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: 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: 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: This study investigated usage of social media platforms and their influence on the education of adolescents in public secondary schools in Arusha City. Specifically, the study examined the extent of social media usage among adolescent in relations to their educational activities and strategies for proper use of social media platforms to enhance the education of adolescent. Social Constructivism Theory and Convergent mixed methods design was adopted. Sample size of 384(240 students, 72 teachers, 60 parents, 6 academic teachers & 6 school heads) was selected. Stratified and simple random sampling techniques were employed to sample students and teachers while academic teachers and school heads were purposively sampled. Snowball technique was employed to obtain parents. Data collection was done through questionnaires and interviews. Validity was established through expert judgment whereas reliability (SQ; r=0.875, and TQ; r=0. 858) were determined using Cronbach Alpha method. Reliability of qualitative data was established through triangulation. Quantitative data was analysed using descriptive statistics, while qualitative data were analyzed thematically. The results show that Facebook and WhatsApp are used to a lower extend for accessing educational resources while actively used for social and personal entertainment. Consequently, students should be guided on responsible use of social media for exploring educational content. In conclusion, educators should ensure that platforms are used effectively to support learning while addressing potential distractions associated with excessive social media use. The study recommends the need to develop clear guidelines and policies for the use of social media in educational settings.

Abstract: The study aimed to investigate the effects of child abuse on students’ education in public secondary schools in Arusha District. The research objectives were to identify the causes of child abuse and examine measures to mitigate these abuses. Childhood Theory and convergent design under a mixed methods approach involving both qualitative and quantitative methods was adopted. The study targeted 835 teachers, 19,630 students and all the 150 parents. Data was collected from 81 teachers, 54 students, and 15 parents across 9 schools using questionnaires and interview guide. Validity was established through expert judgment whereas split half method was used to estimate the reliability of the quantitative tools used for data collection; for QT, r = 0.92and QS, r=0.87. The reliability of qualitative data collection instruments was ensured through triangulation techniques. Descriptive statistics was used to analyze quantitative data in the SPSS version 26.0 and results were presented in tables while qualitative data were analyzed thematically alongside the research questions and presented in narrative forms. The study found that lack of parental involvement, poverty, inadequate teacher training and cultural norms significantly contribute to child abuse. Effective measures identified included comprehensive training for school staff, clear reporting protocols, counseling services, and increased parental involvement. The study concludes that addressing the identified causes and implementing the recommended measures can significantly reduce the impact of child abuse on students’ education in Arusha District.

Abstract: This study aimed to investigate the influence of school development plan implementation on students’ academic performance in Dodoma City Secondary Schools, Tanzania. The study was guided by three research concerns: The implementation of the School Development Plan in Dodoma city secondary schools. the perception of heads of schools on the influence of SDP on academic performance and the contributions of SDP influence on students’ academic performance. A sample of 353 respondents were involved in filling out the questionnaire, and doing interview, Documentation method and observation. Data was coded using SPSS and the reliability was determined at an Alpha Cronbachs of 0.801. The study established that increased access to secondary education improves quality of secondary education, increases student completion rates, decreases student dropout, enhances learning environment, and promotes community involvement. The paper concludes that school development plans have a great influence on students’ academic performance in secondary school. The study recommends that the government should assist the preparation and implementation for school development plans instead of putting on the notice board for DSEO and other leaders to observe, cooperation for all education stakeholders is necessary in development plan.

Abstract: This study investigated the roles of educational administrators in addressing resource conflicts and its contribution towards quality education in secondary schools. The study examined the influence of addressing resource conflicts on quality education in public secondary schools and the relationship between resource allocation in different departments and quality education. Group Conflict Resolution Theory guided the study. Embedded research design and mixed methods approach were adopted. Data were collected using the questionnaire, interviews and document analysis. The sample size consisted of 92 respondents (78 teachers, 10 school heads, 3 WEOs and one DSEO). Validity was established by experts whereas reliability (r=0.88) was determined using Guttmann split half method. Credibility of qualitative data was ascertained through triangulation. Quantitative data was analyzed using descriptive statistics in the SPSS version 25. Linear regression was employed to ascertain the extent of relationship between resource allocation and academic performance in national examinations. Qualitative data was analyzed thematically alongside research questions. The study revealed effective financial management, fair allocation of government grants (financial resources), careful planning, budgeting, and monitoring of funds as strategies used by school administrators in addressing resource conflicts. In conclusion, promoting professionalism and good conduct among teachers is essential for creating a respectful and productive work environment. The study recommends that school administration and policymakers should review and implement fairer and more transparent policies for resource allocation. Addressing these areas leads to enhanced cooperation, professionalism, motivation, and satisfaction among teachers, which collectively would contribute to quality education in secondary schools in Longido District.

Abstract: This study assessed the effects of policies on access and equity to education in public secondary schools. Specifically, the study examined the effects of education policies on access and equity to education and measures for addressing the effects of policies on access and equity to education in public secondary schools. Stakeholder theory guided the study. Convergent mixed methods design was adopted. Data were collected using the questionnaires and interview guide. Sample size comprised 394 respondents (135 teachers, 249 students, 5 WEOs and 5 schools heads) from a population of 3,497. Validity was established by experts whereas reliability test found r>0.75 by Cronbach Alpha methods. The findings showed that education policies have significantly increased student enrollment. However, the policies have not improved school infrastructure, reduced geographical barriers, and enhanced access to learning and teaching facilities, and guidance and counselling services. Most teachers pointed out that policies are not effectively enhancing inclusion of students with special needs. The study findings have shown that addressing the effect of education policies on access and equity requires several measures, including fair resource allocation and distribution and capacity building for teachers, using technology in teaching and learning. In conclusion, while education policies have improved enrollment rates, the quality of secondary education remains stagnant with insufficient teaching and learning resources. The study recommends collaboration between various stakeholders in the mobilization of resources and support for strengthening the implementation of education policies.

Abstract: The study assessed the cultural practices andtheircontribution towards quality education in public secondary schools. Objectively, the study examined the contribution of cultural practices towards quality education in public secondary schools and the strategies for improving cultural practices for quality education in public secondary schools. Cultural Capital Theory directed the study. A total of 94 respondents (18 teachers, 10 parents, 6 schools heads and 60 students) were selected to represent the target population of 1632. The study adopted Ethnography and cross-sectional survey design with mixed methods approach. The study used questionnaires and interviews guide to gather data. School heads and parents were purposively selected while stratified and simple random sampling was employed to select teachers and students. Two experts enhanced validity of instruments for collecting quantitative and qualitative data. Reliability of quantitative instruments were ensured using Cronbach alpha index; SQ=0.62 & TQ=0.91. For qualitative instruments, reliability was ensured through triangulation of data sources. Descriptive statistics in the SPSS version 25 was adopted in quantitative data analysis while thematic analysis was utilized for qualitative data. The study exposed intercultural exchange, encouraging collaborative decision making and promotion of ethical values as cultural practices that contribute towards quality education. Educating the community, enactment of by-laws and enforcing them are strategies for improving cultural practices. In conclusion, the aspects of culture that negatively affects quality education should be looked at and appropriate by-laws formulated and implemented for guidance. The study recommends that cultural practices that negatively affect quality education in secondary schools should be prohibited.

Abstract: Education plays a pivotal role in fostering learning. Education in the 21st century extends far beyond basic literacy, embracing the concept of creating lifelong learners. This paradigm shift recognizes that the ability to learn, adapt, and acquire new skills continuously is paramount in our rapidly evolving world. Education now focuses on developing competencies that enable individuals to become autonomous, adaptable learners throughout their lives. This study explores the paradigm shift from viewing education solely as a means of achieving literacy to recognizing its role in developing lifelong learners. This paper examines the importance of lifelong learning competencies in the context of rapid technological advancements, global economic shifts, and evolving societal needs. It argues that in the 21st century, education must transcend basic literacy skills to foster a set of competencies that enable continuous learning throughout life. The research examines how traditional educational models often fall short in preparing individuals for the rapidly changing global landscape, where adaptability and continuous skill development are crucial. By analyzing current literature and case studies, the paper identifies key lifelong learning competencies, including critical thinking, digital literacy, and self-directed learning. It also investigates the challenges in implementing this approach within existing educational frameworks. The findings suggest that reorienting education towards developing lifelong learners is essential for individual success and societal progress. The study concludes by proposing strategies for educational institutions and policymakers to cultivate these competencies, emphasizing the need for a holistic approach to education that goes beyond mere literacy.