Alice Chesambu Ndiema – Department of Agribusiness Management and Extension

James Bill Ouda – Department of Educational Psychology

Karen Ohanga Ongeti – Department of Curriculum and Instructional Technology

Masinde Muliro University of Science and Technology

Email: finidgeorge@gmail.com/ achesambu@mmust.ac.ke/ jouda@mmust.ac.ke/ kongeti@mmust.ac.ke

Abstract: Precision Agriculture (PA) has strong potential to transform agricultural productivity and environmental sustainability. However, its integration into secondary school education remains limited. This study examined the influence of infrastructure and resources on the implementation of PA in secondary schools in Kisii and Nyamira Counties, Kenya. A sample of 254 school principals and 353 agriculture teachers was determined using Cochran’s formula. Proportionate random sampling was applied to select schools, while purposive sampling identified principals and teachers. Data were collected through questionnaires, interviews, and observation checklists. Instrument validity was ensured through content validation, while reliability was tested using Cronbach’s alpha. Data analysis was conducted using SPSS version 27, employing Pearson’s correlation, ANOVA, and regression analysis. The findings revealed a positive and statistically significant relationship between resources and PA implementation (r = .403, p = .034). ANOVA results indicated significant differences among schools based on levels of administrative support (F = 3.759, p < .024), with higher support linked to better PA implementation. The regression model was statistically significant (F (6, 346) = 6.89, p < .001), though it explained a modest proportion of variance (R² = .107). The study concludes that resources and administrative support are critical enablers of PA implementation. It recommends that Boards of Management and school principals allocate 8–12% of school capitation and internally generated funds toward agriculture and ICT development in the 2026–2029 School Improvement Plans.

Abstract: This study explored the practices and effectiveness of student records management in secondary schools in Tabora Municipality, Tanzania. A qualitative case study design was employed to gain an in-depth understanding of the experiences of heads of schools, records officers, and teachers. Data was collected from 36 participants through semi-structured interviews with heads of schools and records officers and focus group discussions with teachers from three purposively selected secondary schools. Thematic analysis, guided by Braun and Clarke’s framework, was used to analyze the data. Findings revealed that schools maintained diverse student records, including attendance, disciplinary, academic performance, financial, transfer andleaving, health, and admission/enrolment records, primarily using paper-based systems organized by academic year, class level, or record type. Effective records management enhanced information accessibility, supported monitoring of academic progress and discipline, facilitated administrative decision-making, promoted accountability, ensured policy compliance, and preserved institutional memory. Challenges included limited training, inadequate storage facilities, unclear policies, and inconsistent record-keeping. The study concludes that proper student records management is vital for efficient school administration and recommends training, clear policies, digital systems, and regular audits to strengthen records management practices.

Gitahi Njenga – School of Business and Economics, Mount Kigali University, Kigali, Rwanda

Email: sefbamu@gmail.com

Abstract: This study investigated the influence of work breakdown structure (WBS) on the performance of the Rurambi Rice Project in Bugesera District, Eastern Province of Rwanda. Using a descriptive mixed-methods research design, the study targeted 74 project staff, all of whom were included due to the small population size, with 70 questionnaires successfully returned (response rate: 94.6%). Primary data were collected through questionnaires and semi-structured interviews, while secondary data were obtained from document analysis. Instrument reliability was confirmed using Cronbach’s Alpha (WBS: α = 0.864), exceeding the acceptable 0.70 threshold. Data were analysed using SPSS Version 23.0 through descriptive statistics,Pearson Correlation, and simple linear regression. Findings revealed that WBS positively and significantly influenced project performance, explaining 82.1% of the variance in project performance outcomes (R² = 0.821; F = 311.704; p = 0.000). The regression equation was: Yₚₚ = 0.330 + 0.777(WBS) + 0.044. The study concludes that systematic work breakdown structure implementation particularly the decomposition of complex tasks into manageable components and the accurate identification of required resources is a critical determinant of agribusiness project performance in Rwanda. The study recommends that project managers adopt detailed WBS frameworks at the planning stage to minimise delays, improve resource clarity, and enhance project outcomes. Future research should explore WBS application in road construction and hydropower projects in Rwanda.

Abstract: This study interrogates the nexus between terrorism threats and the securitization of refugee migration in Kenya’s Dadaab refugee camp. More specifically, it analyzes how security risks associated with terrorism, i.e., foreign fighter penetration, radicalization, and border permeability between Kenya and Somalia, influence state response and migration policy. Using a mixed qualitative design, the study collected information through key informant interviews, focus group discussions, and document analysis to achieve a rich understanding of host community and refugee lives. The results show that securitization practices such as encampment, enhanced surveillance, and control of mobility, although intended to prevent terrorism, have unintended consequences: reinforcing socio-economic marginalization, limiting access to essential services, and straining Kenya-Somalia diplomatic relations. The research concludes that while securitization addresses immediate security requirements, it exacerbates exclusion and vulnerability that have the potential to enhance radicalization threats. It recommends balanced migration policies that converge humanitarian protection with security requirements through inclusive communal engagement and evidence-based counter-terrorism policies.

Adeyemi O. Olaitan – Arts Education, University of Ilorin, Ilorin, Nigeria

Email: hakeemn@carolinau.edu/ adeyemiolaitan01@gmail.com

Abstract: This study investigated how principals’ innovative conflict management strategies enhanced teachers’ job performance across Nigeria’s six geopolitical zones, addressing leadership challenges in diverse urban and rural secondary schools. A mixed-methods design was employed, targeting 30 teachers and 10 principals from 10 schools per zone (5 urban, 5 rural), which totaled 1,800 teachers and 30 principals. Teacher surveys, administered via Google Forms, assessed the impact of principals’ strategies, while semi-structured principal interviews, conducted via Zoom or WhatsApp, explored innovative practices. Descriptive statistics and Pearson correlations analyzed the survey data, and thematic analysis examined the interview insights. The results revealed that collaborative strategies had strong positive correlations with job satisfaction (r = 0.58, p < 0.01) and teaching quality (r = 0.62, p < 0.01). Mediation and integration strategies showed strong positive correlations with discipline maintenance (r = 0.50, p < 0.01). In contrast, avoidance strategies demonstrated a strong negative correlation with absenteeism (r = -0.45, p < 0.01), indicating they increased teacher absences, particularly in North-East rural schools. The adoption of digital tools reduced conflict resolution times, though rural areas faced significant connectivity challenges. The study concluded that adaptive, innovative conflict management strengthens teacher effectiveness and school stability. Based on the findings, study recommended the implementation of zone-specific training programs, the integration of digital conflict resolution tools, policy frameworks for rural support, and the promotion of collaborative leadership to enhance teacher performance and school stability.

Abstract: This study explored how school leadership, teacher preparedness, and infrastructural realities influence the integration of artificial intelligence (AI) in multilingual classrooms in Ona Ara Local Government Area of Oyo State, Nigeria. Multilingual classrooms in this region face persistent barriers in communication between Yoruba and English speakers, making AI tools such as translation and speech-recognition applications potentially transformative. The study adopted a qualitative case study design involving ten schools, sixty teachers, and ten administrators drawn from public and private institutions. Data were collected through semi-structured interviews, classroom observations, and document reviews, and analyzed thematically using Braun and Clarke’s (2006) six-step approach. Findings revealed that 90 percent of school leaders encouraged teachers to experiment with AI tools, while 80 percent modeled their use, showing how leadership behavior shaped adoption. Teachers faced constraints including unstable electricity (80 percent), lack of training (75 percent), and mistrust of AI translations (58 percent). Student engagement improved where AI was used effectively, with 70 percent of schools reporting higher participation and 60 percent observing increased motivation, though 40 percent experienced confusion from inaccurate translations. All schools confirmed the absence of formal AI policies, while infrastructural and policy gaps hindered sustainability. The studyconcluded that AI can promote inclusivity and engagement in multilingual classrooms if supported by transformational leadership, targeted teacher training, and infrastructural investment. The findings affirm the relevance of Transformational Leadership Theory, the Technology Acceptance Model, and the Unified Theory of Acceptance and Use of Technology in explaining adoption within multilingual educational contexts.

Abstract: Preservice teacher training in Rwanda faces persistent challenges in adequately preparing teachers to manage inclusive classrooms characterized by diverse learner needs, including students with disabilities and behavioral difficulties. This study examines the potential of Virtual Reality (VR) as an innovative tool to enhance preservice teacher preparedness for inclusive education. Adopting a mixed-methods research design, the study was conducted in Musanze District and involved 200 preservice teachers through structured questionnaires and 50 participants through semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, including t-tests, chi-square, and regression analysis, while qualitative data were analyzed thematically. The findings reveal that preservice teachers demonstrate moderate theoretical understanding of inclusive education but exhibit significantly low practical readiness (M = 2.86, p < .001). Key challenges identified include classroom behavior management (78%) and addressing diverse learning needs (72%). The introduction of VR-based simulations resulted in a statistically significant improvement in teacher preparedness (M = 4.40, p < .001). Regression analysis further identified VR exposure as the strongest predictor of teacher readiness (β = 0.52, p < .001), explaining 61% of the variance. The study concludes that VR provides immersive, safe, and repeatable learning environments that effectively bridge the gap between theory and practice in teacher education. It recommends the integration of VR into teacher training curricula, investment in digital infrastructure, and capacity building for educators. This research contributes empirical evidence from a developing country context, highlighting the transformative potential of VR in advancing inclusive and equitable education.

Abstract: This study investigates the employment outcomes, training relevance, and satisfaction levels among graduates of Arusha Technical College (ATC), Tanzania, with a specific focus on the employability of female graduates. Utilizing a descriptive survey design, data were collected from 586 graduates (88% response rate) from the 2022/2023 academic year across various technical and engineering disciplines. Findings reveal significant gender disparities: six months post-graduation, male graduates exhibited higher rates of formal (31.4%) and self-employment (13.6%) compared to females (15.4% formal, 9.6% self-employment). A substantial proportion of female graduates (42.3%) pursued further academic studies, suggesting a strategic response to enhance employability. The study highlights the critical role of practical training, online job platforms, and personal networks in securing employment, predominantly in the public sector. Challenges include limited access to startup capital for self-employed graduates and pedagogical issues within TVET programs. Recommendations emphasize gender-responsive curriculum reform, enhanced industry linkages, targeted entrepreneurial support for women, and improved graduate services to foster more equitable labor market integration for female TVET graduates in Tanzania.

Abstract: The introduction of the Competency-Based Curriculum (CBC) in Kenya has generated debate regarding teacherpreparedness, particularly in fostering moral and ethical competencies essential for holistic learner development. Although CBC emphasizes values such as integrity, responsibility, and respect, there remains limited clarity on how these competenciesare embedded, assessed, and implemented in teacher training programmes. This study explored the integration of African Indigenous Knowledge Systems (IKS), grounded in communal dialogue, collective learning, and culturally embedded moral values, into normative teacher education as a strategy to address these gaps. Guided by the theories of holism and constructivism, the study examined the moral competencies expected of teachers under CBC, the extent to which university-based teacher training programmes address ethical competence, and how IKS can support the development of thesecompetencies among teachertrainees.The study employed a qualitative reviewand synthesis of secondary data, including policy documents, empirical studies, and theoretical literature. Findings revealed significant gaps in moral and ethical training within existing teacher education programmes, minimal integration of IKS, and inadequate mechanisms for assessing ethical competencies despite CBC’s holistic intentions. The study established that IKS-based pedagogies characterized by experiential learning, dialogue, and community engagement offer culturally relevant approaches to strengthening normative teachertraining. It recommends the development of structured ethical pedagogy modules, standardized assessment tools, enhanced capacity building for teacher educators, and stronger collaboration with communities. Integrating IKS in teacher education can bridge policy-practice gaps and support the development of morally grounded, socially responsible educators aligned with CBC reforms.

Cynthia Dzimiri – Robert Mugabe School of Education. Great Zimbabwe University, Zimbabwe

Email: dzimiriw@staff.msu.ac.zw/ cynthiadzimiri@gmail.com

Abstract: The study investigates how the rural local political (elected village chairpersons and/or councillors) and indigenous traditional leadership (chief/ headman, village head/kraalhead [Sabhuku]) are situated in local governance of rural primary schools in Zimbabwe. The study, undergirded by the interpretive framework, was a case study of three schools purposively selected from one cluster (five schools) in Shurugwi district. Nineteen participants were purposively selected to include three school heads, three deputy heads, three senior teachers and six parents, all legally mandated, to serve on the school development committee (SDC), as well as three kraalheads/[sabhuku] (also called village heads), and the one local traditional headman/[Sadunhu] as traditional leaders. With ethical protocols observed, data were generated through interviews, observation, and document analysis. Analysis of data entailed identifying emerging themes and categories and their patterning constituents. Findings revealed a convergence of different stakeholders, including local and traditional leaders in the school governance matrix. Local traditional leadership participated in planning and organising villager efforts forschool development, ceremonies, enforcing compliance to SDC resolutions, and in mediating and resolving local conflicts. Indigenous, traditional knowledge, organisational practices, power and control were brought in to complement modern management practices in local school governance. Implications of the findings are that school leaders must, therefore, break legally prescribed boundaries of the SDC, and establish relationships with local and traditional structures in school development efforts.