Practical theorising for the implementation of educational change: Evidence from sub-Saharan Africa

A research‐supported model to support schools' prevention of behavior problems and promotion of a positive school climate is school‐wide positive behavior support (SW‐PBS), in Scandinavia adapted into “positive behavior, interactions and learning environment in school” (PALS). Facilitators and barriers for achieving and sustaining a full implementation of PALS in a Swedish primary school context have not previously been studied. The purpose of this study was to explore school staff and administrators' experiences of implementing PALS in a municipal school district in the western region of Sweden. Using a qualitative focus group design, staff with roles in the implementation and school administrators (N = 22) representing 12 schools were asked about their experiences regarding facilitators and barriers for implementing PALS. Data were analyzed using qualitative content analyses involving a combination of inductive (data‐driven) and deductive (theory‐driven) approaches. In the deductive, final step, the inductively derived categories were associated with the Normalization process theory core constructs coherence, cognitive participation, collective action and reflexive monitoring. The analysis resulted in nine categories in which both facilitators and barriers were identified: alignment with school mission and values; building and strengthening relationships; shared staff engagement; administrators' commitment and leadership; support and resources for adopting PALS; changed experiences of PALS work over time; positive feedback sustains motivation; learning for quality improvement; and staff continuity throughout implementation. Findings indicate that staff and administrators experienced the implementation as predominantly positive, that PALS provides a structure for relationship‐based work, and fits particularly well in primary school contexts. The facilitators and barriers identified provide valuable knowledge that can inform sustainable implementations of PALS in similar contexts.

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Interactive Technologies in Online Teacher Education in Africa: A Systematic Review 2014–2024

Oubibi,

Fute,

Kangwa

et al. 2024

Education Sciences

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This systematic review investigates the integration of interactive technologies in online teacher education across Africa from 2014 to 2024. The study aims to identify the types of interactive technologies employed, the leading countries in regard to their adoption, and the outcomes of their usage on teacher training programs. Despite significant advancements, particularly in countries like Kenya and South Africa, the effectiveness of these technologies varies widely due to infrastructural, socio-economic, and policy-related challenges. The findings highlight the critical role of reliable information communication technology (ICT) infrastructure, culturally relevant content, and comprehensive training for educators in optimizing the use of interactive technologies. Additionally, the study emphasizes the need for greater policy coordination and collaboration among African nations to fully leverage these technologies. The review concludes that, while interactive technologies hold substantial potential in terms of transforming teacher education in Africa, sustained efforts are required to overcome the existing barriers and ensure equitable access to quality education across the continent.

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Practical theorising for the implementation of educational change: Evidence from sub-Saharan Africa

Cited by 3 publications

References 29 publications

Expanding primary school completion through culturally responsive and sustaining education: Evidence from a historical project in Sierra Leone

Expanding primary school completion through culturally responsive and sustaining education: Evidence from a historical project in Sierra Leone

Facilitators and barriers for implementing the PALS school‐wide positive behavior support model in a Swedish municipality: A focus group study

Interactive Technologies in Online Teacher Education in Africa: A Systematic Review 2014–2024

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