Abstract: This study analysed the effect of human capital on economic development in Rwanda from 2000 to 2023. It adopted a quantitative, econometric research design. The population comprised Rwanda’s 24 annual national time-series observations for the period; all were used, so no sampling was applied. Secondary data were collected through documentary review of official statistical publications and analysed in E-Views 7 using descriptive statistics, Augmented Dickey-Fuller unit root tests, Johansen cointegration, Granger causality, diagnostic tests, and multiple regression. The model explained 55.6% of the variation in real GDP growth (Prob(F) = 0.0077). School enrolment had a significant positive effect on growth (β = 0.173, p = 0.0103), whereas labour force participation (β = −1.147, p = 0.0225), wage and salaried employment (β = −0.783, p = 0.0239), and current health expenditure (β = −1.456, p = 0.0263) had significant negative effects. The NEET rate, the proxy for skills and training, was not significant (p = 0.1168). The study recommends that the Government of Rwanda sustain investment in education, align vocational training with high-growth sectors, expand social services that support productive labour force participation, evaluate the efficiency of health expenditure, and promote formal, high-value jobs.

Benson Charles Odongo – Department of Special Needs Education and Early Childhood Development, Jaramogi Oginga Odinga University of Science and Technology

Lazarus Millan Okello – Department of Educational Psychology and Science, Rongo University

Email: donnetogada@gmail.com

Abstract: Adequate nutrition plays a critical role in children’s physical growth, cognitive development. Many public pre-primary schools in Homa Bay County continue to experience nutrition-related problems which may adversely affect learning outcomes. Despite the importance of nutritional education provision in pre-primary school settings, limited empirical evidence exists on how nutritional education practices affects learning outcomes. The paper is guided by pragmatic research paradigm and utilising a concurrent triangulation design to assess the relationship between nutritional education practices and learning outcomes in public pre-primary schools in Homa Bay County. The target population consisted of 877 public pre-primary schools, 877 head teachers, 1,211 teachers and 40 Early Childhood Development Education field officers. A sample of 44 head teachers, 301 teachers, and 40 ECDE supervisors was obtained and sampled using purposive and stratified random sampling methods. Data were collected through questionnaires, interviews, and observation checklists. Quantitative data were analysed using descriptive and inferential statistics, whereas qualitative data were subjected to thematic content analysis. There was a statistically significant strong positive relationship between nutritional education practices and learning outcomes (r = 0.643, p < 0.05). This implied that effective nutritional education practices would improve learners’ knowledge, skills and attitudes towards learning. Provision of nutritional education is key towards enhancing pre-primary school pupils learning outcomes. The paper recommends the need for county and national governments to strengthen teacher capacity, teachers to educate parental on importance of proper nutrition for their children, and government to support nutrition education programmes to improve children’s learning outcomes.

Lydia Namatende-Sakwa – Kyambogo University, Uganda

APHRC Campus, Manga Close, Nairobi, Kenya

Elizabeth Opit – Kyambogo University, Uganda

Bashir Kishabale – Kyambogo University, Uganda

Email: cisabirye92@gmail.com

Abstract: This qualitative case study explored the practices of implementing collaborative learning in health tutor education in Uganda. Using a qualitative research approach and case study design, the study specifically examined the collaborative practices enacted by lecturers during lesson delivery at Health Tutors’ College Mulago. Following purposive sampling, data were collected through in-depth interviews with lecturers, focus group discussions with the students and non-participant observations of lessons conducted by the lecturers interviewed earlier. Data analysis involved thematic analysis using both deductive and inductive approaches, with the assistance of the Nvivo14 data analysis software. Regarding collaborative lesson delivery practices, the study revealed that lecturers used various strategies, such as co-teaching (team teaching), students’ group discussion and presentations, peer teaching, as the practices of collaborative lesson delivery. The study further illuminates a mismatch between knowledge and practice regarding the delivery of collaborative learning, whereby the lecturers’ self-reported practices of co-teaching as a collaborative lesson delivery strategy were evidently missing in the observed lessons. By illuminating the collaborative practices regarding lesson delivery at Health Tutors’ College Mulago and proposing actionable recommendations, this study makes a remarkable contribution to collaborative learning research, curriculum development and implementation in health tutor education in the Ugandan context. The study also recommends specific college-based feasible interventions such as trainingprogrammes for both lecturers and students to adopt and optimize collaborative lesson delivery practices to improve health tutor education in Uganda.

Abstract: This study examined influence of headteachers on resource mobilization for implementation of Competency-Based Education (CBE) in Chepalungu Sub-County, in Bomet County, Kenya. The study employed a mixed methods descriptive survey research design to investigate influence of leadership practices on availability of resources for CBE implementation. The study population included headteachers, teachers, and learners, with a sample size of 175. Descriptive statistics were used to analyze the quantitative data, while thematic analysis was employed to analyze the qualitative data. Based on the Resource-Based Theory, the results suggest that headteachers select and apply customary resource allocation strategies to address needs-based resource challenges, leverage social capital, but do not exploit innovative resource allocation strategies and entrepreneurial initiatives related to school-based resource mobilization. The study concludes that low levels of entrepreneurial literacy among administrators and a reliance on the state budget are major barriers to building sustainable CBE practices. The study recommends that school leadership adopt an entrepreneurial stewardship approach and institutionalize curriculum specialists in the budgeting process to align pedagogical ideals and resource allocation. Additionally, it recommends professional development workshops for headteachers focused on educational entrepreneurship and the management of endowment funds, as a way to diversify income beyond government-supplied capitation grants

Abstract: This study aimed to identify appropriate ways of strengthening inclusive education in Vocational Education and Training (VET) for learners with disabilities at the Institute of Adult Education in Tanzania. The current study employed a qualitative approach with a case study design, with 30 participants who were adult learners, instructors, and administrators. The findings reveal that developing a curriculum that incorporates vocational and technical skills training from primary to secondary education will help to eradicate the challenge. Also, the government should emphasise that vocational education and training are compulsory for all learners, including those with special educational needs. Furthermore, creating a friendly and supportive learning environment for persons with disabilities. It is concluded that inclusiveness within vocational education and training, particularly in adult education, has not yet been given adequate emphasis. As a result, the VET system and the adult education system are not fully aligned. It is recommended that the government, education stakeholders, and the wider community prioritise the creation of inclusive and learner-friendly environments, especially for learners with disabilities, particularly in adult education. Furthermore, financial, systemic, and material challenges should be addressed to broaden opportunities for persons with disabilities to access adult education and vocational training.

Abstract: This study investigated the effects of lottery games on students’ university education in Arusha region. Objectives were to: examine the extent to which lottery games affect university students’ education and find out possible measures to minimize the effects of lottery games on University Students’ education. Entertainment Utility Theory and convergent mixed method design guided the study. The target population included 5 deans of students and 1002 students from 5 universities in Arusha region. The sample size of 205 comprised of 200 students and 5 deans of students. Questionnaires and interview guide were used to collect data. Simple random sampling was employed to sample students while the deans of students were selected purposively. Validity was established through expert review while reliability was determined using Cronbach’s Alpha and the coefficient value was r=0.67. While the trustworthiness of instrument for collecting qualitative data was done through peer debriefing. The data from quantitative data were analyzed using descriptive statistics in SPSS version 23 and presented in tables. Qualitative data was presented in themes alongside research questions. The results show that participating in lottery games such as aviator, sports betting and casino games negatively affects students’ university education. In conclusion, students who are addicted to lottery games participation are likely to be distracted from their educational goals. The study recommends that self-awareness, provision of education on effects of lottery games, regulations and limits of purchasing lottery tickets by the gaming boards is useful to reduce the risks associated with lottery games.

Patrick Olemong’i
St. 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 strategies for improving education on policy compliance on implementing pre-primary education in Arusha district council. Compliance Theory guided this study. The study adopted concurrent mixed methods research approach. The target population included 101 head teachers, 109 pre-primary teachers, 118 standard one teachers, 115 standard two teachers, and 1 District Education Officer (DEO), a total of 444 individuals. Sample size included 10 head teachers, 20 pre-primary teachers, 20 standard one teachers, 20 standard two teachers and 1 DEO. Questionnaire and interview guide were used for data collection. The university research supervisor ensured validity of the instruments. Questionnaires were tested for reliability in pilot study and Cronbach Alpha coefficient yielded reliability of0.756. Transferability and dependability were established through ensuring content and face validity. Quantitative data were analysed using descriptive statistics in the SPSS and frequencies, percentages, mean and standard deviation were used to show the level of agreement. The study revealed varying levels of compliance such as curriculum delivery, but gaps existed in teacher qualifications, infrastructure, and training. Policy compliance positively influenced children’s learning, inclusivity, and teacher performance. It concluded that addressing systemic and resource challenges is vital for effective policy compliance. The study recommended improving policy coordination, increasing funding, recruiting trained teachers, enhancing assessments, integrating technology, and fostering community involvement.

Abstract: Public–Private Partnerships (PPPs) are increasingly recognized as critical drivers of sustainable development, particularly in healthcare, where they provide innovative, cost-efficient solutions to complex service delivery and infrastructure challenges. The sustainability of PPP projects, however, largely depends on effective project management leadership. This study examined the influence of leadership on the sustainability of PPP healthcare projects implemented by the Center for International Health, Education, and Biosecurity (CIHEB) in Nairobi. Four dimensions were explored: leadership styles, leadership skills, leadership experience, and leadership development. A convergent parallel research design was adopted, integrating quantitative and qualitative approaches. From a target population of 404 CIHEB staff, a stratified random sample of 201 participants was selected. Data were collected through structured questionnaires and interview guides, with reliability confirmed using Cronbach’s alpha (r ≥ 0.70). Validity was ensured through content, construct, and face validation. Data were analyzed using descriptive and inferential statistics, including correlation and multiple regression in SPSS 29.0. Results revealed that leadership skills, experience, and particularly leadership development significantly enhance PPP project sustainability, while leadership styles alone did not independently predict outcomes. The study concludes that strengthening leadership development and capacity building is vital to ensuring the long-term sustainability of PPP healthcare initiatives in Nairobi.

Vincent Baraka
St. Augustine University of Tanzania (SAUT), Arusha.
Email: vincentbaraka11@gmail.com

Kennedy Omondi Otieno
St. Augustine University of Tanzania (SAUT), Arusha.
Email: omondiken2016@gmail.com

Abstract: This study investigated the contribution of Hidden Curriculum (HC) on the implementation of Formal Curriculum (FC) in public secondary schools. Specifically, the study investigated challenges that HC present in the implementation of FC and determined the opportunities presented by HC in supporting the effective implementation of the FC in public secondary schools. Social Learning Theory guided the study. Convergent mixed methods design was adopted. The target population included 2,051(1200 students, 817, teachers and 34 school heads) in 34 public secondary schools. Sample consisted of 212 respondents (120 students, 82 teachers and 10 school heads). Stratified and simple random sampling techniques were employed to select students and teachers while head of schools were purposively sampled. Questionnaires and interview guide helped in data collection. Validity was established through expert judgment whereas reliability was determined using Cronbach’s Coefficient Alpha method and reliability index, SQ; r=0.852 and TQ; r=0.846 were reported. Credibility of qualitative data was established through peer debriefing. Descriptive statistics was used to analyse quantitative data in the SPSS version 25 and results were presented in tables. Qualitative data were analyzed thematically alongside the research questions and presented in narrative forms. From the findings, teachers’ biased assessments based on gender stereotypes negatively affect students’ academic achievements and career prospects. In conclusion, the HC complements and reinforces the FC, leading to holistic student development and improved academic outcomes. The study recommends integrating HC elements into teacher training programmes to support students’ social and emotional development in order to enhance their academic performance.

Abstract: Despite ongoing efforts by Public Benefit Organizations (PBOs) to support government initiatives in reducing poverty in Mwingi North Sub-County, Kitui County, indicators reveal a persistent and worsening situation. Illiteracy and low school enrollment rates are high, with poverty prevalence estimated at 41.9%. Although other actors, such as Compassion International Kenya, have helped address these issues, their impact has been limited. This study examined the effect of PBO-led educational initiatives on sustainable household poverty reduction based on Social Capital Theory and the Capability Approach. Using descriptive and correlational research methods, the study focused on a population of 162,218, with an accessible target of 131,883 (81.3% of those in poverty). A sample of 399 respondents was calculated using Slovin’s formula, with simple random sampling used for household selection and purposive sampling for key informants for the PBO personnel. Data collection involved interviews, utilizing questionnaires and key informant guides. The reliability of the instruments was confirmed through expert review and Cronbach’s alpha of 0.967, obtained from 40 respondents in a similar area, which exceeded the benchmark of 0.70. Quantitative data were analyzed with SPSS v.29 and Pearson’s correlation, while qualitative data underwent thematic analysis. Results at a 99% confidence level showed that education had a significant positive relationship with poverty reduction (r = 0.051, p < 0.01, β = 0.192). Notably, 40.5% of respondents disagreed that PBO involved parents and communities in educational awareness. The study concludes that increasing community participation is essential for improving school enrollment and supporting long-term socio-economic change.