Journal of Research Innovation and Implications in Education

Strategies to improve the implementation of guidance and counselling in junior primary schools

2026-04-30T11:18:40+00:00

The study examined strategies adopted by teachers in the implementation of Guidance and Counselling in junior primary schools. This paper is based on my Phd studies and only presents one facet of it. Guidance and Counselling is an area that has recently gained traction in the primary school curriculum, hence, the need to upscale its implementation. An interpretive qualitative case study research design was utilized enabling teachers to share their experiences and thoughts in a naturalistic setting and allows the researcher to capture detailed, nuanced perspectives from teachers in the real-world contexts. Twenty participants from four schools were purposively sampled to gather detailed, contextual data and foster a deeper understanding of the phenomenon. Semi- structured interviews, observations and document analysis were used to generate data. Data were analysed using thematic content analysis. The research revealed that teachers were using different strategies in implementing G&C in primary schools. The results of the study further pointed out that staff development workshops were needed to enhance the implementation of G&C properly. The study recommends a culturally relevant model which embraces pedagogies such as adopting the use of cultural counselling villages.

Mobile Money Usage and financial inclusion among rural households: Empirical evidence from Bukombe District, Tanzania

2026-04-30T11:24:09+00:00

This study examined the influence of mobile money usage on financial inclusion among rural households in Bukombe District, Tanzania. Specifically, it explored how mobile money enhanced access to savings and financial services, facilitated access to credit, and influenced household financial decision-making and resilience. Guided by Financial Capability Theory, the study employed a qualitative case study design. Data was collected from 25 purposively selected participants, including rural household members and mobile money agents, using focus group discussions and semi-structured interviews. The data were analyzed using thematic analysis. The findings revealed that mobile money was widely used for daily financial transactions, improved convenience and reduced reliance on cash. It enhanced access to savings by providing a secure and flexible platform for storing funds and supports access to financial assistance through quick transfers and informal credit. Additionally, mobile money improved household financial planning and strengthened resilience by enabling timely responses to economic shocks. However, its effectiveness was influenced by gender roles, financial literacy, and user confidence. The study concludes that mobile money significantly promoted financial inclusion, though its full potential depended on improved financial education and access.

The causes of alcoholism in Kabale, Rubanda and Rukiga Districts of Western Uganda

2026-04-30T11:27:30+00:00

The study aimed to investigate the causes of alcohol consumption in Kabale, Rubanda, and Rukiga Districts. The study used a mixed-methods approach, combining quantitative and qualitative techniques to provide a thorough understanding of the causes of alcohol consumption in Kabale, Rubanda, and Rukiga Districts. Data from 618 respondents was collected and analysed quantitatively, supplemented with qualitative analysis. Since descriptive analysis required the description of a single variable and its attributes, frequency tables were used to present the data. The study found that there are numerous causes of alcohol consumption in Kabale Rubanda and Rukiga Districts. The study found that alcohol consumption in Kabale, Rubanda, and Rukiga Districts is influenced by cultural, social, economic, and psychological factors, with respondents reporting overwhelmingly negative effects on health, poverty, education, work, incarceration, marriage, and social respect. The study recommended that stakeholders address the root causes of alcohol consumption in Kabale, Rubanda, and Rukiga Districts by addressing harmful cultural practices through awareness campaigns, reducing social peer pressures through community dialogues, mitigating economic triggers by promoting income-generating opportunities, and dealing with psychological drivers through counselling, mental health support, and rehabilitation programs.

Effect of procurement preparation on contract management in Kabale District

2026-04-30T11:32:56+00:00

Using a cross-sectional survey design, this study looked at how procurement preparation affected contract management in Kabale District. Data were gathered from 86 respondents and analysed quantitatively, supplemented by qualitative insights. Descriptive statistics were used to summarize individual variables and their attributes, and frequency tables were used to present the data. At the bivariate level, a Pearson correlation matrix was used to determine the relationships between the predictor and dependent variables, and a linear regression model was used to fit the data. The regression model results showed that procurement standards (R =.862) have a significant positive effect on contract management in Kabale District Local Government. The study concludes that effective procurement preparation, which includes comprehensive needs assessment, accurate specifications, realistic cost estimates, and timely scheduling, significantly improves contract management by encouraging transparency, accountability, and efficiency. Inadequate preparation, on the other hand, causes delays, cost overruns, and disputes, all of which undermine service delivery. To improve contract management outcomes and ensure value for money, the study recommends strengthening procurement preparation through staff capacity building, strict adherence to PPDA guidelines, the use of e-procurement systems, comprehensive needs assessments, stakeholder engagement, adequate resource allocation, and robust monitoring and evaluation frameworks.

Humanizing pedagogy for work integrated learning in preservice teacher training: A holistic approach

2026-04-30T11:45:15+00:00

Humanizing pedagogy is a growing concept in this era of machine aided instruction to maintain the essential human face in education. Teacher educators become the locus of such innovation. This study explores the nexus of technology and compassion-based pedagogy in work integrated learning (WIL) preparation for preservice teachers. Through the lens of compassionate teaching framework, the study investigated how teacher educators humanized pedagogy through interplay of technologies and compassionate teaching practices within WIL context. Thirty (30) teacher educators from two teacher training colleges in the same province were used as population for the study. Data were collected through semi-structured interviews, observations and document analysis. Thematic analysis revealed that teacher educators who effectively combined technology and compassion in their practices demonstrated enhanced empathy, critical thinking skills and creativity. The findings highlighted the importance of intentionally designing WIL experiences that foster development of both compassionate teaching and technological integration competences. This study contributes to the growing body of research on holistic teacher education emphasizing the need for teacher educators to develop a nuanced appreciation of the complex interaction that should exist between compassion, technology and student learning.

Effect of stakeholder engagement on project success: A case study of renovation of Amahoro Stadium in Kigali, Rwanda

2026-04-30T11:50:30+00:00

This study examined the effect of stakeholder engagement on project success, with a case study of the renovation of Amahoro Stadium in Kigali, Rwanda. The study objectives were: to examine the influence of project planning on project success; to analyse the effect of project execution mechanisms on project success; and to assess the effect of project decision making on project success. The target population was 150 project participants. The study applied Stakeholder Theory, Agency Theory, and the Resource-Based View (RBV). Both descriptive and inferential statistics were used, employing Pearson correlation and a multiple regression model. Correlations between project planning, project execution mechanisms, and project decision making were 0.925, 0.862, and 0.945, respectively (p < 0.05). Regression analysis revealed that project planning was not statistically significant (p = 0.105), while project execution mechanisms (p = 0.000) and project decision making (p = 0.000) were significant predictors of project success (R² = 0.904). The study concludes that stakeholder engagement significantly influences project success. It is recommended that the Ministry of Infrastructure actively engage citizens through awareness campaigns, training programs, and collaborative initiatives.

Developing a sustainable crisis management model to address university student unrest in Zimbabwe

2026-04-30T11:57:58+00:00

This study primarily aimed to develop a sustainable crisis management model to effectively address university student unrest in Zimbabwe. The research was motivated by the recurring nature of student unrest in both public and private universities, largely attributed to the country’s volatile socio-economic and political environment. The study adopted a constructivist paradigm under qualitative approach and qualitative descriptive research design with analytic generalization to explore the experiences of internal stakeholders and develop a model for sustainable crisis management of student unrest. Two universities were selected on pragmatic access grounds; within them, purposive sampling was used to select six administrators, ten faculty, ten non-teaching staff, and four student groups (n=40). Data was generated through semi-structured interviews and focus group discussions. The findings were analyzed using Braun and Clarke’s six-step thematic analytic process. The study was anchored on the Crisis Management Theory (CMT) and the Stakeholder Theory (ST) offering a multi-dimensional understanding of crisis dynamics within the higher education sector. Findings revealed that university administrations often delay responding to early warning signs, used punitive heavy-handed strategies to crisis containment and lacked systems to enhance effective crisis learning and recovery. The research emphasized the need for proactive crisis management strategies, including clear communication protocols, stakeholder inclusion and strengthened student involvement in decision-making processes. Ultimately, the study proposes a participatory and systemic approach to managing student unrest, centered on inclusivity, transparency, and institutional preparedness as illustrated by a model which is meant to foster long term stability, improved stakeholder engagement and enhanced proactive responsiveness to student unrests.

The paradox of administrators in managing the implementation of the heritage-based curriculum in early childhood development settings in Zvishavane District

2026-05-03T14:20:46+00:00

This study explores the paradox of School Heads in managing the implementation of the Heritage-Based Curriculum in Early Childhood Development (ECD) settings in Zvishavane District, Zimbabwe. The Heritage-Based Curriculum (HBC) emphasises integrating local cultural heritage, indigenous knowledge and community traditions into early learning to foster identity, values and holistic development. Using a qualitative research approach and a case study design, the researcher conducted semi-structured interviews with five School Heads, ten Teachers-in-Charge (T-I-Cs) completed questionnaires and classroom observations were done in five schools in the target district. The findings indicate that school administrators face challenges including inadequate resources, limited training in heritage-focused pedagogy, balancing administrative and teaching responsibilities and insufficient policy support. The study recommends targeted professional development for school administrators, enhanced resource allocation and strengthened policy frameworks to support effective strategies to manage the implementation of the HBC in ECD environments. The research contributes to understanding the contextual realities of heritage-informed early childhood development programmes in Zvishavane and Zimbabwe at large and offers practical recommendations for sustainable HBC implementation in ECD environments.

Access to education through ODEL: Evaluating the paradox of inclusion and exclusion among marginalised women and subalterns

2026-05-03T14:28:02+00:00

The study delves into the paradox of inclusion and exclusion in Open and Distance e-Learning (ODEL) for marginalized women and subalterns. Grounded in Social Inclusion Theory, it sought to illuminate the myriad challenges these groups face in accessing ODEL. The research underscores the vital importance of addressing social, economic, and cultural barriers that hinder inclusivity in educational opportunities. Utilizing qualitative methods, the study involved in-depth interviews with 20 women selected through purposive and snowball sampling techniques. Content analysis was also performed on admission records and registration statistics of active students and dropouts. The thematic analysis employed revealed various significant barriers to participation in ODEL. Key challenges identified included limited access to technology and socio-economic constraints. Lack of supportive services that restrict the ability to engage in ODEL, such as mentorship and technical assistance, further exacerbates the exclusion of marginalized populations. Despite these obstacles, the research highlights the transformative potential of ODEL to expand educational access for disadvantaged groups if only these obstacles could be addressed. However, the study fully acknowledges the persistent challenges marginalised groups face in ODEL. Recommendations offered by the study focus on strategic interventions to enhance inclusivity in ODEL programmes, ensuring fulfillment of Sustainable Development Goals 4 (Quality Education, 5 (Gender Equality), and 10 (reduced inequality). By shedding light on the real and lived experiences of marginalized women in the context of ODEL, this research provides actionable insights for policymakers, educators, and practitioners. The aim is to foster the creation of more equitable ODEL programmes that contribute to a fairer educational landscape, ultimately empowering subaltern voices and facilitating their access to quality education. This inclusive approach is essential for promoting social justice and equality in educational opportunities for all.

Effect of capital adequacy on the profitability of selected commercial banks in Rwanda

2026-05-03T14:35:14+00:00

This study examined the effect of capital adequacy on the profitability of selected commercial banks in Rwanda. Specifically, the study aimed to assess the effect of Capital Adequacy Ratio on bank profitability, examine the influence of Tier 2 Capital Ratio on bank profitability, and analyze the effect of Internal Capital Quality Ratio on bank profitability, while controlling for non-performing loans. The research adopted an explanatory research design using panel data methodology to analyze secondary data from eight commercial banks operating in Rwanda from 2018 to 2024. Bank profitability was measured using the Return on Assets (ROA) and Return on Equity (ROE) as key performance indicators. Data analysis employed data transformation from annual data to quarterly (Q1-Q4) data. Rigorous diagnostic tests were conducted, including the Im-Pesaran-Shin (IPS) test for stationarity, Pedroni test for cointegration, correlation matrix, Breusch-Pagan test for heteroscedasticity, Wooldridge test for autocorrelation, and the Durbin-Wu-Hausman test for endogeneity. The findings revealed that Capital Adequacy Ratio had a statistically significant negative effect on bank profitability (β = - 0.1176, p = 0.000). Conversely, Tier 2 Capital Ratio demonstrated a statistically significant positive effect on profitability (β = 0.1677, p = 0.000). Internal Capital Quality Ratio, a proxy, measured as retained earnings to total equity, also exhibited a statistically significant positive effect on profitability (β = 0.0427, p = 0.000). The control variable, non-performing loans ratio, showed a negative and statistically significant relationship with profitability (β = -0.1124, p = 0.000).

Effect of observation-based assessment on pre-primary two learners’ achievement in environmental activities in public schools in Nandi County, Kenya

2026-05-03T14:41:38+00:00

Despite the adoption of Competency-Based Education (CBE), evidence suggests that learners’ practical engagement and understanding remain limited. The purpose of the study was to examine the effect of observation-based assessment on learners’ achievement in environmental activities. The study adopted a descriptive survey research design, targeting a population of 810 head teachers, 1,085 pre-primary two teachers, and 6 Sub-County Early Years Education Directors. Using Krejcie and Morgan’s formula, a sample of 261 head teachers and 284 Pre-Primary Two teachers were selected. Data were collected through questionnaires, interviews, and a documentary analysis guide. Validity was ensured through expert review, while reliability was confirmed using a pilot study and Cronbach’s Alpha coefficient (α ≥ 0.70). Ethical considerations such as confidentiality, and voluntary participation were strictly observed. Quantitative data were analyzed using descriptive statistics (frequencies and percentages) and inferential analysis through Pearson correlation and regression, while qualitative data were analyzed thematically. The findings revealed that observation-based assessment significantly enhances learners’ understanding, engagement, practical skills, and environmental awareness, although inconsistencies in implementation were noted. Based on these findings, the study concluded that observation-based assessment is a critical tool in promoting achievement in environmental activities within CBE. The study recommends strengthening teacher capacity, ensuring consistent implementation of observation practices, and integrating observation-based assessment into school policies to support learner-centered instruction and holistic competency development.

Assessing the effectiveness of human resources retention strategies on employee retention in the Ministry of Health Institutions in Gwanda Town, Matabeleland South province in Zimbabwe

2026-05-03T14:53:00+00:00

The study sought to assess the effectiveness of the human resources retention strategies employed by the Ministry of Health and Child Care in health institutions Gwanda Urban in Matabeleland South province. The Ministry of Health and Child Care in Zimbabwe has experienced massive brain drain of employees such as doctors, nurses, environmental health technicians and the support staff in general to seek greener pastures in the private sector and in the diaspora, leaving health institutions in the country critically understaffed, leading to poor service delivery. In response to this massive exodus of employees, the Ministry implemented several strategies to retain its employees which included increased allowances, reduced working hours, shared decision making and retraining among other incentives. This study sought to evaluate the effectiveness of these strategies in retaining the employees and improving service delivery. The study used an exploratory survey design and a qualitative approach to capture the experiences of the participants. A sample of 24 participants comprising of doctors, nurses and ancillary staff was purposively sampled from a target population of 400 employees. Interviews and focus group discussions were used for data generation. The findings revealed that the retention strategies employed by the Ministry are ineffective because employees continue to leave in large numbers for greener pastures in the country and beyond resulting in institutions critically understaffed, and service delivery remaining poor. The researchers recommend that the Ministry revisits its retention strategies to make them effective to reduce the high levels of staff turnover and improved service delivery.

Impact of US and Israel war against the Islamic Republic of Iran on Uganda’s economy

2026-05-03T15:11:05+00:00

The paper explores the impact of US and Israel war against Iran on the Ugandan Economy. The military confrontation between US-Israel against the Islamic Republic of Iran started on 28^th February 2026. The war received global attention due to the unexpected nature of attacks on both sides. The paper adopted qualitative research approach, (Ravitch and Carl, 2019). The findings show that there was increased volatility in global financial markets, higher energy prices, decline in revenue from tourism and travels, disruption in trade and global supply chains, increase in the cost of insurance, recession risks, high inflation, rising cost for businesses and delay in business decision making. There is also evidence of spill-over of inflation and GDP shocks to other countries during the war. The objective of this short paper is, first to provide realistic assessment of the impact of the coordinated US and Israel war against the Islamic Republic of Iran which started on 28^th February 2026 as a result of US and Israel coordinated air strikes targeting Iranian nuclear and military infrastructure on Uganda’s economy during the on-going war between US and Israel against the Islamic Republic of Iran.

Bridging policy–practice gaps: Women’s land rights, tenure insecurity, and sustainable agricultural land management in Kenya

2026-05-03T15:20:42+00:00

Despite the proliferation of gender-responsive land policies and constitutional guarantees of equality, women in Kenya continue to experience constrained and insecure access to agricultural land, undermining both social equity and sustainable land management outcomes. This study examines how leadership and governance dynamics shape the persistent policy–practice gap in women’s land rights and its implications for sustainable agricultural land management. Anchored in the Feminist Political Ecology framework and enriched by classical anthropological perspectives on kinship, lineage systems, and customary tenure, the study employs a systematic desk review of policy documents, institutional reports, and empirical literature. It interrogates how formal land governance structures intersect with socio-cultural institutions to shape women’s land access. The study advances scholarly debates by conceptualizing the policy–practice gap as a multi-level governance challenge emerging from the interaction between statutory, customary, and socio-cultural systems, where patriarchal authority, embedded in lineage-based organization, continues to mediate control over productive resources. Findings reveal that, despite progressive legal and policy reforms, implementation remains weak due to fragmented institutional leadership, limited accountability, bureaucratic inefficiencies in land administration, and low levels of legal literacy among women. The coexistence of plural legal systems further entrenches tenure insecurity and reproduces structural inequalities. The study argues for transformative land governance that integrates gender-responsive leadership, strengthens institutional accountability, harmonizes plural tenure systems, and enhances women’s participation in decision-making to support sustainable agriculture and rural development in Kenya.

Sociocultural Practices and Senior School Transition: Pastoralist Community perceptions in Turkana County, Kenya

2026-05-03T15:35:33+00:00

Pastoralist communities in the Arid and Semi-Arid Lands (ASALs), particularly in the Turkana County, have extremely low transition rates between junior and senior secondary schools despite significant national initiatives of expanding access to education in Kenya. This research attempted to explore the sociocultural activities that act as impediments to senior school transition in Turkana County. A phenomenological research design was used in the study. This study concentrated on the experiences of parents, elders, teachers, and students based on the Ecological Systems Theory of Bronfenbrenner. A total of 35 participants were purposely selected to take part in semi-structured interviews as a method of data collection, and the collected data were analyzed using the inductive reflexive thematic analysis. Among the main results, gender norms create certain exclusion channels early marriage and household duties in girls, and labour needs in boys. Nomadic migration disconnects school enrolment and encourages families to place greater emphasis on livestock herding than on school. Students and teachers were very critical of the applicability of senior secondary education, considering it to be urban-based and therefore not relevant to pastoralist life and indigenous knowledge. The research determines that the low transition rates are mainly because of the mismatch of culture and structure between mainstream schooling system and pastoralist lifestyle. It advocates culturally responsive policies such as flexible school year or mobile, community-based senior secondary models, interventions that are gender sensitive, integration of pastoralist knowledge within the curriculum as well as increases school-community relationships to foster trust and progress.

Quality performance assessement, evaluation and percieived service delivery in private universities in Central Region in Uganda

2026-05-03T15:58:33+00:00

This study examined the influence of quality performance assessment and evaluation on perceived service delivery in private universities in Uganda's Central Region. Grounded on Stakeholder, Expectancy, and Institutional theories, the research adopted a cross-sectional survey design involving 190 respondents from four purposively selected private universities. Findings reveal a strong positive correlation (r = 0.848, p < 0.001) between performance assessment practices and perceived service delivery, emphasizing the pivotal role of robust internal quality assurance systems in enhancing teaching effectiveness, research output, efficient student welfare, and effective community engagement. Regression analysis further indicates that performance assessment and evaluation significantly predicts perceived service service delivery (β = 0.783, p < 0.001), accounting for 72% of the variance. Despite these positive associations, variability in implementation highlights areas for improvement, particularly in monitoring, feedback utilization, and research quality assurance. The study underscores the importance of strengthening institutional quality assurance mechanisms, providing targeted staff training, and systematically tracking service delivery outcomes to enhance stakeholder satisfaction and overall institutional performance. These findings provide empirical evidence to inform policy and practice in private universities and contribute to the broader discourse on quality assurance in sub-Saharan African universities.

Quality curriculum and perceived service delivery in private universities in the central region in Uganda

2026-05-03T16:08:41+00:00

This study investigated the relationship between curriculum quality and perceived service delivery in private universities in Uganda’s Central Region. Despite the establishment of the National Council for Higher Education (NCHE) in 2003 and the introduction of quality assurance frameworks and several statutory instruments to enable institution establish and maintain strong internal quality assurance mechanisms, concerns persist regarding outdated curricula, weak responsiveness to labor market needs, and declining quality of services in private universities . Using a cross-sectional survey design, data were collected from 190 respondents, including students, academic staff, administrators, and quality assurance officers from four private universities. Quantitative data were analyzed using descriptive statistics, Pearson correlation, regression, and Structural Equation Modeling, complemented by thematic analysis of qualitative responses. Results revealed a very strong positive correlation (r = .820, p < .001) between curriculum quality and perceived service delivery. Regression analysis confirmed that curriculum quality significantly predicted service delivery (B = 0.805, SE = 0.041, t = 19.51, p < .001), explaining 67% of the variance (R² = .672). These findings highlight curriculum quality as a pivotal driver of service delivery perceptions, with weaknesses noted in stakeholder consultation, research integration, and community engagement. The study concludes that enhancing curriculum relevance and responsiveness is central to improving institutional credibility, service delivery, and stakeholder satisfaction. It recommends institutionalizing stakeholder-informed quality assurance models, linking accreditation to service delivery metrics, and prioritizing continuous curriculum evaluation to strengthen higher education outcomes in Uganda.

Agroecological and socioeconomic determinants of maize yield gaps in liberalized agricultural systems: A systematic review

2026-05-03T16:17:30+00:00

Maize yield gaps remain a persistent challenge in liberalized agricultural systems despite extensive policy reforms aimed at improving productivity in Sub-Saharan Africa and other developing regions. This study systematically synthesizes global evidence on the agroecological and socioeconomic determinants of maize yield gaps, with particular attention to smallholder farming systems in Kenya as an illustrative context. Guided by the PRISMA 2020 framework, a systematic review of 212 peer-reviewed and grey literature sources published between 2010 and 2025 was conducted. Data were retrieved from major databases including Scopus, Web of Science, PubMed, AGORA, CGIAR, IFPRI, and CIMMYT. Studies were screened, extracted, and thematically analyzed using NVivo, with strong inter-coder reliability (Cohen’s Kappa = 0.88). The analysis draws on Human Ecology, Economic Anthropology, Economic Geography, Agroecology, Political Economy, and the Sustainable Livelihoods Framework. Findings show that maize yield gaps are not primarily driven by agronomic factors alone but are structurally shaped by interactions between ecological conditions and socioeconomic and institutional arrangements. In liberalized systems, weak extension services, fragmented input markets, insecure land tenure, and unequal access to credit significantly constrain smallholder productivity. Comparative evidence indicates that Asia and Latin America achieved more stable outcomes where liberalization was embedded within strong institutions, cooperatives, and public investment. In contrast, Sub-Saharan Africa, including Kenya, exhibits persistent yield gaps linked to institutional fragmentation and spatial inequality. The review concludes that yield gaps emerge from complex agroecological and socioeconomic interactions and require integrated responses combining agroecological intensification, institutional strengthening, cooperative revitalization, and equitable resource access.

Resources use conflicts in Tanzania. A case study of Mirerani Tanzanite mining area in Manyara Region

2026-05-03T16:24:10+00:00

Tanzanite mining in Mirerani, Manyara Region, Tanzania, represents a unique resource ecosystem where high-value gemstone extraction intersects with complex social, institutional and political dynamics. This study examined the root causes and dynamics of Tanzanite resource-use conflicts, employing a qualitative case study design to capture perspectives from 121 stakeholders, including small-scale miners, investors, brokers and local authorities. Data were collected through semi-structured interviews, focus group discussions and document review and analyzed thematically to identify recurrent patterns and relationships. Findings reveal interrelated drivers of conflict: inadequate underground demarcation and mining boundaries, inconsistent implementation of mining policies, selfishness and lack of ethical leadership, differences among miners and between miners and investors, limited education and awareness and political interference coupled with corruption. The study demonstrates that conflicts are multidimensional, arising not solely from resource scarcity but from governance gaps, structural asymmetries and social and behavioral factors that erode trust, legitimacy and compliance. By integrating Common-Pool Resource Theory and Resource Abundance Frameworks, the research highlights that sustainable conflict mitigation requires coordinated technical, institutional and human-centered interventions. Key recommendations include strengthening miners’ education and capacity, enhancing participatory governance, revising policies to reflect local realities, improving institutional oversight and promoting evidence-based research to inform policy and practice. The study contributes to theoretical and practical understandings of artisanal mining conflicts in sub-Saharan Africa, offering actionable guidance for fostering equitable, transparent and sustainable resource governance in high-value extractive sectors.

Effect of ICT tools integration in teaching-learning mathematics on students’ academic performance in upper secondary schools of Muhanga District, Rwanda

2026-05-03T16:31:52+00:00

This research investigates the Effect of integrating ICT tools on students’ academic achievement in Mathematics at selected upper secondary schools in Muhanga District, Rwanda. Employing a mixed-methods design, the study targeted a population of 1,268 participants, comprising 1,243 students and 25 teachers, with a final sample of 303 students and 12 teachers drawn from 12 schools. Data were collected through questionnaires, interviews, and a pilot study. The research explored the influence of ICT tools such as online learning platforms and YouTube on students’ Mathematics performance during the first term of the 2024–2025 academic year. The findings revealed that ICT integration significantly enhanced students’ comprehension, engagement, and academic performance. Chi-square (χ²) analysis demonstrated a statistically significant effect (p = 0.000), while Spearman’s correlation coefficient (0.772) indicated a strong positive relationship between ICT utilization and academic outcomes. These results suggest that the deliberate incorporation of ICT tools into Mathematics instruction has the potential to substantially improve teaching and learning processes in Muhanga District. The observed improvement in student participation and understanding highlights the importance of leveraging digital technologies to promote interactive and inclusive learning environments. The study recommends that government authorities invest in ICT infrastructure and teacher training to further improve student performance. Additionally, future research should investigate the challenges teachers encounter in implementing ICT, particularly regarding professional development and technical support.

Institutional and individual support as determinants of academic career progression among female lecturers in selected public universities in Uganda

2026-05-03T16:40:55+00:00

Female lecturers in in public Higher Education Institutions (HEIs) experience slow academic career progression. This qualitative study therefore explored the institutional and individual support that facilitates their advancement. Guided by the objective of examining how such support enables career progression, the study was anchored in Social Cognitive Career Theory (SCCT) and informed by liberal feminist philosophy. A multiple case study design was adopted, with the two universities purposively selected. Participants were drawn from different academic disciplines categorized using Becher and Biglan’s typology, with two female lecturers selected from each category, making a total of 16 participants. Data were collected through semi-structured interviews and complemented by document analysis, and were analyzed using thematic analysis. The findings revealed that Institutional and individual support were found to help female lecturers set realistic career goals, make informed career decisions, and reduce work-related stress, thereby enhancing their academic progression. The study recommends that university support systems should be bottom-up, gender-responsive, and context-specific. It also emphasizes the importance of early mentoring by senior faculty, the formation of peer support groups among female academics, and the strengthening and effective implementation of existing institutional support mechanisms.

Principals’ management strategies of resources on learners’ academic achievement in public secondary schools in Nyamira North Sub-county, Kenya

2026-05-03T16:47:42+00:00

The study focused on the management strategies of principals on learners’ academic achievement, despite government funding being similar, schools in Nyamira North sub-county perform below average. The study was guided by two objectives: assessing the principal management of infrastructural facilities and financial resources on learners’ academic achievement. Systems theory was used; descriptive research design was employedd. Data collected by questionnaires and interviews schedule. The target population was 54 principals and 580 teachers. A sample size of 16 principals was purposively sampled, and 163 teachers were randomly sampled. The study used stratified sampling, purposive and simple random sampling. Multiple linear regression technique was used in sampling. Data was collected and analysed both quantitatively and qualitatively. Pilot study and University experts assisted in validating the instruments while reliability was measured by test-retest method and the scores obtained were applied on Cronbach alpha to a certain the recommended threshold coefficient of ≥ 0.7. Quantitative data was analysed by use of descriptive statistics inform of frequencies, averages, percentiles using SPSS while qualitative data inferential statistics was used. Quantitative data was presented on tables and graphs while for qualitative was presented in form of narratives where main ideas were quoted. The researcher also upholds the ethical consideration of the respondentsts, the study conclude that efficient management of resources has a positive impact on learners’ academic achievement. The study recommended that the Ministry of Education and school leaders should ensure sufficient funding is offered for renewal of infrastructural facilities to enhance student learning.

Empowering informal workers in Tanzania with an automated voucher selling system: Co-design with street traders in Tanzania

2026-05-03T17:02:24+00:00

Street trading is a dominant form of informal work that sustains livelihoods in urban Tanzania. This study designed and developed an Automated Voucher Selling System (AVSS) to address challenges associated with the manual paper-based voucher system at Machinga Complex, Dodoma, including inefficiency, inaccuracy, fraud, insecurity, and environmental waste. The system design was guided by a Design Science Research (DSR) approach integrated with a co-design process. Qualitative data were collected through in-depth interviews with 31 street traders, followed by a focus group discussion with eight key informants, to identify user requirements. The AVSS was subsequently developed, demonstrated, and tested through iterative stakeholder engagement and training sessions. System evaluation was conducted via a survey of 79 street traders, assessing transaction speed, reliability, and usability. The results show that the AVSS effectively reduced operational challenges and contributed to environmental protection by eliminating paper-based vouchers. The study demonstrates that participatory, low-cost digital solutions can enhance efficiency and reliability in informal trade. It is recommended that similar initiatives be scaled to empower other groups of informal workers in Dodoma and across Tanzania, enabling broader application of digital technologies to support business growth and market expansion.

Why organisational citizenship behaviour declines among teachers: Head teachers’ perspectives from government-aided secondary schools in greater Bushenyi, Uganda

2026-05-03T17:13:00+00:00

This study explored organisational citizenship behaviour (OCB) among teachers in government-aided secondary schools in Greater Bushenyi, Uganda, focusing on head teachers’ perceptions, experiences, and strategies for improvement. Guided by Social Exchange Theory and Organ’s OCB framework, the study examined how discretionary behaviours such as altruism, conscientiousness, courtesy, sportsmanship, and civic virtue are understood and practised within school contexts. A qualitative descriptive research design was adopted, and data were collected from ten head teachers using key informant interviews. Data were analysed using thematic analysis. The findings revealed that organisational citizenship behaviour is perceived as weak and inconsistently demonstrated across all dimensions, with teachers largely prioritising formal job responsibilities over voluntary engagement. In practice, OCB was found to be minimally manifested, characterised by low collaboration, poor accountability, limited participation in school activities, and resistance to organisational processes. These patterns indicate that OCB is not institutionalised within daily school operations but occurs sporadically and inconsistently. Despite these challenges, participants identified strategies for improving OCB, including promoting collaborative cultures, strengthening accountability systems, enhancing professional relationships, and adopting participatory leadership practices. The study concludes that strengthening organisational citizenship behaviour requires a systemic and context-responsive approach that integrates leadership, institutional support, and teacher engagement. The findings extend Social Exchange
Theory by demonstrating that teachers’ discretionary behaviours are shaped by perceived organisational support and reciprocity within resource-constrained educational contexts. The study recommends that policymakers and school leaders prioritise supportive institutional environments to enhance teacher engagement and improve organisational effectiveness.

Lecturers’ practices of collaborative lesson delivery at Health Tutors’ College-Mulago, Uganda

2026-05-03T17:31:55+00:00

This qualitative case study explored the practices of implementing collaborative learning in health tutor education in Uganda. Using a qualitative research approach and case study design, the study specifically examined the collaborative practices enacted by lecturers during lesson delivery at Health Tutors’ College Mulago. Following purposive sampling, data were collected through in-depth interviews with lecturers, focus group discussions with the students and non-participant observations of lessons conducted by the lecturers interviewed earlier. Data analysis involved thematic analysis using both deductive and inductive approaches, with the assistance of the Nvivo14 data analysis software. Regarding collaborative lesson delivery practices, the study revealed that lecturers used various strategies, such as coteaching (team teaching), students’ group discussion and presentations, peer teaching, as the practices of collaborative lesson delivery. The study further illuminates a mismatch between knowledge and practice regarding the delivery of collaborative learning, whereby the lecturers’ self-reported practices of co-teaching as a collaborative lesson delivery strategy were evidently missing in the observed lessons. By illuminating the collaborative practices regarding lesson delivery at Health Tutors’ College Mulago and proposing actionable recommendations, this study makes a remarkable contribution to collaborative learning research, curriculum development and implementation in health tutor education in the Ugandan context. The study also recommends specific college-based feasible interventions such as training programmes for both lecturers and students to adopt and optimize collaborative lesson delivery practices to improve health tutor education in Uganda.

Influence of digital technologies on tourist experience and destination competitiveness in Kenya

2026-05-03T17:44:04+00:00

The rapid diffusion of digital technologies has transformed tourist experiences and influenced destination competitiveness globally. In Kenya, tourism enterprises have gradually adopted mobile platforms, artificial intelligence (AI), virtual and augmented reality (VR/AR), digital payment systems, and social media to enhance service delivery and engagement. However, uneven digital infrastructure, limited technical skills, and high implementation costs constrain full utilization, particularly in rural and emerging destinations. Guided by Rogers’ Diffusion of Innovations Theory, the Technology Acceptance Model, and the Destination Competitiveness Framework, this study examined the influence of digital technologies on tourist experience and destination competitiveness in Kenya. A descriptive research design utilizing secondary data from scholarly journals, government reports, and industry publications (2019–2025) was employed. Data were systematically extracted using a document analysis guide, ensuring validity through the inclusion of credible, peer-reviewed sources and reliability through consistent coding frameworks. Content analysis and thematic synthesis were applied to identify patterns and relationships between digital technology adoption, tourist satisfaction, and competitiveness. Findings reveal that mobile booking platforms and digital payment systems enhance convenience and engagement, AI-powered services personalize experiences, immersive technologies enrich cultural and natural site interactions, and social media amplifies destination visibility and branding. Despite these benefits, gaps in rural infrastructure and skills limit equitable adoption. The study concludes that strategic integration of digital technologies significantly enhances tourist experience and destination competitiveness. Based on the findings, recommendations include investing in digital infrastructure, adopting AI and immersive technologies, implementing comprehensive social media strategies, and designing inclusive digital adoption programs for small enterprises and underserved regions.

Small-scale fish traders’ sourcing practices and fish sustainability in Lake Victoria, Magu District, Tanzania

2026-05-03T17:50:41+00:00

This study surveyed the influence of small-scale fish traders' sourcing methods on fish sustainability in Lake Victoria, Mwanza, Tanzania, specifically in Magu District. Structured questionnaires and interviews were utilized to collect primary data for the cross-sectional study design. All of the Magu District's small-scale fish sellers were part of the target population. Purposive sampling and simple random sampling techniques were used to choose the sample, while Cochran's formula was used to determine the sample size of 384 respondents. Quantitative data was analyzed using descriptive and inferential statistics, while qualitative data was analyzed using the content analysis method. The results showed that, at the significant level of p<0.05, the sourcing procedures of small-scale fish traders (SSFT) favorably improve fish sustainability, as indicated by the regression coefficient of P-vale (.000). Additionally, a descriptive statistic showed that sourcing practices contribute to fish sustainability by (Mean=3.97). Small-scale fish dealers' primary sourcing practices include determining if fish are mature before purchasing, avoiding purchasing specific species during their breeding season, and adhering to local fish trade laws when selecting which fish to purchase. The study findings concluded that fish species sustainability is impacted by SSFT sourcing practices. In order to guarantee that only legal fish are supplied to customers and to inform the public about which fish are safe to eat, the study advises fish regulatory bodies to maintain their strong enforcement of fish legislation.

Mapping the knowledge BASE for the impact of artificial intelligence on climate change adaptation: A bibliometric analysis

2026-05-04T05:17:55+00:00

This paper focuses on how Artificial Intelligence (AI) can be used to manage climate change by reviewing the literature on the topic in terms of bibliometric analysis of articles published within the 2011-2023 from the Scopus database. The growing intensity of climate change has generated a sense of urgency of new and evidence-based adaptation solutions, and AI has become an effective tool to increase predictive power, make better decisions, and aid in resilience plans. The study employed VOSviewer, MS Excel, SPSS, and PRISMA 2020 statements to analyze the database to determine the patterns of publications, influential authors, leading countries, prominent journals, citation patterns, and the network of co-occurring keywords. The findings indicate the increase in publications, especially since 2017, which is evidence of an increase in interest in using AI to address climate challenges around the world. The United States and China became the top sources of research and citations and have high international collaboration networks, whereas major thematic areas are machine learning application, climate modeling, decision support system, and risk assessment. Additionally, the discussion shows that there is a shift in conceptual research to apply and policy research. Although this has been achieved, there are still significant gaps, especially regarding fusion of the socio-economic aspects and low inputs of developing regions. The article has established that AI is a vital and growing component of climate change adaptation and that inclusive, context-sensitive solutions and collaboration are the key areas of future research to improve global resilience and sustainability.

Preparedness of tourism stakeholders for climate change impacts in Kenya

2026-05-04T05:24:27+00:00

Tourism in Kenya is highly exposed to the adverse effects of climate change due to its dependence on climate-sensitive natural attractions and ecosystems. However, the level of preparedness among tourism stakeholders to effectively respond to these impacts remains insufficiently implicit. This study therefore sought to examine the preparedness of tourism stakeholders for climate change impacts, identify existing gaps, and propose strategies for strengthening resilience within the sector. The study is grounded in the Adaptive Capacity Theory (Folke et al., 2003), which emphasizes that the resilience of socio-ecological systems is determined by the ability of individuals, communities, and institutions to anticipate, cope with, and recover from environmental changes. A descriptive research design was adopted, relying on secondary data drawn from government reports, tourism policy documents, sectoral studies, and peer-reviewed journal articles. Data were collected through systematic review and structured extraction using a data matrix to ensure consistency and comparability. Validity and reliability were enhanced by using credible and authoritative sources, triangulating information across multiple documents, and prioritizing recent publications. Thematic content analysis was used to examine patterns relating to stakeholder awareness, adaptation measures, institutional support, challenges, and levels of preparedness. The findings reveal that although awareness of climate change is generally high among stakeholders, overall preparedness remains moderate. Larger tourism enterprises and government-supported destinations demonstrate relatively higher adaptive capacity compared to small-scale operators and rural-based tourism enterprises. Major constraints include limited financial resources, weak institutional coordination, and inadequate stakeholder collaboration. The study concludes that strengthening adaptive capacity is critical for sustainable tourism development in Kenya. It recommends enhanced technical capacity building, improved policy coordination, strengthened stakeholder partnerships, and increased financial investment in climate-resilient tourism initiatives.

Student support strategies and performance in the Kenya Primary School Education Assessment: Showcasing public primary schools in Kakamega South Sub-County, Kenya

2026-05-04T05:27:37+00:00

This study examined the influence of student support strategies on learners' performance in the Kenya Primary School Education Assessment (KPSEA) among public primary schools in Kakamega South Sub-County. In the context of Competency-Based Education (CBE) implementation and persistent rural proficiency gaps under the 100% transition policy, the research investigated the predictive role of remedial coaching, school feeding programs, guidance and counseling, bursaries, sanitary towel provision, and related initiatives on school-level mean KPSEA scores. A correlational research design was adopted, with the target population comprising head teachers, deputy head teachers, academic chairs, and guidance and counseling chairs from all 82 public primary schools in the sub-county. A sample of 279 respondents was selected through stratified, purposive, and simple random sampling techniques. Data were collected using structured questionnaires (1-10 rating scale), supplemented by KPSEA mean scores from official KNEC reports. Instruments were piloted, with face and content validity confirmed through expert review and reliability established at Cronbach’s alpha = 0.814. Ethical approval was secured from the University’s Institutional Ethics Review Committee and NACOSTI, with informed consent ensuring voluntary, anonymous, and confidential participation. Key findings indicated that student support strategies explained 50.1% of the variance in KPSEA performance (R² = 0.501), with remedial coaching (β = 0.36, p = 0.013) and feeding programs (β = 0.48, p < 0.001) emerging as the strongest significant predictors. The joint F-test confirmed a significant overall effect (p < 0.05). The study recommends institutionalizing remedial coaching and school feeding to boost foundational competencies and promote equitable educational outcomes.

Adoption of Sustainable tourism practices and their impact on community livelihoods in Maasai Mara National Reserve

2026-05-04T05:37:15+00:00

Despite the growth of tourism in the region, local communities continue to experience unequal access to benefits, limited participation in decision-making, and persistent socio-economic challenges. The purpose of the study was to assess how sustainable tourism practices influence livelihood outcomes among host communities. The study was guided by the Sustainable Livelihoods Framework, which emphasizes the role of human, social, natural, financial, and physical capital in shaping livelihood strategies and outcomes. A descriptive research design based on secondary data was adopted, where data were collected from peer-reviewed journal articles, government reports, and publications from international organizations. Validity and reliability were ensured through the use of recent and credible sources and cross-verification of information across multiple studies. Data were analyzed using thematic content analysis to identify key patterns and trends, while ethical considerations were upheld through proper citation and accurate representation of authors’ findings. The findings indicate that sustainable tourism enhances income generation, employment opportunities, environmental conservation, and social development, particularly where community participation and inclusive governance structures are present. However, challenges such as inequitable benefit distribution, seasonal income fluctuations, and governance limitations persist. The study concludes that sustainable tourism has significant potential to improve community livelihoods when implemented through participatory and equitable approaches. It is recommended that stakeholders strengthen community involvement, improve revenue-sharing mechanisms, invest in infrastructure, and promote environmental sustainability to enhance long-term socio-economic benefits.

Environmental determinants of educational transition: Examining the progression of pupils with physical impairments from integrated primary to junior secondary schools in Rachuonyo Sub-County, Kenya

2026-07-13T15:18:49+00:00

This study examined the environmental determinants influencing the transition of pupils with physical impairments from integrated public primary schools to junior secondary schools in Rachuonyo Sub-County, Homabay County, Kenya. Despite national policies promoting inclusive education and the 100% transition policy, learners with physical impairments continue to experience barriers that limit their progression to the next level of education. The study aimed to investigate environmental factors that influence the transition of these learners within the inclusive education framework. A descriptive research design was adopted. The study was conducted in 32 integrated public primary and junior secondary schools that enroll learners with physical impairments. The target population comprised learners with physical impairments in Grades 6, 7, and 8, teachers, headteachers, and the county officer in charge of special needs education. Purposive sampling was used to select participants with direct experience in inclusive education and transition processes. The final sample consisted of 141 respondents, including 57 learners with physical impairments, 53 teachers, 30 headteachers, and one county special needs education officer. Data were collected using questionnaires for learners and semi-structured interviews for teachers, headteachers, and the county officer. The findings revealed that although many schools had accessibility features such as ramps, wide doorways, and accessible restrooms, several barriers still existed, including uneven terrain, narrow corridors, inadequate ramps, and outdated infrastructure. The study concludes that improving school infrastructure and accessibility is essential for promoting equitable educational transition for learners with physical impairments.

A literature review on emerging technologies for resource optimization in African community-based project

2026-07-13T15:21:07+00:00

This literature-based paper examines how African community-based projects continue to face persistent challenges related to resource shortages, inefficient allocation, and weak monitoring systems, which limit their contribution to local development. In recent years, emerging technologies have provided new opportunities for improving resource optimization and strengthening project performance. This study focuses on three practical and widely used technologies: mobile data collection tools, mobile money and digital payment systems, and artificial intelligence, and analyzes their implications for enhancing efficiency, accountability, and decision-making in community-based initiatives. Mobile data collection tools such as KoboToolbox and ODK enable real-time and accurate field reporting, thereby reducing delays, operational costs, and data errors. Mobile money platforms, including MTN Mobile Money, Airtel Money, and M-Pesa, enhance financial transparency by minimizing cash handling, improving payment tracking, and accelerating fund disbursement to beneficiaries and field staff. Artificial intelligence, though still emerging in grassroots settings, contributes through accessible applications such as chatbots for communication, predictive analytics for planning, and automated monitoring systems that support timely decision-making. The paper argues that these technologies collectively strengthen resource planning, allocation, and utilization, leading to improved project outcomes. It concludes that integrating user-friendly technologies into African community-based projects is both feasible and essential for promoting sustainable development and enhancing technology-informed project management across the continent.

Investigating the influence of school-based student retention strategies in public secondary schools in Mufundi District Council, Tanzania

2026-07-13T15:24:45+00:00

The study investigated the influence of retention strategies on students’ retention in public secondary schools in Mufindi District Council. Specifically, the study examined the influence of the school feeding programme, and assessed the influence of the school guidance and counselling services on student retention. The study involved 624 participants, of which 366 were students, 248 teachers, and 10 heads of schools. The study employed a mixed-methods approach and a convergent parallel design. Quantitative data were collected using structured questionnaires from students and teachers, while qualitative data were obtained through in-depth interviews with heads of schools. Quantitative data were analyzed using descriptive statistics and multiple regression analysis using Statistical Package for Social Sciences (SPSS version 27), whereas qualitative data were analyzed thematically following Braun and Clark's approach. The findings revealed that both retention strategies significantly and positively influenced student s’ retention. Regression results showed that the school feeding programme had the strongest predictive influence on student s’ retention (R² = 0.566, p < 0.001), followed by school guidance and counselling services (R² = 0.412, p < 0.001). Qualitative results further highlighted that a sustainable feeding programme, along with effective guidance and counselling services, significantly enhanced attendance, engagement, and continuity in schooling. The study concludes that integrating school feeding programme and guidance and counselling services enhances students’ retention in public secondary schools. The study recommends increased investment in school feeding programmes and strengthened professional development for counselling units to promote regular attendance, reduce dropout rates, and enhance students’ retention in Mufindi District Council.

Influence of monitoring and evaluation of time allocation on implementation of infrastructure projects in public secondary schools in Kakamega County, Kenya

2026-07-13T15:27:28+00:00

The purpose of the study was to assess how monitoring and evaluation of time allocation affects the implementation of infrastructure projects in public secondary schools. A descriptive research design was adopted targeting a population of 1249 respondents comprising 412 principals, 412 Board of Management chairpersons, 412 Parents Association chairpersons, and 13 Sub County Education officers. A sample size of 316 respondents was selected using stratified and purposive sampling techniques. Data was collected using questionnaires and interview schedules. Validity of research instruments was ensured through expert judgment by supervisors and lecturers, while reliability was tested using Cronbach’s Alpha coefficient of 0.7. Data was analyzed using descriptive statistics including frequencies, percentages, means, and standard deviation, and inferential statistics including linear and multiple regression analysis. Qualitative data was analyzed using content analysis. Ethical considerations such as informed consent, confidentiality, and voluntary participation were observed throughout the study. Findings revealed that time allocation had a positive and significant influence on implementation of infrastructure projects (R = 0.522, R² = 0.272, β = 0.497, p < 0.05), indicating that time allocation accounted for 27.2% of the variation in project implementation. The study concluded that effective monitoring and evaluation of time allocation enhances successful implementation of infrastructure projects in schools. The study recommended that there is a need to strengthen M&E systems, improve stakeholder coordination, and enhance capacity building for project implementers to ensure timely completion of school infrastructure projects.

Influence of public accountability on implementation of infrastructure projects in public secondary schools in Kakamega County, Kenya

2026-07-13T15:29:43+00:00

Despite public accountability being a key governance requirement in public sector management, infrastructure projects in public secondary schools in Kenya continue to experience inefficiencies, delays, and instances of resource mismanagement, prompting the need to examine its influence on project implementation. The purpose of this paper was to investigate the influence of public accountability on the implementation of infrastructure projects in public secondary schools in Kakamega County, Kenya. The study adopted a descriptive survey research design. The target population comprised 1249 respondents, including 412 principals, 412 Board of Management chairpersons, 412 Parents Association chairpersons, and 13 Sub-County Education Officers. A sample size of 316 respondents was selected using stratified and purposive sampling techniques. Data was collected using questionnaires and interview schedules. Data was analyzed using descriptive statistics (frequencies, percentages, mean, and standard deviation) and inferential statistics (linear regression analysis). The study findings revealed that public accountability significantly influences implementation of infrastructure projects (R² = 0.310, β = 0.542, p < 0.05), indicating that improved accountability enhances project performance. Qualitative findings further confirmed that auditing, stakeholder participation, and monitoring and evaluation improve transparency and reduce resource mismanagement. Qualitative findings further indicated that monitoring systems were moderately effective but constrained by budget limitations, bureaucratic procedures, and coordination challenges among stakeholders, which contributed to delays. The study concluded that strong public accountability systems are essential for effective implementation of school infrastructure projects. The study recommended strengthening monitoring and evaluation systems, enhancing transparency in financial management, increasing stakeholder involvement, and enforcing accountability regulations to improve infrastructure project outcomes in public secondary schools.

Multimedia technology for enhancing adult learners' academic performance at the institute of adult education in Tanzania

2026-07-13T15:34:17+00:00

The study aimed to examine the role of multimedia technology in enhancing learners’ academic development in adult education with two specific objectives: to explore the impact of multimedia technology on adult learners’ academic Development in Institute of Adult Education , and to determine ways to Improve Multimedia technology in Learners’ Academic Development. Qualitative case study was conducted at the Institute of Adult Education in Dar es Salaam. The study involved twenty participants who purposively selected. Data were collected through in-depth interviews and focus group discussion and analysed thematically. The findings found that the use of multimedia technology in delivering adult education plays significant role hence it helps to broaden learners’ understanding and strengthen their confidence, it also makes the process of teaching and learning easier, moreover, it Saving time and reduce family conflicts . Despite the recognized importance of multimedia, this study found several challenges affecting its effective implementation, including technical and systemic challenges in multimedia use, inadequate institutional infrastructure, internet connectivity challenges and high cost of internet bundles. The study further found that strategic investing in infrastructure, professional development for and reduction of internet access costs were determinants of successful multimedia integration. It concluded that multimedia technology largely depends on the availability of adequate infrastructure, equipment, appropriate knowledge, and reliable internet access. Without these pillars, multimedia integration will remain a theoretical concept. It is recommended that the use of multimedia be given priority to transition from a manual, face-to-face instructional approach to a modern system across all educational institutions

GIS-based site suitability analysis for solid waste disposal in Homa Bay Town, Kenya

2026-07-13T15:36:46+00:00

Rapid urbanization in Homa Bay Town has significantly increased municipal solid waste generation, outpacing existing disposal capacity and posing substantial environmental and public health risks. This study employed a GIS-based multi-criteria decision analysis (MCDA) framework to conduct a comprehensive site suitability analysis for solid waste disposal in Homa Bay Town, Kenya. The research integrated critical factors including population density, land use/land cover, slope derived from a Digital Elevation Model (DEM), groundwater depth, surface water buffers, settlements, and transportation access using the Analytic Hierarchy Process (AHP) for criteria weighting. The study adopted a quantitative research design utilizing spatial data from Sentinel-2 imagery, Copernicus 30m DEM, Kenya National Bureau of Statistics census data, and county records. The findings revealed that bare land, the most suitable class for waste disposal, constituted only 3.7% (47.27 hectares) of the study area, highlighting the scarcity of optimal sites. Suitable vegetation land and highly suitable areas together accounted for 983.6 hectares, while poorly suitable built-up areas and not suitable water bodies occupied 93.2 hectares combined. The analysis identified the north-eastern part of Homa Bay Town as the most suitable location for a centralized landfill, offering the best compromise between technical feasibility, environmental compliance, and cost-effectiveness. The study concluded that GIS-based MCDA provides a transparent, reproducible, and regulation-aligned approach to waste disposal siting. Recommendations include implementing the identified site with comprehensive Environmental Impact Assessment, establishing community engagement frameworks, developing waste treatment facilities, and creating a county-wide geospatial waste management database.

Nutritional Education practices and learning outcomes in public pre-schools in Homa Bay County, Kenya

2026-07-13T15:49:30+00:00

Adequate nutrition plays a critical role in children’s physical growth, cognitive development. Many public preprimary schools in Homa Bay County continue to experience nutrition-related problems which may adversely affect learning outcomes. Despite the importance of nutritional education provision in pre-primary school settings, limited empirical evidence exists on how nutritional education practices affects learning outcomes. The paper is guided by pragmatic research paradigm and utilising a concurrent triangulation design to assess the relationship between nutritional education practices and learning outcomes in public pre-primary schools in Homa Bay County. The target population consisted of 877 public pre-primary schools, 877 head teachers, 1,211 teachers and 40 Early Childhood Development Education field officers. A sample of 44 head teachers, 301 teachers, and 40 ECDE supervisors was obtained and sampled using purposive and stratified random sampling methods. Data were collected through questionnaires, interviews, and observation checklists. Quantitative data were analysed using descriptive and inferential statistics, whereas qualitative data were subjected to thematic content analysis. There was a statistically significant strong positive relationship between nutritional education practices and learning outcomes (r = 0.643, p < 0.05). This implied that effective nutritional education practices would improve learners ’ knowledge, skills and attitudes towards learning. Provision of nutritional education is key towards enhancing pre-primary school pupils learning outcomes. The paper recommends the need for county and national governments to strengthen teacher capacity, teachers to educate parental on importance of proper nutrition for their children, and government to support nutrition education programmes to improve children’s learning outcomes.

Addressing the challenges of adopting a student-centered approach in teaching plants anatomy in Nyamasheke District, Rwanda: Insights and solutions for secondary school education

2026-07-13T15:53:16+00:00

The shift from teacher-centered to student-centered (SC) learning has posed significant challenges worldwide, particularly in plant anatomy instruction. This study aims to analyze the difficulties faced in adopting a SC approach in plant anatomy education and highlights successful strategies with a focus on Nyamasheke District, Rwanda. The research employed a mixed-method design incorporating both quantitative and qualitative approaches. A purposive sampling technique was employed to select 83 from 105 targeted Biology teachers to participate in the study. Data were collected using questionnaires and observation checklist. Quantitative data were analyzed using SPSS version 25 while qualitative data underwent thematic analysis where themes were delivered by carefully reviewing the observation records to identify recurring patterns and emerging ideas. Findings indicate that the main challenges include limited resources, large class sizes, time constraints, language barriers and lack of field trip. Solutions include hands-on learning, teacher dedication, use of educational technologies and lesson improvisation. The study recommends capacity building to the teachers focusing language improvement and effective use of available resources.

Bilateral aviation partnerships and diplomatic enhancement in Rwanda

2026-07-13T16:00:05+00:00

The study intended to assess the role of bilateral aviation partnerships on diplomatic enhancement in Rwanda, with particular reference to the RwandAir-Qatar Airways Partnerships. A mixed-methods convergent parallel design was adopted, combining structured questionnaires administered to 127 respondents from RwandAir, Qatar Airways, the Ministry of Foreign Affairs, the Rwanda Civil Aviation Authority, and Kigali International Airport, with 18 key informant interviews. Soft Power Theory and Network Theory provided the theoretical framework. Quantitative analysis revealed a strong positive relationship between bilateral aviation partnerships and diplomatic enhancement (R = 0.882; R² = 0.778; β = 0.882; p < 0.001), with the partnership explaining approximately 77.8% of the variation in Rwanda's diplomatic outcomes. Spearman correlation coefficients (0.74 – 0.81) confirmed consistently strong associations across all dimensions. Qualitative findings corroborated these results, highlighting improved participation in high-level forums, stronger institutional cooperation, and enhanced bilateral communication between Rwanda and Qatar. Bilateral aviation partnerships function as strategic diplomatic instruments that advance national visibility, foreign policy implementation, and alliance formation. The study recommends institutionalizing aviation diplomacy within Rwanda's foreign policy frameworks, strengthening partnership impact monitoring, and expanding strategic airline partnerships to broaden global connectivity and diplomatic reach.

Factors influencing heads of primary schools in managing students academic records in Chalinze District, Tanzania

2026-07-13T16:03:28+00:00

This study examined factors influencing head teachers in the management of students’ academic records in public primary schools in Chalinze District, and identified the challenges faced by head teachers in managing students’ academic records in Chalinze public primary schools. This study employed mixed research methods, applying a descriptive research design to collect and analyse data. The questionnaire and interview were used as tools in the data collection. Data were collected from 87 respondents, including school heads, assistant head teachers, and academic teachers. Data analysis involved mean scores and t-tests to assess significance levels. Findings indicate the factors that influence head teachers in managing students’ academic records in primary schools, include cooperation among staff, availability of record-keeping equipment, staff possessing computer skills, security at schools, and government support. Findings indicate challenges facing head teachers in academic records management, including inadequate funds, lack of e-records keeping equipment, lack of reliable electricity, and lack of good infrastructure in schools. The study recommends the provision of funds for purchasing modern record-keeping equipment in primary schools and training teaching staff on the best record management practices. The government should employ trained records managers in primary schools to ensure better academic records management. The study concludes that effective students’ academic records are essential for school management and administration. This study offers informed recommendations to address the challenges faced by head teachers in managing students’ academic records in Chalinze public primary schools in Tanzania.

Analysis of teachers’ efficacy in applying diverse assessment methods across English language skills in public junior secondary schools in Ndhiwa Sub-County, Homa-Bay County, Kenya

2026-07-13T16:18:08+00:00

This study examined teachers’ efficacy in applying diverse assessment methods across English language skills— reading, writing, listening, and speaking—in public junior secondary schools in Ndhiwa Sub-County, Kenya. Grounded in the Competency-Based Education (CBE) framework, the study sought to determine whether teachers possess the confidence and competence required to implement varied and holistic assessment approaches that promote communicative competence. A descriptive research design was adopted to investigate teachers’ practices and perceptions in their natural settings. The study involved 432 respondents, comprising 13 English language teachers, 14 headteachers, one Sub-County Director of Education, and 404 Grade 8 learners. Respondents were selected through stratified, purposive, and census sampling techniques. Data was collected using questionnaires and interview schedules and analyzed through descriptive statistics and thematic analysis. The findings revealed that teachers demonstrated high efficacy in applying diverse assessment methods, with an overall mean score of 3.53, indicating strong agreement on their competence. Teachers expressed confidence in designing and administering written, oral, formative, and summative assessments, adapting assessment approaches to diverse learner needs, and providing constructive feedback. Formative assessment practices, particularly feedback provision (M = 3.79), received the highest ratings, reflecting strong alignment with CBE principles. The study concludes that teachers possess strong assessment efficacy, although greater emphasis is needed on translating this competence into skill-specific and practice-oriented assessment. The study recommends continuous professional development, enhanced assessment literacy, and improved alignment between assessment practices and competency-based learning outcomes.

Influence of imitation of cartoons on speech proficiency among children aged 4 – 8 years in Nairobi County, Kenya

2026-07-13T16:21:06+00:00

In Kenya, English is the official language and medium of instruction, yet many learners struggle with comprehension and effective communication due to low speech proficiency. These challenges often lead to anxiety, poor academic performance, and social isolation. Early interventions are therefore essential for strengthening foundational language skills. Evidence shows that animations can enhance speech proficiency among children aged 4 to 8 years by encouraging imitation of cartoon characters, which reinforces vocabulary, sentence structure, and expressive language. This study examined the influence of cartoon imitation on children’s speech proficiency. It adopted a positivist research philosophy and an experimental research design. The target population comprised public and private primary schools in Nairobi County implementing the Competency-Based Curriculum. Participants were assigned to experimental and control groups, with pre test and post test assessments used to measure changes in speech proficiency. Primary data was collected using speech proficiency assessment tools, a cartoon assessment tool, and an interview guide. Qualitative data from in depth interviews with teachers of Grades 1 to 4 were analysed thematically and presented narratively. Quantitative data were analysed using descriptive and inferential statistics. Descriptive statistics generated speech proficiency scores for both groups, while a paired samples test was conducted on the difference scores. The study found that imitating cartoon characters’ speech, gestures, and expressions positively influenced children’s language skills. Verbal imitation strengthened vocabulary and sentence structure, while non verbal mimicry enhanced expressive communication. The study recommends that educators and therapists integrate structured cartoon based imitation activities to promote spontaneous sentence construction, pronunciation accuracy, and expressive communication.

Determinants of psychosocial well-being among mothers of children born with disabilities in Kenya: Perceived effectiveness of support systems

2026-07-13T16:23:16+00:00

Despite existing social, religious, and institutional support systems, mothers of children born with disabilities in Kenya continue to experience significant psychosocial challenges. The ineffectiveness and uneven accessibility of these support systems has resulted in persistent emotional distress, feeling left on their own, and reduced well-being among affected mothers. The purpose of this study was to examine the determinants of psychosocial well-being among mothers of children born with disabilities in Kenya, focusing on the perceived effectiveness of support systems. The study was anchored on Lazarus and Folkman’s Stress and Coping Theory (1984), which explains how individuals manage stress through available coping resources. A secondary data research design was adopted, utilizing peer-reviewed journal articles, government reports, and institutional publications. Data were collected through document review and systematic search using databases such as WHO, World Bank, and academic journals. Data were analyzed using thematic content analysis to identify patterns across societal attitudes, family support, spiritual support, and government interventions. Findings revealed that societal stigma and inadequate family support negatively affect psychosocial well-being, while spiritual support provides the most consistent coping mechanism. Government support systems exist but remain inconsistently implemented and partially effective. This paper concluded that psychosocial well-being is shaped by a combination of social, familial, spiritual, and institutional factors that are not optimally integrated. The paper recommended strengthening government disability programs, enhancing community sensitization to reduce stigma, improving family-based support systems, and integrating structured psychosocial interventions within faith-based organizations to improve maternal well-being.

Entrepreneurship training as a catalyst for the circular economy and sustainable innovation in technical and vocational education and training (TVET) in Tanzania: Evidence from Arusha Technical College

2026-07-13T16:25:26+00:00

This study assessed the association between entrepreneurship training and circular economy adoption, evidence from Arusha Technical College in Tanzania. The purpose of this study was to determine the extent to which entrepreneurship training ( knowledge of resource efficiency, understanding of the circular economy concept, awareness of environmental impact, business commitment, and understanding of sustainable models influences CE adoption. A cross-sectional research design was employed, involving a population of 509 Bachelor's degree TVET students across 11 Engineering programs. The study employed Yamane’s (1967) formula to determine a sample size of 224 respondents who were selected using stratified random sampling. A structured questionnaire was used for data collection, and its validity and reliability were confirmed through expert review and Cronbach’s alpha (α = 0.82). Data were analyzed using multiple linear regression. Results revealed a strong positive association between entrepreneurship training and circular economy adoption. Knowledge of resource efficiency, awareness of environmental impact, and understanding of CE concepts were significant predictors. The study concludes that Entrepreneurship Training is critical for embedding CE principles in TVET curricula and recommends that TVET institutions, policymakers, and entrepreneurship development stakeholders ensure that the circular economy concept, sustainability-oriented innovation, and practical green entrepreneurship approaches are integrated into entrepreneurship training curricula to enhance students’ sustainability and green innovation capacity.

Integrating playful technology in teacher development programs to strengthen early childhood learning in Zimbabwe

2026-07-13T16:32:02+00:00

This qualitative study investigates the role of teacher development programs in supporting the integration of playful technology to strengthen foundational learning in early childhood education. While technology-mediated play is increasingly used to engage young learners, existing research predominantly focuses on children’s experiences and learning outcomes, with limited attention to teacher education and professional development. Guided by a sociocultural perspective, the study explores how professional development initiatives in Zimbabwean universities equip teachers with pedagogical and technological competencies to create interactive, socially rich learning environments. The study population comprises Early Childhood Development teachers from ECD centres and schools. Purposive sampling was used to select participants with experience in play-based learning, and maximum variation sampling ensured diverse perspectives on technology integration. Data was collected through semi structured interviews of five teachers, two focus groups of 6–8 teachers each, classroom observations of five teachers, and document analysis of curricula, lesson plans, and professional development materials. Thematic analysis was employed to identify key patterns and themes across data sources. Findings revealed that ongoing professional development, reflective practice, and collaborative support are critical for fostering teacher confidence and competence in integrating playful technology. The study accentuates the significance of contextually responsive, participatory teacher development programs that enhance both technical and pedagogical skills, ultimately supporting improved learning outcomes and meaningful engagement for young learners. By foregrounding teachers’ perspectives and triangulating data with documents and observations, this study addresses an under-researched area in early childhood education and provides practical insights for designing effective professional learning initiatives.

The role of school leadership in promoting technology integration in the education system in Insiza District, Matebeleland South Province

2026-07-13T18:17:15+00:00

Technology integration in Zimbabwe’s education system has been a gradual process. The government of Zimbabwe launched the Presidential Schools Computerization Programme in year 2000, which aimed at transforming the country into an information technology hub. This initiative introduced computers and ICTs in schools, marking the beginning of technology integration in the education system. In 2016, a National ICT Policy was drafted, acknowledging the role of ICTs in the education sector. However, after this welcomed move, there has been little commitment or urgency to implement this policy by most school leaders. Notwithstanding the potential of digital technologies, it is discovered that efforts to harness the technology integration in education in some schools remain stunted. Thus, this study explored the role of school leaders in promoting technology integration in educational settings. Through a case study design, this research investigated the ways in which school leaders support or hinder technology integration. The study also revealed challenges and barriers that school leaders face in implementing technology integration initiatives. Additionally, the study provided recommendations for policy makers, educators and school leaders on how to enhance technology integration in schools. This research contributes to understanding the critical role that school leaders play in shaping the effective use of technology in education. Eight primary schools selected and studied in Matebeleland South Metropolitan Province. The study employed a purposive sampling procedure and particularly targeted heads of schools and deputy heads.

Workforce alignment and health service delivery in selected districts of Central Uganda

2026-07-13T18:20:59+00:00

Human resource planning remains a critical determinant of health service delivery, particularly in resourceconstrained health systems. However, many public health facilities in Uganda continue to experience challenges related to workforce deployment, role mismatch, staff shortages, and uneven distribution of health workers, which may affect the quality of services provided. This study examined the influence of workforce alignment on perceived health service delivery in selected districts of Central Uganda. A convergent mixed-methods design employing both quantitative and qualitative approaches was adopted. Data were collected from 158 respondents selected from public health facilities using questionnaires, interviews, focus group discussions, and document reviews. Quantitative data were analysed using descriptive statistics, correlation, and regression analysis, while qualitative data were analysed thematically. The findings revealed a statistically significant positive relationship between workforce alignment and perceived health service delivery (r = .490, p < .001). Regression results indicated that workforce alignment significantly predicted perceived health service delivery (β = .490, p < .001), accounting for 24% of the observed variation. Qualitative findings further showed that appropriate role allocation, competency-based deployment, effective communication, staff motivation, and continuous performance monitoring enhanced service efficiency, service quality, and continuity of care. The study concludes that workforce alignment is a significant predictor of perceived health service delivery in public health facilities. It recommends the adoption of competency-based deployment frameworks, regular workforce assessments, and strengthened performance management systems to improve health service delivery outcomes in Uganda.

Data quality and integration challenges in public healthcare information systems: A scoping review

2026-07-13T18:25:00+00:00

The quality and interoperability of data from public health information systems (PHIS) are critical for effective decision-making yet remain a global challenge. This scoping review maps literature published between 2020 and 2025 to identify key issues related to data integration (DI) and data quality (DQ), along with their impacts and proposed solutions. The review followed the Joanna Briggs Institute (JBI) methodology and analyzed studies from PubMed, Scopus, Web of Science, and IEEE Xplore. Out of 1,250 records, 48 studies met the inclusion criteria, focusing on real-world public health applications such as surveillance, routine monitoring, and outbreak response. The findings reveal four interconnected domains of challenges categorized as technical, data quality, organizational and governance, and ethical and legal challenges. These issues were further intensified during the COVID-19 pandemic, exposing weaknesses in public health data systems. The consequences of these challenges include reduced trust in public health institutions, inefficient resource allocation, and limited real-time surveillance capabilities. The review concludes that addressing DQ and DI challenges requires a holistic approach that integrates technical, organizational, and ethical dimensions. Key recommendations include sustained investment in data infrastructure, adoption of flexible and standardized data frameworks, and the establishment of collaborative governance models. Emphasis on ethical data use and equity is essential to ensure inclusive and effective PHIS. This study provides a foundation for guiding future research, policy, and practice toward more resilient health information systems.

Exploring personal, social and academic experiences of teenage mothers who are re-admitted to selected secondary schools in Nzega District, Tanzania

2026-07-13T18:26:54+00:00

This study examined the personal, social, and academic experiences of re-admitted teenage mothers in selected secondary schools in Nzega District, Tanzania, using a qualitative approach guided by a hermeneutic phenomenological design. 19 purposively selected participants were involved, including teenage mothers as the main participants, with peers and an academic master as supplementary participants. Data were collected through semi-structured interviews for teenage mothers and the academic master, and focus group discussions with peers, then analyzed thematically. Trustworthiness was ensured, and ethical principles such as informed consent, confidentiality, and voluntary participation were strictly observed. The findings showed that teenage mothers experienced emotional distress, shame, parental neglect, strained family relationships, and helplessness, which weakened their self-confidence and psychological well-being. Socially, they faced stigma, discrimination, and peer isolation, limiting their support networks and sense of belonging in school. Academically, they reported unfair treatment from some teachers, limited study time, and poor school attendance resulting from difficulties in balancing childcare responsibilities with school routines, all of which negatively affected their academic performance and educational continuity. The study concludes that re-admitted teenage mothers encounter interconnected emotional, social, and academic barriers that hinder their well-being and academic success. It recommends strengthening support systems in families, schools, communities, and policy frameworks to promote inclusive, non-discriminatory learning environments, provide counseling and academic support, and ensure policies that safeguard the educational continuity and welfare of teenage mothers.

Exploring pedagogical practices in Tanzanian secondary schools: A systematic review of empirical evidence

2026-07-13T18:29:15+00:00

This study explored pedagogical practices in Tanzanian secondary schools through a systematic review of empirical evidence published between 2020 and 2025. The study aimed to examine teaching approaches, learner participation, classroom interaction, assessment practices, ICT integration, and challenges affecting the implementation of competency-based pedagogy in secondary education. The review was guided by Constructivist Learning Theory, which emphasises active learner participation, collaboration, and knowledge construction through social interaction. A systematic review design guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was employed. Relevant studies were obtained from academic databases, including Google Scholar, ERIC, ResearchGate, Science Direct, and Springer. A total of 168 studies were initially identified, and after screening and eligibility assessment, 28 empirical studies were included in the final synthesis. Data were analysed using thematic synthesis techniques. Findings revealed that teaching in Tanzanian secondary schools remains predominantly teacher-centred, despite curriculum reforms that promote learner-centred and competency-based pedagogy. Most teachers continue to rely on lecturing, note dictation, memorisation, and examination-oriented instruction, while participatory teaching approaches are inconsistently implemented. The review further identified overcrowded classrooms, inadequate teaching resources, insufficient teacher preparation, limited ICT infrastructure, and examination pressure as major barriers affecting effective pedagogical implementation. The study concludes that successful implementation of competency-based pedagogy requires strengthened teacher professional development, improved educational infrastructure, assessment reforms, enhanced ICT integration, and supportive learning environments. The study recommends increased investment in educational resources, continuous teacher training, reduction of class sizes, and alignment of assessment systems with competency-based educational goals.

Human resource forecasting as a predictor of perceived health service delivery in selected districts of Central Uganda

2026-07-13T18:31:55+00:00

Human resource forecasting is a critical component of workforce planning because it enables healthcare organizations to anticipate staffing requirements and sustain effective service delivery. Despite ongoing workforce planning initiatives, public health facilities in Uganda continue to experience staffing shortages, workforce imbalances, and delayed replacement of exiting personnel, which may undermine service delivery outcomes. This study examined the relationship between human resource forecasting and perceived health service delivery in selected districts of Central Uganda. A convergent mixed-methods design was employed. Data were collected from 150 health workers through questionnaires and from 33 key informants through interviews, focus group discussions, and document review. Quantitative data were analysed using descriptive statistics, Pearson correlation, and simple linear regression, while qualitative data were analysed thematically. Findings revealed a statistically significant positive relationship between human resource forecasting and perceived health service delivery (r = .386, p < .001). Regression analysis further indicated that human resource forecasting significantly predicted perceived health service delivery (B = .648, β = .386, t = 5.091, p < .001), explaining 14.9% of the variance in service delivery outcomes. Qualitative findings showed that forecasting enhanced service delivery through strategic anticipation of staffing needs, workforce specialisation, continuity of care, equitable workload distribution, and professional development opportunities. The study concludes that human resource forecasting significantly influences perceived health service delivery. It recommends institutionalising workforce forecasting within district health planning systems, strengthening workforce information systems, and conducting regular staffing forecasts to improve healthcare service delivery.

Departmental PLC and implementation of blended instruction in selected Ugandan public and private universities

2026-07-13T18:34:27+00:00

This study examines how departmental Professional Learning Communities (PLCs) influence the implementation of blended instruction in Ugandan higher education. Since the pandemic forced everyone online, universities in Uganda have been trying to mix traditional classes with digital learning. However, the rollout has been uneven. Public universities such as Busitema and Muni are moving at a different pace than private universities such as Uganda Christian University (UCU) and Uganda Martyrs (UMU). Using a mixed-methods sequential explanatory design, the research surveyed 240 faculty members across these four institutions and conducted 24 semi-structured interviews to understand the link between departmental collaboration and digital pedagogy. The data show a clear link (r = 0.68, p < 0.01) between active departmental PLCs and the extent to which blended learning is implemented. This is especially true when those communities focus heavily on designing courses together and promoting open, reflective dialogue among staff. Interestingly, while private universities benefit from superior technological infrastructure, faculty in public universities demonstrate stronger informal peer-mentoring networks. Despite these efforts, widespread challenges persist, including unstable internet connectivity, high data costs, and institutional workload policies that fail to recognize the time required for blended teaching. This study concludes that technology alone cannot sustain digital transformation; instead, successful blended learning relies on an Obuntu Bulamu framework for PLCs that prioritizes collective, relational, and community-led capacity building. Consequently, universities should formally integrate blended instruction into faculty workload models and establish structured, peer-led co-design teams within academic departments.

Role of change management on the performance of Africa improved food business in Rwanda: A case of AIF Rwanda Ltd

2026-07-13T18:37:09+00:00

Researcher developed a need to conduct a study on the role of change management on the performance of Africa improved foods business in Rwanda. A case of AIF Rwanda Ltd. The study was target population was 537 AIF Rwanda employees where the sample size was undertaken to be 229 respondents, the researcher reviewed relevancy literatures aligned with these theories; Kotter’s Change Management Theory, The McKinsey 7S Model in as well as the empirical review to enable researcher obtain the coherence to the study .the study used descriptive statistics and inferential statistics, both qualitative and quantitative was used to analyze the data with assistance of SPSS software program version 25.0. According to the results, the correlation between change management planning , communication, Employee involvement and Monitoring &Evaluation was 0.962 0.890, 0.888 and 0.955 respectively. The results present the variables of Role of change management; change management planning was statistically significant with p value=0.000^b , the communication was statistically significant with p value=0.000^b , and the Employee involvement was statistically significant with p value=0.003^b and monitoring and evaluation was not statistically significant with p value=0.072^b. it is recommended that the government, particularly the Ministry of Agriculture (MINAGRI) and the Ministry of Trade and Commerce (MINICOM), engage citizens actively in the agro-processing sector.

Teacher perceptions and ICT policy implementation in physics instruction: The case of public secondary schools in Matayos Sub County, Kenya

2026-07-13T18:40:11+00:00

Information and Communication Technology has become an integral component of education systems. The Kenyan government introduced the ICT Policy of 2021. This policy outlines integration of ICT into instructional practices across all schools. Despite various efforts to incorporate ICT in education, performance in Physics continues to decline during. In Matayos Sub-County, there is limited documentation on how teacher perceptions have influenced Physics instruction in public schools. The study assessed Physics teachers’ perceptions of the ICT policy. It adopted a descriptive research design, gathering data from 71 educators comprising 23 principals selected purposively and 48 Physics teachers selected by simple random selection. The theoretical framework guiding this research was the Diffusion of Innovations Theory. Expert input was used to validate the research instruments, while reliability was tested using Cronbach’s alpha coefficient. Data was analyzed using descriptive statistics. Notably, 100% of respondents believed that training on basic ICT tools was a waste of time. Additionally, 96% felt that training on basic ICT tools was irrelevant to their specialty. Majority recognized the importance of learning to use the internet for their work, with 68% agreeing and 32% strongly agreeing. 86% of the respondents agreed that they needed further training to use ICT, 76% of respondents were satisfied with their traditional way of instruction while 56% of the respondents did not intend to adopt ICT for instruction; 86% loathed ICT use. The findings present the need to improve the provision of ICT resources in schools and to invest in teacher training and attitude change.

Assessing what matters: English language proficiency, competency development and formative assessment practices among junior secondary school learners in Ndhiwa Sub-County

2026-07-13T18:43:43+00:00

This study assessed English language proficiency, competency development and formative assessment practices in Junior Secondary Schools in Ndhiwa Sub-County, Kenya. It was guided by concerns that assessment under Competency-Based Education (CBE) may not adequately capture what matters in language learning, particularly balanced development of reading, writing, listening, speaking and 21st-century English competencies. A descriptive research design was adopted. Data was collected from 14 schools, 13 teachers, 14 headteachers, 1 Sub-County Director of Education and 404 Grade 8 learners using questionnaires, interviews, observation checklists, and document analysis. Descriptive statistics (means and standard deviations) and thematic analysis were used for data analysis. Findings indicate that learners demonstrate moderate English language proficiency, with stronger performance in listening and basic reading comprehension, but weaker outcomes in speaking and writing. Competency development is uneven: collaboration is relatively strong, while communication remains the weakest competency. Creativity and imagination are moderately developed but largely dependent on teacher scaffolding and structured classroom tasks. Regarding assessment practices, formative assessment is moderately applied. Teachers frequently use grammar, vocabulary and writing focused assessments, while listening and speaking tasks are less consistently implemented. This imbalance contributes to uneven development of both language proficiency and competencies, particularly communication, creativity and imagination. The study concludes that although CBE-aligned formative assessment practices are present, their inconsistent application across language domains limits the achievement of balanced learner outcomes. It recommends strengthened oral language instruction, balanced formative assessment across all skills, increased use of openended tasks and enhanced teacher training on competency-based assessment strategies.

Disassociation between empowerment hypotheses and structural realities: An accreditation-aligned investigation into mid-level executive readiness for competency-based curricular reforms in public junior secondary schools in Kenya

2026-07-13T18:45:53+00:00

The global transition towards Competency-Based Education (CBE) demands deep organizational reconfiguration and localized administrative stewardship to resolve systemic implementation bottlenecks. This study investigated the institutional readiness and pedagogical execution fidelity of junior secondary school mid-level executives navigating the rollout of the Basic Education Curriculum Framework (BECF) within Nandi North Sub-County, Kenya. Using Weiss's Theory of Change and descriptive correlational research design, the study sampled 305 institutional administrators. Data were collected via role-customized closed-ended questionnaires. Analysis utilized descriptive metrics, Pearson's product-moment correlation, and One-way Analysis of Variance (ANOVA) revealed that while conceptual awareness of CBE tenets is widely distributed (M = 3.41), practical readiness for execution remains deficient across both senior managers (M = 2.46) and departmental heads (M = 2.67). ANOVA models demonstrated absolute uniformity in structural preparedness across the administrative hierarchy, failing to establish role-based variance, F(1.430) < F(3.084), p = 0.2439. Pearson models confirmed a statistically significant, moderately strong positive correlation among Heads of Departments (r = 0.557, p = 0.035), supporting a systemic "learning by doing" phenomenon, whereas senior managers displayed a statistically non-significant linkage (r = 0.448, p = 0.167). The inquiry reveals a sharp dissociation between national curriculum directives and school-level operational capacity, characterized by chronic shortages of standardized assessment matrices and broken intra-institutional communication pathways. The study recommends system-wide continuous in-service retooling, the rapid deployment of standardized assessment templates by the Kenya Institute of Curriculum Development (KICD.

Reciprocal centric pedagogy as ontological reorientation: Restructuring power and epistemic relations in Ugandan universities

2026-07-13T18:52:08+00:00

Reciprocal centric pedagogy (RCP) is a contemporary pedagogical paradigm which I first introduced in my PhD thesis (Mukwana & Ssebbunga, 2024) as a departure from teacher-centered pedagogy (TCP) and learner-centered pedagogy (LCP). It focuses on changing the structure of power and epistemic relations in higher education in Uganda. It is based on Barnlund's Transactional model of Communication and Brunner's scaffolding theories. The two theories position pedagogy beyond the basic array of instructional strategies and methodologies and more deeply into issues of reciprocity, interpersonal relations and intercultural relations as channels for co-production and promotion of knowledge, power and creativity. The task of this research is to answer the big pedagogical question (who has control of the learning process? Whilst TCP places control of the learning process in the hands of the teacher and the learner is in charge of the learning process under LCP, under RCP both teacher and the learner are in control of the learning process. Reciprocal learning characteristically has the practice of dialogue as a strategy for promoting comprehension, whereas RCP extends the practice of reciprocal learning at the level of epistemic and ontological reconstruction by simultaneously establishing the teacher and the learner as co-contributing agents in the construction of knowledge and meaning. Thus, this paper theorises the concept of reciprocal centric pedagogy as a paradigm shift that connects relational ontology and transactional pedagogy with the emphasis on the responsibility of both the teacher and learner to create reality out of the experiential perspective.

Exploring biology teachers’ pedagogical knowledge and skills in using teaching and learning resources to enhance students learning interaction

2026-07-13T18:55:36+00:00

This study investigated biology teachers’ pedagogical knowledge and skills in using teaching and learning resources to enhance student learning interaction in selected upper secondary schools of Ngoma District, Rwanda. It was guided by the following specific objectives of this study were: (1) to identify the teaching and learning resources used in biology education, and (2) to explore biology teachers’ pedagogical knowledge and skills in using teaching and learning resources. A descriptive qualitative design was used, involving 12 biology teachers purposively selected from 14 upper secondary school biology teacher participants in Ngoma District, with data collected through classroom observations and semi-structured interviews. Findings show that animation, laboratory equipment and textbooks are the most frequently used resources, while virtual laboratories and specimens are rarely used. Teachers demonstrate limited pedagogical skills in integrating resources, with weak use of collaborative, inquiry-based and demonstration strategies. Overall, only a minority of teachers effectively apply resource-based pedagogy, largely due to insufficient training and resource constraints. The study concludes that Biology teaching in upper secondary schools uses diverse resources like animations, laboratories and textbooks but integration is uneven, with limited use of advanced tools, suggesting that effective implementation of the competence-based curriculum requires not only availability of resources but also strong pedagogical competence among teachers to promote interactive collaboration, in biology lessons. Therefore, continuous in-service training, improved access to laboratory and ICT-based tools are recommended to bridge the gap between policy expectations and classroom practice in biology education in Ngoma District and similar context.

Giving voice to the voiceless: Amnesty International’s advocacy and the promotion of political rights in Uganda

2026-07-13T18:58:13+00:00

Political rights are essential for democratic governance and citizen participation, yet their realisation in Uganda continues to face various restrictions. This study examined the influence of Amnesty International’s advocacy role in the promotion of political rights in Uganda. Guided by Constructivist Theory, the study adopted a qualitative approach using a case study design. The study involved 32 participants drawn from Amnesty International, civil society organisations, journalists, legal practitioners, human rights activists, and community leaders knowledgeable about political rights advocacy in Uganda. Data were collected between June and September 2025 through 12 key informant interviews, 2 four focus group discussions, participant observation, and document review, and were analysed using thematic analysis. Findings revealed that Amnesty International promotes political rights through human rights advocacy, monitoring and documentation of violations, civic awareness and human rights education, legislative and legal advocacy, media freedom promotion, collaboration with local human rights organisations, protection of human rights defenders, and utilisation of international advocacy mechanisms. These interventions enhanced public awareness of political rights, strengthened accountability for human rights violations, amplified the voices of vulnerable groups, and promoted democratic participation. However, their effectiveness was constrained by political resistance, shrinking civic space, and limited implementation of human rights recommendations. The study concludes that Amnesty International remains an influential actor in advancing political rights and strengthening democratic participation in Uganda. The study recommends strengthening collaboration among human rights actors, expanding civic education initiatives, and enhancing mechanisms for protecting political freedoms and citizen engagement.

Influence of headteachers’ information communication technology infrastructure facilitation on implementation of competency-based education in junior secondary schools in Voi Sub-County, Kenya

2026-07-13T19:00:31+00:00

The Purpose of this research was to assess influence of Headteachers’ Information Communication Technology Infrastructure Facilitation on implementation of Competency-Based Education in Junior secondary schools in Voi Sub- County, Kenya. Empirical review of literature was anchored on psychological theory of supervision, Goal setting theory and Diffusions of Innovations Theory. A mixed methods and descriptive survey design was used targeting 30 Headteachers, 3 Curriculum Support Officers, 4,512 Junior school students, 118 teachers and 1,200 parents. Using Yamane’s formulae, a sample of 16 headteachers, 3 Curriculum Support Officers, 60 teachers, 220 Junior secondary students and 74 parents were selected totalling to 373 respondents. Questionnaires, interview guides and focus group discussion guides were used to collect data. Validity of tools was examined through expert judgement while reliability was measured through application of Cronbach’s Alpha formulae where an alpha value of 0.76 was obtained. Data analysis was carried out descriptively, inferentially using Karl Pearson correlation Coefficient with aid of SPSS Version 30 and thematically. Quantitative data was presented in frequency tables, column graphs and pie charts while qualitative data was presented in narration based on various themes. Findings revealed that provision of Information Communication Technology infrastructure is not just merely availing hardware materials, but it is all about developing a sustainable digital superhighway within Junior high schools. Recommendations were however made for government through Ministry of Education to increase funding of Information Communication Technology infrastructure within schools to ensure equitable distribution of such devices.

Cultural dissonance in developmental benchmarking: A comparative analysis of traditional Ndebele developmental milestones and standardised ECD assessment indicators in Matobo District, Zimbabwe

2026-07-13T19:04:55+00:00

Early childhood development (ECD) assessment tools, rooted in Western psychological frameworks, are routinely implemented across sub-Saharan Africa with little cultural validation. This comparative qualitative case study investigated cultural dissonance between standardised ECD assessment tools and traditional Ndebele developmental knowledge systems in Matobo District, Zimbabwe. Drawing on Bronfenbrenner’s bio-ecological systems theory and Nsamenang’s Africentric theory of social ontogenesis, the study documented 127 traditional Ndebele developmental milestones across seven domains through focus group discussions and interviews with community elders, then compared these systematically with Zimbabwe’s mandated Early Learning Development Standards (ELDS). Findings revealed only 23% convergence between the two systems, with pronounced divergence in social-relational competencies and complete omission of spiritual-cosmological and moral-ethical domains from standardised instruments. This dissonance produced deficit labelling of culturally competent children, family-school tension, practitioner epistemological conflict and cultural devaluation. The study advances Nsamenang’s Africentric developmental theory through empirical specificity, extends Bronfenbrenner’s bio-ecological framework to assessment validity and proposes eight principles for culturally responsive ECD assessment grounded in epistemic pluralism and cultural-ecological validity. Indigenous knowledge systems must be recognised as legitimate parallel epistemologies, not peripheral variations, in global ECD policy and practice.

Effect of competency-based teaching intervention on teachers' pedagogical practices and students' English communication skills in rural secondary schools in Tanzania: A quasi-experimental study

2026-07-13T19:07:44+00:00

This study investigated the effect of a competencybased teaching (CBT) intervention on teachers’ pedagogical practices and students’ English communication skills in rural secondary schools in Mbinga District, Tanzania. Anchored in Constructivist Learning Theory and Communicative Language Teaching (CLT), the research employed a quasi-experimental mixed-methods design. A sample of 286 respondents participated in the study. Quantitative data were collected through questionnaires and pretest – posttest instruments administered to teachers and students. Qualitative data were gathered through classroom observations, semi-structured interviews, and documentary reviews of lesson plans and assessment records, providing insights into lived experiences and instructional dynamics. Data were analysed through independent sample t-tests and content analysis. Findings revealed that teachers initially demonstrated limited knowledge of CBT principles and relied heavily on traditional lecture methods. Following the intervention, teachers in the experimental group showed significant improvements in competency-based knowledge (mean scores rising from 2.75 to 3.50) and reported greater confidence in implementing learner-centred strategies such as role-plays, group discussions, and collaborative tasks. Students likewise exhibited enhanced communicative competence, particularly in speaking and listening, validating CLT and Constructivist claims that interactive, authentic learning environments foster language acquisition. Despite these gains, challenges persisted, including inadequate instructional resources, limited ICT integration, and reliance on traditional assessment practices. The study concludes that teacher-training interventions can effectively improve pedagogical practices and student communication outcomes, but sustained progress requires systemic support in professional development, resource provision, and assessment reform.

Fee payment modalities and students’ participation in university education in public universities in Kenya: A case of the University of Nairobi, Kenya

2026-07-13T19:10:24+00:00

Higher education policies have been rated as determinants of students’ participation in public universities. These policies often shape the financial obligations imposed on students, thereby influencing their ability to access and sustain university education. Rigid or poorly structured fee payment systems disproportionately affect students from low-income backgrounds, limiting their chances of enrollment and completion. This study examined the influence of fees payment modalities on students’ participation in university education at the University of Nairobi. The study was guided by Equity Theory. A descriptive survey research design was adopted, targeting a population of 850 undergraduate students across various faculties. Using Yamane’s formula (1967), a sample of 393 respondents were selected. Data were collected through a structured questionnaire and interviews. Validity was ensured through expert review, while reliability was established using Cronbach’s alpha (α ≥ 0.70) for internal consistency. Quantitative data were analyz ed using descriptive and inferential statistics, whereas qualitative data were subjected to thematic analysis. Ethical considerations, including informed consent, confidentiality, and voluntary participation, were strictly observed. Findings revealed that inflexible payment policies, unclear communication of payment options, and punitive penalty structures significantly hinder students’ participation, with about 86% of respondents indicating financial stress or access challenges. Equally, flexible payment modalities, installment plans, and financial guidance positively influenced retention and enrollment decisions. The study concludes that student-centered and transparent payment systems are critical to enhancing access, equity, and participation. Recommendations include the adoption of flexible installment plans, improved communication of payment options, financial counseling services, and periodic review of penalty policies to reduce undue financial burden.

Implementation of inclusive education interventions in secondary schools in Temeke District, Tanzania

2026-07-13T19:14:54+00:00

The implementation of Inclusive education interventions focuses on eliminating barriers in accessing education among learners with disabilities and ensuring their full participation in teaching and learning in schools. However, the implementation of inclusive education in secondary school is still facing significant challenges that require attention. This study examined the implementation of inclusive education interventions in four secondary schools. The study involved 88 respondents. Purposive sampling technique was used to obtain the respondents. The study targeted teachers and students involved in teaching and learning in secondary schools. Other respondents included Heads of School and educational officials. A descriptive case study design with a qualitative research approach was employed. Data were collected using indepth interviews, open – ended questionnaire survey and documentary review methods. Major findings showed that there were improvements in interventions implemented to improve teaching and learning environment for learners with disabilities and in the provision of education and training programmes for teachers’ capacity building. However, there were limitations in the availability of financial and human resources, digital technologies and assistive devices for teaching and learning. The study calls for participation and collaboration of various educational stakeholders to expedite the implementation of inclusive education interventions targeted for the achievement of educational outcomes among learners with disabilities.

Parental alcoholism and psychosocial development among children aged 5–13 years in Nambale Sub-County, Busia County, Kenya

2026-07-13T19:17:32+00:00

This study examined the influence of parental alcoholism on the psychosocial development of children aged 5–13 years in Nambale Sub-County, Busia County, Kenya. Parental alcoholism remains a significant social challenge that undermines effective parenting and exposes children to emotional, social, and psychological difficulties. Using descriptive research design, data were collected from children and teachers through structured questionnaires and interviews. The findings revealed substantial psychosocial challenges among children from alcoholic households. Emotionally, 42.86% of the children reported experiencing nervousness or anxiety, 28.57% frequently felt angry or irritable, and 21.43% often felt sad or withdrawn, while none described themselves as generally happy or positive. Socially, 42.86% exhibited poor communication skills and 35.71% experienced difficulties forming and maintaining friendships. Psychologically, 42.86% reported difficulties coping with stress, 35.71% had low self-esteem, and 21.43% displayed behavioural problems, including aggression and irritability. The study concludes that parental alcoholism negatively affects multiple dimensions of children's psychosocial development, compromising their emotional well-being, social relationships, and psychological resilience. The findings underscore the need for targeted community-based interventions, including counselling services, parental support programmes, and public awareness initiatives to reduce the adverse effects of alcoholism on families. These insights provide valuable evidence for educators, social workers, policymakers, and child welfare practitioners seeking to promote positive developmental outcomes among vulnerable children.

Instructors’ readiness for Artificial Intelligence adoption in instructional facilitation at the institute of adult education, Coast Region, Tanzania

2026-07-13T19:20:53+00:00

This study examined instructors’ readiness for Artificial Intelligence adoption in instructional facilitation at the Institute of Adult Education, Coast Region, Tanzania. Specifically, the study assessed the level of instructors’ readiness, examined the extent to which Artificial Intelligence is used in instructional facilitation practices. The study was guided by the Technology Acceptance Model developed by Davis (1989). A convergent parallel mixed methods design was employed, whereby quantitative and qualitative data were collected simultaneously, analysed separately, and later integrated during interpretation. The study involved 80 participants, including instructors, adult learners, and academic administrators. Quantitative data were collected using structured questionnaires and analysed through descriptive statistics using SPSS Version 29, while qualitative data were collected through in-depth interviews and analysed using thematic analysis. The findings revealed that instructors demonstrated moderate readiness for Artificial Intelligence adoption despite having positive attitudes towards the technology. The study further established that Artificial Intelligence was widely used in instructional facilitation for lesson preparation, content generation, searching academic materials, and simplifying teaching and learning activities. However, limited technical knowledge, inadequate training, and infrastructural challenges affected effective adoption and integration of Artificial Intelligence in instructional practices. The study concludes that Artificial Intelligence has become an important instructional support tool within adult education institutions. The study recommends investment in ICT infrastructure and continuous professional training to enhance instructors’ readiness and effective use of Artificial Intelligence in education

Financial literacy and operational performance of small and medium enterprises in Rwanda: A case of manufacturing SMEs in Gasabo District

2026-07-13T19:22:54+00:00

The goal of the study was to assess the effect of financial literacy on the operational performance of SMEs in Rwanda. For this study, descriptive and correlation analyses were used. A descriptive research design employed a wide range of research methods. A descriptive study was also used to describe participant demographic information. A correlational analysis was also performed. This study used a sample of 275 participants, which was chosen using Slovin’s formula. Data analysed using descriptive and inferential statistics. Bookkeeping, financial planning, and debt management explain 63.9% of the variation in operational performance, as indicated by the R-squared value. Bookkeeping has a regression coefficient of 0.196 and a significance level of 0.000 (< 0.05). Financial planning has a regression coefficient of 0.358 and a significance level of 0.000 (< 0.05). Debt management has the highest regression coefficient of 0.379 with a significance level of 0.000 (< 0.05). Since all predictors have significance levels below 0.05, they are all statistically significant in explaining operational performance. Manufacturing SMEs should enhance their bookkeeping practices by adopting digital accounting systems to improve financial tracking and reporting. Government agencies and business development organisations should incorporate financial literacy training into entrepreneurship programmes to equip SMEs with essential financial management skills.

Ethical values and academic cheating in Tanzanian higher learning institutions

2026-07-13T19:25:58+00:00

Abstract: Academic cheating remains a critical challenge to the credibility of higher learning institutions, affecting educational quality and the professional competence of graduates. This study examined the forms of academic cheating, the role of students’ ethical values in reducing such practices, and the implications of cheating for future job performance, using the selected higher learning institution as a case. A mixed-methods approach was adopted, involving quantitative data from 390 students through structured questionnaires and qualitative insights from 30 academic and administrative staff via interviews. The findings showed that plagiarism, peer-to-peer copying, unauthorized use of mobile phones during examinations, impersonation, and alteration of academic records were common practices, often facilitated by inadequate enforcement and limited ethical awareness. Respondents highlighted that promoting integrity, accountability, fairness, ethical education, and role modeling by lecturers significantly contributed to reducing dishonesty. Cheating was also linked to diminished workplace competence, including poor decision-making, reduced problem-solving ability, lower confidence, unethical behavior, high turnover, and reputational risks for employers. The study concludes that ethical reinforcement and robust institutional mechanisms are essential to curb academic dishonesty and safeguard graduate performance. It recommends that higher learning institutions, in collaboration with the Tanzania Commission for Universities (TCU) and the National Council for Technical and Vocational Education and Training (NACTVET), strengthen ethics integration, enforce policies, promote peer accountability, and conduct compliance audits. Further research is recommended on emerging digital forms of cheating and their long-term impact on professional outcomes.

Effect of monitoring and evaluation on performance of tourism revenue sharing project in Musanze District, Rwanda (2021-2025)

2026-07-14T01:26:52+00:00

The general objective of this research was to assess the effect of monitoring and evaluation on performance of Tourism Revenue Sharing Project in Musanze District in Rwanda. This study was guided by Systems Theory, Theory of Change and Theory of Constraints. This study used descriptive and correlational research design with qualitative and quantitative approaches. The population of the study was 295 employees classified into three groups: RDB Staff, Local leaders in Musanze District, Project consultants and Beneficiaries representatives. The researcher used census technique rather than sampling due to the small population. The study used questionnaire as instrument for collection. data processing was concerned with sorting replies into relevant categories, which included editing, coding, and tabulation. Data analyzed using SPSS (Statistical Package for Social Sciences) version 25 to determine frequency, percentage, mean, standard deviation, correlation and regression analysis. The regression model explained 76.3% of the variance in project performance, confirming the importance of comprehensive M&E systems in public development programs. The study confirms that strengthening M&E systems in development projects leads to better planning, accountability, and performance outcomes. Tourism Revenue Sharing Project should strengthen continuous capacity building for all project staff and local leaders involved in the Tourism Revenue Sharing Project.

Geographical location and access to external school quality monitoring: Evidence from urban and rural primary schools in Kakamega County, Kenya

2026-07-14T01:28:43+00:00

Equitable access to school quality monitoring remains central to improving accountability, instructional standards, and learning outcomes in basic education systems. In Kenya, the Directorate of Quality Assurance and Standards is mandated to undertake regular school assessments to ensure compliance with national education standards. However, concerns persist that schools located in rural areas may receive fewer external quality monitoring visits compared with urban schools because of transport barriers, staffing shortages, and administrative constraints. This study examined the influence of geographical location on access to external school quality monitoring among public primary schools in Kakamega County, Kenya, with specific focus on differences in the frequency of quality assurance and standards assessments between urban and rural schools. The study adopted a correlational comparative research design. The target population comprised head teachers, deputy head teachers, senior teachers, and curriculum support officers drawn from sampled public primary schools in Kakamega County. Data were collected using structured questionnaires and official school assessment records. Validity of instruments was established through expert review, while reliability was confirmed through pilot testing (Cronbach’s alpha > 0.80). Descriptive statistics, independent samples t-tests, and regression analysis were used in data analysis. Findings indicated statistically significant differences in the frequency of external quality monitoring between urban and rural schools (p < 0.05), with urban schools reporting more frequent inspections and standards follow-up visits than rural counterparts. Regression results further showed that school location significantly predicted access to external quality monitoring after controlling for school size and staffing levels. The study concludes that geographical disparities continue to shape access to regulatory and support services in primary education. It recommends increased facilitation for field officers, decentralization of quality assurance operations, and prioritization of underserved rural schools to promote equity in school supervision.

Evaluating the influence of interpersonal skills on academic performance of junior secondary school students in Kakamega South Sub-County, Kenya

2026-07-14T01:31:00+00:00

Kenya’s Competency-Based Education (CBE) integrates interpersonal skills as a tenet of Life Skills Education (LSE) to promote holistic development, yet junior secondary learners in Kakamega South Sub-County show persistently low academic performance, with only 42% achieving above-average. This gap highlights a disconnect between the CBE goals and outcomes, prompting an investigation into how interpersonal skills influence academic achievement. The study examined the influence of interpersonal skills on the academic performance of junior secondary learners in Kakamega South Sub-County, Kenya. The aim was to evaluate the influence of interpersonal skills on academic performance. The study relied on the Self-Determination Theory. A correlational study design was employed, targeting public junior secondary learners in Kakamega South, with a sample of 355 participants selected via stratified random methods. Questionnaires were used as instruments of data collection. A pilot study was done in Kakamega East. Construct validity was ascertained using expert review, and the study achieved an overall reliability of 0.91 (Cronbach’s α > 0.70). Pearson coefficient and multiple linear regression were used to analyze data. On testing the null hypothesis that interpersonal skills have no significant effect on academic performance, the results indicated that interpersonal skills were a significant predictor of academic performance (F=3.323, p=0.007), which led to rejection of the null hypothesis. The study concluded that interpersonal skills significantly enhance academic performance, supporting LSE’s role in CBE. The study suggests intensified teacher training, interactive activities, and emotional support resources. Findings inform policymakers and educators on strengthening holistic education for improved outcomes.

Balancing work and motherhood: Child-rearing challenges among working mothers in Tanzania

2026-07-14T01:33:27+00:00

This study examined the challenges faced by working mothers in balancing child-rearing responsibilities with job performance in Kigamboni Municipality, Dar es Salaam, Tanzania. Guided by the Role Strain Theory, the study sought to examine how limited childcare infrastructure, socio-economic constraints, and workplace policies affect the dual roles of caregiving and employment among mothers. A mixed-methods approach was adopted, whereby, a cross-sectional survey and case study designs were involved. Using Yamane’s formula, a sample size of 381 respondents was drawn from a target population of 8,021 working mothers through the use of multistage, purposive and snowball sampling techniques. Quantitative data were collected through structured questionnaires and analyzed using descriptive statistics in SPSS, while qualitative data from interviews and focus group discussions were thematically analyzed. Findings revealed that the majority of working mothers experienced significant strain in meeting both childcare and work demands, with inadequate affordable childcare services and unsupportive workplace policies emerging as major barriers. The study concludes that balancing these dual responsibilities often leads to reduced job performance and heightened stress levels. As well, the study recommends the implementation of family-friendly workplace policies, increased investment in affordable childcare facilities, and community-based support systems to ease the burden on working mothers. These findings contribute to localized knowledge on gender, work, and family life in Tanzania, while offering valuable insights for policymakers and employers.

Effectiveness of direct support under the vision 2020 Umurenge programme on enhancing community Livelihoods. A case study of Nyarugenge District, Rwanda

2026-07-14T01:36:29+00:00

Cash transfer programmes have become central instruments of social protection because they help poor and labourconstrained households smooth consumption, protect human capital, and reduce harmful coping strategies. In Rwanda, the Vision 2020 Umurenge Programme (VUP) provides Direct Support to extremely poor households unable to participate in labour-based interventions. This study assessed the effect of cash transfers on enhancing community livelihoods in Nyarugenge District, Rwanda. Guided by Social Risk Management Theory and the Sustainable Livelihoods Framework, the study adopted a mixed-methods design. The target population was 507 respondents, and a sample of 224 was selected as beneficiary households and 34 key informants. Data were collected using questionnaires, interviews, and document review. Quantitative data were analyzed using SPSS through descriptive statistics, Pearson correlation, and regression analysis, while qualitative data were analyzed thematically. Findings showed that cash transfers had a high perceived influence on livelihoods, with a composite mean of 4.059, while community livelihood outcomes registered a mean of 3.735. Cash transfers were positively and significantly associated with community livelihoods (r = .605, p < .01). Regression results further showed a significant positive effect (β = .474, p < .001), with the model correlation at R = .651 and R^² = .424. The study concluded that cash transfers under VUP Direct Support significantly enhanced livelihoods through improved food access, income stabilization, healthcare access, and education support. It recommends strengthening transfer adequacy, payment predictability, and linkages to livelihood promotion initiatives.

Theological principles and practice in teenage pregnancy mitigation: The role of the mothers’ union in the anglican church of Kenya’s Maseno South Diocese

2026-07-14T01:40:45+00:00

Teenage pregnancy remains a significant social, developmental, and pastoral challenge affecting adolescents in Kenya. The problem is particularly pronounced in Kisumu County and the wider Nyanza region, where high rates of teenage pregnancy continue to undermine educational attainment, family stability, and socioeconomic development. Within this context, the Mothers’ Union (M.U.) of the Anglican Church of Kenya (A.C.K.), Diocese of Maseno South, has played an important role in addressing teenage pregnancy through faith-based and community-centered interventions. This study examined the theological principles guiding the Mothers’ Union’s approach to mitigating teenage pregnancy within the Diocese of Maseno South. The study adopted a descriptive case study design and employed a qualitative research approach. Purposive sampling was used to select participants comprising Mothers’ Union diocesan and parish leaders, clergy, adolescent girls aged 13–15 years, and Mothers’ Union members drawn from Diemo and Greater Kisumu parishes. Data were collected through in-depth interviews and focus group discussions, and were analyzed thematically to identify recurring patterns, meanings, and perspectives relevant to the study objectives. The findings revealed that the Mothers’ Union relies predominantly on biblical teachings emphasizing sexual purity and abstinence to shape adolescent sexual behaviour. The study contributes to scholarship on church-based responses to teenage pregnancy by integrating theological and gender perspectives and offers insights for developing more inclusive, contextually relevant, and gender-sensitive interventions within faith communities.

Financing early childhood development in refugee settlements: Experiences from Kyangwari Refugee Settlement, Uganda

2026-07-14T01:43:52+00:00

Sustainable financing is fundamental to the effectiveness of Early Childhood Development (ECD) programmes in humanitarian contexts, yet limited empirical evidence exists on how available funding supports service delivery in refugee settlements. This study examined the extent to which financial resources support Early Childhood Development programs in Kyangwali Refugee Settlement, Uganda, guided by Bronfenbrenner’s ecological systems perspective. A descriptive cross-sectional design employing mixed methods was used to collect data from 236 stakeholders, including Centre Management Committee members, teachers, parents, settlement officials, and partner organizations. Quantitative data were analyzed using descriptive statistics, while qualitative data were subjected to thematic analysis. Findings revealed that available funding was found to be largely donor-driven, project-based, and insufficient to meet the expanding needs of ECD centres, particularly in relation to teaching materials, caregiver support, and inclusive services. Despite generally positive perceptions of funding adequacy, 2.5% of the respondents indicated that available financial resources were insufficient for teaching and learning materials, reflecting persistent resource gaps across ECD centres. The study concludes that while financial investments contribute meaningfully to ECD programme implementation in refugee contexts, their impact is constrained by structural funding limitations and weak integration between humanitarian and development financing. The study recommends the adoption of predictable, long-term, and integrated financing mechanisms aligned with national ECD frameworks to enhance sustainability and equitable access to quality early childhood services in refugee settings.

The moderation effect of ownership on the relationship between business process reengineering (BPR) and organisational performance of small and medium enterprises (SMEs)

2026-07-14T01:47:21+00:00

The study examines the role of ownership in moderating the relationship between business process reengineering and organisational performance of SMEs. Although business process reengineering has been cited as a critical driver of organisational performance, empirical evidence on how ownership influences its effect remains under researched especially in developing countries. The study adopted a mixed methods approach where data was collected from 364 SMEs operating in Mbarara city and Bushenyi district focusing on manufacturing, agro-processing, financial services, hotel and accommodation and general trade sectors. Qualitative data was obtained from 12 respondents. Quantitative data was analysed using SPSS version 26 where hierarchical regression and moderation analysis was done. Qualitative insights were obtained through thematic analysis. The findings indicated that ownership does not moderate the relationship between business process reengineering and organisational performance, indicating that the type of ownership does not affect the strength of the relationship of BPR and organisational performance. The study contributes to the existing literature by extending the RBV to the SME context in developing states and providing evidence that challenges the assumption that ownership structure shapes the strategic outcomes for organisations.

Perceived effects of the emergence of GenAI on teaching and learning: The case of Zimbabwe Open University

2026-07-14T01:49:51+00:00

The study investigated lecturers' perceptions of the influence of the emergence and adoption of Generative Artificial Intelligence by university students. The qualitative case study focused on accounting and auditing students at Zimbabwe Open University. Responses were drawn from full-time lecturers in the accounting and auditing department. ZOU is a multi-campus institution complemented by campuses across all the ten provinces of Zimbabwe. Telephone interviews were conducted with purposively selected lecturers who directly engaged in curriculum development, assessment design and grading. Out of the six full-time lecturers in the department, five participated in the study. The study adopted thematic analysis. Findings show that GenAI adoption in academic writing by students has the potential to enhance assignment quality. Such improvements are evidenced through improved organization, readability and clarity. However, despite this, lecturers are concerned about the potential negative consequences towards student capabilities, such as reduced critical thinking and stagnation of creativity if students excessively rely on GenAI to execute academic tasks. To counter the effects of the negative implications, lecturers advocated for the adoption of assessment practices that are commensurate in the age of AI. These assessment practices include making use of in-person evaluations and project-based assessments. The study recommends that institutions of higher and tertiary learning develop comprehensive AI policies and detection tools, invest in training for both students and staff and redesign assessment models, such as having a greater emphasis on in-person or project-based tasks to align with the realities of GenAI. This ensures the effective adoption of GenAI at universities.

Knowledge services and community engagement outcomes in universities in Central Uganda

2026-07-15T13:15:48+00:00

This study examines the effect of knowledge services on community engagement outcomes in selected universities in Central Uganda. A mixed-methods cross-sectional design was adopted, integrating quantitative data from 330 academic staff with qualitative insights from key stakeholders. Correlation and regression analyses reveal that knowledge service components particularly advisory services, training and capacity-building programs, and extension services have a significant and positive effect on community engagement outcomes. However, challenges such as limited funding, weak institutionalization of knowledge translation, and inadequate outreach structures constrain the effectiveness of these services. The study concludes that strengthening knowledge dissemination, community-oriented outreach, and stakeholder engagement mechanisms is essential for enhancing university – community linkages and improving socio-economic impact. The findings highlight the need for institutional reforms that support structured knowledge translation systems to improve the relevance, accessibility, and practical application of university-generated knowledge.

Role of informal social networks on access to maternal healthcare services in West Pokot Sub-County, Kenya

2026-07-15T13:18:59+00:00

Maternal healthcare service delivery is crucial for the development of a healthy nation, and in Kenya, healthcare services have been devolved to improve accessibility. However, West Pokot Sub County continue to face significant challenges in accessing maternal healthcare services. The study purpose was to assess the role of informal social networks in facilitating access to maternal healthcare services. The study was grounded in Social Network Theory. A descriptive research design was employed, with the target population of 1,547 expectant and lactating women as recorded in major hospitals within the region. The study sample size of 318 respondents was determined using Slovin's Formula. Data collection was conducted through structured questionnaires where the instrument was found to be reliable and valid from pilot study results. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data from open-ended responses were analyzed thematically. The study findings revealed a strong significant relationship between informal social networks and access to maternal healthcare (β = 0.472, p < 0.05), indicating that support from family, friends, and neighbors positively influenced maternal healthcare utilization. The study concluded that information network had a significant positive impact on maternal health in West Pokot. The study recommends that the social networks should be nurtured and sustained through community driven health initiatives that enhance social cohesion and advocate maternal health services. Strengthening these community networks will play a crucial role in improving maternal healthcare access in West Pokot Sub County and similar rural settings.

Role of functional group relations on social empowerment of youth groups in Kajiado North Sub-County

2026-07-15T13:21:32+00:00

Most social empowerment youth groups have been unable to achieve significant social empowerment of their youth due to varying intra-group relations, which hinder the achievement of the groups' goals. This study investigated the role of functional group relations on social empowerment of youth groups in Kajiado North Sub-County, Kenya. The study was guided by the Empowerment Theory, Social Exchange Theory, and Youth Dynamics Theory. A descriptive research design integrating quantitative and qualitative techniques was employed to provide a comprehensive understanding of how intra-group relations influence youth social empowerment. By combining numerical data with in-depth narratives, the study identified patterns and relationships and explored underlying experiences and perceptions. The study targeted 300 youth groups across three wards in Kajiado North Sub- County, from which 171 groups were selected using Slovin’s formula. Purposive and stratified sampling were used to select groups and interview participants. Data was collected through questionnaires and focus group discussions, then analyzed using thematic, descriptive, and inferential methods. The study was motivated by the rising social vices among youth in the Sub-County despite the existence of youth social empowerment groups. Findings revealed that functional intragroup relations, including inclusivity, fairness in leadership, effective communication, teamwork, conflict resolution, and a sense of belonging, significantly enhanced youth participation and social empowerment. Individual traits such as communication, leadership, confidence, and problem-solving skills positively influenced personal development. The study concludes that inclusive group environments enhance youth empowerment and recommends promoting inclusivity, leadership, conflict resolution, skills development, and support for youth groups.

Regulation and economic security outcomes among pineapple growing communities in selected districts in Central Uganda

2026-07-15T13:23:58+00:00

This study examines the relationship between regulatory frameworks and economic security outcomes among pineapple-growing communities in selected districts of Central Uganda. Drawing on institutional theory and value chain governance perspectives, the study explores how formal and informal rules, enforcement mechanisms, and compliance practices influence farmers’ livelihoods, including income stability, asset accumulation, and resilience. A cross-sectional research design was employed, integrating both quantitative and qualitative approaches. Data were collected from 278 pineapple farmers using structured questionnaires, complemented by 9 key informant interviews and nine focus group discussions. Descriptive findings reveal that pineapple farming significantly contributes to household economic security, particularly in improving income, food security, access to healthcare, and education, although challenges such as price instability and limited risk mitigation persist. The results further show that regulatory frameworks are characterized by moderate awareness, weak enforcement, and uneven compliance. Correlation analysis indicates a strong and significant positive relationship between regulation mechanisms and economic security outcomes (r = 0.752, p < 0.001). Regression findings reveal that while overall regulation mechanisms significantly predicts economic security outcomes (β = 0.511, p < 0.001), compliance is the only statistically significant regulatory dimension (β = 0.416, p < 0.001). These findings suggest that regulation improves livelihoods primarily when farmers actively adhere to established standards and practices. The study concludes that strengthening enforcement systems, enhancing awareness, and promoting participatory compliance mechanisms are essential for translating regulatory frameworks into sustainable economic security outcomes among smallholder farmers.

Risk management strategies and performance of infrastructure projects: Case of Zaria Court, Kigali, Rwanda

2026-07-15T13:58:28+00:00

The purpose of this study was to examine how risk management strategies affected the timeliness and quality of the Zaria Court building project in Kigali, Rwanda. Stratified random sampling with Slovin's method yielded a sample size of 128 from a population of 188 project workers. Interviews and structured questionnaires were used to gather data, which was then analyzed using theme analysis for qualitative replies and SPSS for quantitative data. All four risk management techniques had a favorable and statistically significant influence on the final product. R² = 0.703, p < 0.001 in the regression analysis demonstrated that the model accounted for 70.3% of the variation in project performance. To be more precise, project performance was significantly impacted by project risk identification (β = 0.301, t = 2.89, p = 0.032). The strategy for managing risks was also shown to be significant (β = 0.215, t = 1.73, p < 0.001), as was the control and monitoring of risks (β = 0.361, t = 1.89, p = 0.007). Furthermore, project performance was greatly affected by contingency planning (β = 0.321, t = 1.91, p < 0.001). The research concludes that effective risk management measures are crucial for infrastructure projects to be completed successfully. From these findings, project stakeholders should establish ongoing training programs to improve their risk identification and monitoring abilities, set aside enough funds for dynamic risk management planning, improve communication channels to disseminate risk information quickly, and update and test backup plans frequently using simulations and stakeholder input.

Beyond administration: How principals’ individualized consideration influences academic performance in divergent performing secondary schools in Buret Sub-County, Kenya

2026-07-15T14:02:10+00:00

This study examined the influence of principals’ individualized consideration on academic performance in high performing and low-performing secondary schools in Bureti Sub-County, Kenya. The study was motivated by persistent disparities in KCSE performance among schools operating under similar policy and resource conditions. A correlational research design was adopted to determine the relationship between principals’ individualized consideration and students’ academic performance. The target population comprised 54 secondary schools, 54 principals, and 487 teachers. A sample of 10 Extra County schools was purposively selected, involving all 10 principals through census sampling and 214 teachers selected using the Krejcie and Morgan sampling technique and simple random sampling. Data were collected using a modified Multifactor Leadership Questionnaire (MLQ) and interview schedules. Validity was ensured through expert review, while reliability was confirmed through a pilot study and test-retest method, yielding reliability coefficients ranging from r = 0.838 to 0.881 (p < 0.01). Quantitative data were analyzed using descriptive statistics and simple linear regression in SPSS version 30.0, while qualitative data were analyzed thematically. Findings indicated that principals’ individualized consideration was moderately practiced overall (M = 3.42, SD = 0.78), with higher levels in high-performing schools than low-performing schools. Regression analysis revealed a significant positive relationship between individualized consideration and academic performance (β = 0.47, p < 0.05). The study concludes that principals’ personalized leadership practices significantly enhance academic performance and recommends strengthening leadership training programs to improve mentoring and teacher support.

The power of role modeling: Exploring principals’ idealized influence and its relationship with academic performance in Buret Sub-County secondary schools

2026-07-15T14:04:26+00:00

This study examined the relationship between principals’ idealized influence and academic performance in secondary schools in Bureti Sub-County, Kenya. Idealized influence, a key dimension of transformational leadership, reflects principals’ ability to act as ethical role models, demonstrate integrity, and inspire teachers and learners through exemplary conduct. The study was informed by persistent variations in KCSE performance across schools despite operating under similar policy and resource frameworks. A correlational research design was adopted, targeting 54 secondary schools, from which 10 Extra County schools were purposively selected and categorized into high-performing and low-performing schools based on fiveyear KCSE mean scores (2018 – 2022). The study involved a census of 10 principals and a sample of 184 teachers selected using Krejcie and Morgan sampling procedures and simple random sampling. Data were collected using a modified Multifactor Leadership Questionnaire (MLQ) and principal interview schedules. Quantitative data were analyzed using descriptive statistics and logistic regression, while qualitative data were analyzed thematically. Reliability coefficients ranged from 0.838 to 0.881. Findings revealed that principals demonstrated a moderate level of idealized influence (M = 3.04, SD = 0.65). Inferential results showed that idealized influence had no statistically significant relationship with academic performance classification (B = -0.110, SE = 0.226, p = 0.628), although a weak negative association was observed. The study concludes that while idealized influence contributes to shaping school culture and professional values, it doesn’t predict academic performance, suggesting the influence of broader contextual and instructional factors.

Women, peace and security in practice: Assessing women-led economic empowerment in Baidoa, Southwest State of Somalia

2026-07-15T14:06:48+00:00

Women’s economic empowerment is increasingly recognized as a vital component of the Women, Peace and Security (WPS) agenda, particularly in conflict-affected settings such as Somalia. This study examined the contribution of women-led economic empowerment to peacebuilding and social cohesion in Baidoa, Southwest State of Somalia, within the framework of United Nations Security Council Resolution 1325. Guided by Liberal Feminist Theory and Human Security Theory, the research adopted an interpretivist paradigm and qualitative exploratory design. Data were collected through six focus group discussions with women entrepreneurs participating in the International Organization for Migration (IOM) Women-to-Women Project, alongside key informant interviews with government officials, civil society representatives, community leaders, and development practitioners. Findings indicate that women’s entrepreneurship extends beyond income generation to enhance household welfare, strengthen community resilience, promote social cohesion, and support informal peacebuilding initiatives. Women’s savings groups and business networks emerged as important platforms for trust -building, conflict resolution, and cross-clan collaboration. However, women continue to face challenges including limited access to finance, insecurity, restrictive gender norms, inadequate infrastructure, and weak policy implementation. The study concludes that women-led economic empowerment should be positioned as a central peacebuilding strategy within Somalia’s WPS framework and recommends strengthening genderresponsive financial systems, institutional support, and women’s participation in governance and peacebuilding processes to advance sustainable peace and inclusive development.

Bridging the digital divide: Assessing the availability and educational impact of Instant Network school (INS) resources in Kakuma refugee camp secondary Schools

2026-07-15T14:09:13+00:00

Preliminary reports on the Instant Network Schools (INS) initiative funded by Vodafone Foundation acknowledged high levels of engagement with digital resources. However, despite the integration of INS in Kakuma secondary schools, its utilization remains inconsistent, and its contribution to improving teaching and learning practices is insufficiently evidenced within the refugee context. The purpose of this study was to examine the availability of INS resources and their contribution to the teaching and learning practices in secondary schools within Kakuma Refugee Camp. A descriptive survey design was adopted, targeting 3,897 students and 94 teachers from three INS-implementing schools. A sample of 390 students and 24 teachers was obtained through stratified purposive sampling. Data were collected using questionnaires and interviews, then analyzed with the Statistical Package for Social Sciences (SPSS). The results revealed that the services offered by the INS were not fully utilized despite the availability of resources due to problems with poor internet connectivity, insufficient infrastructure, access to internet was not always available beyond the INS laboratories as well as limited training. It was concluded that although the utilization of INS is a contributing factor to the students’ learning practices, its overall practical value is insignificant and limited. To mitigate this, Vodafone Foundation should improve INS infrastructure, continue teacher and student training, and ensure the coherence of all actors in order to guarantee appropriate monitoring and assessment for the long-term effectiveness of the INS program in teaching and learning practices.

Status of picture icon communication strategy in enhancing expressive language skills among learners with autism spectrum disorder in inclusive primary schools

2026-07-15T14:11:42+00:00

Learners with Autism Spectrum Disorder (ASD) in mainstream primary schools find it difficult to develop skills in expressing language, which hinders their effective communication. There is little evidence regarding enhanced skills in expressive language using Picture Exchange Communication System (PECS) and its various components. This study aimed to assess Picture Icon Communication Strategy and expressive language ability of ASD children in selected public primary schools in Migori County, Kenya. The study was grounded on Mill’s Social Influence Theory (1790) and employed a descriptive survey. The study population comprised of 120 teachers, 40 headteachers, 107 parents, 8 Educational Assessment Resource Center officers, and 120 learners with ASD. Sample selection was both purposive and simple random. Data collection was through the use of questionnaires, interview guides, and observation checklists, which were then analyzed through both descriptive and inferential statistics using SPSS version 26, while qualitative data were thematically analyzed. Reliability was determined using Cronbach’s alpha (0.750). The study established that use of picture icon strategies offer opportunities to learners with ASD to express their language skills, thus the study concludes that Picture Icon Communication Strategy has positive effects on the expressive language of learners with ASD, and suggests that picture icons be used more often to improve communication skills in all our mainstream classrooms.

Influence of management of peer support during remedial teaching on students’ academic performance in public secondary schools in Mwala Sub-County, Machakos County, Kenya

2026-07-15T14:14:13+00:00

Peer support among students during remedial teaching plays a key role in students’ academic performance in schools. However, in Mwala Sub-county, many public secondary schools are registering low academic grades in examinations. This study examined the influence of peer support during remedial teaching on students’ academic performance in public secondary schools. The constructivist theory and the academic achievement theory guided the study. The study adopted a mixed methodology and a concurrent triangulation research design. The target population comprised 1,040 respondents, including 65 principals and 975 teachers, from which a sample of 288 respondents was determined using Yamane’s Formula. This comprised a sample of 16 principals and 272 teachers. Qualitative data were analyzed thematically based on the objectives and presented in narrative form. Quantitative data were analyzed descriptively using frequencies and percentages and inferentially using Pearson’s Product-Moment Correlation Analysis using the Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that many students register low academic performance in KCSE. This is partly attributed to peer support during remedial teaching programmes. The study has found that, despite teachers undertaking these programmes, it has not led to improved students’ academic performance. Thus, teachers should encourage structured peer tutoring and collaborative learning during remedial lessons to enhance student understanding and motivation. As a policy, the Ministry of Education should establish a clear and standardized policy that guides the planning, implementation, supervision, and evaluation of remedial teaching programmes in public secondary schools.

Beyond access: How guidance and counselling services influence students’ personal growth, academic success and career readiness in secondary schools in Vihiga County, Kenya

2026-07-15T14:17:24+00:00

Guidance and counselling services are important components of holistic education, yet limited evidence exists on their influence beyond accessibility. This study examined how guidance and counselling services influence students’ personal growth, academic success, and career readiness in secondary schools in Vihiga County, Kenya. A descriptive correlational research design was adopted. The study involved 287 Form Three students and 5 teacher-counsellors from five secondary schools. Data were collected using questionnaires, interview schedules, and observation checklists. Reliability was established through a pilot study, yielding a Cronbach’s alpha coefficient of 0.983. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. Findings showed that students generally perceived guidance and counselling services as accessible (M = 3.18, SD = 0.76). The services positively influenced personal growth (M = 3.13, SD = 0.74), while career readiness recorded the highest effectiveness rating (M = 3.21, SD = 0.72). Academic success recorded the lowest effectiveness rating (M = 2.95, SD = 0.83). Pearson correlation analysis revealed no statistically significant relationship between perceived accessibility and effectiveness (r = - 0.091, p = .123). The study concludes that guidance and counselling services contribute meaningfully to students’ personal growth and career readiness but are less effective in promoting academic success. The findings suggest that programme effectiveness depends on factors beyond accessibility. The study recommends strengthening counsellor training, improving resources, enhancing awareness, and expanding academic and career support interventions.

The influence of asynchronous instructional strategies on performance of grade 11 IGCSE learners in Nairobi County, Kenya

2026-07-15T14:20:35+00:00

Asynchronous instructional strategies, such as pre-recorded videos, audios, email communication, and online forums, have become increasingly prominent in education, especially since the COVID-19 pandemic. These methods align well with the learner-centered and inquiry-based philosophy of the IGCSE curriculum, yet limited empirical research exists on their influence in the Kenyan context. The purpose of the study was to examine the influence of asynchronous instructional strategies on academic performance of Grade 11 IGCSE learners in Nairobi County. A correlational research design was adopted. The study sampled 176 teachers from eight purposively selected international schools in Nairobi County. Stratified sampling was used in sample size selection. Data was collected using a structured questionnaire. Analysis of data utilized descriptive statistics such as frequencies and percentages; and inferential statistics, comprising of simple linear regression. Asynchronous instructional strategies are widely utilized, with 95.1% of teachers reporting high usage. Teachers agreed that such strategies enhance flexibility, improve learner engagement, and contribute positively to academic performance. Regression analysis showed a statistically positive significant relationship between asynchronous strategies and learner performance (R² = 0.590, 𝛽 = .186, p < 0.0001), indicating that 59.0% of the variation in performance of Grade 11 IGCSE learners could be explained by asynchronous instructional strategies. Asynchronous instructional strategies have a significant positive influence on the performance of Grade 11 IGCSE learners. The study recommends that school administrations empower teachers through training on the effective use of technology to support online instructional strategies. It also urges parents to provide learners with essential resources like mobile devices and internet access to facilitate online learning.

Procurement contract management and the performance of international organization for migration (IOM) in Rwanda

2026-07-15T14:27:25+00:00

The purpose of this study was to examine the effect of procurement contract management best practices on the performance of the International Organization for Migration (IOM) in Rwanda. The study adopted descriptive and explanatory research designs. A census approach was used whereby all 174 employees of IOM Rwanda were included in the study. Data were collected using questionnaires and interviews and analyzed using descriptive and inferential statistics with the aid of Statistical Package for Social Sciences (SPSS). The findings revealed that contract planning and execution positively and significantly influenced performance, with a mean score of 4.20 and regression results of B = 0.153, p = 0.035. Contract relationship management recorded the highest mean score of 4.27 and emerged as the strongest predictor of performance (B = 0.725, p = 0.000), indicating that trust, communication, and collaboration with contract partners significantly improve organizational outcomes. Contract cost management also had a significant positive effect on performance, with a mean of 4.26 and regression results of B = 0.202, p = 0.007, reflecting the importance of budgeting and cost control. However, contract monitoring and evaluation, despite a mean of 4.20, exhibited a marginal negative effect (B = - 0.183, p = 0.050), suggesting weaknesses in feedback implementation and monitoring systems. The study concluded that procurement contract management best practices significantly influence the performance of IOM Rwanda. The study recommends strengthening monitoring and evaluation systems, improving feedback implementation, and enhancing contract management practices to further improve organizational performance.

Determinants of strategic sourcing and organizational performance: Evidence from Tanzania port authority

2026-07-15T14:30:55+00:00

The study examined the determinant of strategic sourcing on organizational performance. An exploratory research design was employed in the study. Questionnaires were used to gather data using only a quantitative method. Both stratified and simple random techniques were used to select hundred and seventy-one (171) participants determined using Yamane formula. Quantitative data were analyzed using descriptive and multiple regression analysis with the help of SPSS. Study findings revealed that supplier negotiation was found to have no significant effect on organization performance which implies that supplier negotiation practice at TPA do not substantially influence performance outcome including attainment of fair price for the specified quality of the goods, payment terms, liability claims and delivery terms. Consequently, study findings revealed that organizational performance may be influenced more strongly by supplier relationship management and supplier selection since SRM and supplier selection show significant effect on organization performance which implies sharing of quality information between strategic sourcing partners, involvement in supplier development and capabilities. The study recommends that public sector reforms should concentrate on bolstering the institutional capacities of its employees that enable strong negotiation skills, supplier management and selection as procurement resources and government should implement policies that support transparent supplier selection processes, negotiation, strategic procurement management and long-term supplier relationship management.

The effect of regional economic integration laws on East African community women's participation in global business in Kigali City, Rwanda

2026-07-15T14:34:00+00:00

Women's economic empowerment is a critical component of regional integration and sustainable development in Africa. This study examined The Effect of Regional Economic Integration Laws on East African Community Women's Participation in Global Business in Kigali City, Rwanda. The study was guided by Balassa's Theory of Economic Regional Integration, Keohane, and Nye's Complex Interdependence Theory and adopted a descriptive cross sectional research design. Data were collected from 120 respondents, representing a 96.7% response rate from a sample of 124 drawn from a target population of 177. Respondents included government representatives, civil society actors, women entrepreneurs, and local residents selected through stratified random sampling. Primary data were collected using a structured questionnaire that demonstrated high reliability (Cronbach's alpha = 0.891). Descriptive findings indicated that respondents generally agreed that regional economic integration laws support women's participation in global business (M = 3.80, SD = 0.89). Correlation analysis revealed a strong positive and statistically significant relationship between regional economic integration laws and women's participation in global business (r = 0.721, p < 0.01). Multiple regression analysis further established that regional economic integration laws significantly predicted women's participation in global business (β = 0.291, p < 0.001), after controlling for gender policy and the East African Common Market. The study concludes that favorable regional economic integration laws are significantly associated with higher levels of women's participation in global business. However, implementation challenges and structural barriers continue to limit the realization of these benefits. The study recommends strengthening the enforcement of regional integration laws, simplifying cross border trade procedures, and expanding legal literacy programmes for women entrepreneurs.

Influence of headteachers’ enforcement of infrastructure safety on learners’ academic achievement in public primary schools in Machakos Sub-county, Machakos County, Kenya

2026-07-15T14:38:11+00:00

Headteachers’ enforcement of infrastructure safety is vital in improving learners’ academic achievement in schools. However, in Machakos Sub-county, many learners manifested academic achievement levels that are below expectations. This study sought to examine the influence of headteachers’ enforcement of infrastructure safety on learners’ academic achievement in public primary schools. The study was guided by the infrastructure management theory and academic achievement Theory. The study adopted a mixed-methodology and applied a concurrent triangulation research design. The target population comprised 852 respondents, including 63 headteachers, 786 teachers, and 3 Curriculum Support Officers, from which a sample of 273 respondents was determined using Yamane’s Formula. This consisted of 15 headteachers, 255 teachers, and 3 CSOs. Qualitative data were analyzed thematically as per the study objectives and presented in narrative form. Quantitative data were analyzed using descriptive statistics, including frequencies and percentages, and inferential statistics using Pearson’s Product-Moment Correlation Analysis with the aid of Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that learners’ academic achievement in public primary schools has been low and on a downward trend over the last four years (2022-2025). This has been partly attributed to the headteachers’ enforcement of infrastructure safety. The study found that headteachers rarely enforce safety regulations for school infrastructure. Thus, headteachers should prioritize the strict enforcement of school infrastructure safety regulations through regular safety audits, compliance checks, and capacity-building programs for headteachers.

Influence of principals’ integration of technology on financial performance in public secondary schools in Teso South Sub-County, Busia County, Kenya

2026-07-15T14:42:31+00:00

Principals’ integration of technology in financial management activities is vital in enhancing financial performance in schools. However, in Teso South Sub-county, this was not the case, as many public secondary schools had reported financial challenges. This study sought to determine the influence of principals’ integration of technology on financial performance in public secondary schools. The diffusion innovations theory and the financial performance theory guided the study. The study employed a mixed-methodology and thus adopted a concurrent triangulation research design. The target population comprised 12 principals, 174 teachers, 204 members of the Board of Management, and 1 County Financial Auditor, totaling 391 respondents, from which a sample of 197 respondents was determined using Yamane’s Formula. This consisted of a sample of 10 principals, 126 teachers, 60 BoM members and 1 County Financial Auditor. Questionnaires were used to collect data from teachers, and interviews were conducted with principals, members of the school Board of Management, and the County Financial Auditor. Qualitative data were analyzed thematically in line with the study objectives and presented in narrative form. Quantitative data were analyzed using descriptive statistics, including frequencies, percentages and means and inferential statistics using Pearson’s Product - Moment Correlation Analysis using Statistical Package for Social Sciences (SPSS Version 25) and presented using tables. The study found that financial performance has been a challenge due to a lack of accountability and inefficiency, partly because principals are unable to integrate technology into financial management. Thus, principals should fully implement digital financial management systems.

Implementing the learner-centred approach in English language classrooms: Strategies used by secondary school teachers in Central Uganda

2026-07-15T14:47:32+00:00

The study explored the strategies teachers of English use in implementing the learner-centred approach in secondary schools. Using a case study design, qualitative data were collected from 16 teachers of English and 48 learners purposively selected in four well-resourced secondary schools from four districts of central Uganda. Data collection was done by using interviews and focus group discussions. Data was analyzed using thematic analysis facilitated by ATLAS.ti Version 25. Although teachers reported using a range of learner-centred strategies, implementation was often superficial characterized by over-reliance on group work. The study revealed that large class sizes limited teachers’ ability to effectively facilitate instruction and assess learners during the teaching and learning of the English language. In light of the above findings, the study recommends that MoES strengthen in-service training programs that guide teachers on how to facilitate learning and conduct continuous assessment in large classes. The Ministry of Education and Sports should collaborate with other education stakeholders to reduce teacherlearner ratios in secondary schools by recruiting more teachers of English language and increasing classroom space.

Assessing the effect of project implementation practices on project performance. A case study of Kayonza irrigation and integrated watershed management project in Kayonza District

2026-07-15T14:50:25+00:00

The general objective of the study is to assess the effect of project implementation practices on performance of Kayonza Irrigation and Integrated Watershed Management Project in Rwanda. The target population was 310 individuals of Kayonza Irrigation and Integrated Watershed Management Project in Kayonza District. To compute the sample size for this research, the Slovin’s formula used as it provides a straightforward method for determining the appropriate sample size. When applied to the provided sample, this formula yields a sample size of 175. The study used simple random sampling and it was effective as a target population in terms of the characteristics. The research relied on questionnaire, documentation technique, and interview technique. The coefficient for resource management practices is 0.504, indicating that a one-unit increase in resource management practices results in a 0.504unit increase in project performance (β = 0.504, t = 5.818, p = 0.000). The coefficient for risk mitigation practices is 0.141, indicating that a one-unit increase in risk mitigation practices results in a 0.141unit increase in project performance (β = 0.141, t = 1.725, p = 0.086). The coefficient for project monitoring practices is 0.163, indicating that a one-unit increase in project monitoring practices results in a 0.163unit increase in project performance (β = 0.163, t = 2.371, p = 0.019). The study recommended that project managerial staff, field officers, local leaders, and consultants collaboratively enhance project performance by strengthening resource management, improving risk identification and establishing robust monitoring frameworks.

Influence of project planning practices on success of rural infrastructure projects: A case of Kamonyi-Rugalika-Mugina feeder road rehabilitation project in Rwanda

2026-07-15T14:58:41+00:00

The general objective of this study was to assess the influence of project planning practices on success of rural infrastructure projects in Rwanda. Data analysis conducted using Statistical Package for Social Sciences version 28, applying frequency counts, percentages, mean scores, and standard deviation. Pearson correlation used to examine relationships between planning variables and project success. The regression analysis shows the coefficients and significance levels for each independent variable. For Resource Planning, the regression coefficient (β) is 0.267 with a t-value of 6.512 and a Sig. of 0.000. Since the p-value is less than 0.05, Resource Planning has a significant positive influence on success of Kamonyi-Rugalika-Mugina Feeder Road Rehabilitation Project. Regarding Scope Planning, Table 5 shows a coefficient (β) of 0.192, a t-value of 4.174, and a Sig. of 0.000. With the p-value below 0.05, this variable also significantly influences project success. For Quality Control Planning, Table 5 displays the highest coefficient (β) of 0.488, a t-value of 8.873, and a Sig. of 0.000. This p-value (<0.05) signifies a highly significant influence on the dependent variable. Project Management Committee and Kamonyi District authorities should institutionalize the formulation of strict quality criteria at the pre-contract stage to ensure all contractors clearly understand the high performance expectations required.