Category: Issue 2
Implementation of Inclusive Education Interventions in Secondary Schools in Temeke District, Tanzania

Implementation of Inclusive Education Interventions in Secondary Schools in Temeke District, Tanzania

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Bertha Erasto LosiokiThe Mwalimu Nyerere Memorial Academy, Dar es Salaam, Tanzaniahttps://orcid.org/0000-0001-8874-2356Email: bertha.losioki@mnma.ac.tz Abstract: The implementation of Inclusive education interventions focuses on eliminating barriers in accessing education among learners with disabilities and ensuring their full participation in teaching and learning in schools. However, the implementation of inclusive education in secondary school is still facing significant challenges…

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Fee Payment Modalities and Students’ Participation in University Education in Public Universities in Kenya: A Case of the University of Nairobi, Kenya

Fee Payment Modalities and Students’ Participation in University Education in Public Universities in Kenya: A Case of the University of Nairobi, Kenya

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Lotukon Joel Loritee, Dorothy Kyalo & John Ouru NyaegahSchool of Education, University of Nairobi, KenyaEmail: lotukonj@gmail.com Abstract: Higher education policies have been rated as determinants of students’ participation in public universities. These policies often shape the financial obligations imposed on students, thereby influencing their ability to access and sustain university education. Rigid or poorly structured…

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Effect of Competency-Based Teaching Intervention on Teachers’ Pedagogical Practices and Students’ English Communication Skills in Rural Secondary Schools in Tanzania: A Quasi-Experimental Study

Effect of Competency-Based Teaching Intervention on Teachers’ Pedagogical Practices and Students’ English Communication Skills in Rural Secondary Schools in Tanzania: A Quasi-Experimental Study

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Wilgis Ndunguru – Department of Educational Foundations and Management, The Mwalimu Nyerere Memorial Academy. Zamzam I. Nyandara – Department of Educational Foundations, Adult and Distance Education, Open University of Tanzania. Jesse Lukindo – Department of Curriculum and Instruction, Open University of Tanzania. Email: wilgisndunguru01@gmail.com Abstract: This study investigated the effect of a competency-based teaching (CBT)…

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Cultural Dissonance in Developmental Benchmarking: A Comparative Analysis of Traditional Ndebele Developmental Milestones and Standardised ECD Assessment Indicators in Matobo District, Zimbabwe

Cultural Dissonance in Developmental Benchmarking: A Comparative Analysis of Traditional Ndebele Developmental Milestones and Standardised ECD Assessment Indicators in Matobo District, Zimbabwe

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Mnkandla SilindileDepartment of Educational Foundations, Primary Education and PedagogyMidlands State University, ZimbabweORCID: https://orcid/0009-0009-1026-9525Email: mnkandlas@staff.msu.ac.zw Abstract: Early childhood development (ECD) assessment tools, rooted in Western psychological frameworks, are routinely implemented across sub-Saharan Africa with little cultural validation. This comparative qualitative case study investigated cultural dissonance between standardised ECD assessment tools and traditional Ndebele developmental knowledge systems…

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Influence of Headteachers’ Information Communication Technology Infrastructure Facilitation on Implementation of Competency-Based Education in Junior Secondary Schools in Voi Sub-County, Kenya

Influence of Headteachers’ Information Communication Technology Infrastructure Facilitation on Implementation of Competency-Based Education in Junior Secondary Schools in Voi Sub-County, Kenya

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Rachael Nose Maleko & Mary Mugwe ChuiSchool of Education, Mount Kenya UniversityEmail: rachaelmaleko@gmail.com Abstract: The Purpose of this research was to assess influence of Headteachers’ Information Communication Technology Infrastructure Facilitation on implementation of Competency-Based Education in Junior secondary schools in Voi Sub-County, Kenya. Empirical review of literature was anchored on psychological theory of supervision, Goal…

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Giving Voice to the Voiceless: Amnesty International’s Advocacy and the Promotion of Political Rights in Uganda

Giving Voice to the Voiceless: Amnesty International’s Advocacy and the Promotion of Political Rights in Uganda

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Ssebunya Robert, Mawa Micheal & Kasujja John PaulDepartment of Public Administration and Management, Nkumba University, Ugandahttps://orcid.org/0009-0000-6959-9929Email: kakaroberoto@gmail.com Abstract: Political rights are essential for democratic governance and citizen participation, yet their realisation in Uganda continues to face various restrictions. This study examined the influence of Amnesty International’s advocacy role in the promotion of political rights in…

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Exploring Biology teachers’ Pedagogical Knowledge and Skills in Using Teaching and Learning Resources to Enhance Students Learning Interaction

Exploring Biology teachers’ Pedagogical Knowledge and Skills in Using Teaching and Learning Resources to Enhance Students Learning Interaction

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Donatha Uzayisenga – African Centre of Excellent for Innovative Teaching and Learning Mathematics and Science (ACEITLMS). Ezechiel Harerimana – African Centre of Excellent for Innovative Teaching and Learning Mathematics and Science (ACEITLMS). Felex Dushimimana – University of Rwanda- College of Education (UR-CE), Department of Mathematics, Sciences and Physical Education. Email: harerimana.ezechiel@yahoo.com Abstract: This study investigated…

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Reciprocal Centric Pedagogy as Ontological Reorientation: Restructuring Power and Epistemic Relations in Ugandan Universities

Reciprocal Centric Pedagogy as Ontological Reorientation: Restructuring Power and Epistemic Relations in Ugandan Universities

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Nicholas Isaac Mukwana – Department of Teacher Education and Extension, School of Education, Kyambogo University Paul Muyinda Birevu – Institute of Open Distance and eLearning, College of Education and External Studies, Makerere University Ghislain Maurice N. Isabwe – Department of Information and Communication Technology (ICT), University of Agder (UiA) Norway Abstract: Reciprocal centric pedagogy (RCP)…

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Disassociation between Empowerment Hypotheses and Structural Realities: An Accreditation-Aligned Investigation into Mid-Level Executive Readiness for Competency-Based Curricular Reforms in Public Junior Secondary Schools in Kenya

Disassociation between Empowerment Hypotheses and Structural Realities: An Accreditation-Aligned Investigation into Mid-Level Executive Readiness for Competency-Based Curricular Reforms in Public Junior Secondary Schools in Kenya

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Robert Kipngetich Rutto, Grace Cheruto Kiptok & Salome OdekDepartment of Education, School of Education, Humanities and Social SciencesUniversity of Eastern Africa, Baraton, KenyaEmail: robertkrutto@gmail.com Abstract: The global transition towards Competency-Based Education (CBE) demands deep organizational reconfiguration and localized administrative stewardship to resolve systemic implementation bottlenecks. This study investigated the institutional readiness and pedagogical execution fidelity…

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Assessing what Matters: English Language Proficiency, Competency Development and Formative Assessment Practices among Junior Secondary School Learning in Ndhiwa Sub-County

Assessing what Matters: English Language Proficiency, Competency Development and Formative Assessment Practices among Junior Secondary School Learning in Ndhiwa Sub-County

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Charity Otieno, Amimo Catherine & Jane Genga AyiembaUniversity of Eastern Africa, BaratonEmail: charityawuor87@gmail.com/ amimoc@ueab.ac.ke/ jayiemba@ueab.ac.ke Abstract: This study assessed English language proficiency, competency development and formative assessment practices in Junior Secondary Schools in Ndhiwa Sub-County, Kenya. It was guided by concerns that assessment under Competency-Based Education (CBE) may not adequately capture what matters in language…

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