Vol 5, Issue 4

Teachers and Students’ Awareness of Re-Entry of Mother-Students Policy in Public Secondary Schools in Dodoma City, Tanzania

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Authors: Deus Lweyemamu Laurencio (Sokoine University of Agriculture), Imelda Gervas, PhD (Sokoine University of Agriculture) and Onesmo S. Nyinondi, PhD (Sokoine University of Agriculture) Abstract: This study investigates the awareness levels among teachers and students regarding the reentry policy for mother-students in public secondary schools in Dodoma City, Tanzania. The study employed a descriptive research […]

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Causes and Reduction Strategies of Research Writing Anxiety among Social Science Undergraduate Students at Mwalimu Nyerere Memorial Academy, Tanzania

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Authors: Christian Mubofu, PhD (Mwalimu Nyerere Memorial Academy) and Luzabeth Kitali, PhD (Mwalimu Nyerere Memorial Academy) Abstract: This study examined the causes and reduction strategies of research writing anxiety among social science undergraduate students at The Mwalimu Nyerere Memorial Academy (MNMA) in Dar es Salaam, Tanzania. A descriptive research design was adopted to facilitate the

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Factors Shaping Academic Study Skills of University of Rwanda Undergraduate Students

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Authors: Delphine Mukingambeho, PhD (University of Rwanda), Prof. Gabriel Nizeyimana, PhD (University of Rwanda), Prof. Sylvestre Nzahabwanayo, PhD (University of Rwanda) and Prof. Wenceslas Nzabalirwa, PhD (University of Rwanda) Abstract: This study examined factors that shape study skills of University of Rwanda undergraduate students, specifically at the National Police College. Using a qualitative cross-sectional design,

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Challenges Facing Children Reintegration in Uasin Gishu County, Kenya

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Authors: Willice O. Abuya (Moi University, Kenya), Thomas G. Onsarigo (Catholic University, Kenya), Scholastic N. Adeli (Moi University, Kenya), Felix Ochieng (Kenya Medical Research Institute), Miriam Musyoka (SOS CV-Kenya, Eldoret) and Jeniffer Ogutu (SOS CV-Kenya, Eldoret) Abstract: This study sought to establish challenges facing children reintegration in Uasin Gishu County, Kenya. The study used a

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A Comprehensive Review of the Integrated Program for Out-of-School Adolescents (IPOSA) in Tanzania

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Author: Sempeho Ibahati Siafu, PhD (Institute of Adult Education, Tanzania) Abstract: The purpose of this study was to analyze how the Integrated Program for Out-of-SchoolcAdolescents (IPOSA) addresses the educational challenges of out of-school adolescents in Tanzania through its flexible, competency-based approach. The study also sought to provide insights for improving the program’s effectiveness and scalability.

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The Realities of Implementing First Language (L1) for Instruction in Lower Primary Schools in Ghana

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Authors: Ivy Kesewaa Nkrumah, PhD (University of Cape Coast, Ghana) and Stella Yemisi Erinosho (University of Cape Coast, Ghana) Abstract: In May 2002, Ghana approved the use of English as the language of instruction (LOI) in lower primary schools. In 2012 however, a new policy was declared on using the Ghanaian language, the first language

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