African Journal of TVET and Skills Development
type: channel
description: 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.
language: en
publication name: African Journal of TVET and Skills Development
items: Water Sanitation Technologies' Impact Evaluation in Kibera Slums
items: Enhanced Teacher Training Programmes for Early Childhood Education in Urban Lagos
items: Precision Agriculture Adoption in Ethiopian Highlands
items: Virtual Reality Training Programmes in Nairobi’s Slums
items: Sustainable Agriculture Practices and Soil Fertility Programmes Among Rural Landless Families in Kenya
items: Teacher Motivation and Retention in Rural Ugandan Schools
items: National Curricular Integration of Education for Sustainable Development in Ghana
items: Inclusive Education Policies and Practices for Children with Disabilities in Tanzania
items: Curating Competency-Based Curriculum for Tanzanian 21st Century Learners
items: The Informal Sector and Education in Urban Senegal
items: The ECD Landscape in Rwanda
items: Indigenous Forest Management in Ugandan Hillside Communities
items: Indigenous Knowledge Systems in Liberian Education Practice
items: Sustainable Development Principles in Mozambican Education Practices
items: National Curricula and Sustainable Development Initiatives in Niger
items: Community Engagement Workshops and Soil Fertility Improvements in Southern Ethiopian Communities
items: Motivation and Retention in Rural Congolese Schools
items: Inclusive Education Policies in Tanzania
items: The Youth's Role in Educational Participation Across Africa
items: Digital Literacy Programmes and Dropout Rates among Adolescent Girls in Lagos, Nigeria

Water Sanitation Technologies' Impact Evaluation in Kibera Slums
type: item
description: 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
subject: Articles
  topic: section
subject: Kenya
  topic: keywords
subject: Kibera
  topic: keywords
subject: Participatory Action Research
  topic: keywords
subject: Water Sanitation Technologies
  topic: keywords
subject: Community Health
  topic: keywords
subject: Impact Evaluation
  topic: keywords
subject: Sustainable Development
  topic: keywords
creator: Njeri Kimunya
creator: Odhiambo Kinyanjui
rights: Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
date: 2010-01-27
publication date: 2010-01-27
doi: 10.5281/zenodo.18909255

Enhanced Teacher Training Programmes for Early Childhood Education in Urban Lagos
type: item
description: 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.
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Early Childhood Education
  topic: keywords
subject: Teacher Training
  topic: keywords
subject: Action Research
  topic: keywords
subject: Mixed Methods
  topic: keywords
subject: Quantitative Analysis
  topic: keywords
subject: Qualitative Inquiry
  topic: keywords
creator: Festus Oguntoyinbo
creator: Oluwatobi Olukoya
rights: Copyright (c) 2010 https://creativecommons.org/licenses/by/4.0/
date: 2010-10-14
publication date: 2010-10-14
doi: 10.5281/zenodo.18909236

Precision Agriculture Adoption in Ethiopian Highlands
type: item
description: 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.
subject: Articles
  topic: section
subject: Ethiopia
  topic: keywords
subject: Highlands
  topic: keywords
subject: Precision Farming
  topic: keywords
subject: Mixed Methods
  topic: keywords
subject: Sustainability
  topic: keywords
subject: GIS
  topic: keywords
subject: Participatory Action Research
  topic: keywords
creator: Hermias GebreMariam
rights: Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
date: 2009-01-23
publication date: 2009-01-23
doi: 10.5281/zenodo.18895154

Virtual Reality Training Programmes in Nairobi’s Slums
type: item
description: 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.
subject: Articles
  topic: section
subject: Sub-Saharan
  topic: keywords
subject: Nairobi
  topic: keywords
subject: Virtual Reality
  topic: keywords
subject: Simulation-Based Learning
  topic: keywords
subject: User Adoption Analysis
  topic: keywords
subject: Educational Technology Evaluation
  topic: keywords
subject: Gamification
  topic: keywords
creator: Owen Mwakisanga
rights: Copyright (c) 2009 https://creativecommons.org/licenses/by/4.0/
date: 2009-10-09
publication date: 2009-10-09
doi: 10.5281/zenodo.18895124

Sustainable Agriculture Practices and Soil Fertility Programmes Among Rural Landless Families in Kenya
type: item
description: 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.
subject: Articles
  topic: section
subject: Kenya
  topic: keywords
subject: Sustainable Agriculture
  topic: keywords
subject: Soil Fertility
  topic: keywords
subject: Community-Based Programmes
  topic: keywords
subject: Rural Development
  topic: keywords
subject: Participatory Research
  topic: keywords
subject: Farm Productivity
  topic: keywords
creator: Wanjiku Koech
creator: Kerubo Ochieng
creator: Mbugua Wafula
creator: Omondi Gitonga
rights: Copyright (c) 2008 https://creativecommons.org/licenses/by/4.0/
date: 2008-03-01
publication date: 2008-03-01
doi: 10.5281/zenodo.18872441

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

National Curricular Integration of Education for Sustainable Development in Ghana
type: item
description: 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
subject: Articles
  topic: section
subject: Sustainable Development
  topic: keywords
subject: Curriculum Studies
  topic: keywords
subject: Environmental Education
  topic: keywords
subject: Social Justice
  topic: keywords
subject: Intercultural Understanding
  topic: keywords
subject: Participatory Methods
  topic: keywords
subject: Indicators of Sustainability
  topic: keywords
creator: Adwoa Boakye-Twumasi
creator: Esi Gyamfi
creator: Kofi Amoako
rights: Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
date: 2007-04-26
publication date: 2007-04-26
doi: 10.5281/zenodo.18852293

Inclusive Education Policies and Practices for Children with Disabilities in Tanzania
type: item
description: 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.
subject: Articles
  topic: section
subject: Tanzania
  topic: keywords
subject: Inclusion
  topic: keywords
subject: Disability Studies
  topic: keywords
subject: Universal Design
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Advocacy
  topic: keywords
subject: Policy Analysis
  topic: keywords
creator: Kamagiliza Mwalimu
rights: Copyright (c) 2007 https://creativecommons.org/licenses/by/4.0/
date: 2007-03-14
publication date: 2007-03-14
doi: 10.5281/zenodo.18852238

Curating Competency-Based Curriculum for Tanzanian 21st Century Learners
type: item
description: 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.
subject: Articles
  topic: section
subject: Africanization
  topic: keywords
subject: Contextualized Curriculum
  topic: keywords
subject: Experiential Learning
  topic: keywords
subject: Geographical Education
  topic: keywords
subject: Indigenous Knowledge Systems
  topic: keywords
subject: Needs Assessment
  topic: keywords
subject: Pedagogical Innovation
  topic: keywords
creator: Simeon Simiyu
creator: Geraldine Gomes
creator: Mwihaki Mwangi
creator: Wilfred Wambugu
rights: Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
date: 2006-02-14
publication date: 2006-02-14
doi: 10.5281/zenodo.18830188

The Informal Sector and Education in Urban Senegal
type: item
description: 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.
subject: Articles
  topic: section
subject: Africanization
  topic: keywords
subject: Contextual Analysis
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Feminist Theory
  topic: keywords
subject: Inclusion Studies
  topic: keywords
subject: Participatory Action Research
  topic: keywords
subject: Urban Sociology
  topic: keywords
creator: Amadou Diop
rights: Copyright (c) 2006 https://creativecommons.org/licenses/by/4.0/
date: 2006-03-15
publication date: 2006-03-15
doi: 10.5281/zenodo.18830163

The ECD Landscape in Rwanda
type: item
description: 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.
subject: Articles
  topic: section
subject: Rwandan
  topic: keywords
subject: Geographic
  topic: keywords
subject: Contextual
  topic: keywords
subject: Qualitative
  topic: keywords
subject: Longitudinal
  topic: keywords
subject: Theoretical
  topic: keywords
subject: Empirical
  topic: keywords
creator: Nyarubusha Karuhini
creator: Kabiru Kayumba
creator: Kayonga Mukamenya
creator: Ingare Nshuti
rights: Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
date: 2005-08-16
publication date: 2005-08-16
doi: 10.5281/zenodo.18815959

Indigenous Forest Management in Ugandan Hillside Communities
type: item
description: 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.
subject: Articles
  topic: section
subject: African Geography
  topic: keywords
subject: Indigenous Knowledge Systems
  topic: keywords
subject: Ecosystem Services
  topic: keywords
subject: Conservation Biology
  topic: keywords
subject: Participatory Research
  topic: keywords
subject: Sustainable Practices
  topic: keywords
subject: Biodiversity Preservation
  topic: keywords
creator: Frank Kasoma
creator: Julius Achola
creator: Jackson Okello
creator: Erick Nabirye
rights: Copyright (c) 2005 https://creativecommons.org/licenses/by/4.0/
date: 2005-05-18
publication date: 2005-05-18
doi: 10.5281/zenodo.18815947

Indigenous Knowledge Systems in Liberian Education Practice
type: item
description: 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.
subject: Articles
  topic: section
subject: African education
  topic: keywords
subject: Indigenous knowledge systems
  topic: keywords
subject: Ethnography
  topic: keywords
subject: Cultural competence
  topic: keywords
subject: Community-based approaches
  topic: keywords
subject: Heritage learning
  topic: keywords
subject: Critical pedagogy
  topic: keywords
creator: Moses Glinne
creator: Nathan Kpelle
rights: Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
date: 2004-03-27
publication date: 2004-03-27
doi: 10.5281/zenodo.18795474

Sustainable Development Principles in Mozambican Education Practices
type: item
description: 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.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: qualitative research
  topic: keywords
subject: sustainable development
  topic: keywords
subject: teacher education
  topic: keywords
subject: cultural barriers
  topic: keywords
subject: community involvement
  topic: keywords
subject: indigenous knowledge systems
  topic: keywords
creator: Dondo Dondo
creator: Makhene Machene
rights: Copyright (c) 2004 https://creativecommons.org/licenses/by/4.0/
date: 2004-04-16
publication date: 2004-04-16
doi: 10.5281/zenodo.18795456

National Curricula and Sustainable Development Initiatives in Niger
type: item
description: 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.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: Sustainable Development Goals
  topic: keywords
subject: Curriculum analysis
  topic: keywords
subject: Indigenous knowledge systems
  topic: keywords
subject: Participatory approaches
  topic: keywords
creator: Zakariya Haroun
creator: Aminata Abba
creator: Salamou Garba
creator: Mahama Dahiru
rights: Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
date: 2002-09-19
publication date: 2002-09-19
doi: 10.5281/zenodo.18751708

Community Engagement Workshops and Soil Fertility Improvements in Southern Ethiopian Communities
type: item
description: 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.
subject: Articles
  topic: section
subject: Ethiopia
  topic: keywords
subject: Geographic
  topic: keywords
subject: Mixed Methods
  topic: keywords
subject: Community Engagement
  topic: keywords
subject: Soil Fertility
  topic: keywords
subject: Conservation
  topic: keywords
subject: Participatory Approach
  topic: keywords
creator: Mekonnen Gebreab
rights: Copyright (c) 2002 https://creativecommons.org/licenses/by/4.0/
date: 2002-06-08
publication date: 2002-06-08
doi: 10.5281/zenodo.18751685

Motivation and Retention in Rural Congolese Schools
type: item
description: 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.
subject: Articles
  topic: section
subject: Rural
  topic: keywords
subject: Congolese
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Motivation
  topic: keywords
subject: Retention
  topic: keywords
subject: Contextualization
  topic: keywords
subject: Phenomenology
  topic: keywords
creator: Ndongo Ndaya
creator: Kamfu Mankong
creator: Tshibangu Kabasanga
rights: Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
date: 2001-06-02
publication date: 2001-06-02
doi: 10.5281/zenodo.18732190

Inclusive Education Policies in Tanzania
type: item
description: 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
subject: Articles
  topic: section
subject: Tanzania
  topic: keywords
subject: Inclusion
  topic: keywords
subject: Accessibility
  topic: keywords
subject: Equity
  topic: keywords
subject: Disability Studies
  topic: keywords
subject: Curriculum Development
  topic: keywords
subject: Ethnography
  topic: keywords
creator: Mwihaki Mazoka
creator: Kamahi Mbuli
rights: Copyright (c) 2001 https://creativecommons.org/licenses/by/4.0/
date: 2001-10-03
publication date: 2001-10-03
doi: 10.5281/zenodo.18732177

The Youth's Role in Educational Participation Across Africa
type: item
description: 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.
subject: Articles
  topic: section
subject: African
  topic: keywords
subject: Youth
  topic: keywords
subject: Participation
  topic: keywords
subject: Education
  topic: keywords
subject: Development
  topic: keywords
subject: Comparative
  topic: keywords
subject: Anthropology
  topic: keywords
creator: Kibet Njeri Mukuu
creator: Mwangi Kimunya
rights: Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
date: 2000-05-20
publication date: 2000-05-20
doi: 10.5281/zenodo.18717339

Digital Literacy Programmes and Dropout Rates among Adolescent Girls in Lagos, Nigeria
type: item
description: 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.
subject: Articles
  topic: section
subject: African geography
  topic: keywords
subject: dropout rates
  topic: keywords
subject: gender studies
  topic: keywords
subject: participant observation
  topic: keywords
subject: qualitative methods
  topic: keywords
subject: technology access
  topic: keywords
subject: youth engagement
  topic: keywords
creator: Oladipo Fagburesa
rights: Copyright (c) 2000 https://creativecommons.org/licenses/by/4.0/
date: 2000-07-09
publication date: 2000-07-09
doi: 10.5281/zenodo.18717303