schools
Motivation and retention of teachers in rural Congolese schools are critical issues for educational development in the Democratic Republic of Congo (DRC). Inadequate teacher motivation and retention can lead to poor quality education, especially in remote areas where resources are limited. The research employs a qualitative approach, conducting semi-structured interviews with a purposive sample of teachers from six randomly selected rural secondary schools across DRC. Data collection also includes observations of school environments and document analysis of relevant policies and procedures. Interviews revealed that financial incentives were the most significant motivator for teachers in rural areas, often exceeding other factors such as job security or professional development opportunities. However, a notable challenge was the lack of adequate infrastructure, which affected both teaching quality and teacher satisfaction. The findings suggest that improving teacher motivation requires addressing not only financial incentives but also enhancing school facilities to improve working conditions and overall student learning environments. Based on these insights, recommendations include increasing investment in rural schools' infrastructure and implementing targeted support programmes for teachers, particularly those related to career development and professional growth.
Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
Inclusive Education Policies in Tanzania
Inclusive education policies aim to integrate children with disabilities into mainstream schools alongside able-bodied peers, fostering equitable educational opportunities. The study employed a mixed-methods approach combining document review of official policies and school observations to assess the current state of inclusion. A notable finding was the significant underrepresentation of disabled students (30%) in mainstream schools, indicating room for improvement in policy implementation. Current inclusive education practices in Tanzania face challenges primarily related to insufficient resource allocation and inadequate training for teachers. Policy makers should prioritise equitable funding and professional development programmes for educators to enhance the inclusivity of educational settings. Inclusive Education, Children with Disabilities, Policy Analysis, Tanzania
The Youth's Role in Educational Participation Across Africa
The role of youth in educational participation across Africa has been a subject of increasing interest due to demographic shifts and socio-economic changes. A comparative analysis approach was employed, involving secondary data from government reports and academic literature. Qualitative thematic analysis was used for interpretive insights. Youth engagement varied significantly across regions with Nairobi showing higher participation rates in formal education compared to rural areas where informal learning networks are more prevalent. The study concludes that while youth are actively involved in both formal and non-formal educational settings, disparities exist based on geographical location and socioeconomic status. Policy makers should consider developing targeted interventions to enhance access to quality education for marginalized youth in rural areas.
Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
Digital Literacy Programmes and Dropout Rates among Adolescent Girls in Lagos, Nigeria
Digital literacy is increasingly important in today's workforce, yet gender gaps persist in computer science education for adolescent girls. An ethnographic study employing participant observation and semi-structured interviews to understand barriers and facilitators to participation in computer science education. Nine-month dropout rate analysis revealed a significant disparity with 42% of girls dropping out compared to 30% of boys, highlighting the need for tailored interventions. Digital literacy programmes are effective but face challenges related to cultural norms and gender biases. Tailored support is essential to increase retention rates. Develop culturally sensitive digital literacy curricula and provide mentorship programmes focused on addressing social barriers to education.