GPH-International Journal of Educational Research

Evaluating the Effectiveness of Export Financing Programmes in Nigeria: Challenges, Opportunities and Impact on Non-Oil Exports

2026-01-11T07:24:22+00:00

The study examined the effectiveness of Nigeria’s export financing programmes in promoting non-oil exports. The study’s objectives were to assess the effectiveness of these programmes, identify the challenges limiting their success, and highlight opportunities for improvement. The study was anchored on the Export-led Growth (ELG) Hypothesis. A quantitative time-series research design was used in the study, analyzing annual data from 1990 to 2024 sourced from the Central Bank of Nigeria and the National Bureau of Statistics. The Augmented Dickey-Fuller (ADF) test for stationarity, the Johansen cointegration framework, Vector Autoregressive (VAR), Granger Causality, Ljung–Box Q-statistics, Impulse Response Function (IRF), and the Forecast Error Variance Decomposition (FEVD) were the econometric tools used for the analysis, accomplished using E-views. The findings indicated that public and commercial bank credit has a statistically significant positive effect on non-oil export performance in the short run. However, this effect is not permanent and decays over time. Challenges such as poor access to credit, high rejection rates of financing applications, high interest rates, and policy inconsistencies limit these programmes’ effectiveness. It was concluded that while export financing programmes provide a measurable short-term boost to non-oil exports, their long-term impact is constrained by significant operational and macroeconomic challenges. The study recommended leveraging opportunities such as promoting value addition in agricultural and solid mineral resources to improve the effectiveness of these programmes.

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2026-02-08T08:09:48+00:00

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Du physicalisme radical au physicalisme culturel, une alternative pour l’Afrique

2026-01-17T10:08:10+00:00

To speak of Nature is to adopt the language of science, which claims to describe with precision what it is while detaching itself from everything deemed contrary to it. But is this truly science, or merely dogmatism under the guise of a single Principle? For Feyerabend, such an approach no longer belongs to science but to theoretical indoctrination. He thus calls for a shift from a closed and reductionist method (scientism) to one that is open and plural (culture). In this work, this transition is expressed as a move from a radical physicalism, bearing the stamp of a universal and exclusive logos, to a cultural physicalism that opens a space for an African alternative. Carnap’s radical physicalism, emblematic of positivism, maintains that there can be no knowledge without a perfect correspondence between theory and observation. In this view, knowledge is reduced to the symbolic transcription of fact alone: science exists only within observable reality. It is precisely this dogmatic conservatism that Feyerabend challenges. The theory–fact correspondence is closed and reductionist; science offers but an image of Nature, incapable of fully encompassing reality. Even if history has effaced it, science retains a metaphysical substratum, traceable back to Aristotle’s theory of locomotion, where the notion of correspondence first emerged. Science, myth, and religion are all narratives, each interpreting reality through its own representations. If science appears more “rational,” it is not because it is inherently more rational, but because it succeeded in imposing itself. There is no independent subject, nor can there be neutral science: our relation to reality is always a matter of interpretation rather than principle. It is therefore vital to move beyond a scientistic and reductionist approach toward one that is cultural and plural. Only through such an alternative can Africa liberate itself from the modern theoretical frameworks imposed upon it through ideological apparatuses.

Personalized digital tools in the function of improving the learning of mathematics

2026-02-11T07:26:34+00:00

This paper analyzes the role of personalized digital tools in modern mathematics teaching. The focus of the research was on determining how high school students use digital tools for learning, how much they help them understand the material and what attitudes they have towards their use in class. The research was conducted by surveying a sample of 225 students from different grades of high school. The results showed that digital tools are most often used outside the classroom that the use of simple tools such as YouTube and PhotoMath dominates, while tools that enable deeper understanding and interactive learning are less represented. Students showed a moderate level of motivation and recognition of certain advantages of digital tools, but also pointed out important disadvantages, such as misunderstanding of procedures and technical limitations. Based on the results and analysis, the paper offers guidelines for improving the teaching of mathematics through purposeful, personalized and digitally supported teaching.

Teacher Well-being: A Crucial Issue for Education

2026-01-14T12:27:26+00:00

The book "Teacher Well-being: A Crucial Issue for Education" explores the importance of teacher well-being in the education system. The author emphasizes that teacher well-being is often overlooked, despite its significant impact on the quality of teaching and student learning. The book examines the factors that influence teacher well-being, such as workload, stress, institutional support, and relationships with colleagues and students. The author proposes strategies to improve teacher well-being, including the implementation of support programs, promoting a culture of kindness and respect in schools, and recognizing the value of teachers' work. The book concludes that teacher well-being is essential for creating a positive and effective learning environment, and that policymakers and school administrators must take steps to support teachers' mental and physical health. In summary, this book highlights the importance of teacher well-being and offers solutions to improve their professional quality of life.

Didactics of Project-Based Learning: To Foster Autonomy & Creativity in Students

2026-01-28T10:49:43+00:00

The book " Didactics Project-Based Learning: To Foster Autonomy and Creativity in Students" is a comprehensive work that explores the principles and practices of project-based learning, a pedagogical approach that aims to foster autonomy and creativity in students. The author presents a detailed analysis of the theoretical foundations of this approach, as well as concrete strategies for implementing it in the classroom. She emphasizes the importance of giving students the freedom to choose their own projects, work in teams, and make decisions, in order to develop their skills in problem-solving, communication, and collaboration. The book also provides practical advice for teachers, including how to design projects that are both stimulating and achievable, provide adequate support to students, and evaluate their progress effectively. Additionally, the author addresses the potential challenges and limitations of project-based learning and proposes solutions to overcome them. Through concrete examples and case studies, the book shows how project-based learning can be used to prepare students for the challenges of the 21st century, by giving them the skills and knowledge necessary to succeed in a constantly evolving world. The author also highlights the importance of creating learning environments that are flexible, open, and student-centered, in order to promote student engagement and motivation. Ultimately, the book offers a valuable resource for teachers, educators, and researchers seeking to promote student autonomy and creativity, and create more effective and engaging learning environments. The work is a veritable mine of information for all those who wish to implement project-based learning in their pedagogical practice and improve student outcomes.