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The Use of African Indigenous Knowledge Systems in Climate Change adaptation in Zimbabwe

Leave a Comment / Vol 5, Issue 6 /

Authors: Liberty Takazira (University of Zimbabwe) and Prince Dzingirayi (Women’s University in Africa, Zimbabwe) Abstract: Climate change is a topical issue that poses threats to human development. Climate change has economic, social and ecological consequences to agriculture and food security. Therefore, incorporating Indigenous Knowledge System is an important strategy in promoting climate resilient innovations, enhancing […]

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Teachers’ Autonomy in Adapting Pedagogical Practices for Effective Implementation of the Secondary School Competency-Based Curriculum in Uganda

Leave a Comment / Vol 5, Issue 6 /

Authors: Mary Teophira Ocheng Kagoire, PhD (Uganda Christian University), Moses Wambi, PhD (Uganda National Institute for Teacher Education), Alfred Buluma, PhD (Makerere University, Uganda), Wycliff Edwin Tusiime, PhD (Kyambogo University, Uganda), Emmanuel Humphrey Gusango, PhD (Uganda Christian University) and John Senkumba (Kyambogo University, Uganda) Abstract: This study intended to explore teachers’ opinions on how much

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Exploration of Pre-service Teachers’ Value Positions on Ecotourism at a South African University

Leave a Comment / Vol 5, Issue 6 /

Authors: Rajendran P. Pillay, PhD (3H Enviro Strategies Consultancy, South Africa) and Prof. Sitwala N. Imenda, PhD (Barotse Institute for Research and Heritage Studies, Zambia) Abstract: The purpose of this study was to explore pre-service Life Science teachers’ support for and value positions on ecotourism within the South African school curriculum context. The study used

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Pedagogical Strategies for Primary School Learners in Inclusive Settings: Experiences from Temeke Municipality, Tanzania

Leave a Comment / Vol 5, Issue 6 /

Author: Karoli John Mrema, PhD (The Open University of Tanzania) Abstract: In this study, the researcher explored the pedagogical strategies employed by teachers in inclusive classrooms to support primary school learners with learning disabilities in Temeke Municipality, Tanzania. The study employed the qualitative approach to explore complexities of inclusive education practices, using a multiple case

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Management of Primary School Education for Pupils with Autism in Arusha City, Tanzania

Leave a Comment / Vol 5, Issue 6 /

Authors: Lelas Hozza (Tumaini University Makumira) and Rose Joseph Munisi, PhD Abstract: This study is about the management of primary school education for pupils with autism in Arusha City, Tanzania. The study employed the case study design, with a sample of 27 participants. The study used one-to- one interviews and focus group discussions as data

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The Role of School Managers and University Supervisors toward Pre- Service Teacher Training in Uganda

Leave a Comment / Vol 5, Issue 6 /

Authors: Annet Musiimenta (Uganda Christian University), Wilson Eduan, PhD (Uganda Christian University) and Mary Kagoire, PhD (Uganda Christian University) Abstract: This paper presents the findings of a study that explored the collaborative roles of school managers and university supervisors in supporting student teachers during school practice. Using a single case study design and qualitative method,

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Primary School Teachers’ Implementation of the Authentic Assessment and Application of Results within the Standards-Based Science Curriculum in Effutu Municipality, Ghana

Leave a Comment / Vol 5, Issue 6 /

Authors: Emmanuel Dwamena (University of Connecticut), Sakina Acquah (University of Education, Winneba), Mavis Adwoa Donkor (Presbyterian College of Education, Ghana) and Enock Yeng (Liberty University) Abstract: This study explored the implementation of authentic assessment by primary science teachers within the Standards-Based Curriculum in the Effutu Municipality, using a descriptive survey design with a sample of

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Faculty Level of Readiness to Use e-Learning in Instruction and Supervision among Universities in Kenya

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Authors: Mmbaka Bonface Shisakha (Kenyatta University), Felicita Njuguna, PhD (Kenyatta University) and Norbert Ogeta, PhD (Kenyatta University) Abstract: E-Learning has not gained widespread popularity as an instructional method in universities, primarily due to faculty members’ readiness and awareness limited levels. This study examined faculty preparedness and use of e-Learning. The sample consisted of 6 Directors,

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Adherence to Testing Principles: Exploring the Congruence between what Teachers Preach and Practice

Leave a Comment / Vol 5, Issue 6 /

Authors: Aliu Nandzo (Tumu College of Education, Ghana), Eric Anane, PhD (University of Cape Coast, Ghana), Andrews Cobbinah, PhD (University of Cape Coast, Ghana), Ruth Keziah Annan-Brew, PhD (University of Cape Coast, Ghana) Abstract: This study explored the congruence between teachers’ self-reported classroom assessment practices and their actual practice in the Sissala East Municipality, Ghana,

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Multimedia Features towards Skills Development in Open Learning: A Case of the Girls Inspire Project in Tanzania

Leave a Comment / Vol 5, Issue 5 /

Author: Belingtone Eliringia Mariki, PhD (Institute of Adult Education, Tanzania) Abstract: This study investigates the use of multimedia content for skills development in open learning, using the Girls Inspire Project in Tanzania as a case study. Conducted in the Chala and Msanzi Wards of the Rukwa Region, the study examined the multimedia features utilized in

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