Articles, Conference and Workshop Papers Collection

Permanent URI for this collectionhttp://10.10.97.169:4000/handle/123456789/4018

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Challenges and cultural attributes influencing the implementation of the learner centered approach
(International Journal of Science and Research (IJSR), 2020) Ishemo, Rwegasha
Many developing countries have been implementing the learner centered approach to improve learning and poor performance of students. The approach enables the system of education to achieve quality education. This article discusses the characteristics of the learner centered approach in an educational provision. Execution of the foregoing learning paradigm encounters various challenges. The observation indicates challenges that have been affecting teachers, students and in general the system of education. It explains teachers’ misconceptions and students’ resistances against the preceding educational approach. In addition, the article describes the influence of cultural attributes on this style of teaching and learning. It ends by presenting suggestions for improving the implementation of the learner centered approach as well as the educational provision.
Observations of curriculum implementation and fee-free education policy
(International Journal of Progressive Sciences and Technologies (IJPSAT), 2020) Ishemo, Rwegasha
The system of education has been introducing philosophy and policies to guide the educational provision. The philosophy and policies enable the system of education to facilitate the implementation processes and achieve quality education. This article describes some educational aspects which have been established in Tanzania to support the provision of education at various levels. It discusses the progress of implementation of the philosophy of education for self-reliance, learner centered approach, and fee-free education policy. The observation indicates the implementation processes and the challenges encountered during the process of implementation. The article ends by presenting suggestions for improving the implementation processes and the fee-free education policy as well as the quality of education.
Challenges facing the implementation of competence Based curriculum in Tanzania
(2017) Ishemo, Rwegasha
In recent years, a greater attention has focused on the assessment of education quality based on the ability of students to demonstrate the competencies they have acquired in schools. To ensure the attainment of competencies, the Ministry responsible for education in Tanzania reviewed the school curriculum. The aim was to ensure high-quality education and to accelerate the socio-economic development. The implementation of a competence based curriculum in Tanzanian secondary schools started in 2005. However, the implementation process has not been impressive as evidenced by the low performance of students in their examinations. This article is an attempt to demonstrate some of the challenges facing the implementation of competence based curriculum and to provide some suggestions for improvement.
Teaching science by constructivist approach as a means of reducing the gap between secondary school students’ experiences and the society needs/demands in Tanzania
(Summer, 2012) Ishemo, Rwegasha P.
The essence of teaching is to bring about a change in the behavior, attitude and thinking in the students. The teaching principle a teacher adopts in order to bring about this change matters a lot; this is because students learn most effectively when the learning environment is stimulating and when teaching is lively, interesting and relevant to students’ prior knowledge and experience of the world around them. The teaching principle, to be of value, needs the interaction of sensitive teachers to challenge student thinking, exposing them to new ideas. The vision of a teacher using an effective teaching approach is to develop classrooms where students are helped to make sense of, and reflect on, their experiences, assess their work and set future learning goals. In such classrooms students are always encouraged to articulate how they learn; they should be able to express what the problem is that they are working on, what questions and prior ideas they have, and what their plans are to solve the problem. They should know how they are going to evaluate and present their experimental results. Teaching and learning in these classes should be inseparable, in that learning is a criterion and product of effective teaching. In essence, learning is the goal of teaching, that is to say someone has not taught unless someone else has learned something. So teaching is to try and help someone learn something, or more formally to help someone acquire or change some behavior, i.e. some competencies, attitudes, knowledge and skills, ideas or appreciations (Agbulu & Idu, 2008; Perrot, 1989).
Inconsistencies that happen during the implementation of the learner centered teaching
(THE INTERNATIONAL JOURNAL OF SCIENCE & TECHNOLEDGE (THEIJST), 2018) Ishemo, Rwegasha
Educators have been insisting on the utilization of the learner centered teaching during the teaching and learning process. To accomplish that aim, several countries have been instructing teachers on employing the learner centered teaching in the classrooms. This educational approach has been stating to be effective for improving teaching, learning, and students’ performance. The implementation of the learner centered teaching has been observed to face some challenges. One of the arguments is the inconsistencies between teacher’s perceptions and practices. The inconsistencies found to occur when teachers carry out the teaching and learning process in the classrooms. In this case, teachers found to be unsuccessful in performing effective practices as suggested in the learner centered teaching. They support facilitating students by employing the learner centered teaching, but in the real teaching, they mix with the teaching methods/practices that are not effective.
Progress of the implementation of the learner centered approach in Tanzania
(International Journal on Integrated Education, 2021) Ishemo, Rwegasha
Many developing countries have adopted the learner centered approach to be employed during the teaching and learning process. The purpose was to implement the educational practices guided by the learner centered approach to improve teaching, learning, and performance of students. This paper discusses the development of various educational programs that are guiding educational practices in Tanzania. It describes the aims of these programs in supporting the educational provision. The execution of the learner centered approach encounters various challenges. The observation indicates challenges that have been affecting teachers, students, and the system of education. In addition, this paper explains the educational transfer and borrowing of educational programs from overseas. It describes the instructions and suggestions on how to make a quality curriculum and its implementation. It ends by presenting the suggestions of educators on how to improve the implementation of the learner centered approach in the Tanzanian context.
Improving the provision of education by borrowing policies and practices from a foreign country
(International Journal of Progressive Sciences and Technologies (IJPSAT), 2019) Ishemo, Rwegasha
Many developing countries have been borrowing educational policies and practices from abroad. These nations need foreign programs in efforts to improve teaching, learning, and students’ performance. Educators aimed at learning and adopting educational policies and practices from countries and systems that demonstrate excellent educational provisions. They expect to acquire education programs to achieve quality education in their home countries. This article provides knowledge regarding the borrowing process. It discusses the process, principles and states why educators should accomplish the task. It gives some insights regarding the accurate ways for borrowing. Based on these perspectives, the article presents the model of borrowing and features and suggests the perfect methods to carry out the borrowing properly.
Are school leaders in Tanzania effective in fostering instructional change? Unveiling this black box from the feedback perspective
(European open science publishing, 2022) Makwinya, Noel Mark
Feedback is among the most powerful influences on learning a new skill. Surprisingly, very little attention has been given to studying this issue in relation to interactions between school leaders and frontline teachers particularly during the adoption of educational changes. This qualitative study provides findings on feedback provided to teachers by school leaders in relation to the adoption of a new Tanzanian curriculum. The data were collected from teachers and leaders in three schools using document reviews and individual interviews, and were processed through thematic analysis. Findings revealed various technical issues with regard to feedback method, timing, and quality. Factors that influenced these and their likely influences on the professional growth of the teachers are discussed within the context of reviewed literature. Recommendations for policy and practice are provided.
Every child: In school and in class, every day and on time
(CONSORTIA ACADEMIA, 2017) Makwinya, Noel Mark
Links between truancy and academic performance have been well established in research. As such, different measures have been employed to combat truancy across the world. Despite these struggles, current data accessed from different parts of the world show this problem to continue at different degrees. The objectives of the present research were twofold: First, to explore whether the number of students whose truancy is limited to part of the school day is less than those who miss the whole day. Secondly, the study aimed to study the practices of school-administrators in monitoring students’ school-attendance and their impact on combating truancy. The results showed that: (i) there are truants of different types: those who miss whole school-day, those who miss some sessions and those who practice both types, (ii) school administrators rely on the same strategy of monitoring students’ school-attendance regardless of the truancy-style that is predominant, (iii) in average, whole-day truants perform lower that those who missed part of the day; and, (iv) the prolonged use of the same strategies in monitoring truancy, especially if it is well-known by students has; and, (iv) the use of general and one strategy of monitoring truancy has little impact on schools’ struggles to combat truancy. The study recommended educational experts and other stakeholders to categorize truants in their records, and use unique strategies to control different categories of truants.
The constraints of linking instructional methods to learners’ real-life settings in the context of resources scarcity
(AkiNiki Publications New Delhi, India, 2021) Lupeja, Thabita Lameck; Makwinya, Noel Mark
According to the Tanzania educational policy, formal education should be useful and applicable to learners’ real-life settings. In this sense, classroom instructional approaches should have the power to enhance the acquisition of real-life related skills and knowledge. It is for this reason Tanzania reformed its secondary school curriculum in 2005 from the one that focused on the mastery of subject contents to the one that enhances acquisition of competences among students. For this change to materialise, the new Tanzanian secondary school curriculum emphasizes the use of inquiry and student-centred pedagogies such as problem-based, demonstrations, hands-on activities and conducting real-life related projects. This study assessed the extent to which teachers employed these methods in their classrooms. Data were collected using semi-structured one-on-one interview involving sixty Agricultural Sciences, Biology and Civics teachers, and ten academic teachers. Besides, focused group discussion was conducted with teachers to discern the linkage between classroom instructional approaches to learners’ real-life settings. The study shows the disjunction between the policy and practice due to resources scarcity. The inadequacy of both human and physical resources appeared to be the main setbacks for teachers to practice instructional methods that could enable learners to acquire real-life knowledge and skills. The scarcity of human resources appeared to be a big issue because teachers were also incompetent in both content and pedagogical knowledge. The study recommends the concerned stakeholders allocate adequate and necessary instructional resources for teachers to practice teaching methods that could inculcate skills applicable to students’ life.

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