The African Quarterly Social Science Review (AQSSR) is a distinguished peer-reviewed journal published by AJER Publishing Inc. in academic and research collaboration with Interfaith Global University, Rostov State Transport University, ARTIFEX University of Romania, Don State Technical University, National University of Life and Environmental Sciences of Ukraine and Fotabe University of Cameroon among other partner institutions and universities worldwide. Bridging intellectual exploration with an unwavering commitment to excellence, AQSSR serves as a beacon for scholars, students, and educators by providing a vibrant platform for peer-reviewed research articles and empirically driven works. Established in East Africa and headquartered in Nairobi, Kenya, the journal thrives in a vast and wealthy ecosystem of reviewers, editors, and participants drawn from faculty, prestigious universities, seasoned researchers, and respected research institutions within the academic and research communities of various African countries. Our mission is to cultivate a dynamic environment that not only provides access to the latest literature and innovations in the social sciences but also fosters the exchange of ideas and expertise in Africa and beyond. Emphasizing empirical research, meta-analysis, and systematic reviews, AQSSR upholds rigorous standards through a meticulous peer-review process, ensuring that only the highest-quality research contributes to our publications. Deeply rooted in a rich ecosystem of reviewers, editors, and contributors from esteemed universities and respected research institutions worldwide, our journal boasts a global reach extending to thousands of libraries. We firmly believe in open access to knowledge, allowing unrestricted access, distribution, and reproduction of published works. Authors are the lifeblood of AQSSR, and we offer comprehensive support throughout the publishing journey. Whether guiding initial submissions or providing assistance with revisions, we invite you to embark on your academic journey with us, contributing to the advancement of empirical research and the exchange of multidisciplinary knowledge. AQSSR welcomes you to share your insights with the world, shaping the future of scholarly endeavors.
Factors affecting mathematics performance among ordinary secondary school students in Tanzania and its implications for future career selection: A review of literature
Performance in the mathematics discipline has been a stumbling block among students completing ordinary secondary schools in Tanzania. The discipline has been showing inefficient results among the finalists of secondary school from year to year despite its importance. This study aimed at analyzing major factors contributing to the subject matter not being well understood among students. The study was conducted in Tanzania purposively in order to meet its objective and guided by the Expectancy Theory of Motivation. The theory posits that students’ individual motivation and intensity of work are highly affected by their future’s expectations. The study adopted a systematic literature review with the sample involving 22 studies. Data were collected from authentic secondary data sources and analyzed using descriptive statistics. Factors with higher frequencies were adopted as major contributing factors of performance in mathematics in the study area. The study found that mathematics in secondary schools was faced with factors of four categories, i.e., policy-related factors, individual factors, psychological factors, and socio-economic factors. The policy-related factors were major contributing factors to the current problem by 60%. The study concluded that the mathematics subject is seriously faced with a lot of issues, but the leading factors are related to education policy. Solving policy-related factors will mean improving performance in mathematics. The study recommends the Ministry of Education and other education stakeholders come up with a special project/program purposely to improve performance in the subject matter.
Copyright (c) 2026 Dorence M. Kalemile, Johnson N. Katabwa (Author) https://creativecommons.org/licenses/by-nc/4.0
Artificial intelligence and the question of moral personhood: A philosophical enquiry
The rapid integration of artificial intelligence (AI) into high-stakes domains such as healthcare, finance, and public administration has intensified debates on moral agency, moral personhood, and accountability. As AI systems increasingly shape human outcomes, concerns arise regarding whether they qualify as moral agents or should bear responsibility for their actions. This study adopted a systematic literature review design grounded in qualitative philosophical inquiry to critically examine the moral status of AI and its implications for ethical governance. The study was guided by John Searle’s critique of strong AI and Floridi and Sanders’ theory of derivative moral agency, which provide a conceptual basis for evaluating AI’s capacity for moral understanding, intentionality, and accountability. The target population comprised scholarly literature in AI ethics, moral philosophy, and philosophy of technology, with the accessible population including peer-reviewed journal articles, books, and conference proceedings published between 2019 and 2026. A criterion-based sampling technique was employed to select relevant studies based on predefined inclusion criteria such as topical relevance, scholarly rigor, and conceptual contribution. Data collection involved systematic identification, screening, and extraction of key arguments from selected sources. A critical normative and thematic analysis was conducted to evaluate competing perspectives on AI moral personhood. The findings reveal that contemporary AI systems lack genuine moral understanding, autonomous intentionality, and accountability, thus failing to meet the criteria for moral personhood. The study further establishes that attributing moral status to AI risks creating responsibility gaps and weakening human accountability. It concludes that AI should be understood through derivative moral agency, where responsibility remains with human actors and institutions. The study recommends strengthening regulatory frameworks, institutional oversight, and ethical training to ensure responsible AI governance.
Copyright (c) 2026 Sandra Khagayi, Collins Odoyo, Aseneth Jepchirchir, Cyrus Muhanga, Hesborn Ocholi (Author) https://creativecommons.org/licenses/by-nc/4.0
Assessing skin lightening knowledge and practices among students at University of Business and Integrated Development Studies (UBIDS), Wa, Ghana
Despite the serious harmful consequences of skin lightening outlined in medical journals, many Ghanaian students still indulge in the practice. This study assesses the knowledge and practices of skin lightening among students at the Faculty of Integrated Development Studies (FIDS), University of Business and Integrated Development Studies (UBIDS), Wa. Guided by the social learning theory, the study employs a cross-sectional mixed-methods research design, combining questionnaires and in-depth interviews for data collection. The target population comprised all undergraduate students at the Faculty of Integrated Development Studies (FIDS), UBIDS, Wa. The study uses a mixed-methods approach. Primary data was obtained through questionnaires and interviews from 100 students selected through purposive and snowball sampling. Qualitative data was analyzed using an interpretative approach and presented in narrative form, while quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS v.20) and presented in charts and tables. The study reveals that 52% of respondents could differentiate between skin bleaching and skin toning. However, 71% were unaware of the lethal chemicals and abrasive agents in skin lightening products and their dangers. Only 18% of students self-reported current or previous use of skin lightening products. However, 47 students were initially sampled based on visible physical indicators of potential skin lightening use, suggesting possible underreporting driven by social desirability bias and semantic denial. Sources of knowledge included the internet (42 respondents), friends (30), celebrity endorsements on radio/television (23), billboards (3), and family (1). The findings underscore how digital platforms, peer networks, and celebrity culture create platforms that normalize skin lightening while suppressing awareness of health risks. The study recommends comprehensive health education campaigns, media literacy programs, and psychological support services to address skin lightening practices among university students.
Copyright (c) 2026 Ismail Saani, Robert Kuchengye Mokulogo, Chalisung Bernard Isung (Author) https://creativecommons.org/licenses/by-nc/4.0
Analyze the structure of the economic diplomacy frameworks between Kenya and Ireland
The increasing significance of economic diplomacy in international relations has initiated several countries to prudently employ diplomatic channels to achieve their economic goals. Despite a framework of diplomatic engagement, the economic exchanges between these two nations are characterized by a profound and persistent imbalance, reflecting a neo-colonial pattern of trade that undermines the very principles of sustainable and mutually beneficial development. The urgency for targeted study is amplified by the changing global landscape, including the African Continental Free Trade Area, which offers Kenya new platforms for value-added exports. Despite a friendly bilateral environment, the absence of a formalized economic diplomacy framework results in an imbalanced trade structure and missed opportunities in key sectors. Therefore, this study sought to investigate the economic diplomacy frameworks between Kenya and Ireland. This study was anchored on power theory. The study adopted a descriptive research design. The research was conducted within Nairobi County. The study targeted business traders, exporters, the Irish ambassador to Kenya, Department of Foreign Affairs and Trade representatives, Irish business networks, trade and policy analysts, trade directors, Customs and Trade officers-KRA, the Kenya Investment Authority representative, and the Kenya Private Sector Alliance [KIPPRA] representative, yielding a total of 247 sampled respondents. Purposive sampling was employed to select the sampled respondents. The primary data were collected using structured questionnaires and key informant interviews. These were complemented by extensive secondary data, including trade reports and academic publications. Quantitative data was analyzed through SPSS version 26, while qualitative data was analyzed verbatim thematically. Quantitative data was presented in the form of tables and figures, while qualitative data was recorded thematically via verbatim. The study findings revealed the existence of a formal institutional framework supporting bilateral relations, which included embassies, trade missions, and bilateral cooperation agreements. The study concludes that economic diplomacy has been achieved through agriculture, especially horticulture; technology; infrastructure; education; and joint trade missions; however, with challenges such as political instability, cultural differences, and lack of strong partnerships and agreements. The study recommended that both governments establish a joint economic commission and formal trade agreements to structure engagement and unlock potential in agriculture, technology, and renewable energy sectors.
Copyright (c) 2026 Lucy Cynthia Mugala, Dr. Sussy N. Kimokoti, Dr. Elijah S.O. Odhiambo (Author) https://creativecommons.org/licenses/by-nc/4.0
Factors influencing high and low performance in Kenya Certificate of Primary Education (KCPE) examinations: A comparative study of primary schools in Tharaka Nithi County, Kenya
Examinations serve as gatekeepers in educational systems, determining learners’ progression and career trajectories. In Tharaka Nithi County, Kenya, some primary schools consistently performed well in the Kenya Certificate of Primary Education (KCPE) examinations between 1995 and 1999, while others persistently performed poorly. Understanding the factors accounting for this variation is critical for educational planning. This study aimed to identify factors leading to high performance in some primary schools and low performance in others within Tharaka Nithi County. A comparative descriptive survey design was employed. Four consistently high-performing and four consistently low-performing schools were purposively sampled from 105 schools over five years (1995–1999). Participants included 37 Standard 8 teachers (78.4% male, 91.9% professionally qualified), 8 head teachers, former pupils, parents, and education officers. Data were collected using validated questionnaires (α = 0.501), interview schedules, and observation checklists. Descriptive statistics and thematic analysis were used. High-performing schools demonstrated: (a) excellent administrative organization with regular staff meetings (82.3% of teachers agreed this contributed to performance); (b) high teacher commitment (81.0% agreed/strongly agreed teachers were committed); (c) motivated learners through prize-giving systems (54% disagreed that learners were poorly motivated); (d) disciplined environments (73.0% disagreed that learners were undisciplined); (e) provision of breakfast and lunch for teachers, enabling extended learning hours from 6:30 AM. Low-performing schools exhibited: poor financial management (48.6% agreed poor management leads to low performance), teachers residing >1 km from school (78.4%), unstable parental occupations (81.1%), and high parental illiteracy (67.6% of fathers and 67.5% of mothers were non-literate). Socioeconomic factors were paradoxically both a hindrance (lack of resources) and a motivator (desire to escape poverty). School administration quality, teacher commitment, pupil discipline, and motivation systems are stronger determinants of KCPE performance than socioeconomic status alone. Interventions should focus on strengthening school leadership, teacher welfare, and community engagement.
Copyright (c) 2026 Shadrack Kamundi, Tabitha Gituriandu (Author) https://creativecommons.org/licenses/by-nc/4.0
Fintech adoption and entrepreneurial decision-making: How trust, risk, and capability reshape choices
Research on FinTech adoption has concentrated extensively on predicting adoption intention, while the downstream effects of adoption on entrepreneurial decision-making have remained underexplored. This conceptual paper shifts the analytical focus by treating FinTech adoption as an input to, rather than an outcome of, entrepreneurial decision-making. Drawing on the Technology Acceptance Model, the Unified Theory of Acceptance and Use of Technology, perceived risk facets theory, digital trust theory, and entrepreneurship decision-making scholarship, the paper identifies three interconnected pathways through which FinTech adoption reshapes entrepreneurial choices. First, trust transformation describes how system-based and institution-based trust reshape the relational and contractual environment within which entrepreneurs trade. Second, risk reframing describes how FinTech shifts the risk portfolio of entrepreneurs from cash-based risks toward digital and platform risks, altering investment timing and opportunity evaluation. Third, capability expansion describes how FinTech generates a digital information trail that, when combined with adequate financial literacy and operational competence, enhances forecasting, pricing discipline, and working capital management. This paper employs an integrative conceptual synthesis approach that combines theory development with selective empirical illustration. An Integrative Decision Model for Entrepreneurial FinTech Adoption is proposed that maps the flow from acceptance drivers through adoption to decision environment changes and conditional decision outcomes. The model predicts heterogeneous outcomes: constructive decision transformation in high-trust, high-capability institutional contexts, and defensive adoption or adverse outcomes in low-trust, low-capability environments. The paper contributes to both the FinTech adoption and entrepreneurship literature by providing a theoretically grounded, mechanism-level account of how digital financial technology changes what entrepreneurs decide, not only whether they adopt it. This study concluded that FinTech adoption is relevant for entrepreneurship not only because it expands access to financial services but also because it changes the decision environment within which entrepreneurs evaluate opportunities, manage liquidity, and respond to uncertainty. This paper closes with targeted recommendations for regulators, entrepreneurship support organisations, FinTech providers, and entrepreneurs.
Copyright (c) 2026 Windu Matoka, Austin Mwange, Kampamba Clarence Chibesa, Bwalya Katuta, Lwando Kalaba, Kabwalwa Chilyata (Author) https://creativecommons.org/licenses/by-nc/4.0
Human resource risks and organisational performance in Zambian quasi-governmental organisations
This paper investigates the human resource (HR) risks faced by quasi-governmental organisations in Zambia and examines their effects on organisational performance. Anchored in stakeholder theory, human capital theory, and institutional theory, the study adopted an interpretivist multiple-case study design. The target population comprised the most senior HR practitioners in quasi-governmental organisations in Zambia, and purposive sampling produced eleven participants drawn from parastatal and statutory bodies across diverse sectors. Data were collected through semi-structured in-depth interviews and analysed thematically using Braun and Clarke's six-phase framework. The findings identify five critical HR risk categories, namely recruitment corruption and political interference, recruitment and skills mismatches, casualisation and legal exposure, talent drain from uncompetitive compensation, and benefit misalignment with workforce demographics, together with reputational damage as a cross-cutting governance consequence. These risks undermine organisational performance through capability depletion, operational disruption, financial liability, and legitimacy erosion. The paper concludes that HR risks in quasi-governmental organisations are strategic rather than merely administrative problems and recommends stronger recruitment controls, reduction of unlawful casualisation, improved retention and reward strategies, and greater elevation of HR risk to board and executive attention.
Copyright (c) 2026 Daniel Siakalima, Austin Mwange, Francis Simui (Author) https://creativecommons.org/licenses/by-nc/4.0
Factors Influencing Student retention in East Kenya Union Conference SDA Secondary Schools in East Kenya: An Empirical Study
Student retention is a significant issue in secondary education, especially in faith-based institutions that prioritize holistic development. This study evaluated student retention in secondary schools affiliated with the SDA Church in EKUC. The study utilized a concurrent mixed methods research design and employed an exploratory strategy through a descriptive survey. The study's subjects comprised students, principals, Conferences/Field Education Directors, and chairpersons of the Board of Management (BoM). The study employed a contemporaneous mixed methods research approach, grounded in expectation theory of motivation. The target population comprised the twenty Seventh-day Adventist Church-operated secondary schools in EKUC. The unit of analysis comprised eleven secondary school principals, five education directors, eleven chairpersons of the school boards of management, and 335 pupils. The cluster sampling technique was employed to obtain the samples. The target demographic was categorized into five clusters: principals, students, education directors, and board chairpersons. Samples were collected from each of these clusters. The data gathering instruments employed were questionnaires administered to students. Interview schedules were arranged for education directors, school Board of Management chairpersons, and principals for the purpose of triangulation. An observation schedule was established. This focused on the school infrastructure and all activities occurring within the institution. The educational facilities and the conduct of teachers within the school were also documented here. The additional instrument employed was the document analysis tool utilized to gather data over a span of 8 years. Three hundred thirty-five students were mandated to complete the supplied questionnaire, while eleven principals, five educational directors, and eleven Board of Management chairpersons had interviews. The documentary analysis method was employed to obtain information on KCSE performance throughout the same eight-year period. The acquired data was evaluated utilizing descriptive statistics, including frequencies, percentages, means, and standard deviations. An study of documents regarding teacher retention was conducted. Content analysis was conducted on the responses from interviews and open-ended questions. The statistics indicate a significant number of pupils in Form 2 and 3 who either withdrew or enrolled during the year. Students were substituted as they withdrew in certain years. In conclusion, the annual turnover rates were elevated. This may impact the learning processes and pupils' academic achievement. The report advocates for schools to implement ways to ensure the availability of learning facilities for pupils. Students ought to be encouraged to persist in their education. Bursaries and sponsorships for students from disadvantaged families should be provided. Spiritual mentoring, employment initiatives, and adaptable fee payment structures should be established to assist children from disadvantaged backgrounds in continuing their education.
Copyright (c) 2026 Shadrack Kamundi (Author) https://creativecommons.org/licenses/by-nc/4.0
Exploring Tanzanian secondary school teachers’ challenges and opportunities in the use of tablets as a pedagogical tool in teaching and learning
This paper explored Tanzanian secondary school teachers' challenges and opportunities in using tablets as a pedagogical tool for teaching and learning. For the past few years, the United Republic of Tanzania (URT) has distributed more than 290,000 tablets in primary and secondary schools. However, these tablets are still underused, and there is no documentation of the challenges and opportunities they bring. The study, guided by the constructivist learning theory, employed both quantitative and qualitative methodology. A target population of 758 respondents from secondary schools, and data were collected using questionnaires, interviews, and observations. The collected quantitative data were examined and analyzed using the Statistical Package for the Social Sciences (SPSS). The study founder's severe challenges include limited access to electricity, lack of technical support from the school management when the tablet encounters a problem, lack of adequate training to effectively use tablets, lack of confidence in using the tablets, lack of the skills to install the necessary apps on their tablets related to teaching and learning, lack of accessibility to ICT-based resources, language problems (barriers), limited access to the internet, and a few noted that they have limited time. This study revealed various opportunities due to the use of tablets in secondary schools. Some of these opportunities encourage teachers to experiment with innovative teaching strategies, help teachers to increase their technological skills and digital literacy, foster professional growth, and encourage lifelong learning. Tablets enable teachers to collaborate and share teaching resources with colleagues more easily, provide a platform for teachers to communicate more effectively with parents and guardians, help to broaden the range of various subjects/content to teach, enhance personalized learning opportunities, and improve communication and global exposure. The findings will benefit policymakers, teachers, and curriculum developers in Tanzania by providing valuable insights into how to effectively support and encourage tablet use in secondary education.
Copyright (c) 2026 Titus Tossy (Author) https://creativecommons.org/licenses/by-nc/4.0
Evaluating the influence of mobile and internet banking on customer satisfaction: Evidence from Absa Bank Tanzania
This study examines the influence of mobile and internet banking on customer satisfaction in the Tanzanian banking sector, using evidence from ABSA Bank’s Ngorongoro Branch. Grounded in the Technology Acceptance Model (TAM), the study adopts a quantitative cross-sectional design and utilizes primary data collected from 127 digital banking users through structured questionnaires. The target population comprised 150 customers actively using mobile and/or internet banking platforms. Simple random sampling was employed to ensure representativeness, with respondents selected from a list of eligible digital banking users provided by the branch. Data were analyzed using descriptive statistics and Ordinary Least Squares (OLS) regression. The findings reveal that mobile banking significantly enhances customer satisfaction through ease of cash withdrawal and balance inquiry, while inefficiencies in money transfer services negatively affect satisfaction. Similarly, internet banking contributes positively to customer satisfaction through fast transaction processing, whereas transaction errors significantly reduce customer satisfaction. The cost of internet banking services was found to be statistically insignificant, suggesting that customers prioritize service efficiency and reliability over pricing considerations. Overall, digital banking variables explain 51.1% of the variation in customer satisfaction. The study concludes that convenience, efficiency, and system reliability are critical determinants of customer satisfaction in digital banking. It recommends that banks improve system stability, minimize transaction errors, enhance transaction speed, and invest in user-friendly digital platforms to strengthen customer experience and competitiveness. The study contributes to the literature by providing branch-level empirical evidence from an emerging economy and highlighting the differential effects of specific digital banking attributes on customer satisfaction.
Copyright (c) 2026 Fredrick B. Mwangela (Author) https://creativecommons.org/licenses/by-nc/4.0
Pricing capability, regulatory intensity, and market competition as determinants of financial sustainability in private schools in Lusaka Province, Zambia
Pricing capability and affordability management, together with the moderating influences of regulatory intensity and market competition, constitute theoretically important but empirically underexplored determinants of financial sustainability in private schools. This study investigates the direct influence of pricing capability and affordability management on financial sustainability, and the moderating roles of regulatory intensity and market competition on the financial sustainability of private schools in Lusaka Province, Zambia. Grounded in the Tuckman and Chang financial vulnerability model and Bowman's financial capacity framework, the study employed an explanatory sequential mixed-methods design (QUAN→qual). Quantitative data were collected from 272 valid survey questionnaire responses drawn from school owners, principals, bursars, and accountants at 594 registered private primary and secondary schools across the six districts of Lusaka Province, using two-stage stratified random sampling guided by Yamane's (1973) formula. Qualitative data were gathered through 15 purposively selected semi-structured telephone interviews conducted to theoretical saturation. A Financial Sustainability Index (FSI) was computed via Principal Component Analysis, with a mean FSI of 0.53 (SD = 0.202) reflecting moderate financial fragility across the sector. Pearson correlation analysis, supported by bias-corrected bootstrap estimation with 5,000 resamples, revealed a very weak and statistically insignificant direct relationship between pricing capability and affordability management and the FSI (r = -0.023; p = 0.702; BCa 95% CI: -0.14–0.11), indicating that H2 is not supported. The pricing items recorded neutral mean scores ranging from 2.88 to 3.00, reflecting widespread awareness of pricing imperatives without systematic strategic implementation. However, PROCESS Macro moderation analysis (Model 2; R² = 0.29; F(7,264) = 15.36; p < .001) revealed important contextual findings: market competition had significant positive direct effects on financial sustainability (B = 0.25; SE = 0.03; t = 9.96; p < .001), but regulatory intensity and market competition did not significantly moderate the pricing–sustainability relationship. Moderation analysis of other financial sustainability determinants revealed that market competition significantly amplified the effect of revenue diversification on financial sustainability, while both regulatory intensity and market competition significantly moderated the governance–sustainability relationship. Qualitative findings provided critical contextual explanation for the pricing null finding, with participants describing uniformly reactive, informally determined, and competitively benchmarked pricing practices that are fundamentally disconnected from institutional cost structures and strategic financial planning. The study makes original contributions by documenting the first empirical evidence of the pricing–sustainability null finding in Zambian private schools. This study concludes that by demonstrating important moderating boundary conditions imposed by regulatory and competitive environments across multiple financial sustainability determinants provides a rich qualitative account of the mechanisms through which these effects operate in practice. This study recommends that the Ministry of Education should assess the financial sustainability implications of the free education policy for the private school sector and develop complementary support mechanisms that reduce the competitive pressure on private schools to maintain fees below cost-adequate levels.
Copyright (c) 2026 Lusungu Anne Kumwenda, Lubinda Haabazoka, Harrison Daka (Author) https://creativecommons.org/licenses/by-nc/4.0
Unveiling the silent voices of Gender Based Violence [GBV]: A glimpse of gender-based violence against men in Uganda
This study examines gender-based violence (GBV) against men in Uganda, with particular attention to its forms, causes, and consequences. Guided by hegemonic masculinity theory, muted group theory, plus power and control theory, the study explores how dominant gender norms, discursive exclusion, and non-physical strategies of domination shape men’s experiences of abuse and contribute to its underreporting in Uganda. Using a narrative inquiry approach, data were collected through semi-structured interviews with 15 Ugandan men aged 18 years and above who were married, divorced, or separated. Participants were selected using a combination of convenience and purposive sampling techniques. The data were analyzed thematically using MAXQDA 2020, resulting in three major themes: forms of GBV, causes of GBV, and consequences of GBV against men. Findings reveal that the primary causes of GBV against men include poverty, group pressure, adultery, family background, and female social support networks. The study further indicates that GBV against men manifests in multiple forms, including physical, sexual, verbal, psychological, and economic abuse. Consistent with power and control theory, many of these abuses were non-physical and aimed at exerting domination and control over male partners. The consequences of such violence included psychological trauma, financial losses, suicidal ideation, and marital separation. Hegemonic masculinity norms and muted group dynamics further emerged as key factors that silenced male victims, discouraged reporting, and limited institutional recognition of men as legitimate victims of GBV. These findings signify that GBV against men in Uganda is real, multifaceted, and underreported. It is driven by power dynamics and gender norms. A possible mitigation mechanism for GBV against men calls for inclusive policies, recognition, and responsive support systems nationally. The study recommends fair and inclusive hearings for all GBV victims, increased advocacy for men’s rights, expanded victim counseling services, and greater involvement of cultural and religious institutions in GBV prevention and response. To enhance awareness among policymakers and stakeholders, further research on GBV against men in Uganda and other global contexts is strongly recommended.
Copyright (c) 2026 Musa Balonde, Joan Ahebwa, Rajab Idd Muyingo (Author) https://creativecommons.org/licenses/by-nc/4.0
Challenges faced by teachers in teaching inclusive education at St. Charles Special School, Zambia
This study aimed to identify the challenges encountered by science teachers at St Charles Special School when delivering subject content to learners, with the goal of proposing possible solutions to enhance the quality of knowledge and skills acquired by students. This study is grounded in social constructivist theory. A case study design was adopted, guided by the following objectives: (1) to identify the challenges associated with teaching science at St Charles Special School, (2) to assess the impact of these challenges on the learning of pupils with hearing impairment, and (3) to explore suitable teaching strategies that accommodate both groups of learners in an inclusive school setting. Respondents were purposively selected from the target school. To achieve the stated objectives, ten teachers from the science department completed a questionnaire comprising Likert-scale and open-ended questions. Additionally, ten pupils, five of whom were hearing impaired, responded to a questionnaire with open-ended questions. Data were analysed using SPSS and Excel, with findings presented in tables and pie charts. The results indicate that inclusive educators encounter various barriers that impede effective delivery of knowledge and skills. The study found that science teachers and learners at St Charles Special School face significant challenges, including communication barriers in sign language, a shortage of trained special education teachers, limited teaching resources, and bullying, all of which negatively affect teaching effectiveness and learners’ understanding and academic achievement. The study underscores the need for educators to take an active role in fostering student success by employing teaching strategies that support all learners.
Copyright (c) 2026 Mirriam Mulenga, Chikonde Andrew, Muma Mulenga (Author) https://creativecommons.org/licenses/by-nc/4.0
L’audiovisuel comme levier pour améliorer l’expression orale en FLE : Étude de cas au Groupe scolaire Rutunga (Rwanda)
Cette étude analyse l’apport de l’audiovisuel dans l’amélioration de l’expression orale en français langue étrangère (FLE) dans le contexte des écoles secondaires rwandaises. S’inscrivant dans les cadres théoriques de la compétence communicative, de l’apprentissage multimédia et de la théorie de l’autodétermination, la recherche examine les effets cognitifs et motivationnels de l’audiovisuel sur les apprenants. L’étude adopte une approche qualitative interprétative fondée sur une étude de cas menée au Groupe scolaire Rutunga. La population de l’étude est constituée de trois enseignants de FLE et de trente élèves de première année du secondaire. Les données ont été recueillies à travers l’analyse documentaire, des observations de classe, des entretiens semi-directifs avec les enseignants et un questionnaire administré aux élèves. Les résultats révèlent que l’usage de supports audiovisuels favorise la motivation, la participation orale et la confiance en soi des apprenants. Les élèves exposés à ces supports manifestent un plus grand intérêt pour les activités d’expression orale et participent davantage aux interactions en classe. L’audiovisuel contribue également à une amélioration perçue de la prononciation, de l’intonation et de la fluidité, surtout dans des situations guidées. Toutefois, son utilisation demeure irrégulière et dépend largement des initiatives individuelles des enseignants. L’étude met en évidence plusieurs contraintes, notamment le manque d’équipements, l’absence de formation spécifique et le temps limité consacré au cours de français. En conclusion, l’audiovisuel apparaît comme un levier pertinent pour le développement de l’expression orale en FLE, à condition d’être intégré de manière systématique et soutenu par des mesures pédagogiques, formatives et institutionnelles adaptées.
Copyright (c) 2026 Gakwerere Sangwa Viateur (Author) https://creativecommons.org/licenses/by-nc/4.0
Knowledge governance and national development: Conceptual foundations, institutional architecture, and a framework for the knowledge management ecosystem
The accelerating transition towards knowledge-based economies has rendered the systematic governance of knowledge assets an urgent strategic priority for nations aspiring to sustainable development. Yet the conditions under which national knowledge management frameworks translate into measurable development outcomes remain theoretically underspecified and empirically underexplored, particularly in the sub-Saharan African context where institutional capacity constraints intersect with acute development imperatives. Employing a qualitative methodology that integrates narrative literature review with systematic content analysis of policy documents across multiple national and institutional contexts, this paper advances the argument that knowledge governance - defined as the deliberate, institutionally embedded orchestration of the processes through which knowledge is created, captured, shared, and applied - constitutes a structural prerequisite for effective national development rather than a peripheral administrative function. The analysis proceeds through five analytically distinct but interrelated dimensions: the conceptual architecture of national development and its embeddedness in knowledge-intensive processes; the taxonomy and developmental applications of explicit and tacit knowledge assets; the comparative landscape of knowledge management strategy, legal, and policy framework adoption across global, regional, and national institutional tiers; the institutional morphology of knowledge governance structures; and the empirically documented contribution pathways through which knowledge management produces national development outcomes. Synthesising these dimensions, the paper introduces a five-component Knowledge Management Ecosystem framework that provides a theoretically coherent and practically actionable architecture for integrating knowledge governance into national development systems. The paper's principal contribution is the development of a theoretically grounded and empirically informed framework that positions knowledge governance as the connective tissue linking national development aspiration, institutional capacity, and sustainable development outcomes, with direct implications for development policy, public administration reform, and knowledge management scholarship across the Global South.
Copyright (c) 2026 Sitali Wamundila, Christine Wamunyima Kanyengo, Austin Mwange (Author) https://creativecommons.org/licenses/by-nc/4.0
Moderating role of technology acceptance on the relationship between digital HRM practices and organizational performance: Evidence from organizations in Dar es Salaam and Dodoma cities, Tanzania
Digital transformation has altered human resource management (HRM) worldwide, but its performance outcomes in emerging economies are not yet well researched, especially the conditional role of user acceptance. This paper investigates the moderating role of technology acceptance on the relationship between digital HRM practices and organizational performance in Tanzania. The research is based on the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Resource-Based View (RBV). The hypotheses are that digital HRM practices positively influence performance, technology acceptance directly influences the main effect, and acceptance enhances it. The survey was a quantitative cross-sectional study of 304 ICT and HR professionals and managers in all public and private organizations in Dar es Salaam and Dodoma, selected using purposive sampling. The data were analyzed using partial least squares structural equation modeling (PLS-SEM) in SmartPLS 4. Findings show that digital HRM practices contribute to organizational performance in a significant and positive manner, technology acceptance has a direct and positive effect, and acceptance moderates the relationship positively. The model is a strong predictive model that explains 58% of the variance in performance. Theoretically, this research takes a step toward the integration of personal acceptance variables and organizational resource perspectives in an African context. In practice, user-focused training, user-friendly interfaces, and change management should be prioritized in organizations to enhance the benefits of digital HRM and achieve long-term competitive advantage. To facilitate the introduction of inclusive and sustainable HRM change across Tanzania, policymakers must implement acceptance-based interventions within national strategies for a digital economy, public sector reforms, and Vision 2050 initiatives.
Copyright (c) 2026 Mashala L. Yusuph, Lazaro A. Kisumbe, John W. Kasubi (Author) https://creativecommons.org/licenses/by-nc/4.0
Tourism resilience in the SADC region: A multi-crisis analysis and integrated crisis management model
The tourism industry in the Southern African Development Community (SADC) region is highly vulnerable to multiple, overlapping crises, including environmental disasters, energy shortages, political instability, economic fluctuations, and global health pandemics. Despite the growing importance of resilience in tourism research, existing studies largely adopt single-crisis or destination-specific approaches, limiting their applicability to complex regional systems, which is particularly problematic given the interconnected nature of crises affecting the SADC region. This study examined tourism resilience in the Southern African Development Community (SADC) region, with a focus on the impacts of crises, the strategies adopted to enhance resilience, and the effectiveness of these adaptation measures. The study adopted a qualitative research design based on a systematic desk review of secondary data. Literature was sourced from peer-reviewed journals, books, and policy reports from institutions such as SADC, UNWTO, and the World Bank, retrieved through databases including Google Scholar, Scopus, and ScienceDirect. A thematic analysis approach was used to synthesize findings on tourism resilience and crisis management in the SADC region from studies published between 2000 and 2025. The study finds that tourism in the SADC region is highly vulnerable to multiple interrelated crises, including environmental, economic, political, energy, and pandemic shocks, which significantly disrupt sector performance, with uneven recovery across countries. Despite this, resilience is gradually emerging through digital transformation, infrastructure and technological adaptation, and market and product diversification, although these efforts remain constrained by structural inequalities and weak coordination. The study recommends the adoption of an integrated SADC Crisis Management and Resilience Model (S-CMRM) to strengthen multi-level governance, enhance adaptive capacity, and promote a more proactive and transformative approach to tourism resilience in the region.
Copyright (c) 2026 Bruce Ernest, Norman Kachamba, Chatse Nsama (Author) https://creativecommons.org/licenses/by-nc/4.0
Perceptions of newly posted teachers about their pre-service preparation in Kumasi Metropolis of Ghana
This study investigated newly posted public basic school teachers’ perceptions of their preservice preparation. The study was guided by Schlossberg’s theory of transition. The descriptive cross-sectional survey design was chosen for this study. All 322 newly posted teachers in public basic schools in the Kumasi Metropolis of the Ashanti Region, Ghana, were included (census) in the study. A questionnaire was used to collect data from the teachers. The questionnaire with a Cronbach alpha reliability test of a .799 coefficient was used for data collection. Appropriate ethical guidelines, including verbal and oral informed consent, were sought prior to data collection. The Test Analysis for Surveys (TAFS) was used for analyzing the data using descriptive and inferential statistical tools. The study revealed that preservice teacher preparation programs are directly related to knowledge and skills these newly posted teachers need to teach effectively. It was concluded that the newly posted teachers perceive their preservice training as adequate and impactful during their first year of posting into their schools. This adequacy resulted from the effectiveness of their preservice training in pedagogy and pedagogical content knowledge, class management techniques, and class control techniques. It was recommended that principals of the colleges of education and district/municipal/metropolitan education directorates should collaborate with the Ghana Education Service and the Ministry of Education to institute proper and formal induction and orientation programs for newly posted teachers within their first year of posting to properly integrate them into the classroom.
Copyright (c) 2026 Isaac Atta Kwenin, Kwame Nkrumah (Author) https://creativecommons.org/licenses/by-nc/4.0
Moderating effect of leadership style on corporate mentorship and service delivery in counties of the western region, Kenya
Succession planning is important within the public sector to ensure continuity in service delivery. Just like at the national level, county governments have less effective succession planning strategies driven by poor talent management and human resource development practices. This study sought to establish the influence of corporate mentorship on service delivery in counties in the Western Region, Kenya, and to examine the moderating effect of leadership style on the relationship between corporate mentorship and service delivery in counties in the Western Region, Kenya. The study was based on the Leadership Pipeline Theory and social learning theory. The study used descriptive and cause-effect designs. It used primary data, through structured questionnaires on a Likert scale, and interviews were administered to a target population of 243 top-level managers (chief executive committee members), middle-level managers (chief officers), and low-level managers (directors and functional heads in Kakamega, Vihiga, and Busia Counties. Stratified simple random sampling was used to select 151 respondents; reliability was tested using Cronbach's alpha through a pilot study at Bungoma County, and content validity was tested using expert opinions while construct validity was tested using factor analysis. The data was analyzed using descriptive and inferential statistics. The findings were presented using tables. The findings revealed that there is a significant positive effect of corporate mentorship (β1=0.254, P=0.000) on service delivery in counties in the Western Region, Kenya. Further, it was evident that there is a significant moderating effect of leadership style on the relationship between succession planning and service delivery in counties in the Western region as the R-squared moved from 36.0% to 56.9% (P=0.000). The study concluded that leadership style plays a crucial role in maximizing the impact of corporate mentorship efforts. The study recommended that county governments institutionalize structured corporate mentorship programs aimed at developing employees’ professional and managerial competencies. County executives should integrate mentorship and leadership training into their human resource policies to ensure continuity in professional growth and service excellence.
Copyright (c) 2026 Maureen W. Orembo, Mumaraki Rosemary Nanyama, Otsyulah Joseph (Author) https://creativecommons.org/licenses/by-nc/4.0
African Union's Institutional Innovations for Promoting Good Governance: A Focus on the African Peer Review Mechanism (APRM)
The African Peer Review Mechanism (APRM) is an instrument to monitor and evaluate African states’ economic management, political, socio-economic, and corporate governance. The review mechanism is established against the relevance of institutionalising good governance in Africa. Within the governance structure of the APRM, substantial decision-making authority is delegated to the APR Panel and other bodies. This presents a puzzle for international relations theory in that the APR Panel has exhibited significant independence from member governments over the years. Using a principal-agent (P-A) theory of international organisations, this paper interrogates the rationale for the delegation of decision-making authority to sub-bodies in the governance system of the APRM. The paper adopts a qualitative approach using an extended literature review and primary documents from the APRM secretariat and advances an argument that member states decision to delegate decision-making authority to various bodies in the APRM structure empowers agents with the capacity to make decisions devoid of any contestations from member states, which results from the differentiation of functions among the organs of the APRM governance structure. The central finding is that while the differentiation of functions in the APRM governance structure leads to a rule-based decision-making process, the APRM process still suffers from a lack of political commitment from member states participating in the process. The study recommends more engagement of African citizens about the importance of the APRM and its potential to enhance governance processes among member states.
Copyright (c) 2024 African Quarterly Social Science Review https://creativecommons.org/licenses/by-nc/4.0
Investigating Tanzanian secondary school teachers’ attitudes and competencies in the use of tablets as a pedagogical tool in teaching and learning
This paper investigates teachers' attitudes and competencies in Tanzanian secondary schools on the use of tablets as a pedagogical tool in teaching and learning. Over the past years, Tanzania has distributed more than 290000 tablets in primary and secondary schools. However, these tablets are still underused, requiring a study to reveal teachers' attitudes and competencies on using tablets. The study was guided by the Constructivist Learning Theory. The study adopted a quantitative research design approach. The target population was 254 secondary schools (151 public and 103 private). Through simple random sampling, a population of 758 secondary school teachers (348 female and 410 male) was selected. Data were collected through questionnaires and interviews, and the researcher observed what was happening in schools. Data analysis was conducted using the Statistical Package for the Social Sciences (SPSS). Firstly, the study revealed that teachers own various ICT tools, including tablets, smartphones, laptops, and desktop computers. Secondly, the study revealed that teachers are highly competent in using tablets for teaching and learning, with an overall mean of 4.09 and an SD of 1.281. Thirdly, the study reported that most teachers have a positive attitude towards the use of tablets in teaching and learning, with an overall mean of 4.66 and SD 0.87, signifying that most teachers would like to use tablets (mean 4.69, SD 0.79). Teachers perceive ease of use of tables (Mean 4.27, SD 1.26). Most teachers perceive tablets as highly useful for teaching and learning (overall mean: 4.34, SD: 1.17). While some are excited about the benefits tablets can bring to teaching and learning, they’re also encountering real problems and resistance. Major hurdles include tech glitches, a lack of good training and support, connectivity issues, and a mismatch with the current curriculum, not to mention time constraints and other teaching challenges. This study's findings make it clear that to get the most out of these tablets in Tanzanian schools, we must address the identified challenges. Therefore, this study’s findings are of beneficial to policymakers, teachers, and curriculum developers, researchers and all education stakeholders.
Governing for sustainability: A contextual framework linking governance, autonomy, accountability and financial sustainability in Zambia’s public higher education system
Public higher education systems across Africa have increasingly adopted privatisation-related reforms to improve financial sustainability, efficiency and institutional performance. However, in Zambia, privatisation implementation remains fragmented and contested within a highly regulated governance environment. This study examines how governance structures, accountability mechanisms, institutional autonomy and financial sustainability interact within Zambia’s public higher education system. The study aimed to examine how governance structures influence institutional management, analyse how accountability requirements shape financial decision-making, explore how autonomy is negotiated within statutory and ministerial controls and develop a contextually grounded framework that integrates governance, autonomy, accountability and sustainability. This study adopted a qualitative descriptive design grounded in an interpretivist paradigm. Between 8th February 2024 and 30th January 2025, data was collected from three public universities in Zambia: The University of Zambia, Copperbelt University and Mulungushi University. Eleven participants, comprising council members, senior administrators, the finance office department, the department of student affairs and government officials, were purposively selected. Semi-structured interviews were complemented by documentary analysis of the Higher Education Act (2013), Public Financial Management Act (2018), institutional statutes, financial reports and audit documents. Data were analysed using Manual Reflexive Thematic Analysis. The findings show that Zambia’s public universities operate under restricted autonomy, characterised by extensive ministerial influence over financial decisions, senior appointments and resource allocation. While institutions attempt to diversify income through tuition, short courses, partnerships and ventures, government grants remain the dominant source of funding. Financial records indicate persistent budget deficits, delayed government disbursements and constrained recruitment processes. Regulatory density, policy fragmentation and overlapping statutory requirements limit institutional discretion and slow strategic decision-making. Although internal governance mechanisms promote accountability, they frequently reinforce compliance rather than innovation. Based on these findings, the study developed the Regulated Autonomy and Transformative University Sustainability (RATUS) Framework. This contextually grounded model explains how the interaction between regulation, autonomy, accountability and sustainability can create a balanced pathway for improving institutional performance. The study recommends legislative clarification of decision authority, coordinated policy alignment across regulatory bodies, strengthened institutional financial capacity and the adoption of integrated governance and planning models to enhance long-term sustainability.
Copyright (c) 2026 Judith Chikonde, Prof. Gift Masaiti (Author) https://creativecommons.org/licenses/by-nc/4.0
Board composition, independence, and financial sustainability of microfinance institutions in Zambia: An integrative strategic perspective
Microfinance institutions (MFIs) play a critical role in promoting financial inclusion and supporting small-scale economic activity in developing economies. However, many MFIs continue to experience challenges related to financial sustainability, governance effectiveness, and managerial accountability. This study examines the influence of board composition and board independence on the financial sustainability of MFIs in Zambia, while also assessing the mediating role of leadership accountability and the moderating influence of the regulatory environment. The study adopts an integrative governance perspective drawing on agency theory, stewardship theory, institutional theory, and strategic management theory. A convergent mixed-methods research design was employed. Quantitative data were collected from 114 respondents across 38 regulated microfinance institutions and analysed using descriptive statistics, multiple regression analysis, and mediation and moderation models. Qualitative data were obtained through semi-structured interviews with board members, senior managers, regulators, and clients and were analysed using thematic analysis to provide contextual interpretation of governance practices. The findings reveal that board composition and independence have a positive but statistically insignificant direct effect on financial sustainability (β = 0.081, p = 0.274). However, leadership accountability demonstrates a significant positive influence on sustainability (β = 0.412, p < 0.01) and partially mediates the governance-performance relationship. Qualitative evidence further indicates that boards characterised by independence, gender diversity, and professional expertise enhance strategic oversight, financial prudence, and transparency. The results also suggest that a stable and predictable regulatory environment strengthens the effectiveness of governance mechanisms in MFIs. The study concludes that financial sustainability in MFIs is driven not merely by formal governance structures but by the interaction between effective board oversight, accountable leadership, and supportive regulatory frameworks. By providing empirical evidence from Zambia, this study contributes to the literature on governance in inclusive finance institutions and advances an integrative strategic governance perspective for improving sustainability in the microfinance sectors of emerging economies.
Copyright (c) 2026 Lubinda Haabazoka, Eledy Sakala, Prof. Sumbye Kapena, Prof. Chanda Shikaputo (Author) https://creativecommons.org/licenses/by-nc/4.0
Managerial competencies of governing council members in Ghanaian universities: A comparative analysis of public and private sector perspectives
Despite the expanded statutory powers and strategic responsibilities of governing councils in both public and private universities, empirical attention has been limited to the managerial competencies that enable councils to function effectively across diverse institutional contexts. This study examines the managerial competencies of governing council members in selected public and private universities in Ghana. Anchored in institutional and corporate governance theories, the study employed a qualitative comparative case-study design to examine the managerial competencies of governing council members at public and private universities in Ghana. The study population comprised governing council members of public and private universities in Ghana, including chairpersons, external members, internal members (senior academics), and representatives of key stakeholder groups. Data were collected through semi-structured interviews with 29 participants, including governing council members and key institutional actors in selected public and private universities, and analysed thematically to identify patterns and variations in managerial competencies. Six interrelated themes emerged: strategic leadership and visioning; financial and resource management; risk management and institutional sustainability; decision-making and governance flexibility; professional expertise and experience; and ethical leadership and accountability. While council members in both sectors demonstrated strong commitment to governance roles, private university councils showed greater agility in decision-making, financial oversight, and performance monitoring. In contrast, public university councils were more constrained by bureaucratic processes, political influence, and regulatory controls but exhibited a stronger orientation toward public accountability and policy compliance. The study positions managerial competencies as a central analytical framework for examining the effectiveness of university governance in Ghana. It offers policy-relevant insights to strengthen governing councils through targeted capacity-building, merit-based appointments, and context-sensitive governance reforms across public and private higher education institutions.
Copyright (c) 2026 Enoch Danso Okyere (Author) https://creativecommons.org/licenses/by-nc/4.0
Information-seeking behaviour and adoption of improved sorghum farming practices in Dodoma, Tanzania
Reliable agricultural information is vital for adopting improved sorghum practices, including certified seed use, effective pest and disease management, and reducing post-harvest losses. Guided by the Diffusion of Innovations and Information Seeking behaviour frameworks, this study examined determinants of information-seeking behaviour and its influence on adoption of improved sorghum practices among farmers in Dodoma, Tanzania. A cross-sectional survey of 399 household heads was conducted using multi-stage random sampling. Quantitative data were obtained using a structured questionnaire administered by the researcher. Qualitative data were also collected through 15 key informant interviews with extension officers and agricultural experts. Data were analysed with descriptive statistics, a linear mixed model to identify predictors of information-seeking behaviour, and binary logistic regression to assess its effect on adoption. Thematic analysis was used to examine qualitative data. Education level (β = 0.296, p = 0.008) and ownership of communication assets (β = 0.749, p < 0.001) significantly increased information-seeking behaviour. Farmers who actively sought information were four times more likely to adopt improved practices (OR = 4.03, p < 0.001), while trust in credible sources also significantly enhanced adoption (OR = 2.79, p = 0.006). Strengthening extension systems, promoting credible information channels such as community radio and mobile platforms, and supporting farmer groups can enhance informed decision-making and adoption of improved sorghum practices in semi-arid regions. Interventions targeting farmers’ education and access to communication tools are likely to maximise adoption outcomes.
Copyright (c) 2026 Peter B. Kadilikansimba, Alfred S. Sife, Gervas M. Machimu (Author) https://creativecommons.org/licenses/by-nc/4.0
Risk management practices and project performance: Evidence from Tanzania’s standard gauge railway lot one, Dar es Salaam to Morogoro
This study evaluated the effectiveness of risk management practices on the performance of government projects in Tanzania, with a focus on the Standard Gauge Railway (SGR). Specifically, it examined how risk mitigation practices affected SGR performance. The study also assessed the influence of risk monitoring and evaluation practices on SGR performance in Tanzania. Guided by contingency theory, it employed a case study design and a mixed-methods approach. The sample included 72 purposively sampled respondents. Data were collected through questionnaires, interviews, and document analysis. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data underwent content analysis. Findings showed that effective risk management practices adopted by the Tanzania Railways Corporation (TRC) for the Standard Gauge Railway (SGR) project Lot One in Tanzania significantly enhanced project performance, leading to better quality, cost savings, and on-time completion, with a mean score above the average, ranging between 4.04 and 4.23 out of 5.0, among the effects of risk monitoring and evaluation practices and the effects of risk mitigation practices. The study concluded that proper risk management is vital for the successful execution of projects. Recommendations for the TRC to invest in ongoing training, develop a comprehensive risk management framework, and establish regular monitoring and evaluation processes. The study also emphasized the importance of strengthening communication among stakeholders and involving external experts for high-risk projects.
Copyright (c) 2026 Dr. Florence William Sitima (Author) https://creativecommons.org/licenses/by-nc/4.0
Microcredit firms and their influence on women’s entrepreneurship in Tanzania: The case of Mwanza City Council
This study examined the impact of microfinance institutions on women's entrepreneurship development in Mwanza City Council, Tanzania. Specifically, it aimed to determine whether access to credit was an enabling factor for women entrepreneurs, investigated the economic growth effects of high microcredit loan interest rates, and explored the impact of microcredit loan recovery mechanisms on female entrepreneurs. According to Fermin's theory, this research employed an explanatory design with a quantitative approach. Up to 90 women microfinance clients participated in the study. Data were collected through questionnaires and analysed using SPSS software. Correlation analysis revealed a significant positive relationship between loan availability and women’s entrepreneurship (r = 0. 790, p < 0. 01), while loan interest rate (r = 0. 326, p = 0. 002) and loan recovery mechanisms (r = 0. 315, p = 0. 003) showed slight positive correlations. Regression analysis indicated that when women’s entrepreneurship was the dependent variable and loan availability the independent variable (β = 0.712, p < 0.001), there was a significant relationship. In contrast, loan interest rate (β = -0.041, p = 0.509) and loan recovery mechanisms (β = 0.048, p = 0.416) were not significant predictors. The model explained 62.77% of the variation in female entrepreneurship (R² = 0.627), and ANOVA confirmed that these results were statistically significant beyond chance (F = 48.196, p < 0.001). The findings underscore the importance of improving credit access and increasing women’s participation in both government and microcredit programs to enhance transparency and support women’s entrepreneurial success. The practical implication of this study is to influence the development of gender-inclusive credit policies in Tanzania. This could help eliminate business and income inequalities faced by women and strengthen gender-inclusive credit frameworks. The study also recommends implementing gender-sensitive credit policies with flexible collateral requirements, ensuring transparency through independent monitoring, and mandating women’s representation in policymaking committees to promote gender equality and support women’s entrepreneurship and participation in governance.
Copyright (c) 2026 Osca Jonathan (Author) https://creativecommons.org/licenses/by-nc/4.0
Factors influencing carrot production among smallholder carrot growers in Songoro Ward, Meru district council, Tanzania
The study aims to examine the socioeconomic determinants of carrot production among smallholder carrot farmers. The present study is grounded in the Sustainable Livelihood Framework (SLF). The study adopted a cross-sectional research design with an exploratory sequential and mixed-method approach, whereby qualitative data were first collected, followed by quantitative data. A sample of 286 smallholder carrot farmers was selected using simple random sampling techniques. The qualitative data were analyzed using thematic content analysis with a constant comparison. Quantitative data were entered into the IBM Statistical Package for Social Sciences (SPSS), where descriptive statistics and inferential statistics were employed. A multiple regression model was used to assess the socioeconomic determinants of carrot yield in Meru District Council. The sample size selected is adequate for preliminary findings, but the results may not be very generalizable to other countries due to context-specific factors and socio-cultural differences. The results indicated that age, carrot income, education, household size, land sizes, and carrot farming experience were significant determinants of carrot yield at a p < 0.05 significance level. The study's practical significance lies in developing recommendations to enhance carrot production in the Meru District Council. Human capital and socioeconomic characteristics can make valuable contributions to carrot production and increase smallholder farmers' carrot yield. This work contributes by elaborating on how carrot production can be enhanced through the improvement of household income, creation of awareness among smallholder farmers about the potential of carrot production, use of family labor to increase crop yield, and the need for more land allocation for carrot production.
Copyright (c) 2026 Elimeleck P. Akyoo, Hassanal Issaya (Author) https://creativecommons.org/licenses/by-nc/4.0
Optimizing secondary schools’ computer science education to foster a digitally skilled workforce for the Tanzania Development Vision 2050
The Tanzania Development Vision 2050 calls for a digitally skilled workforce to create a prosperous, just, inclusive, and self-reliant economy, responding to the global shift from manual to digital economies. However, little is known about how well computer science education in secondary school is optimized to establish a solid digital foundation for the national workforce. Specifically, the study examined the trends of students sitting for computer science in the certificate of secondary examination, the secondary school leavers’ experience of the computer science subject, and the influence of the computer science subject on the digitally-workforce for Tanzania Development Vision 2050. The study employed an explanatory cross-sectional design, a mixed-methods approach, and human capital theory. Data were gathered through questionnaires from 385 out of 417, 866 students who completed the Certificate of Secondary Education examination between 2017 and 2025, along with nine reports from the National Examination Council of Tanzania. The sample was chosen through stratified sampling techniques in which each year from 2017 to 2025 formed a stratum, and from each, a total of 45 respondents were randomly sampled. The analysis used descriptive, Spearman’s rank correlation, Chi-square, and content analysis techniques. The findings show that out of 4,170, 866 students who completed the Certificate of Secondary Education between 2017 and 2025, only 29,945 (0.7%) studied computer science, suggesting that 99% of these students are digitally illiterate. Additionally, most students view computer science as highly relevant, and it is positively and strongly associated with and influencing a digitally skilled workforce for Tanzania’s National Development Vision 2050. Despite the fact that they desired to study it, the subject was not offered in their schools. Based on these observations, the study concludes that there is an urgent need to teach computer science as a compulsory subject in all secondary schools to drive workforce digitalization for economic growth and sustainable development. Future research could focus on addressing the digital skills gap among students who finished secondary education without computer skills.
Certificate of Secondary Education Examination
Copyright (c) 2026 Dr. Issaya Hassanal (Author) https://creativecommons.org/licenses/by-nc/4.0
Assessing project management practices and performance of government construction projects in Tanzania
Using the regions of Arusha, Dar es Salaam, Dodoma, Morogooro, and Pwani as a case study, this research investigates how project management techniques affect the execution of public building projects in Tanzania. The study used the theory of construction management, the theory of the built environment, and resource mobilization theory to form its theoretical basis. The performance of construction projects in the aforementioned regions was monitored by the research project using the descriptive research approach. The study included government construction projects initiated between 2016 and 2024. Purposive sampling and simple random sampling were the sampling techniques used in this investigation. IBM's Statistical Package for the Social Sciences (SPSS) program (version 25.0) was used to import the data. Descriptive statistics like frequency and percentage were the main tools used in this study's data analysis. Additionally, multiple regression, analysis of variance (ANOVA), and Pearson correlation were employed. The results of the study showed that project performance in Tanzania's construction industry was positively and significantly impacted by project management, resource scheduling, project communication management, and project monitoring and evaluation. According to the study, companies should have a project management plan that is started by the project managers and used as a project tool or device during the execution and monitoring phases. Additionally, all project managers should ensure that they have an adequate number of project team members and strike a balance between overstaffing and understaffing. The study concludes that when a firm has monitoring and evaluation mechanisms in place, it will increase the chance of rectifying deviations and hence have effective performance.
Copyright (c) 2026 Aisia Zabdiel Lawuo (Author) https://creativecommons.org/licenses/by-nc/4.0