Kenneth Kapalu Muzata – University of Zambia, Department of Educational Psychology, Sociology and Special Education

Magdalene Simalalo – University of Zambia, Department of Educational Psychology, Sociology and Special Education

Email: jackmanase58@gmail.com

Abstract: Universal Design for Learning (UDL) is an educational framework for promoting inclusive education through its three core principles: multiple means of representation, engagement, and action, which emphasize flexible teaching and assessment practices to accommodate students’ diverse educational needs. This study examined teachers’ perceptions and implementation of Universal Design for Learning (UDL) for learners with visual impairments in inclusive public secondary schools in Mwanza City, Tanzania. Using a qualitative case study design, data were collected from 10 secondary school teachers through interviews, and analysed thematically. Findings show that teachers generally view UDL positively, but mainly understand it as mbinu mseto (mixed teaching methods) rather than a structured framework. UDL was perceivedas a way of reducing learning barriers and improving participation. However, implementation was largely informal and constrained by limited resources, inadequate training, heavy workloads, and reliance on special education teachers. The study concludes that UDL practices are emerging but not yet fully institutionalized. It recommends strengthened teacher training, improved availability of assistive technologies, and policy support to ensure consistent implementation in inclusive classrooms.

Abstract; The study aimed to examine the role of multimedia technology in enhancing learners’ academic development in adult education with two specific objectives: to explore the impact of multimedia technology on adult learners’ academic Development in Institute of Adult Education, and to determine ways to Improve Multimedia technology in Learners’ Academic Development. Qualitative case study was conducted at the Institute of Adult Education in Dar es Salaam. The study involved twenty participants who purposively selected. Data were collected through in-depth interviews and focus group discussion and analysed thematically. The findings found that the use of multimedia technology in delivering adult education plays significant role hence it helps to broaden learners’ understanding and strengthen their confidence, it also makes the process of teaching and learning easier, moreover, it Saving time and reduce family conflicts. Despite the recognized importance of multimedia, this study found several challenges affecting its effective implementation, includingtechnical and systemic challenges in multimedia use, inadequate institutional infrastructure, internet connectivity challenges and high cost of internet bundles. The study further found that strategic investing in infrastructure, professional development for and reduction of internet access costs were determinants of successful multimedia integration. It concluded that multimedia technology largely depends on the availability of adequate infrastructure, equipment, appropriate knowledge, and reliable internet access. Without these pillars, multimedia integration will remain a theoretical concept. It is recommended that the use of multimedia be given priority to transition from a manual, face-to-face instructional approach to a modern system across all educational institutions.

Catholic University of Mbeya

Email: shadrackmwakalinga@gmail.com

Abstract: Education global systems are increasingly reforming to meet twenty-first century demands for employability, skills development, and knowledge acquisition. In Tanzania, one emerging reform is early specialisation in Ordinary level of secondary schools, where learners choose academic pathways earlier than waiting for Advanced level as it was practised. There are arguments that early specialisation enhances career alignment, deepens subject mastery, and addresses skills mismatches that hinder youth employment, while critics content that it may restrict learners’ holistic development, limit subject exposure, and intensify inequalities in under-resourced schools. Despite ongoing debates, empirical evidence capturing stakeholder perspectives in the Tanzanian context remains limited. This study examined the prospects and challenges of early specialisation in Tanzanian secondary schools from the viewpoints of students, teachers, parents and education officers. Using a qualitative research design, data were collected from thirty respondents through interviews and focus group discussions across selected urban and semi-urban schools in Morogoro, Mbeya, Njombe, and Dar es Salaam. The study revealed that early specialisation enhances career preparation, learner motivation, and talent development; however, its effectiveness is hindered by resource constraints, limited career guidance, and disparities between rural and urban schools. Stakeholders also expressed concerns about reduced curriculum breadth, potential misalignment between students’ evolving interests and early choices, and the risk of widening educational inequities.The study concludes that while early specialisation offers potential benefits for improving relevance and employability, its implementation requires careful planning, adequate resourcing, and strong support systems.

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.

Everlyne Chebet – Department Of Early Childhood Education, Kisii University

Ismael N. Joseph – Department of Psychology and Early Childhood Education Kisii University

Email: gmainangugi@gmail.com

Abstract: This study examines the impact of movement activities on psychomotor skill development in early childhood learners. Conducted in Kesses sub-county, Uasin Gishu County, Kenya, the research follows Friedrich Froebel’s theory of play (1987). A descriptive research design was used, with a population comprising headteachers, ECDE teachers, and curriculum support officers (CSOs), totaling 410 participants. A sample size was determined using the Yamane formula, resulting in 176 primary school teachers, 18 headteachers, and 4 CSOs. Random sampling was used for teachers and headteachers, while purposive sampling selected CSOs. Data was collected using questionnaires for teachers and interview guides for headteachers and CSOs. Reliability was ensured through test-retest and Cronbach Alpha Coefficient, with a coefficient of 0.70 indicating high dependability. Quantitative data was analyzed using SPSS version 25, and qualitative data was analyzed thematically. Findings revealed a positive significant relationship between movement activities and psychomotor skills development (r = 0.229). The study concluded that the implementation of movement activities in Kesses sub-county was relatively low. The researcher recommends that stakeholders address the low levels of psychomotor skills development in early childhood education, with teachers providing age-appropriate activities. The findings are valuable for headteachers, teachers, the community, sponsors, and policymakers in developing movement activity policies for early learners.

Abstract: The Kenyan system of learning has heavily been reliant on examination results. Performance at Kenya Certificate of Secondary Education in Kiambu County over the years has been dismal. Despite the fact that most national schools are located in the County and consistently achieve excellent KCSE results, the 2022 KCSE analysis reveals that more than 50% of the 261 secondary schools in the County posted a mean standard score of less than 3.0. Thus, the current study was guided by a research question; What is the influence of teacher’s level of self-efficacy on learners’ academic achievement in public secondary schools in Kiambu County? Ryff’s psychology model was used and complemented by the Production
function theory. The study employed a concurrent triangulation research design and conducted in public secondary schools in Kiambu County, Kenya with a target population of 116,333 individuals. The sample consisted of 23 principals (10%), 261 teachers (10%) and 3854 students. Data collection utilized interviews for principals, questionnaires for teachers, and observation guides for students, and supplemented by document analysis. The research revealed significant variations in teachers’ personal qualities and their impact on learner achievement in public secondary schools in Kiambu County. While some teachers expressed a desire for change and improvement, others seemed unaffected by these concerns, highlighting challenges in addressing personal stagnation among educators. Notably, the quality of teachers’ relationships with others emerged as a key factor influencing learner academic achievement, with approximately 70.3% of variations attributed to this aspect.

Abstract: Retrogressive cultural practices upheld by the community living in West Pokot County affect provision of quality learning to primary school learners. This study aimed at finding out how these practices hindered the teaching and learning in public primary schools in West Pokot County. Its objective was to find out: how retrogressive cultural practices contributed to poor school attendance of learners. Its target population was 6,357 people, composed of grade 6 learners represented by their respective class-prefects, grade 6 parents represented by class representatives, all primary school head teachers, teachers, Sub-County Directors of Education (S/C DEs), Curriculum Support Officers (CSOs) and the County Director of Education (CDE). A representative sample of 914 respondents was selected from the target population to participate in the study, using random and purposive sampling procedures. Questionnaires, Semi-Structured Interview Schedules and document analysis guide were used to collect information from the selected respondents. It used descriptive survey design. Analyzed quantitative data were presented in tables, while qualitative data were presented in narrations form. The study found out that: the retrogressive practice of FGM hindered girl child’s education. The study recommended that: local leaders should educate the Pokot community to shun FGM, and more low-cost Boarding Primary Schools should be built in West Pokot County to keep children in school for a long time and avoid harsh Home Environment that hindered their learning.

Abstract: The study investigates the impact of headteachers’ decision-making skills on learners’ academic achievement in public primary schools in Uriri Sub-County, Migori County, Kenya. Headteachers play a vital role in determining academic success through their leadership in areas such as resource allocation, curriculum implementation, and staff motivation. This descriptive survey design was employed to systematically examine how these leadership traits influence learners’ performance in the Kenya Certificate of Primary Education (KCPE). Data were collected from headteachers, teachers, and pupils using questionnaires, interviews, and document analysis. The study revealed that schools with strong decision-making practices, particularly in resource allocation and democratic leadership, performed better in KCPE results. The findings suggest that leadership development programs aimed at improving decision-making skills could enhance educational outcomes in rural schools. Recommendations include training for headteachers in decision-making and promoting participatory leadership practices.

Abstract: This study was on causes of becoming homosexuals for most learners living in informal boarding facilities in Zimbabwe. Interpretivism was employed in this work as a research paradigm. A qualitative research approach was adopted. A phenomenology research design was used to explain how the respondents perceive the phenomena. The study took place in 3 purposively selected schools in Midlands Province. The participants were also purposively selected. The participants were 18 learners (9 girls and 9 boys), six from each school (3 boys, 3 girls), and 6 teachers (1 male, 1 female from each school). The researcher used structured in-depth interviews with open-ended questions to all participants to allow probing. Focus Group Discussions (FGDs) were used on the learner participants in their natural settings that is their respective schools. The researcher used a thematic approach to analyze the data and the presentation was purely qualitative with phrases from respondents quoted verbatim. The study found that sharing of blankets because of poverty, lack of adult supervision in IBFs, lack of information about sex from elders, and lack of the topic about homosexuality in the curriculum were the contributing factors to homosexual tendencies to learners in (IBFs) in Zimbabwe. The researcher recommends that Guidance and Counselling sessions be taken seriously in schools and more so for learners who stay in IBFs who constitute a more vulnerable group. Curriculum planners should include the topic of homosexuality in line with the African culture in the curriculum.

Abstract; This study was an evaluation of the sufficiency of ICT infrastructure in relation to teaching and learning of geography on learners academic achievement inpublic secondary schools in Nyamira county, Kenya. The major issue was to evaluate the challenges on ICT infrastructure they face as teachers in their respective schools. The study used three research instruments to collect data, questionnaire ,interview schedules and observation checklist ,data was collected from 190 public secondary schools, and five sub – county quality and standards officers .The data was mainly collected and coding was done by using statistical package for social sciences (SPSS) version 27.0 for analyzing data. Descriptive statistics and inferential statistics were used to analyze and present data in form of tables that were integrated in the findings, the findings were highlighted and in depth analysis was done. The major barriers that face the sufficiency of infrastructure in the schools visited ranges from, administrative, finances, and inadequate wellwishers as a result there are a few gadgets and infrastructural facilities that are not enough in these schools during instructions. The study therefore recommended that the administrators, financiers and well wishers to assist in improving the schools infrastructural facilities in order to improve ICT usage during teaching and learning process for our schools to achieve learner centered strategies in teaching geography in Nyamira county.