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Due to the recent developments in the delivery of teaching-learning processes when COVID-19 hit the world with a health crisis and pandemic, it is crucial to look into the quality of courses delivered via online means or through distance education modality. This paper examines implementation and application of quality assurance (QA) landscape in Distance Education (DE). A documentary review using bibliographic inquiry is used as a methodology approach to gather relevant information to address the study questions. Previous studies on QA in DE are examined and arranged into themes using thematic analysis. Findings revealed that most of the literature on QA in DE in Africa and Asia based on the reviewed Open and Distance Learning (ODL) institutions are basically dealing with frameworks, outcomes and performance, instructional design, student services and challenges as well as parity in terms of quality with the traditional institutions. Therefore, this paper concludes that more studies are needed for QA in DE to match the post-COVID-19 trends on improving QA. This implies that there is a need to expand research on QA in DE to include areas of artificial intelligence.

Abstract Background Africa is the global region where modern-slavery is most prevalent, especially among women and girls. Despite the severe health consequences of human trafficking, evidence on the risks and experiences of trafficked adolescents and young women is scarce for the region. This paper addresses this gap by exploring the intersections between violence, migration and exploitation among girls and young women identified as trafficking survivors in Nigeria and Uganda. Methods We conducted secondary analysis of the largest routine dataset on human trafficking survivors. We used descriptive statistics to report the experiences of female survivors younger than 25 years-old from Nigeria and Uganda. We also conducted 16 semi-structured interviews with adolescents identified as trafficked in both countries. We used thematic analysis to explore participants’ perceptions and experiences before, during and after the trafficking situation. Results Young female survivors of human trafficking in Nigeria and Uganda are exposed to a range of experiences of violence before migration, during transit and at destination. The qualitative data revealed that children and adolescents migrated to escape family poverty, violence and neglect. They had very low levels of education and most had their studies interrupted before migrating. Family members and close social contacts were the most common intermediaries for their migration. During transit, sexual violence and hunger were common, especially among Nigerians. Participants in both the quantitative and qualitative studies reported high levels of violence, deception, coercion, withheld wages and poor working conditions at destination. The adolescents interviewed in the qualitative study reported severe mental suffering, including suicide attempts. Only one reported the prosecution of perpetrators. Conclusions Our findings suggest that interventions to prevent or mitigate the negative impact of adverse childhood experiences can contribute to preventing the trafficking of adolescents in Nigeria and Uganda. These interventions include social protection mechanisms, universal access to education, social service referrals and education of parents and carers. Importantly, effective prevention also needs to address the systemic conditions that makes trafficking of female adolescents invisible, profitable and inconsequential for perpetrators.

Cesarean delivery rates are rapidly increasing in Southeastern Europe (to more than 60%), North Africa (with a rate as high as 72% in Egypt), and in urban areas in Southern Africa (a rate of over 50% in Lagos, Nigeria). Data on the background to these increases are scarce, but likely to include poor birthing facilities in general hospitals, convenience for the doctor, private medicine, fear of litigation, socioeconomic status, shortage of midwives and nurses, and disappearance of vaginal instrumental deliveries. Options to reverse cesarean delivery trends are discussed. In this context there is a need to be better informed about how women are being counseled regarding vaginal or cesarean delivery. The long-term consequences in subsequent pregnancies for mothers and children may well be largely ignored, while these risks are highest in LMICs where higher birth numbers are desired. FIGO has begun discussions with obstetric and gynecologic societies, healthcare bodies, and governments in several countries discussed in this article, to find ways to lower the cesarean delivery rate. The requests came from the countries themselves, which may prove beneficial in helping advance progress. [ABSTRACT FROM AUTHOR]

This paper presents a comprehensive review of existing literature concerning the domains of accreditation and quality assurance in various sectors. Accreditation and quality assurance play vital roles in ensuring the credibility, transparency, and effectiveness of educational institutions, healthcare facilities, industries, and other domains. This paper synthesizes the findings of numerous studies, focusing on the conceptual frameworks, methodologies, and outcomes associated with accreditation and quality assurance processes. The review encompasses a wide range of perspectives, including historical context, best practices, challenges, and advancements in accreditation and quality assurance. Through a systematic analysis of these scholarly works, this paper aims to provide a deeper understanding of the evolving landscape of accreditation and quality assurance across diverse sectors and shed light on potential future research directions.

Since the establishment of the African Union, it has led and promoted the integration process of science and technology effectively in Africa in many aspects. However, there are no quantitative measurements of the results of scientific and technological cooperation. With the assistance of social network analysis, geospatial analysis, and negative binomial regression analysis, the topological and spatial structures of African scientific research paper cooperation net‐ works are carved based on a sample of 54 African countries' scientific research papers included in the WoS core collection from 2002 to 2019, while the influence of proximity on the structure of cooperation networks is explored. (1) Topologically, the research cooperation thesis output varies widely among African countries. The cooperation is closer among countries, and the cooperation network has higher cohesiveness and better network accessibility, showing typical small-world characteristics. (2) In terms of spatial structure, the spatial differences of the three main centrality indicators are obvious, the spatial morphological characteristics are distinctive, while the strength centrality has a large spatial variation and shows the spatial pattern of "one and only", whereas, and nodal betweenness centrality is distributed in a continuous block, the spatial distribution of nodal degree centrality is relatively uniform. (3)The negative binomial regression reveals that the research potential difference constitutes the driving force of the African scientific collaboration network, and the economic potential, and educational potential differences create barriers to research cooperation between countries. Cultural proximity and social proximity can significantly increase the probability of scientific research cooperation among African countries, while language proximity and geographical proximity are insignificant factors for African coun‐ tries in seeking paper co-authors. [ABSTRACT FROM AUTHOR]

The paper aims to provide a review of literature that emphasizes students' and teachers' views on the nature of science (NOS) and associated instructional approaches to develop adequate understanding of the NOS that have been employed in different contexts. One hundred and seventy-two (172) studies were selected from ResearchGate, Academia, Google Scholar, and ERIC database from the year 2000 to 2022 and few important documents published before 2000. The paper presents an exploration of NOS aspects and identifies the gaps in the previous researches. The reviewed studies inform us that students have strong misconceptions on some NOS aspects such as relationship between theories and laws, observations, and scientific method, while teachers have strong misconception on relationship between theories and laws. The NOS instructional approaches discussed in reviewed papers have a positive effect in improving the NOS understanding. Reviewed literature suggests that some instructional approaches have positive effect to teach most of targeted NOS aspects such as explicit and reflective approach. In addition, the findings indicate that explicit and reflective instruction has been more documented and tried out into different contexts in which a considerable effect on students' views on NOS was noted. Despite all efforts put in place, there is still a need for a lot to be done on active instructional approaches and interventions in this regard, particularly in developing countries with emphasis to the Sub-Saharan Africa education context.

Mentorship may be conceptualised in terms of the form it takes, function it serves or it's learning centred nature which makes research in mentoring to receive attention within different disciplines. This article attempts to understand how a mentoring programme can contribute to enhanced research capacity building in the field of Innovation and Development (I&D) studies in Africa. It does this through a qualitative study of an African-oriented research capacity building network (AfricaLics) that aims at building a critical mass of scholars in I&D studies in the continent of Africa. Drawing on theoretical approaches in higher education that support systems of interaction thinking, the paper finds that more systematic and extensive mentorship, and awareness about different types of mentorship can enhance capacity building in the field of I&D studies. The paper recommends that development of an I&D mentorship programme must consider a mix of both structured and unstructured elements that are aligned to the local context. These context-specific elements are critical to building sustainable research capacity building programmes in academic disciplines that are transdisciplinary in nature such as I&D studies.

Playwork is a recognised profession in the United Kingdom (UK) and is currently a growing area of interest internationally. However, debates about the nature and purpose of playwork have raged in the playwork field since the profession was invented in the early adventure playgrounds. This study is the first to capture data about what the now international playwork workforce understands to be the purpose of playwork. The International Playwork Census (IPC) was an online survey which asked participants from 19 different countries about their knowledge and experience of playwork. This paper reports on one question from the IPC: what is the purpose of playwork? A thematic analysis was undertaken from 193 responses on what was considered "the purpose of playwork" and three themes emerged: Facilitate and Provide for children's play; Support and Advocate. This paper describes how these three themes reflect both the historical change in understandings of the purpose of playwork and how different understandings of playwork are developed through the experience of practitioners working in range of different contexts.

This paper initiates a novel discourse advocating for the anti-colonization of religious education (RE) in Africa South of the Sahara (ASoS). It illustrates how anti-colonial critiques can not only offer more precise theoretical perspectives but also generate a practical imperative for a paradigm shift in a school subject "still" influenced by what I have labeled as the neocoloniality of power. In some countries, attempts to decolonize RE through multi-faithism are being forsaken, reverting the subject to the Christonormativity of the colonial era. The paper contends that the process of reconceptualizing RE with an anti-colonial mindset should inspire innovative ideas for an anti-colonized RE aligned with the educational goals in an African postcolonial environment.

Despite the legislation put in place by the United Nations, Africa continues to grapple with issues of monosexism and heterosexism. In fact, of the 54 African countries, 33 have criminalised queer relationships, a legacy primarily attributed to colonial rule. However, social work literature has recently introduced a culturally sensitive model for working with the LGBTQIA+ community, known as Queer affirmative action. By utilising available literature and adopting an intersectional approach, which was collected and analysed through PRISMA, this paper aims to discuss the Africanising of sexuality in Africa. It argues that it is crucial to undertake a critical analysis of the colonial legacy and its impact on queer identities. Furthermore, the article posits that social work education must incorporate knowledge of the intersection of gender, sexuality, and other identity markers to form an inclusive and comprehensive approach towards practice. An affirmative philosophy to social work practice can serve as a counterweight to all punitive and discriminatory practices. Thus, in Africa, the most effective way to improve the well-being of queer individuals is to eradicate structural forms of inequality and decriminalise same-sex consensual relationships.

This paper reports the findings of a bibliometric analysis using VOSviewer on 392 Scopus database documents published from 2003 to 2022, aiming to understand the global landscape of the e-learning field and to identify the most prominent authors, institutions, countries and reference publications, as well as the research topics that have recently received the most attention in students' readiness for e-learning in Higher Education Institutions (HEIs). The findings indicate that there has been an upward trend in e-learning readiness among students in HEIs over time. Among the countries studied, the United States, Taiwan, Australia, and Malaysia were found to have the most effective approaches to addressing students' readiness for e-learning. The most highly cited author in this field is M-L. Hung. Based on the citations, the most recognised journal in this field was "Computers and Education" and the universities that were most persuasive were two Taiwan universities in the first position. The data also revealed relatively low levels of collaboration among authors, institutions and nations regarding students' readiness for e-learning.

There is an increasing trend toward regionalization as higher education adapts to openness and globalization. In response, East African countries formed networks and partnerships that strengthened business, higher education, student and staff mobility, and research. This is because regionalization is embedded in East Africa's economy, politics, culture, and social norms. In addition, regionalization is influenced by internationalization and globalization. It promises development opportunities, although challenges are inevitable. This paper examines the contributions of regional student mobility to East Africa's development. We use neoliberal and world systems theories to illuminate the advantages and disadvantages of regionalizing higher education and explain how partner states can maximize opportunities and minimize challenges. Data was collected through convenience sampling of two hundred international students and two staff members in international students' offices. Data analysis revealed that the regionalization of East African higher education reflects historical power relations; it has benefits though founded on inequalities.

This paper investigates digital inequalities in usage within African informal sectors. In particular, we examine whether the uneven digital diffusion is embedded in pre‐existing socio‐economic inequalities. After identifying three segments of informal firms, we rely on multivariate and decomposition analyses to identify predictors of usage of digital technologies for business purposes and explain usage gaps between segments. Our findings suggest that digital inequalities are rooted in the vertical heterogeneity of informal sectors, with some firm characteristics significantly predicting professional use of digital technologies. In addition, we find that there are both common and segment‐specific levers for addressing digital inequalities between informal firms. [ABSTRACT FROM AUTHOR]

To ensure its partners have the capacity to implement gender responsive projects, COL introduced an online training programme on gender equality and women's empowerment. This paper reports the methodology and results in measuring the efficacy of this online training at individual and organisational levels. The ability of individuals and organisations to plan and implement transformative actions with a gender perspective require adequate knowledge, skills and a change in attitudes. Given this need, the commonly used Knowledge, Attitude, Skills (KAS) model was used to measure the efficacy of this online training at individual and organisational levels by defining different dimensions of capacities with three learning domains -- Cognitive, Affective, Psychomotor (Bloom's Taxonomy). The baseline and the end line of KAS at the individual level on the six core gender capacities was established for comparison. Two questionnaires were designed to assess the learning achievements of the participants and to measure the efficacy of the training. An analysis of the study registers a clear trend of positive outcomes at the individual level regarding improved knowledge, attitudes and skills on gender equality that could be applied in their work. Furthermore, the paper reports that the organisations demonstrate an enabling environment for more gender equal policies, structures and practices and proposes ways to convert the success of this training by integrating it into the broader gender equality strategy of these organisations.

The question of SWANA (Southwest Asian and North African) diasporic identity formation has been widely debated in area studies, ethnic studies, and the burgeoning field of Arab American Studies with scholars such as Sarah Gualtieri (2009), Nadine Naber (2012), and Neda Maghbouleh (2017) arguing that people of SWANA descent are racial minorities even though the U.S. government classifies them as white. However, these works have not adequately addressed SWANA racialization in the context of higher education following 9/11. This co-authored paper closely examines institutionalized SWANA erasure from the shared intersectional perspective of one faculty member, one graduate student, and two undergraduate students at a California State University campus in Southern California. Specifically, in this co-authored paper, we draw on our individual and collective co-organizing experiences to illustrate (a) the persistence of specific structural inequities that SWANA heritage people face in the academy, (b) the multilayered impact of these educational barriers, and (c) our wide range of ongoing activist responses to them. We say "khalas!" (enough!) to systemic oppression and argue that the ultimate antidote to institutionalized SWANA erasure is solidarity within and between marginalized subjects at every level of academia in the service of anti-racist and anti-colonial education. This co-authored paper uplifts SWANA resilience and resistance in California's most diverse public university system to shed new light on the understudied issue of how higher education perpetuates SWANA racialization.

In this paper we propose STEAM practices that would foster mathematics learning through modelling architecture while connecting to culture and history. The architectural modelling process is applied by the teachers as participants of these practices from different countries allowing a broad cultural and historical connection to mathematics education. The modelling is implemented in GeoGebra platform as it is an open-source platform to allow teachers to model on a mathematics basis. The architectural modelling process does not provide participants with steps to follow but rather allows them to explore the architectural models' components and construct them with various approaches which may foster problem solving techniques. We aim to investigate how different phases of this approach (such as motivation, modeling, and printing process) reflect on opportunities of learning in STEAM education, with a particular lens in mathematical development from open tasks. This paper will show two use cases that took place in Upper Austria and the MENA region.