https://www.iprjb.org/journals/index.php/AJEP <p>African Journal of education and practice(AJEP) is a peer reviewed African journal published by IPRJB.It has significant findings that provide knowledge to readers on education environments ,innovative responses ,preparation programs ,teaching and learning in all levels education and practice. Published both in printed and online version the journal is of high factor.</p> IPR JOURNALS AND BOOKS LIMITED en-US African Journal of Education and Practice 2519-0296 <p>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution (CC-BY) 4.0 License</a> that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.</p> https://www.iprjb.org/journals/index.php/AJEP/article/view/2522 <p><strong>Purpose:</strong> The aim of the study was to investigate the impact of school feeding programs on student attendance and performance in Ghana.<br><strong>Methodology:</strong> This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.<br><strong>Findings:</strong> School feeding programs in Ghana significantly boost student attendance and academic performance, particularly benefiting girls and children in rural areas. These programs reduce hunger, improve nutrition, and increase engagement, leading to enhanced educational outcomes and lower dropout rates.<br><strong>Unique Contribution to Theory, Practice and Policy:</strong> Maslow's hierarchy of needs theory, social cognitive theory &amp; expectancy-value theory may be used to anchor future studies on the impact of school feeding programs on student attendance and performance in Ghana. Implement robust monitoring and evaluation frameworks to assess the effectiveness of feeding programs regularly. Integrate school feeding programs into national educational policies as a fundamental component of the educational framework.</p> Kwesi Appiah Copyright (c) 2024 Kwesi Appiah https://creativecommons.org/licenses/by/4.0 2024-05-02 2024-05-02 9 2 23 34 10.47604/ajep.2522 https://www.iprjb.org/journals/index.php/AJEP/article/view/2520 <p><strong>Purpose:</strong> The aim of the study was to investigate the effects of community participation on school infrastructure development in rural Uganda.</p> <p><strong>Methodology:</strong> This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.</p> <p><strong>Findings:</strong> Community participation in rural Uganda positively impacts school infrastructure development by fostering ownership and ensuring cultural relevance. Local contributions reduce costs and speed up construction, though variable participation and limited skills can pose challenges. Strong community engagement is essential for the success and sustainability of these projects.</p> <p><strong>Unique Contribution to Theory, Practice and Policy:</strong> Social capital theory, stakeholder theory &amp; asset-based community development (ABCD) theory may be used to anchor future studies on the effects of community participation on school infrastructure development in rural Uganda. Establish regular feedback mechanisms through community meetings, surveys, and online platforms. Governments and educational authorities should formulate policies that support and mandate community involvement in all phases of school infrastructure development.</p> Christine Ngwama Copyright (c) 2024 Christine Ngwama https://creativecommons.org/licenses/by/4.0 2024-05-01 2024-05-01 9 2 1 12 10.47604/ajep.2520 https://www.iprjb.org/journals/index.php/AJEP/article/view/2523 <p><strong>Purpose:</strong> The aim of the study was to investigate the role of bilingual education on literacy rates in Algeria.</p> <p><strong>Methodology:</strong> This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.</p> <p><strong>Findings:</strong> Bilingual education in Algeria, involving Arabic and French, has positively impacted literacy rates. Students in bilingual programs generally achieve higher literacy in both languages compared to monolingual peers. The success varies based on teaching quality and available resources, but overall, bilingual education promotes better literacy and educational outcomes.</p> <p><strong>Unique Contribution to Theory, Practice and Policy:</strong> Cummins' threshold hypothesis, vygotsky’s sociocultural theory &amp; baker’s theory may be used to anchor future studies on the role of bilingual education on literacy rates in Algeria. Practitioners should prioritize the development and implementation of culturally responsive bilingual education curricula tailored to the linguistic diversity present in Algeria. Policymakers should enact policies that promote the expansion and sustainability of bilingual education initiatives across Algeria.</p> Ahmed Khaled Copyright (c) 2024 Ahmed Khaled https://creativecommons.org/licenses/by/4.0 2024-05-02 2024-05-02 9 2 35 46 10.47604/ajep.2523 https://www.iprjb.org/journals/index.php/AJEP/article/view/2521 <p><strong>Purpose:</strong> The aim of the study was to investigate the impact of digital learning tools on student performance in Kenya.</p> <p><strong>Methodology:</strong> This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.</p> <p><strong>Findings:</strong> Digital learning tools in Kenya enhance student engagement by offering interactive and accessible educational content. These tools enable personalized learning, allowing students to progress at their own pace. However, challenges like inconsistent internet access and limited digital literacy among teachers can hinder effectiveness. Despite these obstacles, the adoption of digital technologies has positively impacted student performance in Kenya.</p> <p><strong>Unique Contribution to Theory, Practice and Policy:</strong> Technology acceptance model (TAM), constructivist learning theory &amp; media richness theory may be used to anchor future studies on the impact of digital learning tools on student performance in Kenya. Educational tools should be specifically tailored to align with Kenya’s national curriculum. Develop national policies that promote the equitable distribution of digital learning tools across different regions, including rural areas.</p> Julius Mwangi Copyright (c) 2024 Julius Mwangi https://creativecommons.org/licenses/by/4.0 2024-05-02 2024-05-02 9 2 13 22 10.47604/ajep.2521 https://www.iprjb.org/journals/index.php/AJEP/article/view/2524 <p><strong>Purpose:</strong> The aim of the study was to investigate the influence of teacher training programs on quality of education in South Africa.</p> <p><strong>Methodology:</strong> This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.</p> <p><strong>Findings:</strong> Enhanced teacher training programs in South Africa significantly improve educational outcomes, particularly in math and science. However, disparities in training quality across regions impact effectiveness. Standardizing high-quality training is crucial for boosting educational standards nationwide.</p> <p><strong>Unique Contribution to Theory, Practice and Policy:</strong> Pedagogical content knowledge (PCK), transformative learning theory &amp; social constructivism may be used to anchor future studies on influence of teacher training programs on quality of education in South Africa. Facilitates the development of teaching materials that reflect local realities, which can improve student comprehension and retention. Promotes policies that require teacher training programs to include a significant component of local content, ensuring education is contextually relevant.</p> Thabo Ngubane Copyright (c) 2024 Thabo Ngubane https://creativecommons.org/licenses/by/4.0 2024-05-02 2024-05-02 9 2 46 55 10.47604/ajep.2524