Abstract: Education in foreign policy entails the process of acquiring knowledge and understanding of a country’s approach to international relations, diplomacy, and engagement with other nations. It involves the study of a nation’s foreign policy objectives, strategies, and actions to promote its interests, values, and security on the global stage. The growth in academic opportunities has been a prominent and transformative trend in the field of education. It reflects the increasing accessibility, diversity, and flexibility of educational pathways available to students and learners of all ages. The study was guided by three research questions; 1. What are the key aspects of education in foreign policy? 2. What are the international academic opportunities, trends and new dimensions? 3. What are the challenges of international academic programs? The study adopted a desktop review approach by gathering information from existing sources without conducting new experiments or fieldwork. The findings showed that foreign policy education is relevant to persons interested in careers in diplomacy, international relations, global business, and various government and non-governmental organizations. It equips students with the knowledge and skills necessary to navigate the complexities of the global arena and contribute to shaping a country’s foreign policy objectives and actions. The growth in academic opportunities reflects a shift toward more inclusive, adaptable, and learner-centered education systems. Foreign policy on education is an important dimension of a nation’s overall foreign policy.

Abstract: The purpose of this study was to investigate how child maltreatment affected the psychological growth of primary school students in Bulawayo Metropolitan Province. The study employed a qualitative approach, gathering data through observations, focus groups, and interviews. Ten educators, ten parents, and ten heads of schools took part in the research. The effects of child abuse on the psychological growth of students studying primary education were noted. Throughout the investigation, a total of eight students were monitored. The study’s findings demonstrated the negative effects of child abuse on psychological development. Numerous types of child abuse were listed, including physical, sexual, emotional, and neglectful behaviour as well as a shortage of food in households and a lack of commitment from government agencies in charge of children’s safety. The study suggests that in order to end child abuse, parents and teachers should get training on the value of protecting children’s rights.

Abstract: The current study was conducted to examine the effectiveness of online learning platforms in promoting quality learning in higher learning institutions in Arusha region. Specifically, the study examined the effectiveness of the online learning platforms in enhancing teaching and learning activities and pointed out strategies for improving the application of online learning platforms in higher education institutions. Technological Acceptance Model guided the study and a cross-sectional design was adopted. The target population included 4573 students and 427 lecturers from four universities. Simple random and stratified sampling procedures were used to obtain the study sample that consisted of 82 students and 16 lecturers. The study used questionnaires as tools for data collection and the questionnaires were piloted to estimate their reliability and improve validity.The Cronbach results produce reliability score of 0.74. The collected data were analyzed using descriptive analysis and presented using tables and charts. The study found out that most students and lecturers agreed on the widespread use of Moodle for student learning, suggesting its effectiveness and broad acceptance within the educational environment. The study found that the majority of students and lecturers agreed that these platforms facilitate the search for academic content. It was concluded that online learning platforms are widely used in higher education institutions in Arusha region and are considered to be effective on enhancing students’ learning. The study recommended for university management to implement training programmes for lecturers to equip them with the necessary skills to effectively integrate online learning platforms into their teaching practices.

Abstract: The study purposed to assess the influence of school boards on the management and administration of public secondary schools in Arusha district. Specifically, the study aimed to: assessed the effectiveness of school boards and investigated strategies for improving school board participation. Democratic governance theory guided the study. A mixed-methods approach with a convergent design was used. A total of 937 individuals including 778 teachers, 39 heads of schools and 120 school board members were targeted. A sample of 90 respondents was selected. Data were collected using questionnaires for teachers and school board members and interview guides for heads of schools. Descriptive statistics and thematic analysis were used to analyze the quantitative and qualitative data respectively. Three experts in education management and administration validated the instruments. Results of reliability testing by Split half method indicated that the reliability coefficient for teachers’ questionnaire was 0.89 while the one for the school board members was 0.92. The study found out that involving school boards members in decision-making processes, positively impact on student achievement and effectively address disciplinary issues. Moreover, strategies such as regular training sessions and better communication were identified to enhance school board participation. The study concluded that school boards play a critical role in the management and administration of public secondary schools in Arusha district. It was recommended that policymakers prioritize initiatives to enhance school board participation through adequate funding and supportive policies and that the government to develop training programmes to improve the effectiveness of school board members.

Abstract: This study explored the application of artificial intelligence (AI) platforms and their influence on education in higher learning institutions in Arusha region. The research objectives were to investigate attitudes towards AI from both students and lecturers and assess strategies to mitigate AI-assisted plagiarism. Grounded in the Technology Acceptance Model, the study adopted a mixed-methods approach using a convergent design to collect both qualitative and quantitative data. The target population included 2176 students, 104 course instructors, and 18 technology experts across six higher learning institutions, with a final sample size of 96 respondents. Data collection instruments included questionnaires and interview guides. Instruments were validated through expert and reliability (0.95 for SQ and 0.89 for LQ) was done through test-retest procedures in a pilot study. Descriptive analysis was used for quantitative data in the SPSS version 23 whereby tables were generated to aid the interpretation of data. For qualitative data, the analysis was in themes whereby the interview data was first transcribed and emerging themes were identified. Findings indicated a high level of AI integration in educational practices, positive attitudes towards AI from both students and lecturers, and effective strategies such as face-to-face presentations and plagiarism detection of software to combat AI-assisted plagiarism. The study concluded that AI is positively influencing education in universities and recommended further investment in AI education, ethical guidelines, continuous professional development for lecturers and student workshops to foster responsible AI use.The study recommends clear policies and guidelines for the ethical use of AI in academic settings.

Abstract: This study investigates the strategies employed by advanced-level secondary schools in Dodoma, Tanzania, to address challenges arising from the implementation of the fee-free secondary education policy. Despite the commendable aim of the policy to enhance educational access, schools encounter significant challenges, including resource limitations, infrastructural inadequacies, inadequate funding, administrative inadequacies, diminished teacher morale and shortages of teachers. Understanding various adaptive approaches utilized by these schools in mitigating these challenges will highlight successful practices that can be replicated in other regions or contexts. This can also lead to improved implementation of the policy nationwide. Moreover, understanding how schools navigate challenges can help ensure that this access translates into meaningful educational opportunities. The study was carried out in Dodoma City, Tanzania. Data were collected via Documentary reviews, observation and in-depth interviews with participants as the primary means of data collection. A purposive sampling method was employed to choose a group of 20 participants, consisting of education officers, SQAS, heads of schools, teachers, and parents who served as key informants. The thematic analysis technique was employed for data analysis. The findings revealed several strategies that are implemented by schools to overcome challenges that arise in the process of implementation of fee free education policy. These strategies encompass innovative practices, robust community engagement, collaboration with stakeholders, and strong government initiatives. While schools are making commendable efforts to implement the policy effectively, systemic issues still remain that require targeted support from government and educational stakeholders.

Abstract: The study assessed women participation in rural development and its contribution towards the education of Maasai girls in Simanjiro district. Specifically, the study aimed to determine the influence of this participation on education access among Maasai girls and investigated the strategies to improve women participation in community development to enhance education access for Maasai girls. The study was guided by the social capital theory. The study adopted the convergent design and targeted a population of 149,536 individuals including public secondary school students, teachers, ward executive officers and women in Simanjiro district. The sample of the study included 100 participants who were selected using stratified and simple random sampling techniques. The study used questionnaires and interview guides as tools for data collection validated by three experts in the field of women rights advocacy. The tools were pilot tested in two schools involving six students and 4 teachers. The reliability was ensured through split half method where the reliability coefficients (0.93 for teachers’ and 0.88 for students’ questionnaires) were obtained. The study found out that women involvement in community development positively influenced girls’ education by advocating for educational resources and policy changes. It was concluded that increasing women participation in community development could enhance education opportunities for Maasai girls. The study recommended addressing cultural barriers, raising awareness about gender equality, implementing education and training programmes for women and encouraging inclusive dialogue to enhance women awareness of their rights and legal protections.

Abstract: Teachers’ performance is a matter of concern, especially in settings where teachers are not properly motivated to achieve satisfaction in their jobs. Several covariates are likely to predict the performance of teachers, especially the way they perceive their workplace as being fair and conducive to their participation. The present study aimed to establish the influence of organizational justice on teachers’ performance in private secondary schools of Mitooma District in Uganda. The study adopted a cross-sectional design, using quantitative techniques of data collection and analysis. The population was 463 teachers in 19 private schools. All teachers were involved in the study, using a census. A self-administered questionnaire was used to collect the data. The findings revealed a statistically significant association between organizational justice and teachers’ performance (β=0.537, P<.01); Overall organizational justice accounted for 41.0% of the variance in teachers’ job performance. The study concludes that organizational justice is important in teachers’ performance. It is recommended that private secondary schools in Mitooma ensure better distributive, procedural and transactional justice among their teachers to enhance their performance.

Abstract: This study explores the role of phonics instruction on early reading skills in public primary schools in Ikungi District, Tanzania, emphasizing the critical role it plays in fostering literacy among young learners. Phonics instruction, which teaches the relationship between sounds and letters, has been shown to significantly improve reading fluency and comprehension, particularly in rural contexts where educational resources are limited. To investigate this phenomenon, the study employs a qualitative methodology, utilizing secondary data analysis from recent educational reports, peer-reviewed studies, and relevant literature on phonics instruction. This approach allows for a comprehensive understanding of the effectiveness and challenges of phonics programs within the district. Despite its effectiveness, challenges such as inadequate teacher training, a lack of phonics-based materials, and large class sizes hinder the implementation of phonics programs. Findings indicate that systematic phonics instruction enhances letter-sound recognition and reading fluency, particularly among struggling readers. To maximize these benefits, the study recommends comprehensive teacher training, improved resource availability, and community engagement to support phonics instruction, ultimately contributing to better literacy outcomes and academic success for students.

Abstract: Early childhood is a critical stage for language and cognitive development, with vocabulary growth and critical thinking being key components for long-term academic success. This study examined the influence of interactive read-aloud on vocabulary acquisition and critical thinking among Standard One pupils in Tanzania. By incorporating teacher-pupil dialogue during reading sessions, interactive read-aloud provide opportunities for pupils to engage with new vocabulary in meaningful contexts and develop higher-order thinking skills. Employing a qualitative approach, this study analyzed data collected through classroom observations, teacher interviews, and secondary educational sources. Findings reveal that pupils who regularly participated in interactive read-aloud demonstrated notable improvements in vocabulary usage and critical thinking abilities. The results suggest that, when strategically implemented, interactive read-aloud enhances pupils’ cognitive and linguistic capacities. The study highlights the need for improved access to high-quality reading materials and teacher training to maximize the benefits of this instructional approach. Recommendations include professional development for teachers and investment in diverse literary resources.