Abstract: The aim of this investigation was to examine influence of quality assurance practices on implementation of Competency-Based Education and Training in Technical, Vocational Education and Training Institutions in Nairobi County. This study adopted a mixed-method approach and a descriptive correlational and concurrent triangulation designs. The study targeted a sample population of 373 respondents that included 53 principals, 53 Board of Management chairs, 1 Curriculum Development Assessment and Certification Council chair, 265 Heads of Departments and 1 Technical and Vocational Education and Training County Director. Questionnaires were administered to Board of Management chairs and Head of Departments, while interviews gathered insights from Technical and Vocational Education and Training County Director and Curriculum Development Assessment and Certification Council chair. Qualitative data was analysed through thematic analysis where patterns and themes were identified in respondents’ narratives and interpreted in relation to the study’s objectives. Quantitative data was analysed using descriptive statistics. For inferential data Linear regression analysis was used to determine extent to which quality assurance practices influence implementation of Competency-Based Education and Training. The data was analysed using SPSS Version 30 and findings presented in form of tables and charts for clarity and ease of interpretation. Research findings demonstrated that when quality assurance practices are well executed, they promote instructional practices and assessment process within Technical and Vocational Education and Training institutions resulting to instructional practices and assessment processes being outcome-based, competency-based and aligned with industry needs.

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.

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

Abstract: This study assessed public primary school teachers’ willingness to participate in in-service training programmes in Arusha City. Specifically, the study examined the extent to which administrative practices influence their willingness to engage in training and how administrative support shape teachers’ attitudes towards participation in in-service training programmes in public primary schools. Adult Learning Theory guided the study. Convergent mixed methods research design was employed. The target population involved one City Primary Education Officer (CPEO), 51 head teachers, and 1,504 teachers from 51 public primary schools. A sample size of 105 participants comprised of 94 teachers, 10 head teachers, and 1 CPEO. Teachers were selected by simple random sampling while purposive sampling was applied for the head teachers and CPEO. Quantitative data were collected through questionnaires and qualitative data through interview guide. The instruments were validated by education experts, and a reliability coefficient of r = 0.921 was obtained using Cronbach’s Alpha. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed thematically alongside research questions. The findings revealed that teachers’ training improved their teaching confidence, classroom management, use of assessment, and learner outcomes. Further, administrative support does not adequately play its role in shaping teachers’ willingness to participate in in-service training programmes. In conclusion, teachers’ willingness to participate in in-service training contributes to their professional growth and instructional effectiveness. The study recommends that education stakeholders should ensure regular communication, provide logistical and financial support, and implement school-based incentives to promote effective teacher participation in professional development programmes.

Abstract: The study examines the influence of youth entrepreneurship training on the loan repayment behavior of beneficiaries of the Youth Enterprise Development Fund (YEDF) in Tharaka North Sub-County, Tharaka County, Kenya. Descriptive research design was adopted. Youth groups were selected through multistage and randomization. The YEDF officials were purposively identified. Observation and interviews were used in data collection. Structured questionnaire, Focus Group Discuss and Key Informants’ Guides were used during key informant discussions. Group Lending and Social Traits Theories were applied. Statistical Package for Social Sciences, v. 24 was used to analyze quantitative data, while thematic review was ideal for qualitatively assessing emerging themes from descriptive information data sets. The study found that besides being trained, 46% of youth groups slowly declined loan repayments which eventually affected future sustainability of the overall fund stability. The study concludes that Youth groups ought to be tracked to remit repayments consistently each month, instead of just perceiving financial management training as an end to itself. It concludes that while YEDF is a great boost to the youth enterprise growth, strict measures should be applied to ensure all the borrowed funds are timely repaid, for other potential beneficiaries to be awarded, since the fund operates on a revolving stream structure.

Abstract: This study investigated the effect of Monitoring and Evaluation (M&E) practices on the performance of the Transforming Eastern Province through Adaptation (TREPA) project in Rwanda. The study adopts a mixed-methods approach, utilizing both quantitative and qualitative data to assess the relationship between variables. The study sample comprised 146 respondents including 144 beneficiaries of the project and 2 staff of the project, and data was collected through surveys and interviews with project staff and stakeholders. The quantitative analysis employed Pearson correlation and regression analysis to determine the strength and significance of the relationships between the variables. The results revealed a strong positive correlation between M&E planning and project performance (r = 0.893), as well as between M&E training and project performance (r = 0.939). Baseline surveys showed an even stronger relationship with project performance (r = 0.989), and information systems had a significant positive influence (r = 0.980). The regression analysis indicated that M&E practices collectively explained 98.9% of the variance in project performance (R² = 0.989, F = 3071.186, p < 0.000), highlighting the critical role of these practices in ensuring project success. Qualitative findings from interviews further reinforced the quantitative results, with respondents emphasizing the importance of comprehensive M&E planning, continuous staff training, and the use of reliable baseline data in achieving project objectives. The study concludes that effective M&E practices significantly contribute to the performance of the TREPA project, and recommends strengthening planning, enhancing training programs, and improving the utilization of information systems for better project outcomes.

Abstract: Both Black Coffee Twig Borer (BCTB) and Coffee Wilt Disease (CWD) are widespread in Uganda’s coffee-growing regions, with national incidence rates of 68% for BCTB and 2.2% for CWD. The National Agricultural Research Organization (NARO) introduced several management practices for both diseases. A study involving 136 coffee farmers in Kayunga District assessed the impact of NARO’s training on the adoption of these practices. Data analysis showed that 70% of the farmers used the management techniques for BCTB and CWD. Trained farmers had significantly higher adoption rates for most practices compared to untrained ones, particularly for BCTB management, except for chemical use. For CWD, trained farmers’ adoption was higher, excluding the practice of uprooting and burning infected plants. Knowledge of BCTB management was linked to factors like gender, age, experience, and training, while CWD knowledge depended primarily on training and experience. BCTB damage has decreased by 74% since 2016, attributed to improved farmer experience. Conversely, CWD incidence has risen by 150%, partly due to reinfection from neighboring unmanaged farms and the use of susceptible coffee seedlings. Effective management of BCTB and CWD requires a community-based approach to prevent spread. Additionally, the government should provide resistant coffee varieties at subsidized rates to help farmers combat CWD.

Abstract: This study examined the relationship between in-serviced and non-in-serviced teachers on the effectiveness of teaching performance in public secondary schools in Arusha City Council, Tanzania. Correlation survey and Sequential Explanatory Designs were adopted. A sample size of 116 involving 8 school heads, purposively sampled while 54 in-serviced teachers (IST) and 54 non-in-serviced teachers (NIT) were sampled using both stratified and simple random sampling. Questionnaire and interview guide were drawn to collect quantitative and qualitative data respectively. Split Half method was used to determine the reliability of the questionnaires and the correlation coefficient value of 0.88 for IST’s questionnaire and 0.90 for NIT’s questionnaire was reported. The hypothesis was tested using Chi-square (χ2) at 0.05 significance level. For first hypothesis, there was significant relationship between performance of in -serviced teachers and non-in-serviced teachers {χ2 (2) = 23.286, p = 0.000}. For hypothesis two, there was significant relationship between subject competency of in-serviced teachers and non-in-serviced teachers {χ2 (2) = 7.836, p = 0.020}. Since the p-value was less than the significance level (0.05) in both tests, the null hypothesis was rejected and alternative hypothesis was accepted. In conclusion, IST acquires knowledge and skills in management of human, material, time and financial resources. Therefore, the study recommends a need for in-service teacher training because it brings attention towards constantly modernizing and updating the professional skills and knowledge of teachers.

Abstract: Women enterprise, unlike other businesses, utilizes the idea and opportunities to generate not only profits, but also solutions to social problems that alleviate poverty within the households. Without increased attention on capacity building to endered dimensions in the management of enterprises, women will continue to unlikely improve the socio-economic wellbeing of their households. Capacity building is the key to community development as well as national development. Access to training for the management of the enterprises is an urgent need to promote women owned enterprises for socio-economic wellbeing of the households. This study was guided by social entrepreneurship theory and cross sectional research design was adopted. The study population was 280 registered social entrepreneurs in Nyamira South Sub-County. Data was collected using questionnaires and interviews schedules. Data was analysed using SPSS Version 24.3 and the results presented tables, graphs, and pie charts. Qualitative data was analysed using thematic analysis and findings were presented using texts and verbatim quotations. The findings of the study indicates that the majority (82.5%) of the respondents had not received any entrepreneurial training before establishing their enterprises. The study concludes that as a result of lack of entrepreneurship training, the sustainability of women-owned enterprises is not guaranteed for social economic wellbeing of the households. The study recommends that women entrepreneurs be trained on access and utilization of funds from the enterprise.

Abstract: This study assessed the influence of leadership induction programme on the performance of newly appointed heads of public secondary schools in Arusha city council. The study identified leadership challenges faced by newly appointed heads of public secondary schools and assessed the influence of leadership induction programmes on performance of newly appointed heads of public secondary schools in Arusha City Council. It was grounded on contingency theory of socializationby Feldman. Contingency theory needs heads of schools to be familiar with environments for better performance of their duties. This study used mixed research approach. The study sampled 7 newly appointed heads of secondary schools, 70 teachers and one city secondary education officer, making a total number of 78 respondents. Purposive and stratified sampling techniques were employed to obtain the sample. Questionnaires and structured interview schedules were used for data collection. These instruments were validated using experts in the fields of education and research. Reliability was calculated using Cronbach alpha whereas the value of 0.87 was obtained. Data were analyzed using descriptive statistics and the results were presented in tables of frequencies and percentages while thematic analysis was used for qualitative data and direct quotations supported the presentation. The findings show that most of the appointed heads had not received any formal induction. Therefore, their performance was affected by a number of challenges, including lack of essential skills for effective management of the schools. The study recommended that every newly appointed head of school is inducted to enhance their management skills.

Abstract: For a long time now, primary schools in Tanzania have been struggling to attain full implementation of the corporal punishment legal policy. Among others, the implementation seems to be affected by teachers’ understanding of the policy. This study focused on finding out and establishing teachers’ understanding of Corporal punishment legal policy in Tanzania primary schools. The main objective of the study was to establish teachers’ understanding of corporal punishment legal policy in Tanzanian schools. The sample used in this study were primary school teachers from ten primary schools in Shinyanga rural area. The decision on sample used based on the objective of the study as teachers are main practitioners of the policy. The findings of the study show that, there is different understanding of the policy among teachers, teachers are not aware of sanctions that result from breaking the policy and there is no follow up done by the government on the implementation of the policy in schools. The following recommendation are made 1. There is a need for the responsible body of the government to conduct training on the policy to raise awareness of it among teachers in schools. 2. Follow up of the implementation should be done and communicated to education stakeholders, including teachers, to see challenges and finding collective ways to mitigate them.