Mahona J O S E P H Paschal

This study explored the influence of teacher-students' relationship on students' academic performance in Tanzania using Magu District as a case study. The sample for this study was 130 respondents that were drawn from six public secondary schools both by using rondom sampling and purposive sampling; 6 school Heads, 57 teachers, 66 students and one District Educational Officer. A descriptive survey approach was used in this study. In order to get information, the researcher used questionnaire and interview as instruments. The results of this study indicated that teacher-students' relationship is a crucial determinant and catalyst to academic performance in Tanzanian public secondary schools. The study identified among others that teacher-students relationships helps students to feel cared for by their teachers, helps students to have freedom of expression in the classroom and help teachers and students to be an integral part of the classroom as they participate actively. From the findings, it is concluded that despite the fact that teachers and students were aware of the elements of teacher-students relationships poor teacher-student relationships were still recorded in schools. Therefore, it is recommended that teachers should introduce close relationshis with students. Also, the study recommended that, performance of students can only be attained if teacher-students relationships will be maintained.

Cooperative learning is a strategy that teachers can use in the classroom to help students achieve better performance and also help in building positive interaction among students, giving all the learners chances to be active in the learning process. The world today is facing challenges in attaining inclusive education for all. The aim of this study is to examine the role of Cooperative learning in attaining Inclusive Education in the classroom. During presentation the presenters will present on the importance of Cooperative learning in attaining Inclusive Education in the classroom. Also the presenter will present on the challenges that hinder cooperative Learning in attaining inclusive learning in the classroom. Lastly, this paper discusses the basic strategies that would be employed to improve Cooperative learning as the strategies to attain inclusive Education in the classroom. The study employed qualitative methods in data collection. The targeted population was teachers and students in five secondary schools, purpose sampling technique employed to select English teachers while randomly sampling to select students. This paper concludes that, in Oder to attain inclusive Education, it is a vital for every educator to attain training on how to develop cooperative Learning. Also teachers should invest more in research and accept radical changes in the teaching and learning processes.

This study sought to capture the involvement of the private sector in the provision of higher education: Growth and administrative challenges facing private universities in Tanzania. Data was gleaned through the employment of a questionnaire, an in-depth interview guide, and a document analysis guide; five universities were included in the study. A sample size of 150 participants were involved in the study, including 100 Lecturers, 40 university students and 10 private university managers in the country. The research utilized mixed methods, convergent parallel research methods designs, which involved quantitative and qualitative paradigms. The instruments for data collection were a questionnaire, an interview, and observation. Validity and reliability were checked, the result of Cronbach's alpha was 0.861 indicating that the instruments were valid and reliable. Data was collected, coded using expressive statistics with the support package for Social Sciences (SPSS) Version 21. Qualitative information was coded by the naming of conceptual categories and main themes to obtain numerous realities. The current study established that private universities are contributing greatly to the provision of quality education in Tanzania. These include the fact that private universities outnumber public universities hence they enroll more students, they also employ more lecturers and their students perform better than those in public universities. Nevertheless, they encounter challenges such as lack of funds, research and publication, quality assurance specifically TCU issues which hinders the growth of private universities and loss of qualified experienced academic staff. This study recommends that private universities should endlessly focus at future staffing levels and guarantee strategies are revised so as to involve more students, managers in private universities need to expand, diversify and remodel their way of operations as well as putting in place the necessary support systems and resources as intervention measures to strengthen the provision of higher education to the students enrolled in the universities. There is also a need for universities to conduct more research for social transformation. Universities should partner with industry in the improvement of technology and the generation of market-driven programs.

During COVID-19 period students usually had to go to a physical place for learning. Nonetheless, the outbreak of the COVID-19 has birthed an array of highly creative innovations that have cut across several industries but has exposed the lack of technology in these sectors including the already fragmented education sector of African countries which needs restructuring and transforming. Many public and private Universities have had to be reactive but face steep contextual challenges in the conventional methods of creating, delivering, and capturing value in the education sector. This paper aimed to investigate online classes during the COVID-19 pandemic in different universities in Africa with a focus on five universities. The study adopted the Constructivist Theory. The research was guided by three main objectives including (1) To explore the effectiveness of online education in African Universities; (2) To assess the challenges facing online classes during COVID-19 in African universities; and (3) To determine possible strategies to curb challenges facing online education in higher learning institutions during COVID-19 and post-pandemic in Africa. The study employed a qualitative and quantitative method in data collection. The targeted population is lecture students from five Universities in African countries including Tanzania. The result of the study indicated that students learned more in less time and liked their classes more when ICT-based instruction was included. Notwithstanding, the majority of the participants demonstrated that learners in higher institutions in Africa have trouble accessing the E-learning technology system.

The purpose of this study is to understand the communication transformation and digital sociability with digital devices and social media in daily life of young in Abidjan. The study aims to describe the sociability modalities of these young people through the construction of a digital identity conditioning their integration within a peer group community. For this purpose, a case study design was used to understand this social transformation according to participant's views through a virtual ethnography for a period of 18 months on WhatsApp from 2019 to 2021. Then, online and in person interviews allowed to describe participant's online practices of sociability. At the end of the study, it was revealed that young people's digital sociability was a mix of a plural identity, sharing of life experiences generating a hybrid and cultural pluralism. Thus, it is recommended to design a social belonging sustainability using social network sites to provide a better communication between young and adults, eliminate digital literacy gap and provide educational support for a good digital citizenship.

Global Citizenship Education (GCE) has become an essential aspect of international education. Although GCE has been emphasized to be applied by some nations around the world, a clear awareness of GCE and how to develop it and mainstream it into the national education system remains unclear in some developing countries like Tanzania. The issue of inadequate global citizenship skills among graduates from higher education is a serious concern to researchers and practitioners in awakening the current world realities. This study employs a literature review as a central method of studying the problem. For this purpose, the study reviewed the current literature on the concept of citizenship education and the practical and evidenced approaches that higher learning institutions should use to implement global citizenship education. Based on the standing points of the review, the study concludes that GCE is currently inadequate in most African countries and there is a need to create awareness by both governmental and non-governmental associations. Therefore, if higher education institutions in Tanzania wish to attain their interested goal of developing global citizens, every educator must support the appropriate pedagogy that is vital in promoting GCE in every country of this globalized world. Furthermore, every educational stakeholder is needed to dedicate effort, time and other educational resources to GCE. Moreover, to meet the intended goals of promoting GCE in Tanzania, active cooperation, coordination and networking among teachers, governmental and non-governmental organizations, colleges and universities is fundamental to engage effectively, as well as productively to provide support for collaboration on finding solutions to the national curriculum as well as on global issues. However, these suggestions need strong leadership that considers changes in the way that GCE is effectively implemented in Tanzanian higher education.

One of the challenges facing the actualization of the Sustainable Development Goals (SDGs) in many African countries and especially Nigeria is the daunting influence of lack of quality education which is occasioned by the problems of large classes and silently excluded learners in schools. The effects of these maladies had always been foregrounded in the poor academic performance of students, especially in the English language writing task of secondary school students in both internal and external examinations. The rippling effects are not easily erased from most undergraduate and postgraduate students' writing abilities. Therefore, there is a great need to revolutionize the language classrooms to accommodate the silently excluded or struggling learners in our large language classes. In this paper, the inclusive-pluralistic strategies of effective language teaching for educators were examined. Some of these strategies highlighted are class collaborations, grand/instructional conversations, quick-writes and quick-draws. The literature review was done and the gaps found gave room for the justification of this study. The applicability, examples and step-by-step procedures of these strategies for inclusive teaching and learning of Short Communication

The use of mother tongue as a medium of instruction is usually encouraged by scholars and educationists for its many benefits that include intellectual growth of students, and promoting national development, amongst others. In some cases, however, it can lead to problems when not properly implemented. In preparing this policy brief, we built on our intimate knowledge of Tanzania and its language situation as both are teachers and citizens of the country. We also relied on internet research using search engines, particularly Google scholar using key terms like 'Education Policy in Tanzania', 'Kiswahili in Tanzanian Education', 'Mother Tongue Influence in Schools', 'Language Policy in Tanzania' and the like. In addition to this, we made extensive use of the University of Sussex library services. This is the case of Tanzania where Kiswahili is primarily used as the medium of instruction in primary schools with English as a subject of study. However, at the secondary school level, there is usually an abrupt change as students are formerly taught in English, with informal use of Kiswahili. This policy brief reviews the language of instruction in Tanzania highlighting problems of secondary school students due to the switch to English in secondary schools. It advocates for continuous use of Kiswahili formally up to university level without neglecting English but allowing it to be offered as a subject. The study concluded that there is an obvious problem of the language of instruction in Tanzania that is leading to several issues in the educational sector. A determined and deliberate step in adopting either English or Kiswahili as a continuous language of instruction with proper implementation will lead to overcoming most of these obstacles. The study recommended that Kiswahili should be used as a medium of instruction throughout the educational process of students, right up to tertiary institution.

In the world, within the framework of population needs, environment commitments, economy trends, societal facts and infrastructures, urbanization planning and smart urban experience are common concerns to provide sustainable living areas in developed and developing countries. Similarly, the digital revolution has transformed citizens' daily life through the adoption of socio-digital technologies, resulting in a transition of traditional cities to smart city models. In the African context, this digitalization transforms urban experience and serves as a way of overcoming challenges of energy, water, governance, mobility, environment, education, business. In this connection, the present article aims at rethinking urban sustainability in Africa via the integration of mobile terminals and smart platforms to improve the daily mobility and communication in the city. In our qualitative descriptive case study, it is multisite ethnography that is proved to contribute to exploring practices and social representation of citizens in Abidjan, a West Africa metropolis.

This paper investigated the role of silence in everyday conversations amongst students of St. Augustine University of Tanzania. It sought to evaluate the role and implications of silence in everyday conversations amongst the students. In order to get appropriate information for the study, focus group discussion, unstructured interviews, and observation were used to collect data. It employed qualitative approach in data collection and analysis. The interpretation of data was guided by politeness theory which was proposed by Brown and Levinson. The findings revealed that most interlocutors tended to keep silent to grasp the content of their discussions and reduce disagreements during conversations. This was taken as a kind of politeness. However, few respondents were of a contrary opinion and argued that one's silence during conversations was a sign of being uncooperative and could limit information flow amongst the interlocutors. Generally, the study concludes that silence plays a significant role in the conversation processes in human life. Additionally, silence among interlocutors depends on the context of a conversation in terms of place and its content.

Background: Gifted Children are among learners who have potentials to show a higher performance in comparison with other students in term of skills. Objectives: This study investigates teachers' awareness of gifted children and availability of learning resources to meet learning needs of children identified as gifted in public primary schools in Tanzania taking a case of Tabora municipality. The study was guided by the following objectives. To determine the level of teachers' awareness of gifted children among pupils in government primary school in Tabora. To explore the role of teachers trained in special education in government primary school in Tanzania. To examine strategies used by teachers in teaching gifted children in government primary schools in Tabora. Materials and Methods: The study employed mixed paradigms. A number of 50 teachers were involved in the study. The study adopted cross-sectional survey methods designs. Data was collected by using questionnaires and interview. Research instruments were piloted validated and reliable; the result showed a C alpha equal to 0.81 which is establishing that research tools are reliable and acceptable to be used in the study. Purposive sampling techniques were used in this study where in-depth interviews were employed. The data were analysed thematically based on the study objective. Results: results shows that the level of Teachers' awareness of gifted children and the availability of learning resources among pupils in government primary schools in Tanzania is low. Furthermore, results from the field revealed that trained teachers play a significant role in the Original Research Article

The outbreak of COVID has imposed a lot of challenges globally to effective teaching since the first COVID 19 pandemic in Africa. In 2020, different African countries have witnessed a drastic change in economic, social and political sphere of life. In order to avoid further spread of COVID-19 and with strict preventive measures, physical contact teaching was cancelled until further notice. The suspension of physical classes at the universities has brought unique challenges to students and educators in the process of delivering contents of the curriculum and achieving value in the education sector across Africa. Our empirical research aimed at finding out the effective teaching methods adopted by higher educational institutions during COVID-19 Pandemic in Africa. The study employed qualitative study design rooted in a descriptive case study, semi structured interview was used to collect data from ten lecturers from seven countries in Africa. The study found greater satisfaction with ...