Abstract: The implementation of Inclusive education interventions focuses on eliminating barriers in accessing education

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) intervention on teachers’ pedagogical practices and students’ English communication skills in rural secondary schools in Mbinga District, Tanzania. Anchored in Constructivist Learning Theory and Communicative Language Teaching (CLT), the research employed a quasi-experimental mixed-methods design. A sample of 286 respondents participated in the study. Quantitative data were collected through questionnaires and pretest–posttest instruments administered to teachers and students. Qualitative data were gathered through classroom observations, semi-structured interviews, and documentary reviews of lesson plans and assessment records, providing insights into lived experiences and instructional dynamics. Data were analysed through independent sample t-testsand content analysis. Findings revealed that teachers initially demonstrated limited knowledge of CBT principles and relied heavily on traditional lecture methods. Following the intervention, teachers in the experimental group showed significant improvements in competency-based knowledge (mean scores rising from 2.75 to 3.50) and reported greater confidence in implementing learner-centred strategies such as role-plays, group discussions, and collaborative tasks. Students likewise exhibited enhanced communicative competence, particularly in speaking and listening, validating CLT and Constructivist claims that interactive, authentic learning environments foster language acquisition. Despite these gains, challenges persisted, including inadequate instructional resources, limited ICT integration, and reliance on traditional assessment practices. The study concludes that teacher-training interventions can effectively improve pedagogical practices and student communication outcomes, but sustained progress requires systemic support in professional development, resource provision, and assessment reform.

Zamzam I. Nyandara – Department of Educational Foundations, Adult and Distance Education, Open University of Tanzania

Jesse Lukindo – Department of Curriculum and Instructions, Open University of Tanzania

Email: wilgisndunguru01@gmail.com/ masatuzamzam@yahoo.com/ jesse.john@out.ac.tz

Abstract: This study explored pedagogical practices in Tanzanian secondary schools through a systematic review of empirical evidence published between 2020 and 2025. The study aimed to examine teaching approaches, learner participation, classroom interaction, assessment practices, ICT integration, and challenges affecting the implementation of competency-based pedagogy in secondary education. The review was guided by Constructivist Learning Theory, which emphasises active learner participation, collaboration, and knowledge construction through social interaction. A systematic review design guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was employed. Relevant studies were obtained from academic databases, including Google Scholar, ERIC, ResearchGate, Science Direct, and Springer. A total of 168 studies were initially identified, and after screening and eligibility assessment, 28 empirical studies were included in the final synthesis. Data were analysed using thematic synthesis techniques. Findings revealed that teaching in Tanzanian secondary schools remains predominantly teacher-centred, despite curriculum reforms that promote learner-centred and competency-based pedagogy. Most teachers continue to rely on lecturing, note dictation, memorisation, and examination-oriented instruction, while participatory teaching approaches are inconsistently implemented. The review further identified overcrowded classrooms, inadequate teaching resources, insufficient teacher preparation, limited ICT infrastructure, and examination pressure as major barriers affecting effective pedagogical implementation. The study concludes that successful implementation of competency-based pedagogy requires strengthened teacher professional development, improved educational infrastructure, assessment reforms, enhanced ICT integration, and supportive learning environments. The study recommends increased investment in educational resources, continuous teacher training, reduction of class sizes, and alignment of assessment systems with competency-based educational goals.

Abstract: The study investigated the influence of retention strategies on students’ retention in public secondary schools in Mufindi District Council. Specifically, the study examined the influence of the school feeding programme, and assessed the influence of the school guidance and counselling services on student retention. The study involved 624 participants, of which 366 were students, 248 teachers, and 10 heads of schools. The study employed a mixed-methods approach and a convergent parallel design. Quantitative data were collected using structured questionnaires from students and teachers, while qualitative data were obtained through in-depth interviews with heads of schools. Quantitative data were analyzed using descriptive statistics and multiple regression analysis using Statistical Package for Social Sciences (SPSS version 27), whereas qualitative data were analyzed thematically following Braun and Clark’s approach. The findings revealed that both retention strategies significantly and positively influenced students’ retention. Regression results showed that the school feeding programme had the strongest predictive influence on students’ retention (R2= 0.566, p < 0.001), followed by school guidance and counselling services (R2 = 0.412, p < 0.001). Qualitative results further highlighted that a sustainable feeding programme, along with effective guidance and counselling services, significantly enhanced attendance, engagement, and continuity in schooling. The study concludes that integrating school feeding programme and guidance and counselling services enhances students’ retentionin public secondary schools. The study recommends increased investment in school feeding programmes and strengthened professional development for counselling units to promote regular attendance, reduce dropout rates, and enhance students’ retention in Mufindi District Council.

Abstract: This study examined the influence of mobile money usage on financial inclusion among rural households in Bukombe District, Tanzania. Specifically, it explored how mobile money enhanced access to savings and financial services, facilitated access to credit, and influenced household financial decision-making and resilience. Guided by Financial Capability Theory, the study employed a qualitative case study design. Data was collected from 25 purposively selected participants, including rural household members and mobile money agents, using focus group discussions and semi-structured interviews. The data were analyzed using thematic analysis. The findings revealed that mobile money was widely used for daily financial transactions, improved convenience and reduced reliance on cash. It enhanced access to savings by providing a secure and flexible platform for storing funds and supports access to financial assistance through quick transfers and informal credit. Additionally, mobile money improved household financial planning and strengthened resilience by enabling timely responses to economic shocks. However, its effectiveness was influenced by gender roles, financial literacy, and user confidence. The study concludes that mobile money significantly promoted financial inclusion, though its full potential depended on improved financial education and access.

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: This study examines the effect of youth participation in the Youth Development Fund (YDF) on community security in Mtwara Region, Tanzania, using an explanatory sequential mixed-methods design. Quantitative data were collected from 486 youth beneficiaries and non-beneficiaries across five Local Government Authorities using structured questionnaires, while qualitative evidence was generated through 35 Key Informant Interviews and five Focus Group Discussions. Quantitative analysis involved descriptive statistics, Principal Component Analysis for index construction, and Ordinary Least Squares regression, complemented by thematic analysis to contextualize statistical findings. The results reveal a statistically significant positive relationship between youth participation in development financing and community security outcomes (β = 0.412, p <0.001). Youths with higher levels of access to and participation in YDF activities reported reduced involvement in delinquent behaviour, improved livelihoods, and enhanced trust and social cohesion within their communities. Qualitative findings corroborate these results by highlighting reduced petty crime, strengthened collective responsibility, and improved relations between youth and local authorities in areas with active YDF engagement. The study concludes that youth development financing, when combined with meaningful participation and institutional support, functions as an indirect peacebuilding mechanism and provides empirical evidence on the development–security nexus at the sub-national level in Tanzania.

Email: barnabas.manyahi@atc.ac.tz

Abstract: Artificial intelligence (AI) is increasingly influencing teaching, learning, and assessment practices in higher education. Understanding students’ perceptions of AI is essential for its responsible and effective integration, particularly within technical and vocational education contexts that remain underrepresented in empirical research. This study examines students’ perceptions of artificial intelligence at Arusha Technical College, Tanzania, focusing on awareness, emotional responses, societal views, and perceived roles of AI in education. A quantitative cross-sectional survey design was employed using a structured questionnaire administered to students enrolled in computing-related programmes, including Cyber Security, Computer Network Design and Administration, and Computer Architecture. Descriptive statistical techniques and visual analyses were applied to examine patterns in AI knowledge, information sources, attitudes, emotional responses, and perceived educational usefulness. The findings indicate that students possess moderate self-assessed knowledge of AI, with the internet serving as the primary source of information. Curiosity emerged as the. dominant emotional response toward AI, while fear and indifference were reported less frequently. Overall, students perceived AI as beneficial for addressing societal challenges and supporting educational processes, particularly through personalized learning, feedback, and instructional support. Nevertheless, concerns were expressed regarding the potential reduction of student teacher interaction. Higher AI knowledge was generally associated with more positive perceptions of AI’s educational usefulness. The study provides context-specific evidence from a technical college setting and underscores the importance of structured AI education and human centered implementation strategies in technical higher education.

Abstract: This research explores the increasing importance of entrepreneurial mindsets within Tanzanian corporate organizations, focusing on how organizational culture influences innovation and adaptability. In a rapidly evolving global economy, corporations must move beyond traditional business models to foster creativity, agility, and proactive problem-solving. This study investigates the extent to which Tanzanian corporations are integrating entrepreneurial thinking into their operational strategies and cultural frameworks.The research highlights that adopting an entrepreneurial mindset is no longer optional but a strategic necessity for firms aiming to remain competitive. It examines key factors such as leadership styles, risk tolerance, employee empowerment, and openness to change, all of which play pivotal roles in promoting innovation and corporate entrepreneurship. Through qualitative and quantitative analysis including interviews, surveys, and case studies the study identifies both opportunities and challenges faced by Tanzanian companies. Findings reveal that while some corporations are successfully embedding entrepreneurial values, others are constrained by rigid hierarchies, fear of failure, and limited innovation ecosystems. This research contributes to the broader discourse on corporate entrepreneurship in developing economies, providing practical recommendations for Tanzanian firms. It suggests that fostering a supportive organizational culture, promoting continuous learning, and incentivizing innovation are critical for achieving sustainable growth and competitiveness in the modern business landscape.

Abstract: This study examined the emerging gender gap in schooling and child protection in Tanzania, where notable gains in girls’ empowerment contrast with the growing marginalization of boys. Despite global and national initiatives advancing girls’ rights, boys continue to experience significant yet under-recognized vulnerabilities, including sexual abuse, child labor, emotional distress, and school dropout. Guided by Gender and Development (GAD) theory, a qualitative multiple case study design was employed across Arusha, Kilimanjaro, and Manyara regions. A total of 270 participants were purposively selected to capture diverse perspectives: 90 from Arusha, 100 from Kilimanjaro, and 80 from Manyara, representing students, teachers, parents/guardians, social welfare officers, police officers, NGO representatives, government officials, and community leaders. This strategy enabled comparisons across urban and rural contexts while highlighting gendered experiences. Data were collected through in-depth interviews, focus group discussions, and document analysis and analyzed thematically. Findings indicate that interventions such as scholarships, mentorship, financial support, and safe accommodation have significantly improved girls’ enrollment, retention, and wellbeing. Conversely, boys’ vulnerabilities remain largely overlooked due to rigid masculinity norms, community perceptions, and girl-centered policies. School practices exacerbate this imbalance, as girls’ absenteeism prompts immediate intervention while boys’ challenges often go unaddressed. The study concludes that sustainable gender equity requires inclusive policies and balanced interventions addressing risks for both sexes. Recommendations include gender-inclusive policy reforms, targeted support for boys, equitable school monitoring, community sensitization on harmful gender norms, and longitudinal research to guide evidence-based interventions.