Category: Volume 8, Issue 1.
Teachers’ Perspectives on the Development of 21st Century Skills in Early Childhood Development

Teachers’ Perspectives on the Development of 21st Century Skills in Early Childhood Development

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Nomatter Manzunzu & Joyce MaeraMidlands State UniversityFaculty of EducationDepartment of Educational Foundations, Primary Education & PedagogyEmail: manzunzun@staff.msu.ac.zw/ maeraj@staff.msu.ac.zw Abstract: The study focusses on teachers` perspectives on the development of 21st century skills in Early Childhood Development (ECD). The study was motivated by mixed reactions by various teachers on the competency-based curriculum. A qualitative approach was…

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Phonological Adaptation of Dholuo Verbs and Nouns Borrowed into Ekegusii

Phonological Adaptation of Dholuo Verbs and Nouns Borrowed into Ekegusii

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Dorothy Kwamboka Magara, George Anyona & George AberiDepartment of Languages, LinguisticsKisii University, KenyaEmail: dorothymagara@gmail.com Abstract: This study evaluates how Dholuo lexical items (nouns and verbs) that got their way into EkeGusii language are integrated and nativised to fit within EkeGusii phonological inventory. Languages tend to borrow words from other languages when they get into contact…

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Triple Helix Model for Retrofitting Technical and Vocational Education Training in Transition to Green Economy in Tanzania

Triple Helix Model for Retrofitting Technical and Vocational Education Training in Transition to Green Economy in Tanzania

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Godfrey G. Moshi – Department of Electrical Engineering, Arusha Technical CollegeNaisujaki S. Lyimo – Department of Applied Science and Social Studies, Arusha Technical CollegeErick V. Mgaya – Ministry of Education, Science and Technology (MoEST) TanzaniaEmail: godfrey.moshi@atc.ac.tz Abstract: Tripartite relationship between academia, industry and the government establishes the simplest and sustainable framework to address challenges in…

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Perceived School Culture and Teachers’ Job Performance in Government Aided Secondary Schools in Sheema Municipality, Uganda

Perceived School Culture and Teachers’ Job Performance in Government Aided Secondary Schools in Sheema Municipality, Uganda

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Innocent Nkwatsibwe & Sudi BalimuttajjoMbarara University of Science and TechnologyEmail: nkwatsibweinnocent@gmail.com Abstract: The purpose of the study was to explore the influence of perceived school culture on teachers’ job performance in government aided secondary schools in Sheema municipality, Uganda. The study was quantitative and adopted a cross-sectional survey research design. A self-administered questionnaire was used…

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The Role of Media in Teaching and Learning of Reading and Writing Skills in Dodoma Early Primary Schools, Tanzania

The Role of Media in Teaching and Learning of Reading and Writing Skills in Dodoma Early Primary Schools, Tanzania

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Edna G. Maeda & Zawadi Richard JumaEducation Department,St John’s University of TanzaniaEmail: ednamaeda2020@gmail.com Abstract: The Tanzanian government has enacted policies aimed at ensuring that children attain a level of proficiency in reading, writing, and arithmetic by the time they finish either their second or third grade. Nevertheless, empirical research suggests that a section of children…

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Learner Centered Instructional Methods and Observable Academic Competencies in Kiswahili Language among Secondary School Students in Mbarara Municipality, Uganda

Learner Centered Instructional Methods and Observable Academic Competencies in Kiswahili Language among Secondary School Students in Mbarara Municipality, Uganda

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Emilly Arishaba & Sudi BalimuttajjoMbarara University of Science and TechnologyEmail: 2022phd@std.must.ac.ug Abstract: Effective use of instructional methods can greatly develop learners’ observable academic competencies in the Kiswahili language. The average pass falling between D1 to C4 in Kiswahili language stood at a pass-rate of 40 % and below out of the 89% pass-rate expected by…

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The Use of Blended Teaching and Learning in the Post- Covid-19 Pandemic in a Selected High School in Eswatini

The Use of Blended Teaching and Learning in the Post- Covid-19 Pandemic in a Selected High School in Eswatini

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Elmon Jabulane ShongweSouthern Africa Nazarene UniversityMbabane, Kingdom of EswatiniEmail: elmonshongwe@yahoo.com Abstract: The study’s main focus was on how blended learning was implemented in a selected Eswatini high school following the COVID-19 epidemic. Before the COVID-19 epidemic, face-to-face instruction was the only method used in the majority of Eswatini schools. Schools were forced to adopt a…

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Modern Statistical Methods for Infectious Diseases to Analyse Covid-19 Pandemic Data in Rwanda

Modern Statistical Methods for Infectious Diseases to Analyse Covid-19 Pandemic Data in Rwanda

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Joie Lea Murorunkwere & Sylvestre MbanzaThe University of Tourism Technology and Business Studies, RwandaEmail: isimbilea@gmail.com Abstract: The corona-virus ailment 2019(COVID-19) took tens of millions of lives and disrupted dwelling requirements at individual, societal, and international levels, causing penalties globally. Understanding its epidemic curve and Spatio-temporal dynamics is indispensable for the development of tremendous public fitness…

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Entrepreneurship Mentoring Programme and Market Performance: Evidence from SIDO Supported Micro and Small Enterprises in Arusha, Tanzania

Entrepreneurship Mentoring Programme and Market Performance: Evidence from SIDO Supported Micro and Small Enterprises in Arusha, Tanzania

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Winfrida J. MboweArusha Technical CollegeDepartment of Applied Science and Social StudiesEmail: winfrida22tz@gmail.com Abstract: The overall market performance of Micro and Small Enterprises in Tanzania has been observed to be poor because entrepreneurs are unable to compete, identify opportunity, identify the needs of customers and produce what is needed and failure to retain and satisfy their…

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Practices in Parental Involvement in Type 1-6 of Epstein Typologies Significantly Predicting the Level of Parental Education Knowledge Base in Mathematics Curriculum Content

Practices in Parental Involvement in Type 1-6 of Epstein Typologies Significantly Predicting the Level of Parental Education Knowledge Base in Mathematics Curriculum Content

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Dorcas Mukami GitongaUniversity of Eastern Africa, Baraton, KenyaEmail: Mukamigitonga1@gmail.com Abstract: This descriptive-correlational study examined whether the level of parental involvement in type 1-6 of Epstein typologies influenced the level of parents’ education knowledge base in Mathematics curriculum content. Data was collected from selected Seventh – day Adventist primary schools in Central Kenya Conference. Questionnaires were…

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