From Hand to Paper: How Recognition of Prior Learning(RPL) Shapes Social Livelihoods of Informal construction Workers in Mwanza City, Tanzania
This study examined how Recognition of Prior Learning (RPL) reconfigures the social dimensions of livelihoods amongst informal construction workers in Mwanza, Tanzania. Adopting an interpretive qualitative design, the study employed purposive sampling to select 42 participants, including 37 certified workers and 5 key informants. Data were collected through semi-structured interviews (SSIs) and key informant interviews (KIIs) and analysed using thematic analysis informed by the Sustainable Livelihood Framework (SLF). The findings indicate that RPL acts as a transformative force by reshaping the internal social reality of workers, transitioning them from marginalised “street artisans” to recognised technicians with increased psychological agency. While RPL fostered linking social capital through formal associations and access to government tenders, it simultaneously introduced a stratified livelihood landscape that weakened traditional bonding social capital by creating intra-communal stratification and envy. Furthermore, certification served as an institutional social shield for women, neutralising the influence of gendered gatekeepers and facilitating shifts into leadership roles. However, a fragmented market response revealed a mismatch between institutional human capital and the functional logic of private contractors. The study concludes that while RPL successfully converts human capital (tacit mastery) into linking social capital (institutional recognition), it fails to significantly translate into financial capital (wages) due to market resistance. Practical recommendations include implementing peer-to-peer mentorship to preserve communal bonding and establishing digital portfolios to bridge the valuation gap between certified workers and contractors.
Copyright (c) 2026 IAE JOURNAL OF RESEARCH AND DEVELOPMENT
Assessing Learners’ Support Service in Quality Complementary Secondary Education Provision. A Case of Selected Open Schools in Tanzania
Learner support services constitute an essential component of any Open and Distance Learning (ODL) system, encompassing a broad range of academic and related activities. However, the provision of quality complementary secondary education in open schools is often constrained by inadequate learner support services. This challenge emphasises the need to strengthen such services to effectively meet learners’ needs. Specifically, this paper explored the types and roles of learner support services in open schooling and examined how these services influence the delivery of quality complementary secondary education. Employing a literature review method, the study draws on existing research, policy documents, and programme evaluations relevant to open and distance learning. The findings reveal that comprehensive support services, including academic guidance, psychosocial support, access to learning resources, and flexible assessment practices, positively influence learner retention, engagement, and academic performance. Furthermore, well-structured support systems enhance inclusivity and institutional efficiency, enabling open schools to fulfil their educational mandate. The study concludes that prioritising learner support services is essential for improving quality in open schooling and recommends their integration into policy and practice to support more equitable and effective secondary education delivery.
Bridging the Digital Gap: Mobile Money Services (MMSs) as a Catalyst for Financial Inclusion in Rural Tanzania
This study assessed the use of Mobile Money Services (MMSs) for financial transactions among rural residents in Ziba Ward, Igunga District, Tanzania. A sample of 360 household heads was surveyed using structured questionnaires, supported by qualitative interviews. Data were analysed using descriptive statistics. The findings revealed that sending and receiving money was the most common mobile money transaction, followed by bill payments, deposits and withdrawals, and the purchasing of goods and services. The study concludes that Mobile Money Services have transformed rural financial life by offering safe, convenient, and affordable alternatives to conventional banking systems, particularly benefiting women in household management and small business activities. The study recommends the expansion of mobile money agent networks, implementation of targeted awareness campaigns, integration of savings services and agricultural payments, and strengthening of consumer protection measures to maximize the developmental impact of mobile money services in rural Tanzania.
Technological Advancements Facilitating Lifelong Learning: A Systematic Literature Review of Practical Implementation in Tanzania
This paper examines technological advancements facilitating lifelong learning (LL) in Tanzania. It collected information from reliable sources including academic articles, government reports, and policy papers. The study explored databases such as Google Scholar, JSTOR, ScienceDirect, Scopus, ERIC, Wiley Online Library, MDPI, as well as official government and organisational repositories and websites. Search terms combined keywords and Boolean operators such as “LL” and “Tanzania” and “technology” or “technological advancements” and “LL and practical implementation.” The inclusion criteria covered published literature between May 2015 and May 2025, focusing on lifelong learning within the Tanzanian context and discussions related to technological advancements and practical implementation of lifelong learning. Exclusion criteria included literature unrelated to Tanzania, publications without a clear connection to technological advancements and lifelong learning, and publications written in non-English languages. The review identified several technological advancements supporting the implementation of lifelong learning in Tanzania. These include education reforms and policy changes, integration of ICT in education, e-learning and open and distance learning, artificial intelligence (AI) and adaptive learning technologies, community learning spaces and Folk Development Colleges, Technical and Vocational Education and Training (TVET) and STEM education, youth empowerment through innovation, and teacher professional development. The study concludes that technological advancements play a significant role in facilitating lifelong learning in Tanzania. It recommends continuous strategic investment, policy reforms, and collaboration among stakeholders to further strengthen the use of technology in supporting lifelong learning initiatives.
Teacher-Related Factors Influencing the Sustainability of Continuous Professional Development in Ubungo District Public Primary Schools, Tanzania
This study examines teacher-based factors influencing the sustainability of Teachers’ Continuous Professional Development (TCPD) in public primary schools in Ubungo District, Tanzania. Specifically, it assesses how teachers’ motivation, professional competencies, and collaboration practices affect the long-term sustainability of TCPD initiatives. The study was conducted in an urban primary school context in Ubungo District using a mixed-methods cross-sectional design. Quantitative data were collected from 384 teachers through structured questionnaires, while qualitative data were obtained through interviews with four head teachers and one district education official. Quantitative data were analysed using descriptive statistics, whereas qualitative data were analysed thematically. The findings indicate that teachers’ motivation, perceived relevance of TCPD, and collaborative practices significantly contribute to sustainability. However, limited reflective practice and variations in professional competence constrain sustained engagement in TCPD. Theoretically, the study contributes by integrating learning and motivational perspectives to explain TCPD sustainability, positioning teachers as central agents in sustaining professional development programmes. Practically, the study highlights the need to strengthen teacher motivation, institutionalise collaborative learning, and enhance professional competencies. The study recommends embedding teacher-driven and reflective practices within school systems to support long-term improvements in teaching quality and student learning outcomes.
The Role of Mobile Technology in Enhancing Learning amongst Open and Distance Education Learners: A Case of Institute of Adult Education in Tanzania
This study examines the role of mobile technology in enhancing learning among Open and Distance Learning (ODL) students at the Institute of Adult Education (IAE) in Tanzania. With the rapid growth of mobile device ownership and internet connectivity, mobile learning (m-learning) has become an important tool for expanding access to education, particularly for learners who cannot attend traditional face-to-face classes. The study adopted a holistic case study design involving lecturers, ODL students, and system administrators. Data were collected through questionnaires, semi-structured interviews, and observation to explore the accessibility, usage, benefits, and challenges of mobile learning technology within the institution. Findings reveal that mobile device ownership among both lecturers and students is very high, with smartphones being the most commonly used devices. Mobile technologies are widely used for academic communication, accessing learning materials, reading scholarly articles, sharing information resources, and checking examination results. Platforms such as Moodle, Zoom, and web browsers have facilitated remote learning, enabling students to study anytime and anywhere. This flexibility is particularly beneficial for ODL students who balance education with work and family responsibilities. However, the study also identified several challenges affecting the effective use of mobile learning technology. These include limited digital literacy among some students, unstable internet connectivity in rural study centres, limited storage capacity and small screen sizes of mobile devices, and resistance to technological adoption among some lecturers. Despite these challenges, the study concludes that mobile learning has significant potential to improve accessibility, collaboration, and quality of education in ODL programmes. Strengthening infrastructure, improving digital skills, and institutionalizing mobile learning policies are essential steps toward maximizing the benefits of mobile technology in higher education.
Socio-Economic Challenges in Small-Scale Gold Mining: A Case of Geita, Tanzania
Small-scale gold mining is a major economic activity in Tanzania, particularly in the Geita region. Despite its importance, the sector continues to face persistent risks and operational challenges. This study examined the financial, technical, legal, environmental, and occupational challenges influencing the performance and safety of small-scale gold miners. An explanatory sequential mixed-methods design was employed. Data from miners, mining groups, and district officials were collected through structured questionnaires and interviews. Quantitative findings were summarized using descriptive statistics and visualized through figures, while a multilevel logistic regression analysis was conducted to account for clustering effects at the ward level with a 5% significance level. In contrast, qualitative data were analysed using thematic and interpretive methods. A total of 520 small-scale miners were included in this study. The study found that several demographic, financial, and institutional factors significantly influenced the challenges facing miners in Geita. Older miners (≥35 years) were more likely to face challenges compared to younger miners. Higher education reduced vulnerability, while longer mining experience significantly increased risks. Access to formal credit lowered challenges, whereas inadequate equipment heightened them. Accessibility of legal support reduced risks, while lack of legal awareness strongly increased them. The study concludes that the challenges facing miners in the Geita region are interconnected, extending beyond technical constraints to encompass financial and environmental issues. Based on these findings, it recommends structured outreach and capacity-building by district officers, enhanced coordination and resource-pooling through miners’ organizations, and improved skills development among individual miners.
Misaligned Readiness: Association Between Self-Reported Abilities and Actual English and Academic Performance Among First-Year College Students in Tanzania
A study was conducted to examine how first-year students’ self-reported readiness in English, academic, and practical skills relates to their actual performance in a Tanzanian higher education setting. Using a quantitative approach involving 218 participants (N = 218), students’ self-ratings were compared with results from tests and practical tasks. The findings revealed weak and uneven relationships between students’ perceptions of their abilities and their actual performance. In English, there was a small relationship between self-ratings and performance, although overall proficiency levels remained low. Practical skills demonstrated little connection between perceived competence and actual performance outcomes. Importantly, the study found no clear difference or significant relationship between students’ perceived and actual academic performance. Although overall class averages appeared similar, individual students’ self-ratings did not consistently correspond with their actual academic results. This suggests that first-year students are not yet effective at accurately judging their own academic performance upon entry into higher education. The study further indicates that academic self-perceptions appear relatively stable but are only weakly associated with actual performance outcomes. This suggests that such perceptions may reflect general self-confidence or subjective beliefs rather than accurate self-assessment of ability.
Comprehensibility of Legal Language: A Case Study of the Supreme Court Finance Act 2023 Ruling in Kenya
In recent years, public interest in the understanding of judgments and rulings pronounced by courts has been on the rise. On the other hand, complicated legal expressions have long been a subject of complaints, as they impede access to justice and, worse still, access to information by ordinary people. It is in this context that this study assessed the comprehensibility of the legal language used in the Supreme Court of Kenya's Ruling on the Finance Act 2023. The study sought to assess the readability of the ruling using the Flesch Reading Ease Score, identify linguistic features contributing to the complexity of the ruling, and propose recommendations for simplifying legal language without compromising accuracy. The study was guided by Cognitive Load Theory and Plain Language Theory. According to Cognitive Load Theory, comprehension is hampered when intrinsic and extraneous cognitive loads become too heavy. In contrast, Plain Language Theory advocates clarity and simplicity to make written texts accessible to all categories of readers. The study employed both qualitative and quantitative research designs. Qualitative analysis examined linguistic features such as long sentences and technical legal terminology, while quantitative analysis applied several readability metrics to five sample extracts from the judgment to provide empirical evidence of the challenge. Data collection involved clause-by-clause textual analysis of the ruling, and findings were cross-referenced against established readability indices for accuracy. The results revealed that the judgment contained very long and complex sentence structures, sometimes comprising as many as three clauses within a single sentence. The ruling also included numerous highly technical legal terms. These factors contributed to extremely low readability scores. For example, the Flesch Reading Ease Scores ranged between -125.18 and -1.56, indicating that the text would be difficult for a lay audience to understand. The study therefore recommended simplifying sentence structures, using plain language, and defining technical and foreign terms. It concluded that implementing these recommendations would reduce the complexity of legal language and improve the comprehensibility of legal texts for the general public.
A Meta-Synthetic Analysis on School Headship in Tanzania: Translating Leadership Ideals into Practice within School Realities
In this study, empirical research on Tanzanian school headship is synthesised to examine leadership orientations, structural constraints, and the gaps between policy ideals and practice. The review draws on 32 empirical studies (qualitative, quantitative, mixed-methods, theses, and reviews) conducted in Tanzania between 2022 and 2025, focusing on school heads in primary and secondary schools across multiple regions, including Lindi, Dodoma, Morogoro, Kagera, Shinyanga, Arusha, Geita, Mbeya, Mwanza and Dar es Salaam. Data sources included Google Scholar, ERIC, African Journals Online (AJOL), ResearchGate, and Institutional Repositories of Tanzanian Universities. A qualitative meta-synthesis approach was employed to integrate findings through thematic coding and line-of-argument synthesis. Findings indicate that heads predominantly adopt transformational, instructional, ethical, and distributed approaches, yet their effectiveness is mediated by resource scarcity, centralised governance, socio-cultural norms, and professional preparedness. Persistent gaps between policy aspirations and enactment, particularly regarding gender equity, decentralisation, ethical standards, and instructional supervision, underscore the limitations of normative frameworks in guiding practice. The study contributes a context-sensitive, evidence-based understanding of school headship, emphasising the need for multi-dimensional, theory-informed interventions that address structural, cultural, and institutional enablers of effective leadership.
Undergraduate Entrepreneurship as a Driver of Lifelong Learning: Evidence from Obafemi Awolowo University
Despite the growing recognition of entrepreneurship as a response to graduate unemployment in Nigeria, undergraduate student entrepreneurs continue to face significant financial, academic, and institutional barriers that remain underexplored within the lifelong learning discourse at Obafemi Awolowo University. Grounded in Kolb’s Experiential Learning Theory, the study examined the entrepreneurial barriers experienced by students, how personal characteristics shape their interpretation of these barriers, the coping and adaptive strategies employed in response, and the institutional support systems and strategies that facilitate entrepreneurial engagement. A descriptive case study design was adopted to provide an in-depth understanding of the lived entrepreneurial experiences of undergraduate students within a bounded university context. Using purposive sampling, 15 undergraduate student entrepreneurs were selected, and data were generated through in-depth semi-structured interviews. The data were analysed using thematic analysis within an interpretive qualitative content analysis framework. The findings reveal that student entrepreneurship functions as a dynamic experiential learning process in which barriers such as financial limitations, academic workload pressures, networking challenges, and institutional restrictions become concrete learning experiences. Students interpreted these experiences through personal traits such as resilience, adaptability, and self-regulation, while employing coping strategies including time management, outsourcing, digital networking, and peer collaboration. The study further found that family support, peer networks, mentorship, and proposed institutional strategies such as funding opportunities, alumni engagement, and supportive campus policies significantly strengthen entrepreneurial learning pathways. The study concludes that undergraduate entrepreneurship extends beyond economic activity to constitute a socially embedded form of lifelong experiential learning. It advances knowledge by extending Kolb’s framework beyond individual cognition to include the wider social and institutional ecosystem through which entrepreneurial learning is sustained in higher education contexts.
The Chief Editor of IAE Journal of Research and Development (IJORED), is pleased to present Volume 2, Issue 1, published in March 2026. The current issue brings together eleven (11) scholarly contributions from researchers within and outside Tanzania, reflecting a strong commitment to advancing knowledge across diverse fields of education, social sciences, technology, law and development studies. The papers featured in this issue demonstrate a growing interdisciplinary linkage of contemporary research and its relevance to real-world challenges. The first paper, Undergraduate Entrepreneurship as a Driver of Lifelong Learning: Evidence from Obafemi Awolowo University, explores the role of entrepreneurial education in shaping lifelong learning competencies among university students. In a similar spirit of educational transformation, another study examines A Meta-Synthetic Analysis on School Headship in Tanzania, providing critical insights into leadership practices and their alignment with school realities. Legal and language discourse is represented through Comprehensibility of Legal Language: A Case Study of the Supreme Court Finance Act 2023 Ruling in Kenya, which interrogates accessibility and clarity in judicial communication. Educational preparedness is addressed in Misaligned Readiness: Association Between Self-Reported Abilities and Actual English and Academic Performance Among First-Year College Students in Tanzania, highlighting gaps between perceived and actual student competencies. The journal also features research addressing socio-economic development, including Socio-Economic Challenges in Small-Scale Gold Mining: A Case of Geita, Tanzania, which sheds light on the lived realities of artisanal miners. In the domain of educational technology, several studies contribute valuable insights. These include The Role of Mobile Technology in Enhancing Learning amongst Open and Distance Education Learners; Technological Advancements Facilitating Lifelong Learning and Bridging the Digital Gap; and Mobile Money Services (MMSs) as a Catalyst for Financial Inclusion in Rural Tanzania, all of which underscore the transformative potential of digital tools in education and development. Teacher development and educational quality are also central themes. The article Teacher-Related Factors Influencing the Sustainability of Continuous Professional Development in Ubungo District Public Primary Schools examines professional growth among teachers, while Assessing Learners’ Support Service in Quality Complementary Secondary Education Provision evaluates the effectiveness of support systems in alternative education settings. Finally, From Hand to Paper: How Recognition of Prior Learning (RPL) Shapes Social Livelihoods of Informal Construction Workers in Mwanza City provides an important perspective on skills recognition and its impact on livelihoods and social inclusion. Collectively, these articles contribute significantly to academic discourse and policy dialogue, particularly in strengthening education systems, promoting inclusive development, and addressing socio-economic challenges in Tanzania and beyond. The diversity of methodologies and contexts represented in this issue reflects the journal’s commitment to scholarly rigour, relevance and global engagement. On behalf of the editorial board, sincere appreciation is extended to authors for their valuable contributions, and reviewers for their critical and constructive feedback, which has greatly enhanced the quality of the published work. Acknowledged also is the continued support of readers and stakeholders who make the growth of IJORED possible. Scholars, practitioners and policymakers are cordially invited to engage with the insights presented in this issue and continue contributing high-quality research in future editions of the journal. Sincerely, Prof. Kija Steven Magembe Chief Editor, IAE Journal of Research and Development (IJORED)
Rising the Curtain: Practicum Experience from Pre-Service Teachers' Lens in Tanzania
The study aimed to ascertain pre-service teachers’ perceptions about their training programme while in school and their ability to apply the knowledge gained in teaching. Specifically, this study sought to answer three questions, i.e. how do pre-service teachers perceive their training programmes? What is the capacity of pre-service teacher in linking theory and practice in their teaching? And what are the potential challenges faced by pre-service teachers in the practicum? The study adopted a mixed-method approach guided by an explanatory case study design. The population of the study consisted of pre-service teachers, mentors and supervisors from the University of Dodoma. A simple random and purposive sampling procedure were employed to obtain a sample size of 20 participants, i.e. 15 pre-service teachers, three mentors and two supervisors. Data were collected using an interview guide, a reflective essay and an open-ended questionnaire. The data were analysed through thematic analysis and descriptive analysis. Research findings indicated that pre-service teachers felt that university courses did not prepare them enough to perform all teaching roles effectively. They also demonstrated low ability to apply the knowledge acquired into actual teaching, as most of them did not manage to put into practice the nitty-gritties of teaching effectiveness. The conclusions drawn from this research may be of benefit to teacher educators in their review of organisational processes and practices for pre-service teacher learning during their school experience. It is recommended that preparing teachers who are capable of applying evidence-based strategies in their practice, while constantly reflecting on their teaching, should be a priority on the teacher education agenda in Tanzania.
Copyright (c) 2025 IAE JOURNAL OF RESEARCH AND DEVELOPMENT
Leveraging Adult Education as a Catalyst for Socio-Economic Change in Rural Tanzanian Communities: A Case Study of Mbarali District
For decades, there has been a growing recognition of the importance of adult education in transforming the socioeconomic development of rural communities. This paper examines the potential of adult education as a catalyst for socioeconomic change in rural Tanzanian communities in Mbarali District. The study employed a qualitative design, specifically a case study approach. It comprised fifteen participants, namely adult learners and adult learner facilitators. The study participants included the adult learners’ facilitators and adult learners. Data were collected through focus group discussions and interviews. The results highlight the significance of adult learning programme s in the socioeconomic development of rural communities. These include: poverty reduction through literacy and basic education, agricultural education and sustainable development, vocational training and skills development, entrepreneurship and business skills. Moreover, the study revealed about empowering women and enhancing gender equality, and lastly fostering community development and civic participation. Therefore, this study recommends that collaborative efforts between the government and education stakeholders take collective measures to support adult learning centres for better socioeconomic transformation.
Entrepreneurship Inevitable Best Practice among Graduates from Higher Learning Institutions in the Tanzanian Context: Empirical Evidence at the Institute of Adult Education
This study intends to assess the essence of entrepreneurial skills as a quick choice, ready-made opportunity, intervention approach and promising alternative pathway towards decent and prosperous life to optimistic graduates from the Institute of Adult Education (IAE). The study adopts mixed methods research approach employing the explanatory and descriptive methods. Research design under this study was both explanatory and descriptive in nature. The population of the study deploys simple random and purposive sampling techniques to engage a total number of 125 participants. Questionnaire and interview methods are used to collect quantitative and qualitative data from the most credible, reliable and guaranteed sources. The study applies Statistical Package for Social Science Software (SPSS) technique to analyse quantitative data whilst thematic analysis technique is used to descriptively analyse qualitative data. Research findings indicate that IAE graduates’ propensity to embrace entrepreneurship is the only subsequent “best practice” of the day immediately upon completion of their studies. Entrepreneurship is so far proved concretely right to be an option for one’s decent life. As revealed from study findings and observations, the IAE graduates and the rest of other local people in the community are encouraged to change their respective mindset towards embarking on entrepreneurial business venture undertakings. In the final stance, the study comes up with recommendations by suggesting a number of appropriate measures and strategies on how best to combat unemployment challenges facing most IAE graduates after completion of their studies.
Application of Design Thinking to Access how ICT Integration in Teaching and Learning Influences CRE Results in Kisumu Central Sub-County
Christian Religious Education (CRE), despite its popularity, has consistently scored below average grades in the KCSE in Kisumu County, CRE having the lowest average among all humanities. Purpose of this study was to explore how Design Thinking process can be used to integrate ICT in CRE in secondary schools in Kisumu Central Sub-County. Study objective was to determine the extent to which ICT integration improves CRE results through design thinking process. This research used design thinking strategies within a descriptive and correlational research designs. Data was collected through FGD guide, questionnaires, and document analysis guide from 21 secondary schools, 1623 students, 68 CRE teachers, 21 directors of study, and 21 principals. A sample of 521 students, 21 CRE teachers, 19 directors of studies, and 19 principals were selected using purposive, saturated, and simple random sampling. Instrument validity was confirmed through expert review and pilot study, and reliability was established using test-retest method at reliability coefficient of .76. Quantitative data analysis involved computing frequencies, means, standard deviation and correlation while qualitative data were analysed using content analysis. The correlation analysis between ICT uses and CRE results showed a strong positive relationship (r = .72, p = .032).
Departures from the Design: Unethical Practices in Experimentation of Chloroquine and Unscientific Treatment-Seeking Behaviour for Malaria in Muheza District, 1980-2000
Unethical practices in the experimentation of the chloroquine drug for its safety and efficacy in the treatment of malaria were prevalent in sub-Saharan Africa. In Tanzania, unethical testing of chloroquine, which was the first-line treatment for malaria was widespread between 1980 and 2000. Despite these unethical experimentations leading to deaths, physical and psychological problems on patients, historians have overlooked their role in promoting unscientific treatment-seeking behaviour for malaria. This paper utilized a qualitative research approach drawing from both primary and secondary sources. An analysis of these sources justifies that some researchers from the National Institute for Medical Research (NIMR) at the Amani Centre did not adhere to ethical standards in the experimentation of chloroquine on human subjects in Muheza District. The findings also demonstrate that unethical experimentation of chloroquine resulted in health problems for patients, contributing to the local people’s unscientific treatment-seeking behaviour for malaria. The paper concludes that unethical practices in chloroquine experiments created distrust among the local population, which could hinder new research projects in drug testing or disease outbreaks in Tanzania.
unscientific treatment-seeking behaviour
Catalysing Digital Transformation in Tanzania: COVID-19’s Impact
The COVID-19 pandemic has predominantly been viewed for its adverse impacts on economies, political stability, and the social well-being of individuals and societies worldwide. Unlike many other countries, Tanzania did not enforce complete lockdown measures but took significant actions such as closing schools, colleges, and universities, and encouraging organisations and businesses to adopt remote working practices. Similar to global trends, Tanzania experienced cancellations of flights, postponement of conferences, enforced social distancing, and strictly regulated gatherings. These circumstances necessitated the adoption of digital technologies for interactions, including online meetings, marketing, shopping, worshiping, social interactions, e-learning, and video conferencing. Consequently, Tanzania underwent substantial digital transformation to cope with the pandemic's effects and sustain its economy. As a qualitative study, this article explored the impact of COVID-19 on digital transformation in Tanzania. It employed a combination of two methods, viz., review of literature and researcher’s analytical perspectives, notably, single perspective approach. Strategic search approach was applied using key words to access credible secondary data literature by Google Search and Google Scholar search engines. The findings reveal significant changes in human-computer interaction during COVID-19, highlighting the pandemic's role as a catalyst for development transformation in Tanzania. Despite the challenges posed by the pandemic, its contribution to advancing digital technologies in Tanzania is undeniable.
Quality of Teachers and Academic Performance in Non-Formal Secondary Education Centres: A Case of Arusha City Council,Tanzania
This study aimed to investigate the relationship between the quality of teachers and the academic performance of learners in Non-Formal Secondary Education (NFSE) centres in Arusha City Council, Tanzania. The purpose was to determine how factors such as teacher qualifications, motivation, training, and classroom commitment influence student achievement in NFSE settings. Despite the increasing role of NFSE in widening access to education for marginalized groups, concerns persist about the competence and commitment of teaching personnel, and how these affect learners' academic outcomes. The study adopted a mixed-methods approach using a convergent parallel design, which allowed for simultaneous collection and analysis of both quantitative and qualitative data. A total of 66 participants were involved, including 24 students and 24 teachers selected through simple random sampling, as well as 3 education officers and 5 centre coordinators selected purposively for interviews and focus group discussions, respectively. The findings revealed that while many teachers held academic qualifications, they lacked pedagogical training relevant to non-formal learners. Low motivation, poor time management, and informal recruitment were also identified as key barriers to effective teaching. Students and administrators reported absenteeism, lack of classroom support, and high staff turnover, which negatively impacted academic performance. The study recommends that the Ministry of Education and IAE develop formal teacher recruitment guidelines, introduce structured induction and professional development programmes, and empower NFSE coordinators with supervisory authority to enhance the quality of instruction and student learning outcomes.
Assessing the Impact of Overcrowded Classes on Class Management: A Case of Public Primary Schools in Dodoma Region, Tanzania
This study assessed the impact of overcrowded classes on class management of Dodoma city public primary schools, Tanzania. This study followed an interpretivist research philosophy, a qualitative approach and case study design. The study included 32 participants: 24 subject teachers, 4 academic masters, and 4 head teachers from selected public primary schools. Data collection was done through focus group discussion. The data transcription applied NVivo software. The data were sorted, and analysed through categories and themes creation. The study findings indicate that there is poor class management in overcrowded classes while irresponsible education officers are concerned to the phenomenon. The findings indicate that overcrowding in public primary schools cause chronic stress resulting in illness to both teachers and pupils. It also indicates that education officers fear to restrict overcrowded fearing to lose their positions. All implementers, such as teachers, ward, Dodoma city and region education officers need to be engaged in restricting pupils’ class size for effective class management. There should be a very nice collaborative way among school quality assurance officers and other stakeholders such as policy makers, teachers and practitioners from the ministry of education science and technology.
Skills’ Utilisation of Government Technical College Graduates Towards Self-Employment in Dar es Salaam City, Tanzania
This study investigates the skills’ utilisation of government technical college graduates towards self-employment in Dar es salaam, Tanzania. The study used a mixed research approach and explanatory sequential design. The study had a sample of 200 respondents namely technical graduate students, deputy rectors academic and tutors from three selected technical institutions. Data collection was done through questionnaires and interviews, and data were analysed thematically (for qualitative data) and descriptive analysis (for quantitative data). The findings revealed that 70% of technical graduates had positive perceptions in applying acquired knowledge and skills for potential self-employment, technical graduates had confidence to apply their acquired knowledge and skills in self-employment aspects and technical education prepared graduates to identify and address market demands and opportunities as part of their potential self-employment. Moreover, while majority of graduates recognised potentials in utilising theoretical skills in daily settings, 30% of the respondents acknowledged practical gaps.
Effect of Induction Training on Employees’ Performance at the National Social Security Fund in Mbeya City, Tanzania
This study aimed to assess the effect of induction training on employees’ performance at the National Social Security Fund (NSSF) in Mbeya City, Tanzania. The quantitative approach was used in this study, and the research design used was an explanatory. The population under this study consisted of Regional Managers, Administrators, Heads of Departments, and employees. The sampling techniques used in this study were purposive, which amounted to 24 respondents. Data were collected through surveys, whereby questionnaires with a five-point scale were used. Data were analysed using Statistical Package for Social Science (SPSS) version 20. The study findings indicated that majority of respondents believed that after receiving sufficient induction training that addressed Organisational culture and values as affirmed by (87.5%), policies and procedures (87%), job-specific tasks and responsibilities (91.7%), safety and compliance regulations (83.3%), problem-solving and decision-making abilities (96%), employees met their set targets. The study recommends that, to optimise efficacy, the management of the National Social Security Fund, Mbeya ought to guarantee that induction training strategies focus on increasing employees’ motivation to attain outstanding performance in addition to aligning with productivity goals.
Examining the Effects of Covid-19 on Small and Medium-Scale Entrepreneurs: A Case Study of Bar and Nightclub Owners in Kalingalinga, Lusaka Province
This study explored the effects of COVID-19 on small and medium enterprises, focusing on bars and nightclubs in Kalingalinga, Lusaka. Using a mixed-methods approach, both questionnaires and interviews were employed to collect data from a sample of 380 participants, including 18 bar owners, 18 nightclub owners, and 344 staff members. Purposive sampling was used to select bars and nightclubs officially registered under Chapter 167 of the Liquor Licensing Act, while simple random sampling was applied for participant selection. Data were analysed using SPSS and thematic analysis. Findings revealed major financial and operational challenges such as reduced business hours, employee losses, rent payment difficulties, and low customer turnout. While the government offered tax relief and stimulus packages, most owners faced challenges accessing these due to bureaucratic barriers. The study recommends introducing low-interest loans, grants, tax incentives, rent negotiation strategies, and promoting strict hygiene practices. It also suggests providing SME owners with crisis management training and improving access to government support through simplified processes. Future studies should replicate this research in other regions and across different SME sectors to guide broader policy development.
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)