African Journal of Teacher Education (AJOTE) is a forum for examining all local, national, regional and continental policies, practice, and experiments and research on the training of teachers at all levels and tiers of education in Africa. The training of professional teachers capable of meeting the development needs of Africa in the global and technological age as well as able to anchor the democratic development and regeneration of its societies has been on the forefront of national educational policies in most African countries since independence. This need has heightened rather than decrease in the present context of global connections and interdependence. AJOTE welcomes interdisciplinary, comparative exploration of all topics in the field of teacher education. Interim, tentative and complete project reports and commentaries are welcome. In addition to feature articles, experiment and research digest ideas, and reviews, AJOTE accepts audio, video and film contributions. The journal will publish articles on broad topics relating to the theme of teacher education, but occasionally, the journal’s regular or guest editors might focus particular issues on specific themes.
 
Distance Education in Africa (DEA) Distance Education in Africa (DEA) publishes empirical and theoretical investigations into the practice and prospects for open/learning, flexible/mobile and distance education in Africa. It encourages scholarly debate and exchanges as well as welcomes non-specialist but educated analyses of all aspects of distance education in Africa, including but not limited to the following: national, local and institutional management; delivery; pedagogy; economics; instructional and delivery technologies; training; and design of instructional materials. DEA provides and open and accessible forum for dissemination of research information about distance education in Africa to both specialist and lay person.
 
Review of Higher Education in Africa (RHEA) provides a forum for theoreticians, practitioners, including students and teachers, and policy makers to debate, exchange ideas and publicise their empirical findings on higher education in Africa. The journal publishes interdisciplinary and international research and provides a forum for the dissemination of research information, analyses, and educated opinions on issues of policy, management, challenges, innovations, and trends in higher education in African countries. It welcomes articles about faculty; faculty associations; education and development; higher education and costs; private and public funding of education; and education research.
 
African Journal of Effective Learning, (AJOEL) publishes scholarly investigations of either theoretical or analytical type on factors relating to effective learning in Africa’s education sector.  How, where, and when does effective learning take place and how and when can it be replicated. How are teachers, learners, administrators, government and the society involved in enabling or hampering effective learning? Is effective learning a moving target? What are the implications of the factors of economic and technological lag, war, forced demographic displacement and voluntary migrations for effective learning, and what innovations are called for or have been resorted to in the process of circumventing these lags in Africa. AJOEL makes results of research and analyses of these topics easily and freely available to all. While the focus of the journal is on Africa, submissions that use research and experiences from elsewhere to contextualize the African situation are welcome. The journal accepts articles, transcripts of talks, commentaries, reviews, research and experiments. Also, video, audio and film submissions are welcome. While AJOEL will publish articles on broad topics relating to the theme of effective learning, occasionally the journal’s regular editors or guest editors might focus particular issues on specific themes.
 
African Journal of Early Childhood Learning (AJECHIL) is a forum for exchanging ideas and exploring the theory and practice of early childhood learning in African countries.  AJECHIL facilitates questioning, re-evaluation and debates on the meaning and deployment of the term, concept and philosophies of early childhood learning as applied in African countries and among Africans in the diaspora. Submissions that address practitioners and that reassess or enhance effective learning and wholesome development for African children and good practices for African teachers and care givers to children are particularly welcome. AJECHIL will feature investigations from sociological, legal, physiological and other social science perspectives to the understanding of issues surrounding early childhood learning in Africa. While the journal's geographical focus is Africa, theoretical materials applicable to Africa from anywhere are welcome, as well as are materials from and about Diaspora Africa.
 
Scholarship on Assessment of Learning (SOAL), is an international forum for research and reports on assessment of learning for all types and levels of education. The journal seeks to make qualitative, quantitative, methodological, or theoretical research and opinions on the evaluation of education much more readily available to students, teachers, policy makers and interested persons.  All relevant topics and themes are welcome, e.g. assessment methods; practice, process and prospect of national, regional, international standards; assessment for learning versus assessment of learning; student, teacher, and institutional responses to outcomes of assessments; theories undergirding various assessment methods; doing without assessments; and the relationship between assessments and curriculum, education administration and the learning process, etc.
 
Recreation and Society in Africa, Asia and Latin America (RASAALA), encourages original research into the relationship between recreation (sports, games, tourism, etc.) and communities (local, national and international) in Africa, Asia and South America.  The journal publishers articles, reviews, review articles, and reports on all relevant domains (social, psychological, economic, political, medical, cognitive and physical) within which modern, ancient, and traditional recreation and  leisure impacted and  continue to impact, and was /is in turn impacted by,  society and the individual. RASAALA hopes to chart the debate relating to the nature of changes in agencies responsible for development, practice and organization of recreation and leisure in society. Studies of historical, comparative nature, as well as those that interrogate the current state of affairs in recreation and leisure in light of globalization are welcome. RASAALA welcomes analytical or theoretical submissions and encourages interdisciplinary and international perspectives. It accepts audio, video and film contributions.
 
Insight into Lifelong Learning (Insight) is a forum for scholarly research and empirical discussion of the concept of lifelong learning. The journal encourages comparative exploration and focus on the topic and welcomes the application of multidisciplinary perspectives. Insight seeks to reflect the varied perspectives that differences between nations and peoples imply in the understanding, application and evolution of the concept.  Insight welcomes contributions from international scholars, practitioners, and students of education concerned with lifelong learning and its variants. Submissions are welcome that explore the concept, report on experiments, compare insights and otherwise enhance the theory and practice of lifelong education. Each issue of Insight will feature articles; experiment and research, digest ideas, review articles and book reviews. While the journal will publish articles on broad topics relating to the theme of teacher education, occasionally the editors might focus particular issues on specific themes.
 
Explorations into Education & Disability in the South (EEDIS) is a scholarly forum for comparative research on how people, governments and students/pupils in the Southern nations of the world engage with education of the disabled. It seeks to provide data, theories, models, and analyses on issues relating to teacher preparation; pedagogy; laws and policies of governments; social and cultural practices; technology; and poverty as these relate to education of the disabled in developing countries of the world. Interdisciplinary studies and investigation of competing models of educating the disabled; of the concept of disability in the south; and of the tension between education for all children, education of disabled children, andgeneral education for all persons with disability in these countries are welcome.   The journal accepts articles, transcripts of talks, commentaries, reviews, research and experiments. Also, video, audio and film submissions are welcome. While EEDIS will publish articles on broad topics relating to education and disability, occasionally, the journal’s regular or guest editors might focus particular issues on specific themes.
 
Comparative Studies of Educational Toys (CSET) is an international journal  that provides scholarly space for debate, analysis and exchange of ideas and for presenting data and research findings on the relationship between educational toys and children’s learning at home and at private and public care facilities. CSET will chart historical movement and development in the use of toys as a supplementary necessity for children’s education. Both at home and at children’s care facilities worldwide, toys are a visible and unavoidable part of childcare infrastructure that in themselves now constitute an important element in the pedagogy of early childhood education and socialization, hence, the toy industry's emergence as a billion dollar industry.  CSET's goal is to provide a supplemental but independent forum for serious third party research into issues surrounding the uses, benefits, designs, safety and changes to children’s educational toys. Toy industry research and opinions are, of course welcome, as are experiments, research and reports by parents, schools and day care centres. Professional reviews of new and old toys are also welcome. CSET will accommodate video, audio and film submissions. CSET will facilitate empirical review and assessment of new (and old) toys by child psychologists,  professional child care professionals, and schools when approached by toy manufacturers for that purpose.