The African Nexus Quarterly, Volume 1 Issue 1
Explore the latest collection of interdisciplinary peer-reviewed articles focusing on developmental partnerships and structural transformations across the African continent.
Table of Contents
5 articlesEditorial
Editorial: Why The African Nexus Quarterly?
İbrahim Hakan Karataş
African Nexus Quarterly introduces an Africa-centered editorial lens hosted in Türkiye and oriented to the continent’s priorities. It argues for a scholarly platform that helps correct asymmetries in how knowledge about Africa is produced, validated, indexed, and circulated.
Research Articles
Bridging the Gaps: Enhancing Teachers' Proficiency in Marking and Feedback Practices for Uganda's Competency-Based Curriculum
Charles Kyasanku; Rose Costa Nakawuki
Uganda's Competency-Based Curriculum aims to equip learners with 21st-century skills through learner-centred teaching, formative assessments, and criterion-referenced evaluation. This qualitative multiple-case study examines teachers' proficiency in marking and feedback practices in two public lower secondary schools in Mpigi District, revealing systemic gaps in marking methods, rubric use, feedback quality, training, resources, and class size.
Women's Participation in Peace and Security Efforts in East Africa: Challenges and Opportunities
Busuulwa Huthaifah Abdallah; Charlotte Karungi Mafumbo; Harriet Ariko Akiror
This paper examines progress and gaps in women’s participation in political leadership and security sector integration across East African Community partner states. Drawing on National Action Plans, regional action plans, and key informant interviews, it argues for a more intentional and coordinated regional approach to gender-responsive security sector reform and inclusive governance.
Symbolic Inclusion or Structural Institutionalisation? Indigenous Knowledge Systems and Curriculum Reform in Tanzanian Higher Education
Janeth Kilasi; Irene Etumaro
This qualitative case study investigates the integration of Indigenous Knowledge Systems within the curriculum of St. Augustine University of Tanzania. Guided by the Quintuple Helix Model, it distinguishes between symbolic inclusion and structural institutionalisation, arguing that meaningful decolonisation requires systemic curriculum redesign rather than discretionary incorporation.
Institutional Commitment vs. Capacity: Comprehensive Internationalisation Practices at Istanbul Medeniyet University
İbrahim Hakan Karataş
This study investigates how İstanbul Medeniyet University interprets and implements internationalisation strategies in alignment with national policy and global trends. Using institutional self-assessment documents, a comprehensive internationalisation rubric, and interviews with senior academic leaders, it finds strong strategic commitment but limited operational coherence in curriculum integration, faculty engagement, and mobility support.