Category: Volume 9, Issue 3.
The Role of Teacher Training in Enhancing Social- Emotional Learning in Inclusive Classrooms: Evidence from Primary Schools in Kongwa District, Tanzania

The Role of Teacher Training in Enhancing Social- Emotional Learning in Inclusive Classrooms: Evidence from Primary Schools in Kongwa District, Tanzania

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Patience Victor & Milka OtienoSt John’s University of TanzaniaEmail: 0765119423patience@gmail.com Abstract: The effectiveness of inclusive education relies significantly on teachers’ ability to foster social-emotional learning (SEL) among pupils with diverse needs. This paper investigates how teacher training influences the implementation of SEL practices in inclusive primary school settings in Kongwa District, Tanzania. Using a qualitative…

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Challenges Faced by School Feeding Committees in Sustaining School Feeding Programs in Public Primary Schools in Kilimanjaro Region

Challenges Faced by School Feeding Committees in Sustaining School Feeding Programs in Public Primary Schools in Kilimanjaro Region

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Janerose Mmari, Marcella Momanyi & Pascal WambiyaThe Catholic University of Eastern AfricaEmail: janerosemmari7@gmail.com Abstract: This study investigated the key challenges faced by School Feeding Committees in sustaining School Feeding Programs in public primary schools in the Kilimanjaro region. Institutional, Social Capital, and Stakeholder theories provided the theoretical framework. A convergent parallel design was employed, integrating…

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Plagiarism Policies in Higher Learning Institutions and Their Effectiveness in Mitigating Artificial Intelligence Breach of Originality in Arusha Region, Tanzania

Plagiarism Policies in Higher Learning Institutions and Their Effectiveness in Mitigating Artificial Intelligence Breach of Originality in Arusha Region, Tanzania

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Betrod MsigwaOlmotonyi Forest Secondary School, Arusha.Email: betrod00031@gmail.com Kennedy Omondi OtienoSt. Augustine University of Tanzania (SAUT), Arusha.Email: omondiken2016@gmail.com Charles Gervas RufyirizaSt. Augustine University of Tanzania (SAUT), Arusha.Email: rufcharles@gmail.com Abstract: This study assessed the plagiarism policies in public and private higher learning institutions (HLIs) and their effectiveness towards mitigating Artificial Intelligence (AI) assisted breach of originality. The…

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Feeding for the Future: Stakeholders’ Perspectives on the Implementation and Impact of the School Feeding Programme in Rwanda

Feeding for the Future: Stakeholders’ Perspectives on the Implementation and Impact of the School Feeding Programme in Rwanda

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Vedaste Muneza & Dan ImanirihoUniversity of RwandaEmail: mnezvedasj@gmail.com Abstract: This study explores the implementation, benefits, challenges, and sustainability of the School Feeding Programme (SFP) in Rwanda through the perspectives of key stakeholders school leaders, parents, and learners. Using a qualitative approach, data were collected from three schools across diverse settings, including urban, rural, and refugee…

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The Effectiveness of School Infrastructure Maintenance Guidelines in Babati District: School Quality Assurers’ Voices

The Effectiveness of School Infrastructure Maintenance Guidelines in Babati District: School Quality Assurers’ Voices

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Francis Edward & Milka OtienoSt John’s University of TanzaniaEmail: fgeffi2@gmail.com Abstract: Infrastructure maintenance guidelines within the Tanzanian Education Policy remain an implementation challenge and an under-researched area despite playing a crucial role in the provision of quality education in Tanzania. Guided by the Resource-Based Theory, the study conceptualized school infrastructure as a strategic resource whose…

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Implementing Infrastructure Maintenance Guidelines to Sustain Education Quality in public Primary Schools in Babati District: Headteachers’ Perspectives

Implementing Infrastructure Maintenance Guidelines to Sustain Education Quality in public Primary Schools in Babati District: Headteachers’ Perspectives

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Francis Edward & Milka OtienoSt John’s University of TanzaniaEmail: fgeffi2@gmail.com Abstract: This study aimed to explore headteachers’ perspectives on the implementation of school infrastructure maintenance guidelines in public primary schools within Babati District, Tanzania. Grounded in the Resource-Based Theory (RBT), which views school infrastructure as strategic resources essential for educational quality, the research examined how…

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Spiritual Care Programs and Recidivism Prevention among the Prison Inmates in Selected Prisons in Nairobi County, Kenya

Spiritual Care Programs and Recidivism Prevention among the Prison Inmates in Selected Prisons in Nairobi County, Kenya

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Abraham Eskuri MutiaKiriri Women University of Science and Technology, KenyaEmail: abrahameskurimutia@gmail.com Abstract: The aim of the prisons is rehabilitation and reintegration of offenders to the community. Despite going through the prisons, a great number of offenders still commit crime and are convicted again.The study was done to assess the role of spiritual care programs employed…

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Influence of Policy Compliance on the Implementation of Pre-Primary Education in Public Primary Schools in Arusha District Council, Tanzania

Influence of Policy Compliance on the Implementation of Pre-Primary Education in Public Primary Schools in Arusha District Council, Tanzania

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Ikamba AnnaSekei Primary School, Arusha.Email:annageofrey0@gmail.com Patrick Olemong’iSt. Augustine University of Tanzania (SAUT), Arusha.Email: patrickngalaole@gmail.com Abstract: This study assessed the influence of policy compliance on the implementation of pre-primary education in public primary schools in Arusha district council. The study assessed the effects of policy compliance on the effectiveness of pre-primary education and suggested the possible…

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Empowering Change through Gender Capacity-Building and Corporate Social Responsibility (CSR) Performance at Safaricom M-Pesa Foundation Kenya

Empowering Change through Gender Capacity-Building and Corporate Social Responsibility (CSR) Performance at Safaricom M-Pesa Foundation Kenya

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Christine Njenga, Stella Karimi Silas, and Thomas Gisemba OnsarigoThe Catholic University of Eastern AfricaEmail: christinenjenga23@gmail.com Abstract: This study examined the influence of gender capacity-building practices on the performance of corporate social responsibility (CSR) programs at the Safaricom M-Pesa Foundation in Nairobi, Kenya. Anchored on Gender Role Theory and Feminist Theory, the study adopted a convergent…

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