International Journal of Educational Development in Africa <p><strong>Open Access</strong></p> <p><em>IJEDA</em> is an open access journal which is committed to providing a critical forum for forward-thinking African-centric authors who approach education and development as pathways towards societies free of systemic oppression. With an explicit focus on clarifying, expanding, and implementing decolonial agendas that recognize, support, and expand African sustainabilities, <em>IJEDA</em> encourages healing approaches to conceptual, empirical, and applied education-focused scholarship. As a departure from western-oriented approaches, <em>IJEDA</em> welcomes a variety of scholarly approaches that conceptualise and theorise, illustrate concrete practise, and/or engage in research endeavours that have an explicit justice orientation. </p> <p> </p> en-US ( Nomanesi Madikizela-Madiya) (Mohamed Zaheer Motala) Tue, 20 Feb 2024 07:06:22 +0000 OJS 60 Peace Studies, Knowledge and Learner Achievement <p>All conscientious school leaders as well as parents aspire for peaceful schools where knowledge about peace will thrive, and role-players will be conscious human rights. Research has demonstrated that when learners have learnt about peace they are able to reshape their thinking as they consciously build optimism about the world. Arguably, all countries would embrace schools that promote peace within the curriculum. Yet, apart from promoting reflection and dialogue on peace, few studies have examined the link between peace and learner achievement. As such this study examined the impact of peace studies on learner achievement. The qualitative study was conducted in four high schools that had been riddled by violence over a period of two years. Teachers in these schools had undergone informal peace training in attempts to lessen violence. The findings revealed that learners learned about handling conflicts, understanding the concept of good values as well as respect and knowledge. It was also found that learners whose schools have run critical programmes in peace studies are likely to use positive school climate, useful knowledge, and maximisation of positive learner behavior for their success. Peace may therefore be a little recognised factor that may support learner success and minimise the dropout rates. Finally, the study showed that peace and progress go hand in hand when teachers and their learners do not have to focus on addressing violence. The schools become more prosperous when they use stability to enhance a positive climate and promote peace and learners’ achievement.</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> Vuyisile Msila Copyright (c) 2024 Vuyisile Msila Tue, 20 Feb 2024 00:00:00 +0000 Teaching Citizenship Education in Ghana Basic Schools: The Quest to Achieve Patriotism and Democracy <p class="Abstract"><a name="_Hlk95282041"></a><span lang="EN-GB">In Ghana, citizenship education aims to inculcate in pupils the behaviours, values and attitudes that enhance democracy and patriotism to produce efficient global citizens. However, Ghana is confronted with numerous social vices and atrocities due to pseudo-citizens who suppress the achievement of the country’s citizenship education objectives. Moreover, the reasons why citizenship education has not been able to achieve its objectives are unfounded. Using John Rawls’ theory for civic education, this study sought to identify the reasons for teaching citizenship education; assess if the teaching of citizenship education has achieved its objectives; identify the challenges that militate against the teaching of citizenship education; and identify the strategies that need to be adopted to improve the teaching of citizenship education. A triangulation mixed-methods approach was adopted. Quantitatively, 456 teachers from 72 schools participated in a questionnaire survey. Qualitatively, eight teachers participated in a semi-structured interview. In addition, there was a content analysis of the citizenship education syllabus objectives and the National Commission for Civic Education (NCCE) objectives. The results revealed that teaching citizenship education can help promote democracy and patriotism, but the objectives of teaching citizenship education are yet to be achieved. Moreover, challenges, such as a lack of trained teachers to teach citizenship education lessons and teaching-learning materials, militate against teaching citizenship education. However, it was found that providing specially trained teachers to teach citizenship education could salvage the situation. Moreover, it is recommended that the government, non-governmental organisations (NGOs), development partners, and volunteers should provide resources for the NCCE and institutions and assign specially trained teachers to teach citizenship education lessons in schools. Furthermore, the citizenship education syllabus needs to elaborate on the social vices in society to nurture citizens of noble character for posterity.</span></p> Ruth Donkoh, Wing On Lee, Josephine Donkor Copyright (c) 2024 Ruth Donkoh, Wing On Lee, Josephine Donkor Thu, 04 Apr 2024 00:00:00 +0000 Like an Inflatable Raft on Rapid Tides: Barriers to Community-Gown Projects at an Emerging Rural University in Zimbabwe <p class="Abstract"><span lang="EN-GB">Community-gown projects are primarily intended to address the multi-faceted challenges in the developing world where vices such as poverty and inequality are exceptionally high. These projects thus present developing communities and the Global South as a whole with a potential pathway to development because their proponents argue that they are aimed at helping stakeholders actively participate in building sustainable communities. It is contended that universities are strategically poised to deliver sustainable development goals through knowledge production, dissemination, and research by promoting active citizenship and fostering responsible actions. This study examines the obstacles to community-gown projects at a newly established institution in Zimbabwe. To achieve this, the study employed a qualitative research approach through which data were collected using interviews with students, lecturers, and deans involved in community development projects at the university. Essential insights included that undertaking community-gown projects were being impeded by financial constraints, infrastructural inadequacies, and issues surrounding community access and accessibility, among other factors. The researcher recommends that universities consider regular auditing of the impacts of their projects in host communities and also have clear-cut policies on funding and the regulation of community-gown projects.</span></p> Bonginkosi Hardy Mutongoza Copyright (c) 2024 Bonginkosi Hardy Mutongoza Wed, 22 May 2024 00:00:00 +0000