Editorial Note
Abstract
It is with profound pride and enthusiasm that I introduce the inaugural edition of the IAE Journal of Research and Development (IJORED), the official academic publication of the Institute of Adult Education (IAE), Tanzania. This first issue represents a remarkable achievement in our shared mission to foster scholarly inquiry, encourage informed dialogue, and contribute to knowledge advancement across various disciplines, including education, social sciences, technology, and community development.
The establishment of IJORED affirms our commitment to offering a reputable platform for researchers, practitioners, and policymakers to
disseminate evidence-based findings that address pressing real-world
issues. This maiden volume illustrates the diversity and depth of research both within Tanzania and internationally, tackling emerging
topics as well as persistent challenges in our communities.
The eleven scholarly works featured in this issue span a wide range of
themes: from analysing the economic impact of COVID-19 on small-
scale entrepreneurs in Zambia, to assessing the role of induction
training in improving employee performance in Mbeya city, to exploring skills’ utilisation of government technical college graduates
towards self-employment in Dar es salaam city, Tanzania; from
examining the effects of overcrowded classrooms on class management in Dodoma, from evaluating the quality of teachers in
non-formal education centres and from investigating digital
transformation in Tanzania to offering historical insights into unethical malaria treatment practices in Muheza District, Tanga Region.
Other contributions explore innovative teaching strategies and the use of ICT through design thinking, entrepreneurial activities among
graduates. Notably, this issue also features two timely papers: one on
leveraging adult education as a catalyst for socio-economic change in
viii IAE Journal of Research and Development, Vol. 1 (1) rural Tanzanian communities, and another offering insightful reflections on practicum experiences from pre-service teachers’ perspectives in Tanzania.
Collectively, these studies showcase both the academic rigour of the
authors and their commitment to developing practical solutions to
societal concerns. IJORED will continue to champion such contributions, upholding scholarly excellence, ethical standards, and
relevance to both local and global contexts.
On behalf of the Editorial Board, I extend heartfelt gratitude to all
authors, peer reviewers, and the entire editorial team for their
dedication in bringing this inaugural edition to fruition. It is our hope
that this journal will serve as a reliable source of knowledge and an
enduring inspiration to researchers, educators, and development practitioners for years to come.
Sincerely,
Prof. Kija Steven Magembe
Chief Editor,
IAE Journal of Research and Development (IJORED)
