Open research questions in African Education and Politics

What the literature leaves open

• As specified by the findings and conclusions of this study, the following recommendations were presented: i. Government should fund public universities (Federal and State Universities), by reducing tuition fees, so as to leverage access to education both by the rich and poor. This will bridge the gap on academic achievement between public and private universities in Nigeria. All graduates of Nigerian universities are equal in the labour market. ii. Government should renovate public university facilities and equipment to improve the quality and standard of education in public universities. This will remove the conception considering private universities being at a better advantage than public universities. Also, funding of public universities increases their carrying capacities in the admission of students and making better economic arrangements for the employment of graduates to foster academic achievement. To improve the economic circumstances of society and themselves, parents (literate or not) must do all in their power to encourage their children's education. This is because their children are their representatives in the future. They must also understand that the level of education acquired by their children is the determinant of their future standard of living, especially in their old age. iii. iv.

  Socio-Economic Status and Academic Achievement of Undergraduates in Southwestern, Nigeria · 2026 · DOI

• To improve student performance, focusing on ongoing professional development and practical is crucial, rather than only teaching skills prioritising formal qualifications or years of experience. Schools should provide continuous professional development, encourage innovative teaching methods, and support teachers' lifelong learning. While expanding access to technology and ratios can increase engagement, these should be paired with proper curriculum integration, teacher support, and motivation strategies. A thorough approach that blends professional growth with efficient resource use will be most effective in achieving better educational outcomes.

  An Evaluation of Factors Affecting Student Achievement in Computer Studies on the Uganda Certificate of Education Examinations in Wakiso District, Uganda · 2026 · DOI

• Based on the findings of this study, the following recommendations are proposed: 1. Gender-Sensitive Study Skills Programs Schools should implement structured, gender-responsive study skills programs focusing on time management, goal-setting, and concentration, with tailored approaches addressing the specific needs of male and female students.

  Gender Differences in Study Habits and Academic Motivation among Secondary School Students in Ekiti State · 2026 · DOI

• The following recommendations have been suggested: 1. 2. 3. 4. 130 There should be a periodic review of curriculum materials by relevant stakeholders in Nigerian education to ensure their relevance and adequacy to the interests and needs of the child. Teachers in the nation’s education system should be trained and updated from time to time on the review of curriculum materials in order to adjust their pedagogic practices. The government should fund education adequately in the provision of teachers and learners’ welfare, in infrastructural development and in creating the enabling environment for both teaching and non-teaching staff. The government should also address the issues of education policy formulation in a manner that is devoid of inconsistencies and excessive reliance on foreign orientations. Article DOI: 10.52589/BJELDP-KOZ7T1KE DOI URL: https://doi.org/10.52589/BJELDP-KOZ7T1KE British Journal of Education, Learning and Development Psychology ISSN: 2682-6704 Volume 9, Issue 1, 2026 (pp. 117-131) www.abjournals.org REFERENCES Amaele, S., & Okere, J. E. (2016). Philosophy of technology education in Nigeria: Past and present. Universal Journal on Sustainable Developmental Research, 13 (1), 160-161. Aminigo, M., & Nwaokugha, E. (2006). An advanced introduction to philosophy of education. Zelta Research Consult. Aristotle, (1904). Ethics. Methuen. Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan. University of Chicago Press. Dewey, J. (1933). How we think. D.C. Heath & Co. Dewey, J. (1938). Individualism, old and new. Minton Baker and Co. Dewey, J. (1943). The School and Society. University of Chicago Press. Dewey, J. (1963). Experience and education, Collier Macmillan Durkheim, E. (1956). Education and Sociology. Free Press. Federal Republic of Nigeria. (2014). National policy on education. NERDC Press. Igwe, S. O. (2004). The UBE programme in Nigeria: Challenges and prospects in management of primary and secondary Education in Nigeria. The Nigerian Journal of Educational Philosophy, 33 (1), 261-262. Kearney, N. C. (1960). Curriculum: The encyclopedia of educational research. Macmillan. Mkpa, M. A. (1999). Education and national development: The status, problems and prospects in Nigeria. Social sciences and National Development. Whyte and Whyte Publishers. Nwaogu, B. G. (2015). Educational research: Basic Issues and methodology Nsukka: University Trust Publish. Obaji, D. I. (2017). Teachers perception of the utilization of instructional materials in teaching social studies in junior Secondary Schools in Calabar Municipality. Global Journal of Educational Research, 16, 47. Ofoego, C. O. (2017). Philosophy of education: focusing higher institutions.Uzopietro Publishing Company. Ofoego, C. O. (2022).

  Philosophy of Education and Social Transformation in Nigeria: How Relevant Can Curriculum and Pedagogic Practices Be? · 2026 · DOI

• i. The State Ministry of Education should ensure that education policies are not only well formulated but also effectively implemented at the school level, with clear guidelines, timelines, and accountability mechanisms to support consistent execution across all public secondary schools. ii. Regular professional development and capacity-building programs should be organized for teachers and school administrators to equip them with the skills necessary for proper policy implementation and quality assurance practices. iii. Government and educational authorities should allocate adequate financial, instructional, and infrastructural resources to public secondary schools, enabling them to execute policies effectively and maintain high standards of teaching and learning. iv. Quality assurance officers should conduct frequent and structured supervisory visits to ensure that schools comply with policy directives, providing constructive feedback to drive improvement. v. Education policies should be communicated clearly and consistently to all stakeholders, including teachers, principals, and support staff, through workshops, circulars, and regular staff meetings to ensure understanding and compliance. 34 Article DOI: 10.52589/BJELDP-R2PC7CER DOI URL: https://doi.org/10.52589/BJELDP-R2PC7CER British Journal of Education, Learning and Development Psychology ISSN: 2682-6704 Volume 9, Issue 1, 2026 (pp. 23-35) REFERENCES www.abjournals.org Adebayo, T. O. (2023). The role of government policy in promoting educational quality assurance in Nigeria. Journal of Educational Policy and Management, 15(2), 45–60. https://doi.org/10.1234/jepm.2023.015 Akpan, E., & Nwachukwu, C. (2023). Education policy implementation and institutional accountability in Nigerian secondary schools. African Journal of Education and Development, 10(1), 72–88. https://doi.org/10.5678/ajed.2023.0101 Anderson, J. (2021). Policy implementation in educational systems: Challenges and strategies. New York, NY: Routledge. Bertalanffy, L. von. (1968). General system theory: Foundations, development, applications. New York, NY: George Braziller. Iheanacho, A. (2023). Challenges in education policy execution: Insights from Enugu State 33–50.

  Assessing the Impact of Education Policy Implementation on Quality Assurance in Enugu Public Secondary Schools · 2026 · DOI

• Based on the findings of the study, the following recommendations are proposed: i. Counselling units in secondary schools in the Akwa Ibom North East Senatorial District should organize workshops aimed at strengthening emotional intimacy among couples, helping teachers build trust, empathy, and emotional connection in their marriages. ii. Married female teachers, particularly in the Akwa Ibom North East Senatorial District, should be provided with guidance on financial planning and management to promote financial harmony, reduce conflict, and enhance stability in their homes. 101 TJESDTRANSNATIONAL JOURNAL OF EDUCATION AND SCIENTIFIC DEVELOPMENT A PUBLICATION OF WORD ASTRA [email protected] www.wordastrajournals.com Volume 2, Issue 4, July 2026 - ISSN: 3092-9431 Udoka, Idongesit Idongesit &Ukaegbu, Hanson Manuabuchi, Ph.D iii. Spouses in Akwa Ibom North East Senatorial District should be encouraged to provide consistent emotional and practical support to female teachers, including sharing domestic responsibilities to reduce stress and workload.

  Marital Satisfaction and Work-Life Balance of Female Secondary School Teachers in Akwa Ibom North East Senatorial District, Nigeria · 2026 · DOI

• 1. Structured AI Literacy Training: Universities should incorporate compulsory AI literacy and ethical use courses into teacher education programmes to equip pre-service teachers with skills for responsible and pedagogically sound AI use. 2. Development of Clear Institutional AI Policies: ATBU and similar institutions should develop and communicate clear guidelines on acceptable and unacceptable uses of AI in academic work, including citation requirements and assessment boundaries. 3. Promotion of Balanced AI Use: Teacher educators should emphasize AI as a supportive learning tool rather than a substitute for independent thinking, creativity, and reflective practice. 4. Assessment Reform: Assessment strategies should be redesigned to prioritize originality, critical thinking, practical teaching demonstrations, and reflective tasks that minimize unethical AI reliance. ©2026 Vunoklang Multidisciplinary Journal of Science and Technology Education (VMJSTE) Vunoklang Multidisciplinary Journal of Science and Technology Education, Volume 14 Issue 3, 2026 129 REFERENCES Aina, J. K., & Ogundele, A. G. (2020). Teachers’ awareness and use of emerging technologies for teaching in Nigerian 459–476.

  <b>ARTIFICIAL INTELLIGENCE AND STATE OF ACADEMIC INTEGRITY AMONG PRE-SERVICE TEACHERS IN ABUBAKAR TAFAWA BALEWA UNIVERSITY (ATBU), BAUCHI STATE, NIGERIA</b> · 2026 · DOI

• Policymakers and educational authorities should prioritize strategies to enhance teacher welfare, provide competitive incentives, and improve working conditions to mitigate the teacher shortage and foster a conducive learning environment. Policymakers and educational authorities should prioritize strategies to enhance teacher welfare, provide competitive incentives, and improve working conditions to address persistent staffing shortages. Educational authorities should strengthen recruitment and retention strategies, implement policies to manage workloads, and expand access to professional development programs.

  When Schools Run Lean: The Structural Determinants and Consequences of Teacher Understaffing in Public Secondary School in Nigeria · 2026 · DOI

• Although a certain number of students participate in quality practices such as the development of dual certification, entrepreneurship, mock employment tests, jobs, and career fairs, employability- related quality tools are not limited to the teaching and learning process because the quality of university education is also influenced by other external factors.

  Students' Involvement in Internal Quality Assurance Practices for Employability in Nigerian Universities:Implications for Education Leadership · 2026 · DOI

• The direction which cost-benefit analysis (CBA) has taken or will take in the future in adult education in Nigeria depends on specific attempts to solve the existing problems and create a stable and efficient basis for its use. Building capacity in terms of programmes and training for policy makers and analyst is essential. Some of the problems hindering the use of CBA includes: Many of the decision-makers and budget analysts in Nigeria are not technically equipped to undertaking as well as analyzing CBA. The mentioned training campaigns may help to decrease it as well as improving the abilities of stakeholders to apply CBA methodologies properly. These programmes should be devoted to the more down-to-earth issues like a choice of the data collection methods, the estimation of costs, and the evaluation of benefits accumulating over time. In addition, cooperation with foreign organizations and universities may increase the effectiveness of training and open up an opportunity to use the more sophisticated equipment. institutional support It is just as important to strengthen the institutional frameworks to help integrate CBA into the adult education budgeting mechanisms. There must be effective provision of to guarantee order, predictability, and responsibility in regard to the use of CBA. The creation of the specialised divisions within the appropriate ministries that would be charged with the implementation of CBA into the budgeting process may be viewed as the advance as well. These units should be charged with the responsibility of coming up with standard procedures and formats of undertaking CBAs, bearing in mind that different levels of government may be involved. Also, enhanced cooperation between the different agencies and departments will require sharing of resources and thus enhance the efficiency of implementation of CBA. Problems of a systemic nature require demand and supply side strategic recommendations. It is suggested that policy makers should pay close attention to the issue in identifying the right resources for data gathering processes because data is an essential element in any sound use of the CBA. There should also be accompanied too, attempts to redress delays arising from bureaucratic barriers in embracing evidence based systems of decision making. It is Damian Kehinde Adebo, Olubunmi Adebola Olanipekun, Richard Temitope Balogun, Funmilayo Esther Makanjuola, Temitope Samuel Ajayi, Peace Oluwayomi Faloye-Adebayo important to develop enablers that support the policy relevance of CBA findings. Finally the stakeholders, communities and civil society organizations should be involved so that the adult education programs contain policies that can effectively address the needs of the population. Altogether these actions create the right precondition for the further reasonable and effective application of CBA in Nigeria’s adult education context. Educatia 21 Journal, 33 (2026) Art.

  Challenges and Opportunities in Applying Cost-Benefit Analysis to Adult Education Budgeting in Nigeria · 2026 · DOI

• Furthermore, the use of Cost-Benefit Analysis (CBA) in the case of adult education in Nigeria provides the management of resources and policies. However, some of the factors that might limit the use of the financial tool in the sector include; Limitation of Data, Lack of Technical expertise and Political Interference. Thus, if such challenges are to be addressed, enhanced investments in data systems should be made, policymakers’ capacity developed, and bureaucracy reformed. More so, the implementation of CBA and accessing of funds for adult education can be boost by the use of technology and collaborations with the international organizations. CBA when incorporated into Nigeria’s budgetary policies can help to inform practices that promote optimization of adult education while championing the development of relevant goals.

  Challenges and Opportunities in Applying Cost-Benefit Analysis to Adult Education Budgeting in Nigeria · 2026 · DOI

• In order to entrench maintenance culture and ensure efficient performance of school plant maintenance activities, the following strategies are hereby recommended: 1. Adequate tools should be provided to make it possible and easier to perform various tasks on school plant maintenance. 2. There should be increased budgetary allocations so as to provide adequate finances to purchase necessary tools required for effective execution of maintenance operations and to pay for maintenance services of hired staff. 3. School administrators need to prudently manage their limited funds and explore other sources of funding so as to ensure sustainable school facilities maintenance. 4. There should be regular inspection of school facilities so as to detect damaged equipment, furniture or infrastructure for prompt repairs. 184 JOURNAL OF ASIAN AMERICAN STUDIES 29.1 REFERENCES 1. Adeyemi, M. O., Odeh, R. C., & Agbulu, C. A. (2024). Influence of Principals' Social Events and Educational Services Fund-Raising Strategies Utilization on The Management of Public Secondary Schools in Oyo State, Nigeria. International Journal of Global Affairs, Research and Development, 2(1), 30- 59. 2. Akinbode O E, Aderanti, R & Ayodele K O (2023). Principals’ Administrative Skills and Teachers’ Productivity in Public Senior Secondary Schools Alimosho Local Government, Lagos State Nigeria. Canadian Journal of Educational and Social Studies, 3(4), 12-24 3. Akinnubi, O. P., Ajape, R. O., & Adeoye, M. A. (2024). The Influence of School Climate and Goal Achievement Structure in Nigerian Public Schools. International Journal of Universal Education, 2(1), 61-69 4. Eziuzo, G. O. & Enueme, C.P. (2013). Contribution of Parent-Teachers Association to secondary school management: Principals’ perception. Journal of Emerging Trends in Educational Research and Policy - Studies (JETERAPS), 4(6), (p. 835-841). 5. Kinyanjui, N. M. (2024). Resource Mobilization and Sustainability of School Feeding Program in Public Pre-primary Schools in Mombasa County, Kenya (Doctoral from https://erepository.uonbi.ac.ke/handle/11295/167778 of Nairobi). Retrieved dissertation, University 6. Nwaka, G. N. and Orji, F. O.

  The Perceived Factors Influencing the Maintenance of School Infrastructures in a Depressed Economy among Secondary School Principals in Ogun State, Nigeria. · 2026 · DOI

• Based on the findings, the following recommendations are made; 1. Government should pay proper attention to the practical dimensions of indigenous knowledge in formal schooling to promote students’ economic self-reliance. Also, there is a critical need for the government to strengthen these practical components by promoting the use of local languages in instruction and enhancing teachers’ ability to connect lessons to community practices, thereby promoting indigenous education. 2. Schools should increase students’ exposure to hands on traditional skills, collaborate with local artisans and foster stronger collaboration with community members to support a more holistic and experiential approach to indigenous learning in oder to reduce youth unemployment in the society. 3. Parents and guardians should actively encourage their children and wards to engage in indigenous education to enhance their capacity for self-reliance after graduation.

  Assessment on Integration of Indigenous Education in Nigeria Secondary School Curriculum and Student’s Self-Reliance in Kwara State, Nigeria · 2026 · DOI

• Based on the findings and conclusions of the study, the following recommendations were made: 1) Since curriculum learning has the strongest effect on prospects, higher education institutions should deliberately include lifelong learning principles in courses, teaching methods, and assessments, ensuring that SDG 4 objectives are embedded across all academic programmes. 2) Universities should organise regular workshops, seminars, and awareness campaigns to increase students’ and staff’s knowledge of lifelong learning, leveraging digital platforms and social media to bridge the awareness gap. 3) Institutional practices must be improved through formal policies supporting lifelong learning, adequate resource provision, staff training, and monitoring systems to track progress towards SDG 4 targets. 4) Student involvement should be strengthened through structured opportunities for in curriculum development, SDG advocacy, and community participation development projects, supported by institutional funding and recognition. 5) The challenges of funding lifelong learning should be addressed through increased government budget allocations to meet the UNESCO-recommended threshold of 15– 20%, supplemented by public-private partnerships that attract private sector investment in educational infrastructure.

  INTEGRATING SDG 4 AND THE ACHIEVEMENT OF QUALITY HIGHER EDUCATION IN NIGERIA · 2026 · DOI

• Based on the findings and conclusions of this study, the following recommendations are made to enhance students’ organisational climate, and academic performance in Lagos State public senior secondary schools: improve NIU Journal of Educational Research The Ministry of Education and relevant education boards should design and implement policies that promote collegiality, participatory leadership, and teacher collaboration in all public schools. These efforts are consistent with Organisational Climate Theory, which asserts that the internal atmosphere of an organisation determines employee performance and satisfaction.

  Linking Organisational Climate to Students’ Academic Performance: Evidence from Lagos State Senior Secondary Schools, Nigeria · 2026 · DOI

• As the Jigawa State government has established an autonomous Tsangaya Education Board. There is need for adequate support and proper funding to enable the board execute its duties efficiently and effectively. The Ministry of Education, in coordination with (JSTEB), should execute an immediate structural upgrade of the 50 pilot school clusters across the five Emirates. This effort must prioritize installing clean water facilities, modern sanitation systems, and adequate classroom seating to handle expanding student enrollment. The state government should partner with the College of Education, Gumel to establish specialized programs in Tsangaya Pedagogy. This will build a sustainable pipeline of educators competent in both classical Arabic texts and modern core literacy frameworks. The curriculum within advanced Tsangaya tiers should formally incorporate localized vocational pathways (such as agricultural mechanics, tailoring, and basic digital literacy). This addition will enhance the long-term financial independence and employment prospects of graduating students.

  Assessing the Impact of Tsangaya Initiatives on Improving Educational Access, Reducing Out-of-School Children, and Enhancing Security in Jigawa State, Nigeria · 2026 · DOI

• Voter education should be given the right place in our primary education. Incorporating voter education into primary education is essential for fostering informed and responsible citizenship. By introducing the principles of voting and civic engagement at an early age, we can ensure that students understand the importance of participation in democracy and are equipped with the knowledge they need to make informed decisions as future voters. This foundational education can promote active engagement in society 71 and empower children to take part in the democratic process as they grow older.

  Voters Apathy and Voters Education in Nigeria: An Assessment of the Fourth Republic (1999-2023) · 2026 · DOI

• 1. Ministries of Education and policymakers should develop comprehensive AI integration policies that explicitly include teacher well-being provisions. Ethical standards, data privacy, and workload management guidelines should be embedded in all AI-driven educational initiatives. 2. Regular digital-skills training, mentorship, and collaborative learning platforms should be provided to help teachers adapt to emerging technologies confidently. Professional development programs should focus on both technical competence and emotional resilience. 3. Schools and educational authorities must ensure equitable access to digital tools, stable internet connectivity, and technical support systems. These job resources are essential for reducing technostress and promoting sustained teacher engagement. 4. Developers and educational technology firms should involve teachers in the design and implementation of AI tools to ensure usability, contextual relevance, and alignment with pedagogical goals.

  Artificial Intelligence and Teacher Wellbeing in Nigeria: A Thematic Analysis through the Lens of the Job Demands–Resources Model · 2026 · DOI

• Based on the content and approach of this paper, the following is recommended: • Studies should be done to determine the positive that may aspects of colonial education contribute to training competent teachers. translating • Studies should be done to identify the deterrents to and declarations into actual educational practices and find means of addressing them.

  Quality Education for Tanzania: “Think outside the Box” in Preparing Teachers · 2026 · DOI

• that quality education The main limitation of this paper is that it is on “quality education”, but it does not give a precise definition of the concept due to its multiple definitions. However, regardless of the definition, most acknowledge is characterised by the outcomes and processes that are dependent on having quality teachers (Bocean et al 2018; Rice, 2003). According to UNESCO (2025), “Quality education provides students with the knowledge, skills, and opportunities to grow personally and academically, preparing them to be effective global citizens. It involves well-qualified teachers to achieve meaningful learning outcomes,” and includes “Quality learning” as the foundation of meaningful education, shaping how students engage with and make sense of what they learn. It is not just about retaining knowledge, is also about developing the cognitive, emotional, and social thrive and succeed to skills students need throughout their lifelong education journey”. Thus, “Quality Education” is achieved by the inclusion of multiple broad factors. The paper will only address issues that are directly related to classroom teachers. it 189 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Arts and Social Sciences, Volume 9, Issue 2, 2026 Article DOI : https://doi.org/10.37284/eajass.9.2.4852 The intention of the paper is to acknowledge that its content in “thinking out of the box” is not exhaustive. “Thinking outside the box” is a perpetual process demanding that educationists be creative in improving the quality of education in Tanzania.

  Quality Education for Tanzania: “Think outside the Box” in Preparing Teachers · 2026 · DOI

• i. The Ministry of Education should increase investment in school infrastructure, teaching and learning resources, and staffing levels in secondary schools to match the rising learner enrolment under the free education policy. ii. The Ministry of Education should establish comprehensive teacher support and workload management strategies aimed at improving teacher well-being and effective implementation of the free education policy. REFERENCES Action Aid Zambia. (2023). Assessment of the implementation of the free education policy in Zambia. Lusaka: Action Aid Zambia. Afrobarometer. (2025). Public perceptions on education service delivery in Zambia. Accra: Afrobarometer. Benedict, M. (2024). The impact of free education policy on access to secondary education in Zambia. Lusaka: University of Zambia Press. Bwembya, J., & Daka, H. (2024). Teacher experiences and sustainability challenges under Zambia’s free education policy. International Journal of Educational Development, 12(2), 45–58. Chanda, P. (2023). An assessment of the implementation of the free education policy in selected secondary schools of Lusaka District. Unpublished dissertation, University of Zambia, Lusaka, Zambia. Chansa, L. (2022). Challenges in the implementation of free education policy in Zambia. Zambia Journal of Education, 8(1), 33–47. Chileshe, R. (2023). Teachers and educational reforms in Zambia: Experiences under free education implementation. Journal of African Educational Studies, 15(3), 77–91. Chiombe, C. (2016). School infrastructure development and access to education in rural Zambia. Lusaka: Ministry of Education. Daka, H., & Ireen, M. (2024). Free education policy and teacher experiences in Zambia. International Journal of Humanities and Social Sciences, 9(1), 101–118. Global Partnership for Education. (2023). Financing education systems in developing countries. Washington, DC: Global Partnership for Education. Ireen, M. (2024). School grant disbursement and implementation of free education policy in Zambia. Journal of Education Finance and Policy Studies, 6(2), 55–69. Kalimaposo, K., Mwansa, B., & Zulu, T. (2025). Vulnerable learners and educational inclusion under Zambia’s free education policy. African Journal of Inclusive Education, 7(1), 24–39. Kapambwe, D., Chola, M., & Sakala, P. (2024). Enrolment expansion and classroom experiences under fee-free education in Zambia. Journal of Educational Policy and Practice, 10(2), 66–82. Kasebusha, N., Banda, M., & Mwansa, B. (2022). Perceptions of Teachers on the Removal of School Fees: A Study of Selected Secondary Schools of Kapiri Mposhi District. Journal of Humanities and Education Development, 4(3), 151- 155. https://dx.doi.org/10.22161/jhed.4.3.18. Machinyise, J., Kasebula, C., & Chabu, S. (2023). Teacher perceptions on the implementation of free education policy in Livingstone District. Journal of Educational Research in https://journals.stecab.comStecab PublishingPage Journal of Education, Learning, and Management (JELM), 3(1), 450-458, 2026 458 Africa, 11(4), 88–103. Manchishi, T. (2025, March 12). Teachers raise concerns over declining education quality under free education policy. Daily Nation Zambia. Masaiti, G. (2018). Financing education in Zambia: Trends, challenges and policy implications. International Journal of Educational Administration and Policy Studies, 10(3), 21–34. Ministry of Education. (1996). Educating our future: National Ukoh, C. (2023). Education financing and sustainability of free education policy in Zambia. Journal of African Public Finance, 5(2), 31–49. UNESCO. (2018). Global education monitoring report 2018: Accountability in education. Paris: UNESCO. UNESCO. (2023). Education financing and equitable access in developing countries. Paris: UNESCO. UNESCO. (2024). Policy evaluation report on fee-free education policy on education. Lusaka: Government Printers. systems. Paris: UNESCO. Musambachime, M. (2017).

  Teachers’ Lived Experiences of Working in an Environment Declared Free Education in Selected Secondary Schools of Kabwe District, Zambia · 2026 · DOI

• Based on the multi-dimensional barriers and stakeholder dynamics identified in this paper, the following strategic interventions are recommended: The Federal and State Ministries of Education in South-West Nigeria must expand the operational jurisdiction of the 2019 National Policy on Inclusive Education to explicitly recognize and integrate non-formal and faith-based Madaris. State governments (South-West), Nigeria should establish a decentralized, culturally sensitive registration framework that provides legal recognition to these Madaris without stripping them of their religious autonomy. Madaris in South-West, Nigeria should set up dedicated internal funds using community Zakat (alms) and Waqf (endowments) to cover tuition, learning materials, and assistive devices for students with disabilities, reducing their reliance on unpredictable school fees. Islamic leaders and scholars in South-West, Nigeria must lead campaigns to clear away local stigmas against disability by teaching that classical Islamic laws naturally Copyright © 2026 by the authors 783 Journal of Contemporary Academic Research and Methodologies (JCARM) Volume 1 | Issue 4 | May 2026 uphold the rights, dignity, and equality of people with disabilities, communities can stop families from hiding children with special needs. State governments (South-West), Nigeria and international partners should launch Madaris Accessibility Grant to fund vital physical upgrades such as wheelchair ramps, level floors, and accessible toilets in existing schools, prioritizing crowded urban areas like Lagos, Ibadan, and Abeokuta. State colleges, Islamic higher institutions, (South-West), Nigeria and NGOs should team up to provide Madaris teachers (Alfas and Asatidhah) with consistence training focused on special education needs, flexible learning designs, and tailored teaching methods. Madaris in South-West, Nigeria, should partner with educational NGOs to acquire affordable, adapted learning materials, such as braille Qur'ans, large-print texts, and tactile learning aids, ensuring that sensory-impaired students can participate fully in lessons.

  READINESS OF MADARIS FOR INCLUSIVE EDUCATION IMPLEMENTATION: A STAKEHOLDERS-BASED EVALUATION IN SOUTH-WEST NIGERIA · 2026 · DOI

• To enhance the usefulness and greater participation of people in the Ibom Christmas Village event, the cost of securing spaces and kiosk should be participant- friendly. (1) The state government should use the one-month period to train people to acquire skills that would equip them with skills for permanent employment and not remaining as “pick and drop” in the employment market. (2) Government should make the cost of securing spaces and kiosks people- friendly with legislative backing, and not subjecting allocation fees to the wimps and caprices of the ministry and commissioner in office at the time of the event. (3) The Akwa Ibom State Government should enhance accessibility to the village by improving transportation options, providing clear signage, and ensuring that the facilities are wheelchair-friendly. (4) The Akwa Ibom State Government should collaborate with local businesses, NGOs, and cultural organizations to create mutually beneficial partnerships. This could involve offering discounts, promoting local products, and organizing joint events. (5) Identify additional revenue streams, such as merchandise sales, food and beverage concessions, and event rentals.

  IMPACT OF IBOM CHRISTMAS VILLAGE ON PERMANENT EMPLOYMENT CREATION AND HUMAN CAPITAL DEVELOPMENT IN AKWA IBOM STATE · 2026 · DOI

• Based on the findings of this study, several recommendations are proposed as follows: i. Lecturers should be approachable, committed and available for students. This helps build trust and fosters a supportive learning environment. ii. Lecturers should strive to be role models and demonstrate expertise in their field. https://akasa.com.ng Vol.

  <b>Lecturer-student relational dynamics as predictors of academic achievement among pre-service science teachers in Osun State</b><b></b> · 2026 · DOI

• 1. Teachers should maintain effective classroom discipline through clear rules and consistent monitoring. 2. School administrators should organize regular training programs on classroom management strategies. 3. Teachers should foster positive relationships with students to enhance motivation and participation. 4. Government should provide adequate facilities and instructional materials to support effective classroom management.

  INFLUENCE OF CLASSROOM MANAGEMENT ON STUDENTS' ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN FCT ABUJA, NIGERIA · 2026 · DOI

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