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The PanAfrican Research Agenda on the Pedagogical Integration of information and communication technology (ICT; PanAf) research project was initiated in 2006 to support initiatives in African countries to integrate ICT into teaching and learning through the frequent collection and analysis of data on ICT usage. The article examines the congruence between the intended and implemented ICT curricula in six African countries (Cameroon, Côte d'Ivoire, Ghana, Kenya, Senegal, and South Africa) that participated in the study. Data obtained from the PanAf observatory (at www.observatoiretic.org) on these countries' use of ICT in education revealed that the national curricula documents (intended curricula) and teachers' classroom practices (implemented curricula) both emphasize ICT as the subject of learning rather than as a means of learning.

The 1998 UNESCO World Conference on Higher Education in Paris recommended that global higher education institutions should internationalize and reduce inequalities between developed and emerging countries. Since then, universities strive to incorporate an international dimension in their service. The aim was initially guided by the 20th century understanding of internationalization being just, fair, and an equitable process that promotes peace and mutual understanding. However, under the influence of the General Agreement on Trade in Services and competition, internationalization changed focus and became less inclusive. This paper explores inclusive international education in East Africa using narrative review methodology. Findings suggest that rather than promoting access and equity in higher education, internationalization, for example, excludes economically disadvantaged, disabled, and adult learners. Thus, in addition to internationalization at home, inclusive internationalization abroad strategies should be devised. Internationalization of higher education is more valuable if it translates into fair, just, and peaceful social systems.

Amid a rise of misinformation worldwide, this paper examines digital misinformation literacy as it relates to COVID-19 news in East Africa. The study is grounded in inoculation theory and contributes to the body of scholarship examining misinformation literacy beyond the Western world. Data came from a comparative, cross-national survey in Kenya, Uganda and Rwanda (N = 3,203), making this the largest known empirical investigation into digital misinformation literacy in the region within the context of a pandemic. Paper surveys were distributed throughout all three countries in 2021. The data revealed differences in actual and perceived misinformation literacy levels. Kenyans and Rwandans were better at detecting false COVID-19 statements in the media, whereas Ugandans were better at detecting true messages. Similarly, Kenyans' and Rwandans' perceived levels of digital misinformation literacy were higher than Ugandans'. Regarding perceived exposure to COVID-19 information, Kenyans felt they were exposed to fake COVID-19 news online more often than Ugandans, who felt more exposed than Rwandans. This research contributes to the growing literature on digital misinformation literacy, an area which isn't significantly studied in many world regions, especially in Africa. [ABSTRACT FROM AUTHOR]

Medical education in Africa is in desperate need of reforms, evident in widespread diseases, and an inability to mobilise and train the required medical workforce to deal with these health issues. However, the exponential rise in the use of mobile technologies due to the spread of the Internet and increased telecommunication networks offer an opportunity for the transformation of medical education and practice through the deployment of mobile devices as a medium for learning and conveying health care services to the remote and resource-constrained locations of Sub-Saharan Africa (SSA). This paper reviewed articles on the affordances of m-learning for distributed medical education in SSA published between 2010-2018. Results from 18 articles identified in the review revealed a slow-paced ascendancy of practice and research in the field; it further exposed competing priorities, infrastructural deficit, and chronic workforce shortages as the bane of m-learning implementation in the subregion. This paper makes recommendations that will enhance the growth of mobile-based distance medical education and practice in SSA.

Drawing on an ethnographic study of academic literacy practices in the applied social sciences, this paper builds on research which seeks to make visible the increasingly complex linguistic diversity in English-dominant universities (Universities in the Anglophone Centre: Sites of multilingualism. In L. Wei (Ed.). Applied linguistics review (Vol. 2, pp. 121-145). Berlin/New York: De Gruyter Mouton) by offering a detailed reading of the multilingual repertoires reported by students who identify with London's African migrant communities. The paper analyses data selected from in-depth interviews with under-graduate students who identify as speakers of English, but also Swahili and the other non-prestige language varieties comprising their complex repertoires (Blommaert, J., & Backus, A. (2011). Repertoires revisited: "Knowing language". In Superdiversity (Working papers in urban language and literacies 67). London, England: King's College). These repertoires are intertwined with life experiences and we argue that there is a need for a more nuanced faculty understanding of this. While the scope of multilingual repertoires poses some challenges for employing plurilingual pedagogies in curriculum spaces separate from linguistically-oriented programmes, namely the applied social sciences, we suggest that faculty initiatives such as teacher training courses could have a role in raising awareness of hidden repertoires.

Describes the financial crisis in African education, and comments on the World Bank's recommended educational strategies: selective expansion of services, financial adjustment through cost sharing and containment, and revitalization. Presents 26 specific suggestions for the Kenyan situation. (SV)

This study examined the social and spill-over benefits as motivating factors to investment in formal education in selected countries in Africa. The paper had three objectives, namely) to profile the key statistics of formal schooling; ii) examine the formal education and iii) link national goals of education with expectations in Ghana, Kenya and Rwanda. The major contention of the paper is that investment in education is not a matter of random choice but rather an imperative led by the fact that education holds returns and externalities to the largest society. Authors reviewed theory of human capital, local and international publications on social and spill over benefits of education focusing on Ghana, Kenya and Rwanda. The analysis of government policies and other publications from these three African nations have shown that education is considered as a key sector in these developing nations. Nevertheless, the researchers found out that mostly only primary and secondary education are distinctively accorded considerable public financial resources which might be associated with the countries limited financial ability, competitive needs, national and global trends. However, the fact that Ghana, Kenya and Rwanda strive to become democratic, self-reliant and middle income nations by conquering long terms set visions in which caliber manpower, welfare, self-employment, reduced social inequalities, increase in average income, knowledge based society, ICT driven and sustainable economy are key characteristics; it is imperative to invest substantially in TVET and higher education. It is also recommended that Ghana, Kenya and Rwanda put in place strong institutions that objectively, effectively and rationally ensure the efficient use of all available resources towards maximum educational outputs.

This paper compares the mixed-methods evaluation findings of the ukuFUNda Virtual School (UVS) with evaluations of three different mobile learning (m-learning) programmes in Africa: the information and communication technologies for rural education (ICT4RED); the Kenya Primary Math and Reading (PRIMR) study and the Nokia Mobile Mathematics (MoMath) evaluation. The comparison applies a conceptual model based on m-learning affordances and configurations (Strigel & Pouezevara, 2012), as well as on uptake, use, and responses by program beneficiaries; and on stakeholder learning. The findings show varied successes across all four programs and highlight important lessons for stakeholders with particular reference to scaling up of m-learning interventions in an African context.

Purpose: This paper aims to critically analyze the empirical literature on health and human development in high-, middle- and low-income countries to develop a sustainable model for investing in human health. The model is critical in building a comprehensive health-care system that fosters the stakeholders' financial stability, economic growth and high-quality education for the local community. Design/methodology/approach: A comprehensive literature review was carried out on health, human development and sustainable health investment. After thoroughly examining theoretical frameworks underlying the strategies of successful human health systems, a summary of empirical articles is created. Summaries provided in this paper represent relevant health-care strategies for Kenya. Findings: Based on the empirical review of literature, a Nexus Health Care model focusing on human development, social and cultural development, economic development and environmental development in high-, middle- and low-income countries is proposed. The goal of this model is to enhance sustainable development where wealth creation is accompanied with environmental uplifting and protection of social and material well-being. Research limitations/implications: This paper is limited to a comprehensive literature review presenting empirical evidence of human development and sustainability. Originality/value: Kenya like other developing nations aspires to contribute significantly in improving health through development of health products but the approaches used have been limiting. In most cases, the use of Western theories, lack of empowering the community and dependence on donor support have hindered the country from achieving comprehensive health and human development. This papers seeks to develop a model for health-care investment and provide strategies, operations and structure of successful health systems and human development for a developing country, such as Kenya.

With the growing demand for tertiary education, especially in Africa, the transformation of contact universities to dual-mode institutions is critical. However, conventional universities have had limited success establishing the dual-mode delivery stream. This paper assesses barriers to adoption and implementation of open and distance learning (ODL) in conventional higher education institutions in Cameroon, Kenya and Rwanda by applying a framework on innovation adoption to case studies of ODL in higher education in these countries. This qualitative meta-study shows that the transition to dual-mode is not systematic and that there are various barriers, ranging from national policy and funding; infrastructure, organisational structure and capacity; complexity and cost of ODL; as well as student and staff skills and perceptions, which have impeded adoption. Based on the findings, this paper makes recommendations for implementing ODL in existing conventional universities. Cases of successful transition to dual-mode are provided.

Background: Conceptualisations of what it means to use evidence in policymaking often appear divided between two extremes. On the one side are works presenting it as the implementation of research findings - particularly evaluations of intervention effect. In contrast stand theoretically informed works exploring the multiple meanings of evidence use, political complexities, and the constructed nature of research evidence itself. The first perspective has been criticised as over-simplistic, while the latter can make it difficult to answer questions of what might be good, or improved, uses of evidence in policymaking. Methods: To further debate, this paper develops a 'programmatic approach' to evidence use, drawing on theories of institutional decision making and empirical work on evidence use within 11 National Malaria Control Programmes in Africa. We apply the programmatic approach by investigating the key goals and tasks of programme officials, recognising that these will shape the routines and logics followed affecting evidence utilisation. We then map out the forms, sources, features, and applications of evidence that serve programme officials in their goals. Findings: In the case of malaria programmes, evidence use was understood in relation to tasks including: advocacy for funding, budget allocation, regulation development, national planning, and identification of information gaps - all of which might require different evidence sources, forms, and applications. Discussion and conclusions: Ultimately the programmatic approach aims to facilitate clearer understanding of what uses of evidence are appropriate to policymakers, while also allowing critical reflection on whether such uses are 'good' from both programme and broader social perspectives.

The workplace in the modern world continues to demand higher qualifications and refined competencies. In the recent past, workers would respond to such demands through learning by correspondence. When the Internet and e-Learning emerged, it received widespread accolade as a solution to the challenges experienced by distant learners. The technology was also seen as an opportunity for educational institutions to leverage their technological uptake to benefit regular students. However, desktop computers and Internet connectivity, which were the drivers of e-learning technologies, were expensive, bulky and scarce. So when mobile technologies emerged, educationist saw an opportunity for addressing the limitations associated with correspondence, "e" and tethered learning. Mobile devices being cheap, portable and reliable received widespread acceptance and possession. So, educators, hardware designers and program developers started to design hardware and applications that would infuse learning content into the devices. The purpose of this review is to demonstrate the potential of mobile technologies in the education market place, highlighting global initiatives and trends. The paper will also review how universities around the world, Africa and in Kenya have oriented themselves for learning with mobile technologies. The study was a documentary analysis of virtual documents stored electronically for access through the Internet, text books, archival repositories and encyclopedias. The study observed a significant high global mobile ownership and usage rates, but was able to demonstrate that despite its pedagogical advantages, the use of the technology for learning purposes at university level is still at the infantry.

In this paper, the authors illustrate the impacts of their cross-cultural research in Africa, on their current work in science and STEM education. Through the examination of two research projects in cross-cultural settings in Africa, the authors explore the lasting impacts of this type of work. Specifically, through the use of Critical Personal Narratives and feminist theory, the authors discover fault lines existing in this cross-cultural work and ultimately the shifts in their conceptions of science and STEM education.

Despite a diverse and vibrant contemporary artistic scene, East Africa sees less international exposure than other regions on the continent; this article argues that a new approach to understanding the complexities and value of performance in the region is fundamental to developing the sector. East African Soul Train is a pop-up residency, which takes artists on a journey to connect and collaborate with other artists from across the region and beyond. This paper explores how an emphasis on the production of atmosphere can challenge outcome-based narratives currently driven by academics, funders and practitioners thinking about performance in the region.

This paper is a reading of the "Free Primary Education" (FPE) policy in Kenya through the lenses of critical theory/pedagogy. The study critiques the National Alliance Rainbow Coalition (NARC) government for adoption of the Freirian banking model to design and implement the policy. The paper argues that such a model has ended up marginalizing the voices of other FPE stakeholders and sustaining educational inequalities in the country. The paper also examines how neoliberal policies like Structural Adjustment Programs (SAPS) have influenced and shaped the FPE policy, and other educational reforms in the country. Such policies are read as colonial projects functioning to produce particular meanings and serving the interests of the dominant stakeholders--top government leaders and transnational capital markets. The paper concludes by theorizing an anticolonial pedagogy that aims at transforming FPE to an educational program that works to serve the interests of the local populace. The anticolonial pedagogy theorized also proposes strategies that different government and education stakeholders can employ in order to resist and counter the colonial, neo-colonial and neo-liberal structures and ideologies that continue to be perpetuated in the country.

In the past few years, Africa has joined the rest of the world as an active participant in the Open Educational Resource (OER) movement with a number of home-grown and externally driven initiatives. These have the potential to make an immense contribution to teaching and learning in Sub-Saharan Africa (SSA). However, certain barriers prevent full participation. This paper reports on qualitative research that sought to investigate SSA's readiness to adopt OERs. This study involves three case studies based in higher education institutions involved in OER projects and located in Kenya, Uganda and South Africa. Contrary to the popular belief, findings indicate that low technological levels in Africa do not necessarily impede the adoption of such educational technologies; the real challenges facing the readiness to adopt OERs appear to be related to socio-economic, cultural, institutional and national issues. This paper argues for a complete mind shift in how people perceive OERs. It also proposes raising awareness of OERs at all levels, involving institutions and government, versioning OERs for the African context and conducting more research on OER adoption. (Contains 2 tables and 6 notes.)

This paper reports research on the initial teacher training and continuing professional development of teachers in six African countries (Ghana, Kenya, Mali, Senegal, Tanzania and Uganda). The focus of the research was on the teaching of early reading and mathematics. The curriculum of both these areas was analysed in terms of (i) implementation by providers such as Colleges of Education, and (ii) impact in schools. The study found that there were many and deep gaps in the curriculum taught and consequently in teacher knowledge and skills in these two crucial subject areas. The paper sets out a series of recommendations for addressing this problem including an overall alternative approach to teacher education that emerges from the research findings as a whole. (Contains 1 note, 11 tables, and 10 figures.)

Purpose: The purpose of this paper is to explicate spiritual leadership lessons of beneficence, courage, hope and ubuntu/humanness that are derived from the experiences of women leaders in Kenya. The paper seeks to connect African data with existing literature on spiritual leadership, to demonstrate where African spiritual leadership is similar to, or different from, western conceptualizations of spiritual leadership. Design/methodology/approach: The study from which this paper is derived employed qualitative methods, specifically interviews with supplemental archival data and observations. Four major themes are explored: beneficence, courage, hope/forbearance and ubuntu/humanness as emerging from the women's leadership stories. These four themes are compared and contrasted against existing literature on spiritual leadership. Findings: It is found that beneficence, courage, and hope are comparable to existing western conceptualizations, whereas ubuntu is unique to the African context. Research limitations/implications: The paper and the larger study were derived from interviews with 16 participants; as such, generalization was not a goal. The paper provides a deeper understanding of spiritual leadership as enacted by African women, with implications for the need for increased research on non-western, non-white perspectives on the phenomenon. Practical implications: Readers may relate to the women's stories and be both informed and inspired towards their own social justice leadership. Originality/value: Whereas the paper is derived from field research conducted in 2005 and published variously in other sources as cited, this paper takes an original perspective in comparing and contrasting African and western understandings of spiritual leadership, and expanding the understanding of the same in a novel way not done in previous publications.

In their introduction of "Music and the Racial Imagination," co-editors Ronald Radano and Philip Bohlman assert that although music is "saturated with racial stuff", "musicology--in its historical, structural-analytical, and ethnographic expressions--has sought to deny the racial dimension." Much as the author agrees with them, he also thinks that racism or racial discrimination is a sensitive topic in which many scholars in the field of musicology or ethnomusicology are reticent to engage. As an African musicologist and music educator, the author is especially interested in the two essays featuring the continent of Africa namely, D.A. Masolo's study of popular music in Kenya and Thomas Turino's paper on race, class and musical nationalism in Zimbabwe. However, he has elected to focus on a single chapter from "Music and the Racial Imagination," D.A. Masolo"s "Presencing the Past and Remembering the Present: Social Features of Popular Music in Kenya," in light of his experience with several of the socio-musicological issues Masolo discusses which have relevance not only in Kenya but other African countries as well. In this essay, the author deals with two issues raised by Masolo, which are often debated by scholars in the fields of musicology/ethnomusicology and music education. They are: (1) the use of contentious terms or terminologies by scholars with regard to the categorization or description of types of music, philosophy, religion, arts and so forth; and (2) the influence of colonialism on music and cultural education at the formal scholastic level in Africa. (Contains 1 note.)

This paper discusses the potentiality of Kiswahili in accelerating social, political, economic and cultural integration within the Great Lakes Region. Presently, Kiswahili is a "de facto" lingua franca spoken by almost 100 million people in the world (Ntakirutimana, 2000). This is an indication of its viability in promoting unity among people with different linguistic backgrounds. In fact, the recommendation of the Organization of African Unity (OAU) to adopt Kiswahili as a working language of the organisation in 1986 was motivated by this linguistic and cultural ability of the language. The paper discusses the reasons for the failure to implement these recommendations, and argues that the development of trade within and across borders will be hindered where communication is based on different ethnic languages, or on foreign languages that are not understood by all. The logical basis for making Kiswahili the appropriate tool in facilitating unity and motivating socioeconomic integration in the Great Lakes region is outlined, and recommendations are made for the empowerment of Kiswahili adequately to meet this challenge.

Education researchers working in sub-Saharan Africa have recently and rapidly expanded the availability of evidence related to the impact of educational interventions on learning outcomes, particularly in preprimary and lower primary education (Ganimian & Murnane, 2016; McEwan, 2015; Popova, Evans, & Arancibia, 2016). Awareness that literacy and numeracy skills are essential for children to succeed throughout their educational career, and of the tragically poor learning outcomes for many children in sub-Saharan Africa (Gove & Cvelich, 2011; Pritchett, 2013), has spurred an increase in educational interventions in the region that focus on improving learning outcomes in the initial stages of formal education. One challenge in conducting and learning from research conducted in low- and middle-income countries (LMICs) is the difficulty in measuring learning outcomes in different contexts. The field has seen a slow trend toward developing and using universalized measures. The three articles in this (2017) issue provide an opportunity to reflect on whether this trend is beneficial. This commentary offers a comparison of the three articles, including the different measures of student learning, languages, curriculum documents, and improvements in learning outcomes for children in Zambia, Kenya, and the Democratic Republic of the Congo (DRC) respectively. [This commentary discusses Jukes et al., 2017 (EJ1147933), McCoy et al., 2017 (EJ1147934), and Aber et al., 2017 (EJ1147937).]

This commentary discusses the three articles in this (2017) issue. The articles expand the published research base on the effectiveness of early education in the sub-Saharan Africa countries of Zambia, Kenya, and the Democratic Republic of Congo (DRC). Each of the three articles employs rigorous methods to better understand the impact of classroom-based programs, in either preprimary or primary schools, designed to improve participants' outcomes in reading, mathematics, and socio-emotional development. Articles such as these that describe the characteristics, scope, and limitations of research findings are valuable to the global educational community, especially to those who design and/or implement improved programs or practices. This commentary examines: What methods work, under what conditions, and why? Which methods best answer the questions of what works, under what conditions, and why? and What will it take to get more studies like these completed and into the hands of practitioners and policymakers? [This commentary discusses Jukes et al., 2017 (EJ1147933), McCoy et al., 2017 (EJ1147934), and Aber et al., 2017 (EJ1147937).]

The development and practice of inclusive research with people with intellectual disabilities is complex, revealing challenges and lessons that inform innovative and novel methodological approaches. In Africa, inclusive research still lags for various reasons. First, due to societal misconceptions that portray people with intellectual disabilities as unable to self-advocate or as lacking agency and self-determination; second, due to a lack of trained researchers and ethics committees on inclusive research practices. This paper critically reflects on and discusses the strategies and methods used to conduct an inclusive research study in Kenya. The focus was on the methodological approach of including people with intellectual disabilities as researchers in Kenya. Two people with intellectual disabilities were trained as research assistants. This paper describes the experiences with Institutional Review Boards, the processes and experiences while training this research assistants using a UK-developed curriculum, and fieldwork experiences while piloting interview guides, conducting interviews, and conducting focus groups with this research assistants. This study findings indicate the need to culturally adapt co-researcher training, the importance of working with support personnel who empower researchers with intellectual disabilities, and the need for greater advocacy to change negative attitudes towards people with intellectual disabilities that hinder their participation in research. [ABSTRACT FROM AUTHOR]

Today, more than half of the world population is under the age of 25 years and one in four is under age 18. The urgency of expanding access to Comprehensive Sexuality Education (CSE) notably for children and young people in Africa and Asia is greater than ever before. However, many challenges to the implementation and delivery of CSE in resource poor settings have been identified in the literature. CSE's effectiveness could be strongly improved if these challenges were better met. This paper aims to contribute to those much-needed improvements by sharing lessons learned from a decade of implementation of one particular CSE programme, "The World Starts With Me," among various populations in 11 low income countries in Africa and Asia. The aims, content, reach and effectiveness of the programme are described. Next, the challenges for implementation and delivery at student, teacher, school and context level are discussed with reference to the wider knowledge base in this area. Finally, suggestions are provided for ways forward including the increased sensitivity of programmes for normative and practical barriers to sexual health, further advancement towards gender transformativity, a far-reaching expansion of comprehensive forms of teacher training and coaching, and a serious stepping-up of multilevel "whole school" approaches.

In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children's household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children's learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.