African Education Research Database

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Thematic Areas

All Thematic Areas

Phase of Education

Access to Education

Students, Learning & Assessment

Equitable, Inclusive Education

Teachers & Teaching

Language & Curriculum

Institutional Leadership, Culture & Facilities

ICT

Policy & Financing

Extra

COVID-19

Countries

All Countries

Angola

Benin

Botswana

Burkina Faso

Burundi

Cabo Verde

Cameroon

Central African Republic

Chad

Comoros

Congo

Côte D'Ivoire

Democratic Republic of the Congo

Djibouti

Eastern Africa

Equatorial Guinea

Eritrea

eSwatini

Ethiopia

Gabon

Gambia

Ghana

Guinea

Guinea-Bissau

International

Kenya

Lesotho

Liberia

Madagascar

Malawi

Mali

Mauritania

Mauritius

Mozambique

Namibia

Niger

Nigeria

Rwanda

Sao Tome and Principe

Senegal

Seychelles

Sierra Leone

Somalia

Somaliland

South Africa

South Sudan

Southern Africa

SSA

Sudan

Tanzania

Togo

Uganda

Unspecified

West Africa

Zambia

Zimbabwe

Methods

All Methods

Action research

Experimental

Mixed methods

Qualitative

Quantitative

Review

Unknown

Languages

All Languages

Arabic

English

French

Portuguese

Spanish

Access

Any Access

Open

Keywords

All Keywords

Early childhood education

Primary education

Secondary education

Higher education

College education

Vocational education and training

Adult education

Access to education

Distance education

Drop-out

Alternative provision

Enrolment

Student attendance

Out-of-school children

Progression, repetition

Widening participation

Completion

Emergency education provision

Learning outcomes

Student motivation

Assessment

Household factors associated with student learning

Career aspirations

Standards of attainment

Gender disparities

Inclusive education

Disability

Poverty

Equity

Orphans and other vulnerable children

Ethnicity

Female empowerment

Psychosocial support

Special education

Traditional gender roles

Child labour

Regional disparities in access and learning

Mental health

Emotional and behavioural difficulties

Early pregnancy/marriage

Low attaining students

Remedial education

Teaching methods

Teacher education

Teacher capacity

Teacher motivation

Indigenous pedagogies

Peer learning

Teacher-student relations

Teacher supervision

Teacher career

Teacher deployment

Problem-based learning

Teacher induction

Time for learning

Class size

Teaching assistants

Teacher attendance

Teacher retention

Multigrade teaching

Science education

African languages

Curriculum reform

Language of instruction

Health education

Curriculum relevance

Mathematics education

English language

Employment skills

Literacy

Values education

Sex education

Sustainable development

Citizenship

Reading

Numeracy

Environmental education

Engineering education

Entrepreneurship

Textbooks

Portuguese language

Arts education

Agricultural education

French language

Multicultural education

Peace education

Service learning

Arabic language

Infrastructure

Leadership and management

Community participation

Library

Violence

Staff relations

Principals

School culture

Wellbeing

School self-evaluation

Student voice

Home-school relations

Accountability

Corporal punishment

Local authorities

School management committees

Water, sanitation and hygiene

School feeding

Disciplinary policies

ICT in education

E-learning

Learning using mobile phones

Information management

Education policy

Policy implementation barriers

National development

Government spending

Benefits of education

Expansion of provision

Donors and NGOs

Household spending on education

Private higher education

School fees

Student financial support

Private schools

Conflict

Decentralisation

Regional disparities in resourcing

Cost-effectiveness

Public private partnership

Intervention evaluation

COVID-19

All Countries

All Countries

Angola

Benin

Botswana

Burkina Faso

Burundi

Cabo Verde

Cameroon

Central African Republic

Chad

Comoros

Congo

Côte D'Ivoire

Democratic Republic of the Congo

Djibouti

Eastern Africa

Equatorial Guinea

Eritrea

eSwatini

Ethiopia

Gabon

Gambia

Ghana

Guinea

Guinea-Bissau

International

Kenya

Lesotho

Liberia

Madagascar

Malawi

Mali

Mauritania

Mauritius

Mozambique

Namibia

Niger

Nigeria

Rwanda

Sao Tome and Principe

Senegal

Seychelles

Sierra Leone

Somalia

Somaliland

South Africa

South Sudan

Southern Africa

SSA

Sudan

Tanzania

Togo

Uganda

Unspecified

West Africa

Zambia

Zimbabwe

Methods

All Methods

Action research

Experimental

Mixed methods

Qualitative

Quantitative

Review

Unknown

Languages

All Languages

Arabic

English

French

Portuguese

Spanish

Access

Any Access

Open

Title
Abstract
Author(s)
Year
Countries
Language
Research method
Type of document
Keywords
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  • About the Database

    The online African Education Research Database (AERD) has been developed by the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, in partnership with ESSA. The database aims to raise the visibility of African research, consolidate the evidence base for policy and practice, and inform future research priorities and partnerships.

    The AERD is a curated collection of research undertaken in the past decade by scholars based in sub-Saharan Africa. The database includes social science research with implications for educational policy and practice, understood in the context of the global priorities and targets expressed in Sustainable Development Goal 4 ‘ensuring inclusive and quality education for all’, and the African Union’s Agenda 2063 and Continental Education Strategy for Africa.

    The AERD includes peer-reviewed articles, chapters, PhD theses and working papers identified through structured searches of academic and grey literature databases, expert consultation, and pearl-growing techniques.  For further information, please see the Literature Search Protocol.

    Use the database by applying one or more filters: country, keywords, research methods – and/or by entering one or more words in the ‘Search term’ box. Browse the keywords here

    The catalogue is regularly updated and if you would like to suggest studies for inclusion in the African Education Research Database please download the submission form below and return via email.

    Download submission form

    Submit studies for inclusion

     

     

  • Acknowledgements

    The African Education Research Database (AERD) was developed by Pauline Rose, Rafael Mitchell, and Samuel Asare at the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge.

    The team is grateful to Rui da Silva (Center of African Studies, University of Porto) who undertook the cataloguing of Lusophone research, and to the ESSA team for their support and feedback.
     

The African Education Research Database has been developed by the Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge, in partnership with ESSA.

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