Welcome to SUAIRE
Sokoine University of Agriculture Institutional Repository (SUA IR). This repository was built and is maintained by the university library (Sokoine National Agricultural Library-SNAL) , in order to collect, preserve and disseminate scholarly output generated by University research community (staff and students) members.
This repository hosts a variety of openly accessible materials including: scholarly articles and books, theses and dissertations, conference proceedings and technical reports. For assistance about depositing your research output in the repository click here. SUA IR Policy click here or any queries contact us at snal@sua.ac.tz.
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Select a community to browse its collections.
- The Agroforesty Community is a collaborative network dedicated to advancing sustainable land-use practices that integrate trees, crops, and livestock. It serves as a platform for knowledge exchange, research dissemination, and practical innovations in Agroforestry. By fostering connections among researchers, practitioners, policymakers, and local communities, the Agroforestry Community promotes environmental conservation, enhanced agricultural productivity, and resilient livelihoods.
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Recent Submissions
Practices of E-Waste management among people living in African Cities: The case of Dar Es Salaam, Tanzania
(Research Gate, 2025) Madaha Rasel Mpuya; Mwakatoga Joyce; Abdulbatswa Hassan; Kibonde Suma Fahamu; Respikius Martin; Sanga Camilius
Rapid turnover in technology across the cities of the world creates a rapidly
growing e-waste stream. This is the case for the city of Dar es Salaam in Tanzania. Currently, the city lacks the capacity for handling and recycling
the hazardous materials contained in e-waste. Further, Tanzania has neither a specific policy nor a law on e-waste management. The paper focuses on
e-waste management practices in Dar es Salaam. The key question is what are the practices of stakeholders in e-waste management in the city? This study was conducted in Ilala and Temeke municipalities in the city Participants for the study were purposively selected. The selection ensured the representation of key stakeholders in e-waste generation and
management. The number of participants for key stakeholders was
determined by the data saturation point, a point where no new information
was obtained. To gain an in-depth understanding, several ethnographic
methods were employed. Based, on the study findings, some of the practices
on e-waste management in the city of Dar es Salaam include: storing e-
waste, landfilling, reusing, selling, and recycling. Overall, the practices of
e-waste management in the city of Dar es Salaam remain informal and hence
lack any operational legal framework. Although the existing legal
framework for the management of e-waste has the potential for
operationalization, it has no clear guidelines or procedures. The authors are
aware that the Tanzania Bureau of Standards (TBS) has developed
operational standards for e-waste management. However, the operational
standards remain inaccessible to other key Government entities, the public
and other key stakeholders. One, including Government agencies, must pay
to access them. The authors strongly recommend that the standards should
be made available free of charge and be operationalized at all levels. The
authors further recommend the development of suitable frameworks to deal with the management of e-waste, recycling, and circular economy.
Investigating the implementation process of open and distance learning for teachers'professional development at the learning centres
(Jhand Publisher, 2024-12-30) Semwenda Joyceline A.; Kira Ernest S.; Nyangas James A.; Msangya Benedicto W.; Athumani Jamal J.
The effective implementation of open and distance learning (ODL) at the learning centres is vital for helping distance learners to
achieve their educational goals. This study examines the implementation process by focusing on the availability and distribution of
teaching and learning materials, the provision of face-to-face sessions, the effectiveness of learner support services, the relevance of
the ODL program, and the challenges faced by both learners and facilitators during the program's implementation. The research is
conducted across ten ODL centres under the Institute of Adult Education in Dar es Salaam, Mbeya, and Ruvuma. A mixed-methods
research design was used to provide a comprehensive understanding of the implementation processes of the ODL and its effectiveness
in enhancing educational experiences. The study included a total of 608 participants. Data collection methods included closed-ended
questionnaires, interviews, and observations. Quantitative data were analysed descriptively, while qualitative data were analysed
thematically. The findings reveal statistically significant differences across the regions in the implementation process of the ODL at
the learning centres, particularly regarding support services and the infrastructure. The study highlights the critical role of resource
availability in creating a conducive learning environment and its impact on learners' academic performance and satisfaction.
Factors influencing student’s use of various gender based violence strategies implemented in Ilemela Municipal Secondary Schools
(Consortia Academia Publishing, 2025-03) Massawe, Agatha Philip; Nyangas, James Anthony
This study explored factors influencing students' use of GBV prevention strategies in
secondary schools. The study was conducted at Ilemela Municipal. A total of 381 respondents
were used as sample size, among them were 378 students and 3 school counselors. Employing
a mixed method concurrent triangulation to collect and analyse data among respondents in the
study area. Data collection methods included self-administered questionnaires, interviews
with key informants and focus group discussions. The quantitative data were analysed by
using binary logistic regression and thematic analysis was used for qualitative data. The
binary logistic regression model identified critical factors, such as sex, courage of speaking
out and awareness and education, impacting students' participation in GBV interventions. The
validation of the instrument was conducted through pilot testing to assess its validity.
Additionally, expert opinions were sought from the supervisor and senior researchers to
ensure the quality of data gathering instrument. To enhance the reliability, the researcher
utilized the test-retest method. Ethical consideration obtaining relevant authority and consent
and insuring the willingness of respondents to participate in study by providing relevant data
to fulfill the study objectives. Results indicated that female students were more likely to
engage in workshops and peer education sessions, while courage of speaking out and
awareness significantly hindered participation. Recommendations include creating supportive
environments to encourage male student participation, establishing confidential reporting
mechanisms, and implementing awareness campaigns to address knowledge gaps. By addressing these factors, schools can enhance the effectiveness of GBV interventions, fostering safer and more inclusive learning environments.
Gender-based violence preventation strategies among student in Ilemela Municipal Secondary Schools
(Chronopub Publication, 2024) Massawe Agatha Philip; Nyangas James; Joshua Joel Matiku
Gender-based violence (GBV) is a worldwide concern that affects secondary school students with
different socioeconomic backgrounds. This study examined GBV prevention strategies among
students in Ilemela Municipal secondary schools in Tanzania. The study employed a mixed-methods
approach to collect and analyse data among respondents in the study area. Quantitative data were
analyzed by using descriptive analysis, binary logistic regression and qualitative data were analysed
by using content analysis. The assessment covered demographic information and the GBV prevention
strategies including, reporting methods, GBV desks, and prevalence of GBV campaigns. The results
showed that the study area used various GBV prevention strategies, in which GBV desks, workshops,
and counselling services were the most frequently used strategies. Different reporting methods for
GBV incidences were used by respondents, in which over 50% reported the use of GBV desks, while
small proportions preferred to report to local leaders (6.6%), teachers (3.7%), and religious leaders
(0.6%). This implies that respondents had more preference to report in the GBV desks than local
leaders, teachers and the religious leaders. Also, the study revealed that among the strategies, peer
education, workshops and counseling services had the highest proportions (52.8%, 55.3 and 58.53%),
respectively in addressing GBV in secondary schools was further found that workshops and counseling
services had statistically significant (p ≤ 0.003 and p ≤ 0.001 respectively) influence in seeking GBV
help. Basing on these results, this study recommends that the collective utilization of these strategies
would improve help seeking thus assisting in combating GBV among secondary school students.
Assessing the effectiveness of employable learning pathways in vocatinal education and training in VETA Lindi and Mtwara Centers
(Chronopub Publication, 2025) Peter Atuwene; Kyaruzi Athman A.; Nyangas James A
This study assessed the effectiveness of employable learning pathways in Vocational Education and
Training (VET) in two Vocational Education and Training Authority (VETA) centres; Lindi and
Mtwara in Tanzania. VET plays a crucial role in youth employment, but there are challenges in
ensuring that graduates' skills align with market demands. The study employed a survey research
design and gathered data from 123 respondents, including 116 trainees and seven instructors, through
closed questionnaires. The study was guided by human capital theory. Data were analysed using
SPSS version 26. Descriptive statistics and chi-square tests were employed to assess the
effectiveness of the curriculum in teaching methods and learning resources at those centres, as well
as to evaluate resource availability. Findings revealed that work-based learning particularly industrial
attachments positively impacts skills development, but language barriers, outdated equipment and
inadequate resources hinder effectiveness. The study concluded that there is a need for improved
language support programs, and modern facilities to enhance VET outcomes. The study recommends
that improving infrastructure in vocational institutes and resource compatibility with industry
standards can better equip students for the job market, thus reducing youth unemployment in Tanzania.