Abstract: The emergence of technology in various sectors of life has transformed the global world. Thus, making things easy. Technology acceptance in the education system has impacted and transformed the education system. This qualitative study explored the need for professional development of teachers in developing African countries to promote the adoption and use of ICT in classrooms for instructional delivery. Ten subject teachers from selected ten schools were engaged in a semistructured interview to collect data. Interviews were conducted after all necessary ethical conditions had been fulfilled. The interviews were audio-recorded with the permission of the participants. The recorded interviews were transcribed, coded to generate themes for the presentation and discussion of findings. Findings revealed that the concept of the Fourth Industrial Revolution was clearly understood by the teachers, however, they were hindered from embracing it in their teaching due to some factors such as lack of computer knowledge and skills, inadequate resources, and other barriers. The study, therefore, recommends regular and adequate training for teachers on the effective use of ICT in teaching and learning. Stakeholders are encouraged to provide adequate technical resources to all schools regardless of the school locations.

Abstract: The world is becoming more crowded place with many more consuming mouths to feed due to ever increasing populations. These are putting increasing pressure on our environment ability to support it. African countries are responding to the challenges through modernization of agriculture. Much of this intensive agriculture is heavily depended on application of agrochemicals. However, the use of chemical fertilizers and pesticides has come with other formerly unforeseen challenges. This study was done to evaluate the use of agrochemicals and their impact on insect pollination in agro-ecosystems. The research was carried out in Mua Hills location in Machakos County in Kenya. Purposive sampling using questionnaires was done to collect data on agrochemicals on farms. Pan traps were used to sample insect diversity and abundance during the field surveys in the farms. The research found out that 80% of the farmers used insecticides and fungicides while 20% of them used foliar fertilizer. Spearman correlation analysis indicated that there was a significant association between type of agrochemicals used and the abundance of insects (r2 =0.402, p < 0.028). This study concluded that the current use of chemical fertilizers and pesticides lead to agro-ecosystem degradation and will should be controlled as it threatens insect pollinator communities. The findings echo the urgent need for environmental management of agro- ecosystems to support ecosystem servicers and functions.

Abstract: For years, knowledges from non-western contexts have been under-represented in the both Western and nonWestern contexts. This study argues that, for African region to achieve sustainable development, African indigenous values, customs and practices need to be considered/ privileged, and not to be marginalised. This reviewed study, therefore, uses Southern theory (Connell, 2007), to challenge Western ideologies that what counts as rational knowledge comes from the West. Southern theory, therefore, challenges this dominant discourse, this Eurocentric belief that African societies are backwards and incapable, and paves the way for the possibility for change in finding and using knowledge from an African perspective. The application of Southern theory therefore makes it possible for knowledge originating from non-Western contexts to be recognised and legitimated. On the other hand, Southern theory is employed to suggest ways of making knowledge from Western contexts more responsive to Southern contexts. In other words, it suggests the deconstructions of Western knowledge to fit into non-Western contexts, such as Tanzania. Drawing in some postcolonial ideas, the study suggests that it is high time for people in Africa to embrace African ways of thinking, their ways of living, and their languages to ensure sustainable development in Africa.

Abstract: Emerging professional learning communities (PLC) are judged to have a substantial assurance for capability and sustainable improvement in different domains and in education particularly. It has become a sizzling focus in many countries. In Rwanda, Professional Learning Communities for Sector Education Inspectors and their respective school head teachers are in place with initiatives of Rwanda Basic Education Board in partnership with VVOB-Rwanda and University of Rwanda-College of Education. The main objective of this paper was to explore the contribution of Professional Learning Communities in finding out solutions related to education problems in Rwanda starting from sector level through face to face and/or blended mode by PLC members. The framework by Rwanda Basic Education Board’s PDSI process for Continuous Professional Development (where PDSI stands for Plan, Do, See and Improve) was used to explore PLC sessions practicability in structure of identification, planning, review and reflection. The data used for this work production were collected from sectors within 17 districts of Rwanda and were analyzed using impressionistic summary investigative method for researchers to mirror on what/how PLCs are conducted. The study exposed that the role of PLCs in Rwandan Education is of a considerable prominence. The point of view pull together to point out that no U-turn ahead for PLCs in Rwanda but that the concerned organs are to put their efforts together to sustain them at any mode of delivery whether face to face, blended or online mode.

Abstract: Worldwide, learning of science subjects is a challenge to many students. In many African countries which were colonized by Europeans, it is even more challenging to learn science subjects because most of them the language for learning science subjects is different from their native languages. Tanzania is one of the colonized countries that use English as a medium of instruction, and for many students, it is either a second or third language. The introduction of Language supportive pedagogy (LSP) in some secondary schools in Dodoma showed improved performance in students’ learning of science subjects. The present trial study for tryout of language supportive pedagogy skills and knowledge conducted in five secondary schools showed improvement in science learning among students. The study employed both qualitative and quantitative data collection methods. In this study, form one and two secondary school students from five schools were exposed to classroom observations and in each school five students were randomly selected for the interviews after classroom observations. A total of 26 science teachers were trained on LSP during the first two workshops. Data collection methods included the workshop conducted for 26 science teachers, classroom observation as well as students’ interviews. The findings of the study revealed that both students and teachers positively responded to the use of language supportive skills and knowledge during teaching and learning activities. The study concluded by recommending the scaling up of LSP knowledge and skills to all secondary school teachers and students in Tanzania.

Abstract: School curriculum plays a crucial role in equipping citizens with knowledge and skills needed to make day to day decisions. In Tanzania, secondary school biology curriculum considered biology literacy as one of the important components on students’ learning. In this regard, this study explored the biology curriculum, specifically the component related to climate change and its role in equipping young people with knowledge and skills useful for making day to day decisions. This paper mainly employed qualitative data collection tools and also quantitative data collection tool was used. A total of 322 students responded to the questionnaire, 162 respondents were located in urban area and 160 respondents were based in rural area. Then, the total of eight student focus group discussions were involved. In addition, thirteen teachers from secondary schools were interviewed, eight were biology subject teachers and five school club teachers. Purposive sample included eight schools in total, four of these schools were located in urban area and other four in rural area. The findings indicate that most of participants need to be more aware of the effects of climate change on human health, however, little consideration was taken into biology curriculum to teach the concept for socio-economic development. Therefore, this paper recommends the biology curriculum developers in Tanzania to put much consideration to incorporate the aspect of climate change for facilitating development of skills and knowledge of sustainable development among Tanzanians.

Abstract: This study deals with assessing the role of the teacher in classroom management specifically in Arumeru district. The study aimed at examining the roles of the teacher on classroom management, finding out whether there are effects on Classroom Management, assessing characteristics of a well-managed Class and assessing challenges of classroom management in Arumeru district schools. The study used 40 respondents from one secondary school in Arumeru district where it was selected using non probability sampling. Several ways were used in collecting data, which were interview which was for the head of school, questionnaires for teachers and students, focus group discussion for student and observation for observing how teachers manage their classes. The findings of this study were analyse, summarised and presented using both qualitative and quantitative approaches i.e. in form of charts, tables and explanations. The study revealed that there different roles of the teachers in the process of managing their classes. For instance, lesson preparation and proper organization of the classroom. It also reveals that there are a lot of effects if the classroom is poorly managed. There are a lot of challenges that face students, teachers, in the management of classrooms and finally the study identified the characteristics of a wellmanaged class. This study recommended that teachers, students and parents should know their part in the controlling and making students behave good in all circumstances in life. Both should make sure that the students behave accordingly so as to bring about positive impacts in education setting

Abstract: Social interactions amongst peers were the sole purpose for the invention of social media platforms. Later on, realizing its potential, other sectors embraced the technology and has been strategically used to add value and in the case of Higher Learning Institutions (HLIs), reach learners beyond classroom walls. However, it was not clear enough whether social media is sufficiently utilized for learning as compared to social activities; thus, this research aimed at exploring this dilemma. A review of literature reveals that there is insufficient research done exploring perceptions of students in HLIs regarding their use of social media for learning. A random sample of 250 students from one HLI in Tanzania participated in the study belonging to the following disciplines; Pharmacy, Nursing, Natural and Applied Sciences, Education and Humanities and Commerce and Business Studies. Data was analyzed through SPSS statistical package. A principal finding is that the use of social media for knowledge sharing hasn’t only increased but rather supersedes that for social interactions. Social media is no longer just for relaxation and electronic commerce. Analysis recommends policy makers to formalize the use of social media for academic purposes, improve Information Communication Technology (ICT) infrastructure nation-wide and incorporate ICT subjects in studies from lower levels of education upwards. But most important, Digital Strategies in HLIs is mandatory if any significant impact of technology is intended; not only to support administrative tasks but rather be at the core of the institution’s strategy.

Abstract: This study focused on the influence of Science Process Skills Teaching Approach (SPSTA) on secondary school students’ achievement in Chemistry. The science process skills selected for the study include experimenting, observation and classification. The study sought to find out whether the achievement of students who are taught through SPSTA is statistically different from that of students who are taught using the regular teaching (RT) methods in Chemistry. The achievement of the boys and the girls who are taught using SPSTA in Chemistry was compared. The study employed quasiexperimental research design. The sampling frame consisted of County co-educational schools of Kisii South Sub-County. Simple random sampling techniques were used to select four schools for the study. Two schools formed the experimental groups and another two schools formed the control groups. A sample of 366 students in the four schools was selected. SPSTA was used to teach the experimental group while the control group was taught using the regular teaching (RT) methods. All groups were taught the chemistry content ‘Salts’. Chemistry Achievement Test (CAT) was used for data collection. Data was analyzed using one-way ANOVA, ANCOVA and t-test. Hypotheses were accepted at α = .05. Results of the study show that SPSTA improved students’ achievement in chemistry. The boys and girls exposed to SPSTA performed equally well in Chemistry. The researcher concludes that SPSTA is suitable to use for teaching boys and girls in Chemistry, hence teachers should be encouraged to use SPSTA for teaching Chemistry to improve the students’ achievement.