Journal of Adult Education in Tanzania

Exploring Informal Learning on Sexual Violence and Abuse Among Female Undergraduate Students: A Case Study of Obafemi Awolowo University, Nigeria

Tajudeen Ade Akinsooto — 2024-10-10

This study explores the informal security measures female undergraduate students at Obafemi Awolowo University use to avoid sexual violence and abuse. Six finalyear students were selected through purposive sampling and interviewed using an in-depth interview guide. The data were analysed using qualitative content analysis. Participants learned to protect themselves by exercising caution, avoiding trust in males, minimising interactions with lecturers, and concealing identities during examinations. They also limited time in faculty areas and avoided unfamiliar gatherings. The study shows the importance of addressing power dynamics and implementing comprehensive institutional responses to prevent sexual violence in Nigerian universities. Informal learning plays a crucial role in students' understanding and mitigation of sexual violence risks. The study demonstrates the need for institutions to prioritize student safety and well-being. The study recommends the University prioritises student safety and well-being through clear policies, training, and security measures.

Knowledge as Power or Shackles: Acceptability Challenges of Indigenous Knowledge Among Local Community Members in Uvinza District, Tanzania

Onesmo Emmanuel — 2024-10-10

Knowledge is power; yet there are times when the knowledge apparently considered to be power can be shackled. This paper shares findings on acceptability challenges facing the use of knowledge of localities in conserving the Malagarasi-Muyowozi wetland resources in Uvinza District, in the Western part of Tanzania. Through a case study design, mixed methods approach was used, in which interviews and questionnaires were used to collect data from 1148 local community members from five villages in the area. The findings revealed that indigenous knowledge is used and accepted in conserving the wetland resources in the area. However, the findings indicated that the knowledge is not respected as the case is with the western-based knowledge. Holders of indigenous knowledge feel inferiority and they sometimes it. The paper stands in the position of advocating for creating awareness among the community members on necessity of respecting, using and sharing their local-based knowledge for them to be beneficial and liberative as they strive to earn their livelihood through interacting with their surrounding wetland resources.

Understanding the Best Practices in Enhancing Social Sciences Curricula for Students’ Life Skills Acquisition in Mbeya Region, Tanzania

Itiha Oswald Mwachande — 2024-10-10

This study investigated the best practices to enhance social science curricula for students’ life skill acquisition in community secondary schools. This study aimed to understand the best practices for enhancing curricula for students’ life skills acquisition in the Mbeya region. This study’s curricula include geography, history, and civics. This study employed an interpretivist research philosophy with a qualitative approach and a case study research design. The study comprised 30 participants, including 20 teachers and 10 parents. The data were gathered through interviews. The study used NVivo software to analyse the data. This was done by transcribing the data acquired by the equipment, sorting and synthesizing them into categories and developing themes. The results indicate that stakeholders’ involvement in curricula review is the best practice for enhancing students’ life skills acquisition. The study also demonstrates theoretical curricula enhancement without students’ life skills acquisition. It also encourages using participatory classroom approaches as the best practice for enhancing students’ life skills acquisition. Furthermore, the study findings necessitate using the Swahili language as a medium of instruction in secondary schools. The study concluded that the best practice to enhance students’ acquisition of life skills is to apply a participatory approach in the classroom.

Assessing Adults’ Willingness to Engage in Adult Education: A Case Study of Kigamboni and Temeke Municipalities. Tanzania

Sarah E. Mwakyambiki — 2024-10-10

This study explores the prevalence of illiteracy among adults with limited reading and writing skills in Kigamboni and Temeke Municipalities, Dar es Salaam, and assesses factors influencing adults' willingness to participate in education classes. A cross-sectional design was employed to gather data from 250 respondents using qualitative and quantitative methods. The study finds a higher prevalence of illiteracy in Kigamboni compared to Temeke, with no significant statistical difference between the two areas. The research identifies five significant factors affecting adults' willingness to engage in adult education programs: availability of professional teachers, domestic roles, time constraints, conducive learning environments, and programs offering job opportunities. Recommendations include establishing education centres in primary or secondary schools to attract more learners, creating special centres in various, and adopting online and distance learning modalities. Moreover, integrating entrepreneurship and vocational training into adult education is recommended to enhance employability. The study underscores the urgent need for adult education programs in both municipalities and suggests that the Ministry of Education and Vocational Training collaborate with local governments to prioritize infrastructure development and political support. These initiatives aim to reduce adult illiteracy rates effectively, emphasizing the importance of tailored educational approaches to meet diverse adult learner needs.

Applicability of Learner-Centred Approach in Facilitating Complementary Basic Education in Morogoro Municipality, Tanzania

Ferdinand Byenobi Fidelis — 2024-10-10

The study examined effectiveness of employing a learner-centred approach (LCA) in instructing Complementary Basic Education in Tanzania (CoBET). This study aimed to evaluate the utilization of LCA, particularly in engaging CoBET learners in the educational process. This investigation was conducted in the primary school centres of Mwere, Mchikichini, and Kihonda in the Morogoro Municipality. This study used a qualitative approach and employed a multiple - case study design. It included learners, facilitators, and Ward Education Officers as participants. Seventy respondents were selected using purposive and simple random sampling. Data collection tools included documentation, semi-structured interviews, focus group discussion interview guides, and non - participatory observations. The results showed that most facilitators were capable of using LCA, although some lacked certain skills for its application. Additionally, the study showed that facilitators provided effective support. In conclusion, it was noted that the more support provided by the facilitators, the easier the learning process among learners. Hence, it is important to prioritize a learner-centred approach when facilitating the CoBET program. This study suggests that the Government of Tanzania, in partnership with other CoBET stakeholders, should ensure that the learning process is focused on the learner rather than the teacher.

Managerial Related Factors Challenging Leaders in Providing Professional Development to Open Secondary School Teachers in Arusha City, Tanzania

Simon Michael Moses — 2024-10-10

This study sought to explore managerial related factors challenging leaders in providing professional development (PD) to open secondary school (OSS) teachers in Arusha City, Tanzania. Three OSS (Midland, Kaloleni and Hovinais) were targeted for the study. Qualitative approach with exploratory research design was used. A sample of 41 respondents from three OSS was drawn using stratified and purposive sampling technique. The three OSS were systematically selected. Semistructured interviews were used to obtain data, which were then analysed qualitatively. The study found that; most of the leaders from OSS to regional level lack leadership skills in planning for and providing PD, lack transformational and instructive skills to influence teachers to engage in PD, do not receive enough training and support on how to develop the PD programmes, and lack fund to conduct on-job or off-job training. Henceforth, it is recommended that, practitioners in institutions responsible to oversee OSS such as the heads of OSS, the District Adult Education Officers, and the Regional Resident Tutors should pay more attention on OSS teachers’ PD by assisting the OSS on PD strategies, technological infrastructure and financially.