Soud Hamad Ali – Lecturer, Faculty of Arts and Social Science, Education Department, Zanzibar University

https://orcid.org/000-0002-1463-5280 – WEB of Science: AFK-9191-2022

Email: d_norbatus@yahoo.com/ soudhamad82@yahoo.com

Abstract: This study examines challenges facing the adoption and effectiveness of the Competence-Based Approach (CBA) in the teaching of undergraduate chemistry within developing economies, with a specific focus on higher education institutions in Tanzania. As universities in Tanzania shift towards learner-centred pedagogies, CBA is intended to strengthen scientific inquiry skills, promote real-world problem solving, technological advancement and improve practical competence among chemistry students. However, evidence across these institutions of higher learning reveals significant variation in implementation quality. This paper synthesizes recent empirical studies, policy documents, and institutional reports to explore the opportunities and challenges influencing CBA integration. Apart from gains made in chemistry education, this study have realized among the major constraints are inadequacy in laboratory and practical infrastructure, technological competency which relates effective use of digital tools, simulations and molecular modeling software to enhance student engagement and visualization of complex chemical processes, social and communication competency which encompasses the ability to communicate scientific ideas clearly, lack of collaboration, lack of industrial attachment , maintaining a positive and inclusive classroom environment, and persistent reliance on theoretical examination-driven instruction. Despite these barriers, emerging innovations such modularized curricula, research-based learning, and industry-linked practical demonstrate potential for strengthening chemistry education outcomes. This study highlights critical gaps and proposes strategic interventions to enhance CBA delivery within resource-limited environments. The study recommends systemic support, sustained capacity building, and alignment between instructional practices, relevant industrial attachments, pedagogic assessments, and professional expectations towards achieving competency.

Abstract: This study examined the effect of the provision of teaching and learning resources on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The study adopted explanatory survey design using mixed method approach. The target population was primary school headteachers, Teachers, and Sub-County Directors. There are 831 headteachers, 4156 teachers, and 6 sub-county directors of education respectively in Nandi County. The sample size comprised of 62 headteachers, 308 teachers, and 6 Sub-County Directors of Education, giving a total of 376 respondents. Interviews and questionnaires were used to collect data. Data were collected through structured questionnaires, interviews, and document analysis. Descriptive statistics were used to analyze the data, while inferential statistics, including correlation analysis, were employed to examine relationships between resource provision and the effectiveness of inclusive education. The findings revealed that the provision of instructional resources significantly influenced the successful implementation of inclusive education, with the majority of respondents (78%) reporting that resource availability positively impacted their ability to deliver inclusive education. However, challenges such as insufficient specialized materials, inadequate teacher training, and limited infrastructure were identified as barriers. The correlation analysis showed a significant positive relationship (r = 0.72) between the adequacy of resources and the effective implementation of inclusive education. The study concluded that enhancing resource provision, involving stakeholders, and adopting ICT tools were critical to improving inclusive education practices. The recommendations included increasing resource allocation, strengthening teacher capacity, and fostering greater collaboration among stakeholders.

Abstract: This study determined the availability of Teaching and Learning Resources (TLR) in public secondary schools and assessed the adequacy of TLR and its influence on students’ performance in public secondary schools in Arusha District Council. The study adopted a convergent parallel research design and mixed methods research approach to gather data. The sample size included 1 District Educational Officer, 7 Ward Educational Coordinators, 7 Heads of the schools, 28 teachers and 100 form four students from public secondary schools in Arusha District Council. Questionnaires and interview guide were used for data collection. The University experts evaluated the instruments to determine content validity. Reliability of the questionnaires were tested in pilot study and Cronbach Alpha Coefficient was found to correlate at r = 0.85for QHS, QT and QS. Quantitative data was analysed using descriptive statistics in the SPSS and results were presented in tables of frequencies and percentages. Qualitative data was analyzed thematically with respect to research questions. The study finding reveals adequate teachers, classrooms, textbooks, libraries, laboratories, classrooms and desks as teaching and learning resources that influence students’ academic performance in examinations. Furthermore, on adequacy of teaching and learning resources, the study found that, most schools are faced with challenges such as inadequate human, financial as well as time resources. Similarly, inadequate material resources such as classrooms and books due to over enrolment which can be solved by support from Government of Tanzania and educational stakeholders in order to improve academic performance of students. The study recommends that Government, NGOs and educational stakeholders should support the provision of teaching and learning facilities to improve academic performance of students. Teachers are encouraged to implement curriculum using available teaching and learning resources in order to improve performance in national examinations.