COVID-19: A Unifier or a Nullifier of International Cooperation?

Leave a Comment / Vol 6, Issue 4 /

Author: Furaha Julius (The Open University of Tanzania) Abstract: The central problem confronting global governance is whether severe transnational crises foster collective action or exacerbate fragmentation. The COVID-19 pandemic presented a critical testcase, creating an urgent need to determine if it would function as a unifier, stimulating international cooperation, or as a nullifier, revealing and […]

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Teaching National History in Secondary Schools: Foreign History Teachers’ Experiences in Seychelles

Leave a Comment / Vol 6, Issue 4 /

Author: Nathalie Duval (Hiroshima University, Japan) Abstract: National history education plays a pivotal role in shaping students’ sense of identity and belonging. Nevertheless, in 2023, 59% of history teachers in Seychelles’ public secondary schools were foreign nationals, individuals whose personal histories often lie outside the national narrative. This qualitative research, using classroom observations and interviews

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Perspectives of Schools Heads on Science and Mathematics Teachers’ Continuous Professional Development in Ghana

Leave a Comment / Vol 6, Issue 4 /

Authors: Might Kojo Abreh (University of Cape Coast, Ghana) and Francis Arthur (University of Cape Coast, Ghana) Abstract: This study investigated the perspectives of heads of Senior High Schools (SHSs) on the participation of Science and Mathematics teachers in Continuous Professional Development (CPD)in Ghana. It was guided by objectives that examined available CPD opportunities and

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Influence of Motivational Strategies on Tutors’ Performance: A Case of Teacher Training Institutions in Eastern Uganda

Leave a Comment / Vol 6, Issue 4 /

Authors: Margaret Sarah Nafuna (Uganda Christian University), Joel Yawe Masagazi, PhD (Uganda Christian University) and David Andrew Omona, PhD (Uganda Christian University) Abstract: The purpose of this study was to examine the effect of motivational strategies on the performance of tutors among Teacher Training Institutions (TTIs) in Eastern Uganda. A multiple-case study design was adopted

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The Role of Educational Environment in Shaping College Students’ Behavioral Patterns in Tanga, Tanzania

Leave a Comment / Vol 6, Issue 4 /

Author: Yuda Kyara (Tanzania Public Service College) Abstract: The educational environment plays a critical role in shaping students’ behavioral patterns, attitudes and overall development. This study investigated how the educational environment influences behavioral changes among college students at the Tanzania Public Service College (TPSC), Tanga Campus. Specifically, it sought to establish common behavioral patterns, the

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Effects of Microfinance Training Services on Women-Owned Business Performance in Tanzania

Leave a Comment / Vol 6, Issue 3 /

Authors: Mkanibwa Magoti Ngoboka (Ruaha Catholic University, Tanzania), Deus Ngaruko (Open University of Tanzania) and Gwahula Raphael (Open University of Tanzania) Abstract: This study sought to establish the effect of microfinance training on the performance of women owned businesses in Tanzania, using the quantitative approach. A structured questionnaire was formulated and used to collect data

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Challenges Facing the Implementation of the Competence- Based Curriculum in Geography Subject among Secondary Schools in Rwanda

Leave a Comment / Vol 6, Issue 3 /

Authors: Vincent Manirakiza, Gabriel Bazimaziki, Dan Imaniriho, Delphine Mukingambeho, Innocent Muhire, Mahsen Nyirishema and Jean Leonard Buhigiro Abstract: This study examined the challenges facing the effective implementation of the Competence-Based Curriculum (CBC) in Geography instruction among Secondary Schools in Rwanda. A structured questionnaire gathered information from 13 teachers. Data was analyzed using descriptive statistics. Based

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Alignment between Selected University Teacher Education Curricula and Secondary School Syllabi in Tanzania

Leave a Comment / Vol 6, Issue 3 /

Authors: Eva Omary Luwavi (National Institute of Transport, Tanzania) and Anathe R. Kimaro (Institute of Adult Education, Tanzania) Abstract: This study investigated the alignment between university teacher education curricula and the secondary school syllabi that graduates are expected to teach in Tanzania. Using a qualitative multiple embedded case study design, data were collected from four

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Pre-Service Teaching Patterns, Challenges and Opportunities during School Attachment Practicum in Rwanda

Leave a Comment / Vol 6, Issue 3 /

Authors: Dan Imaniriho (University of Rwanda), Benjamin Bizimana (University of Rwanda), Delphine Mukingambeho (University of Rwanda) and Sylivestre Nzahabwanayo (University of Rwanda) Abstract: This study examined the school attachment experiences of student-teachers in Rwanda through a qualitative content analysis of 80 school attachment reports from alumni of the University of Rwanda–College of Education and the

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Refugees’ Access and Barriers to Education at Bidibidi Settlement in Uganda

Leave a Comment / Vol 6, Issue 3 /

Authors: Bob Denis Odongo (Makerere University, Uganda), Stella Neema, PhD (Makerere University, Uganda) and Stevens Aguto Odongoh, PhD (Makerere University, Uganda) Abstract: This study investigated access and barriers to education for refugees in Swinga in Bidibidi settlement, Yumbe District in Uganda. Locations of the study were specific village one to eleven and cluster one to

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