JOURNAL OF ISSUES AND PRACTICE IN EDUCATION最新文献

{"title":"Challenges in Enhancing Letter-Name Knowledge Acquisition for Public Pre-Primary Children in Shinyanga Region","authors":"Martha Jacob Kabate","doi":"10.61538/jipe.v15i2.1400","DOIUrl":"https://doi.org/10.61538/jipe.v15i2.1400","url":null,"abstract":"Letter Name Knowledge is among the most vital emergent literacy skills that predict future reading and writing among pre-primary children, and teachers are central to learning. Much has been researched on the factors influencing letter name acquisition, including the child's characteristics in the home and school environment. Less research has been done on pre-primary teachers’ views on the factors they encounter in enhancing letter name skills in children. This study investigated pre-primary teachers' challenges in enhancing letter-name knowledge among pre-primary learners in the Shinyanga District Council, Shinyanga Region. The study identified challenges pre-primary teachers encounter in enhancing letter-name knowledge. The study also assessed the challenges pre-primary teachers face in enhancing the knowledge of letter names for pre-primary children with the guidance of the Whole-Child Approach. A qualitative approach and phenomenological design were utilised for the study.20 (to the point of saturation) pre-primary teachers were involved in the interview for data collection. The obtained data were analyzed thematically. The findings identified the following challenges: pre-primary children’s use of mother tongue, inadequate teaching and learning facilities and instructional materials, lack of teachers’ professionalism, large class size and instructional burden, children absenteeism and implementation of pre-primary curriculum. In conclusion, the identified challenges influence pre-primary teachers' effectiveness in enhancing letter name knowledge acquisition for public pre-primary children in the Shinyanga region. The study recommends that the Ministry of Science and Technology (MoEST) create a mother tongue policy for pre-primary children for quality, fair and holistic comprehensive curricula provision in rural areas.","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"50 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139535061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curriculum Contents for Quality Education Delivery and Sustainable National Development in Nigeria","authors":"Miswaru Bello","doi":"10.61538/jipe.v15i2.1403","DOIUrl":"https://doi.org/10.61538/jipe.v15i2.1403","url":null,"abstract":"This study “Curriculum contents for Quality Education Delivery and Sustainable National Development in Nigeria’ investigated public opinion and other Education stakeholders’ reservations to the provision of quality education delivery across Nigeria. Three hundred and eighty-two (382) respondents, 268 males and 114 females were randomly selected and used as a sample of the study across six (6) geo political zones in Nigeria. The samples cut across teachers, family members, educational administrators, policy makers, university lecturers, and politicians. Survey research design was employed for the study.  Cluster sampling technique was used to identify the sample of the study. Self-developed questionnaire was used to generate information for the study. Chronbach’s reliability coefficient of .701after test re-test was obtained. Simple percentage count was used to report the demographic variables of the study while descriptive statistics was used to answer the research questions, the hypotheses were tested using z test and Analysis of Variance (ANOVA) at 0.05 level of significance. The Findings of the study have showed there is need to reform the Nigeria Basiceducation curriculum to provide elements of skills acquisition. All education stakeholders should team up to provide conducive learning environment for teaching and learning. No significant gender difference was found across the sample that the perceived curriculum impacted sustainable National Development at z = 2.7, Quality teacher production need to be revisited by the Nigeria National Commission for Colleges of Education (NCCE). Based on the findings the writer offers some recommendations; the Nigeria National Curriculum Reviewers should reflect National development through education. School plants should be revisited to provide befitting structures, teaching and learning materials as a means for individual and community overall development. There is need to improve salary of teachers to avoiding attrition from schools. Stigmatisation of teachers should be avoided as a means of improving performance of teachers.","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"64 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139535193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender and access to Inclusive Education in Tanzania: A Case of Selected Primary Schools in Shinyanga and Mwanza Regions","authors":"A. Seni, Immaculate Gillo","doi":"10.61538/jipe.v15i2.1394","DOIUrl":"https://doi.org/10.61538/jipe.v15i2.1394","url":null,"abstract":"This study examined gender relations and access to inclusive education for children with disabilities in Shinyanga and Mwanza regions. The study was conducted specifically to examine community attitudes and practices towards girls with disabilities, harmful gender cultural norms, practices, traditions and barriers girls with disabilities face in accessing education. The study employed interpretive phenomenological design and purposive sampling technique to obtain 96 participants. Children with disabilities were identified by using the Child Functioning Module (CFM) questions and participants were purposively sampled. Data were collected using key informant interviews, focus group discussions and observations. Thematic analysis techniques were employed to analyse the data. The study found that there were deep rooted discriminatory cultural practices and gender norms which rendered children with disabilities excluded from school as compared to their male peers and those without disabilities. This was further compounded by poor teaching and learning environment. Girls faced greater barriers than boys, including more hours spent doing household chores, early marriages and pregnancies leading to drop out. It is recommended for government, community and development partners to focus more on children with disabilities, especially girls, increase community awareness on inclusive education and gender as well as improve teaching and learning environments.","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"51 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139534979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impediments in Teaching Kiswahili Phonemic Awareness and Alphabet Knowledge in Grade One in Tanzania","authors":"Winifrida Kambona","doi":"10.61538/jipe.v15i2.1398","DOIUrl":"https://doi.org/10.61538/jipe.v15i2.1398","url":null,"abstract":"Research has consistently pointed out the important role played by phonemic awareness and alphabet knowledge in development of reading skills among pupils. Phonemic awareness and alphabet knowledge are good predictors in reading competencies in early grades and higher levels of primary education. This study aims at exploring the constraints facing teaching of Kiswahili phonemic awareness and alphabet knowledge in grade one. The study was qualitative in nature in which phenomenology design was employed. The purposive sampling technique was used to recruit ten grade one teachers and ten head teachers from ten public primary schools in Chemba district. Data were collected through semi-structured interviews. The collected data from teachers and head teachers were thematically analyzed. The research findings indicated that there were variations of the views among teachers and head teachers on the impediments in teaching phonemic awareness and alphabet knowledge in grade one. The prominent mentioned challenges were truancy, mother tongue effect, parents’ limited knowledge. It was recommended that teachers should collaboratively work with parents; revisiting of language policies to incorporate mother tongue in early grades is crucial; and attendance to PPE should be taken into account by the educational stakeholders.","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"11 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139535232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Teachers’ Involvement in Internal Quality Assurance Processes and its Impact on 21st Century Skills in Tanzania Teacher Colleges","authors":"Geofrey Shahanga, M. Ogondiek, Janeth Kigobe","doi":"10.61538/jipe.v15i2.1395","DOIUrl":"https://doi.org/10.61538/jipe.v15i2.1395","url":null,"abstract":"The study sought to evaluate the impact of student teachers’ involvement in Teacher Colleges’ quality assurance processes on 21st century skills in Tanzania. The study was guided by students’ involvement theory.  The main was pragmatism paradigm and students’ involvement was adopted as a theoretical framework. Data were gathered through questionnaires and interviews. Results were presented in mean, standard deviation, and inferential statistic measures. The participants felt crucial for student teachers to be adequately involved in all the six quality assurance domains.  This involvement positively and significantly predicted the development of the most of 21st century skills.  The study concludes that urgent need to involve student teachers in internal quality assurance processes is an inevitable attempt for the development of 21st century skills required for their teaching profession. Other researchers may develop a scale to measure the 21st century skills among student teachers in Tanzanian context.","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"43 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139534989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analysis of the Role of Community Actors towards Self-Employment Support for Higher Education Graduates in Tanzania","authors":"Andrew Keha Kuko, Ombeni Msuya","doi":"10.61538/jipe.v15i2.1399","DOIUrl":"https://doi.org/10.61538/jipe.v15i2.1399","url":null,"abstract":"The study aimed to explore the community perceptions about higher education graduates’ employability and community support practices towards graduates’ access to self-employment. A sample of 314 community participants using systematic random sampling was used to select participants for the study. The sample involved staff from the selected divisions and departments at the district councils, wards, villages and local street government offices. The other sample was employees from selected community based organisations located in respective study regions and districts. The study used an explanatory mixed design where quantitative and qualitative data were collected and analyzed sequentially. The results showed that,146(46.5%) of community participants perceived higher education graduates’ participation in self-employment as poor, while only 80(25.5%) perceived it as good. Further, 223(71.0%) of the studied community organs had no specific support services for graduates, 63(20.1) percent offered them for sometimes, and 28 (8.9%) said they had specific services. Results also showed that, out of the six examined factors; support from family, friends, and relatives 154(49.0%) and hard work 135(43.0%) were rated as most contributing factors to graduates’ access to self-employment. The interview results showed that, negative graduates’ and lack of specific support schemes highly contributed to low graduates’ participation in self-employment. The study concludes that, the community support for enhancing higher education graduates’ access to self-employment is poor and disorganized. Deliberate actions were recommended for the policy makers to encourage the Tanzania communities towards support for graduates’ access to self-employment","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"45 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139534927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Legal Aspects Related to Emerging Technologies in Tanzanian Distance Education","authors":"Abdallah Mrindoko Ally","doi":"10.61538/jipe.v15i2.1387","DOIUrl":"https://doi.org/10.61538/jipe.v15i2.1387","url":null,"abstract":"The emergence of new technologies in the ICT sector and their integration into Tanzanian distance education presents both opportunities and challenges for the educational field. Innovations like Artificial Intelligence, robotics, Mobile learning, e-learning, cloud computing, video-assisted learning, and Digital Content Platforms play a crucial role in improving the teaching and learning process. These technologies have not only transformed various aspects of universities, such as teaching methods, assessment procedures, administration, examination management, financial records, and timetable scheduling but have also expanded educational access, enhanced quality, and reduced costs. This abstract provides an overview of a comprehensive research study focusing on the legal aspects related to the use of emerging technologies in Tanzanian distance education. As distance education becomes increasingly popular as a means to enhance access and quality of education in Tanzania, it is essential to consider the legal dimensions associated with this transformation. While technology brings significant improvements to the education sector, it also introduces legal, security, privacy, and safety challenges that require attention and resolution. From a legal perspective, the technology involved in electronic learning (e-learning) presents specific challenges because many existing legal and policy standards in education are primarily designed for traditional brick-and-mortar classrooms and face-to-face interactions. This research aims to identify and analyze the legal issues surrounding the implementation of emerging technologies in distance education. The study utilizes doctrinal and comparative research methods to examine international legal instruments, policies, and laws from other jurisdictions. The findings indicate that the current policies and legal instruments governing emerging technologies in Tanzania do not adequately address the existing legal gaps. \u0000 ","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"12 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139535228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Contribution of External Quality Assurance in Improving Instructional Practices among Heads of Schools and Teachers in Secondary Schools in Zanzibar","authors":"Khadija Said Kassim, R. Matete","doi":"10.61538/jipe.v15i2.1391","DOIUrl":"https://doi.org/10.61538/jipe.v15i2.1391","url":null,"abstract":"In this study, we explored the contribution of External School Quality Assurance (ESQA) towards the improvement of instructional practices among Heads of Schools (HoSs) and teachers in secondary schools in Zanzibar. A mixed-methods research approach coupled with a convergent parallel design was employed to generate data. Simple random and purposive sampling techniques were used to get the study participants. Data were collected from the Kaskazini Region in Unguja. The study involved 167 teachers, 12 HoSs, 1 REO, 2 DEO, and 11 ESQ assurers. Data were collected through questionnaires, interviews, and documentary review and analyzed through content analysis and bar charts. The findings indicate that although ESQA has a great contribution to the improvement of instructional practices, classroom observation was not effectively carried out by ESQ assurers. The findings also indicate that ESQ assurers created fear and tension among teachers because teachers knew that their work performance was to be reported to higher authority. The findings indicate further that there were irregular school visits which hindered the HoSs' and teachers’ effective improvement of instructional practices. The key argument in this study is that the current ESQA is ineffective in enhancing instructional practices in secondary schools. For ESQA to contribute to the improvement of instructional practices among HoSs and teachers, ESQ assurers need to concentrate on classroom observation. The government needs to support the ESQA with both human and financial resources and training programmes for the ESQ assurers are equally imperative for effective monitoring of the quality of education in secondary schools.","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139458450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges Facing Teenage Mothers Re-Entry into Secondary Schools in Tanzania: A Qualitative Phenomenological Study","authors":"Tumaini Paulo Mgunda, Erasto Kano, Reuben Sungwa","doi":"10.61538/jipe.v15i2.1397","DOIUrl":"https://doi.org/10.61538/jipe.v15i2.1397","url":null,"abstract":"This article discusses short-term developmental faculty coaching, which can be categorized as ongoing and personal professional development. This coaching is distinct from faculty evaluation. The developmental faculty coaching protocol discussed here is a novel one developed by the author. It was developed through direct observation of over 400 in-person and online classes of over 100 new and returning adjunct faculty at a small higher education institution in New York State, USA. The protocol was generally used with new faculty, who know an academic area, but they lack training in andragogy and have had no or little experience teaching university students. A pre-observation, during-observation, and post-observation protocol is outlined for the faculty coach and the instructor being coached. It is suggested that developmental faculty coaching be made available to all new higher education instructors and to those more experienced instructors who request it. Recommendations for future study include collecting data on individual instructors or a cohort of new instructors through quantitative and/or qualitative research, which would yield insights into how new instructors grow into excellent classroom teachers at the university level.","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"22 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139535132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Second Language Learning for Sustainable Development: Barriers for Learners in Rural Communities","authors":"Amani G. Mwamakula, Shingwa Magashi","doi":"10.61538/jipe.v15i2.1388","DOIUrl":"https://doi.org/10.61538/jipe.v15i2.1388","url":null,"abstract":"Learning of second language for sustainable development is defined as learning language that changes skills, knowledge, values and attitudes to build more sustainable and just societies for all (UN 2015: UNESCO 2017). It would not be preposterous to opine that language and communication play a paramount role in the quest for development, be it human, social, political, technological and any other form of development. Looking in Tanzania as a country, the plurality of ethnic languages through information flows, undoubtedly constitutes a barrier to effective human development processes.  It draws on data from students in rural communities in one of the ward secondary schools in Tanzania. The study specifically sought to find out the type of pronunciation errors that students frequently commit and teachers views on how pronunciation errors can be addressed. Transfer of Learning Theory by Thorndike (1923) and Contrastive Analysis Theory by Charles Fries (1945) informed the collection and analysis of the qualitative data. Thus, data were collected through interviews with teachers and students and pronunciation tests administered through a wordlist and analyzed qualitatively. Seven teachers in three ward secondary schools and 35 students were involved. The findings of the study revealed that mispronunciation of English words was due to the difference in sounds between student’s mother tongue and English language. Moreover, the findings revealed that students lacked linguistic exposure as most of them meet English at school and constantly use Kiswahili and mother tongues at home. Therefore, teachers become the chief language input providers. The study recommends that teachers should take note of these differences in sounds and limited exposure to English language when designing and implementing lessons in classrooms since they are the main language input providers.","PeriodicalId":516283,"journal":{"name":"JOURNAL OF ISSUES AND PRACTICE IN EDUCATION","volume":"62 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139535290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}