African Journal of Empirical Research
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The Hegemony of South Africa and the Free Movement of Persons in SADC: Challenges and Perspectives
Get PDFThe free movement of persons faces many challenges in the SADC region. Currently, there is no solid regional framework that governs it. As a result, it is managed by several varying bilateral agreements between the member states. This study aims to evaluate the impact the hegemony of South Africa has on the free movement of persons in the SADC region. The specific objectives of the study were to examine the effect the hegemony of South Africa has on visa openness in the SADC region, to describe the hegemony of South Africa in relation to ratification of the protocol on the facilitation of movement of persons in the SADC region, and finally to evaluate the influence the hegemony of South Africa has on border procedures in the SADC region. The qualitative research method was undertaken in pursuit of fulfilling the study objectives. The data for this study was collected from a selection of official statistics, technical reports, and scholarly journals. The findings of the study suggest that the hegemony of South Africa has greatly contributed and shaped the status of the free movement of persons in the region. South Africa has negotiated itself into favourable positions with its fellow SADC member states that have placed them at an advantage. South Africa benefits from favourable visa openness and border procedures. It’s contribution in influencing the Protocol on the Facilitation of Movement of Persons has resulted in it being among the countries that have ratified the protocol which has more relaxed provisions. The study recommends harmonised free movement agreements that have a more regional outlook and an approach to the free movement of persons that has a bearing that is not centred around security and negative perceptions
Transformational Leadership and Employees’ Commitment: Evidence from Selected SACCOs in Kilimanjaro Region, Tanzania
Get PDFIt has long been demonstrated that followers of transformative leaders perform better than average, but it is unknown why this happens. However, the reasoning behind why this process occurs is unclear. The main aim of this study was to establish the influence transformational leadership on employee commitment among selected SACCOS in Kilimanjaro region. Specifically, the study pursued the following objectives; establish the influence of idealized influence, inspirational motivation, individualized consideration and intellectual stimulation on employee commitment among selected SACCOS in Kilimanjaro region in Tanzania. The study adopted explanatory research design using both qualitative and qualitative research technique. Both primary and secondary data were collected whereas questionnaire was used to collect primary data from employees of the four selected SACCOS in Kilimanjaro region. Study population comprised of all employees in function level team and SACCOS board members. Purposive sampling was used to sample 102 employees whereas the collected data were analyzed both descriptively and inferentially. The results found that, there is a positive significant relationship between transformational leadership and employee commitment of selected SACCOS in Kilimanjaro region. Moreover, the results concluded that, compared with other variables, idealized influence had a significant positive relationship on employee commitment in the selected SACCOS. Further, the study rejected all null hypotheses and concludes that all transformational leadership variables had a statistical significant relationship with employee commitment. Based on the above conclusion, the study recommends that, SACCOS management should embrace every facet of transformational leadership across all domains of work as a fundamental style that will be crucial to the success of their business. This research contributes to the area of literature of transformational leadership and their influence on employee job commitment
Influence of Family Background on English Language Proficiency among Learners in Nine and Twelve Years Basic Education Schools: A Case of Musanze District, Rwanda
Get PDFThis study sought to investigate the influence of family background on English language proficiency among learners in Nine and Twelve Years Basic Education (YBE) from selected schools in Musanze district, Rwanda. The study adopted the convergent parallel design, utilizing a mixed approach. The study was carried out in 10 selected schools in different sectors within Musanze district. The population of the study counted 9321 subjects, from which a sample of 384 individuals was selected, comprising 225 students, 100 parents, and 59 teachers. The sample size was determined using Yamane’s formula. Random and purposive sampling techniques were used in selecting the involved participants. The data were collected using a structured questionnaire (with 5-point Likert scales), an interview guide, and a document review guide. The data were analyzed using percentages, frequencies, means, standard deviation, and regression analysis. The findings revealed that parents’ and siblings’ educational levels have a positive and significant influence on English language proficiency among learners in 9 and 12 YBE schools in the Musanze district of Rwanda (standard beta coefficient =.972; p-value =.000<0.05). It was found that family location has a positive and significant influence on English language proficiency among learners in 9 and 12 YBE schools in the Musanze district of Rwanda (standard beta coefficient =.981; p-value =.001< 0.05). It was found that family economic status has a positive and significant influence on English language proficiency among learners in 9 and 12 YBE schools in the Musanze district of Rwanda (standard beta coefficient =.983; p-value =.002< 0.05). It was also found that family language of communication has a positive and significant influence on English language proficiency among learners in 9 and 12 YBE schools in the Musanze district of Rwanda (standard beta coefficient =.985; p-value =.000<0.05). The study recommended that the Ministry of Education should implement comprehensive language programs, provide regular professional development for teachers, foster a language-rich environment, and utilize technology for language learning as a means to create an environment that promotes English language proficiency and support students in developing their English proficiency
Project Planning Practices and Project Performance: A Case of King Faisal Maternity Ward Project Implementation in Gasabo District, Rwanda
Get PDFThis research study examined Project Planning Practices and Project Performance: A Case Study of King Faisal Maternity Ward Project by Real Contractors Ltd Company in Gasabo District, Rwanda. The study aims to achieve three specific objectives: first, to assess the effect of scope planning on the performance of King Faisal Maternity ward Project in Gasabo district and determine the effect of risk planning on the performance of King Faisal Maternity ward Project in Gasabo district. The population of this study included staff in different departments of Real Contractors Ltd Companyof King Faisal Maternity Ward in Gasabo District. The data collected was analyzed using frequencies, means, and standard deviations and inferential statistics and the statistical package for social sciences (SPSS) version 22.0 was used for data analysis. The coefficient R of 0.815 indicated a strong positive correlation between project planning practices and project performance. The R-squared of 0.665 indicated that, approximately 66.5% of the variation in project performance can be explained by the predictors of risk planning and scope planning. Thus, the regression model using the predictors (scope planning and risk planning) showed a strong positive relationship with King Faisal Maternity Ward Project Implementation performance in Gasabo District. The unstandardized coefficient of β =0.620 indicated that one-unit increase in King Faisal Maternity Ward Project Implementation performance in Gasabo District is associated with 0.620 increase in scope planning. Similarly, the unstandardized coefficient of β= 0.255 indicated that one-unit increase in King Faisal Maternity Ward Project Implementation performance in Gasabo District is associated with 0.255 increase in risk planning. Both the p-values, 0.006< 0.05 and 0.000<0.05 indicated that these relationships are statistically significant. The study recommended prioritizing comprehensive scope and risk planning, ongoing training for project teams, and investing in project managers’ capacity building for effective project outcomes
Implementation of Competence-Based Curriculum for Kinyarwanda Subject at IPRC Karongi Technical Secondary School, Rwanda
Get PDFIn 2015, the thirteenth resolution of the Rwanda National Dialogues Council concluded that Rwanda should implement strategies for promoting the Kinyarwanda language and the values of Rwandan culture at all levels of education. The National Constitution of 2003, revised in 2015, stipulates Kinyarwanda as both the national and official language, a status this resolution aims to reinforce. This study was conducted to analyze the best practices and challenges encountered by trainees and trainers during the implementation of Kinyarwanda Competence-Based Curriculum (CBC) at the school under study, and to provide suggestions to mitigate these challenges. Two theories, namely constructivism and curriculum implementation theories, guided the conduct of the study. To address the identified research questions, the researchers employed a descriptive research design, conducting both quantitative and qualitative analyses of the collected data, which included both numerical and non-numerical information. The researchers used a questionnaire to collect data from both trainers and trainees. The study\u27s key findings underscore the need to encourage certain best practices, including motivated learners and qualified and experienced trainers. However, some challenges persist in implementing Kinyarwanda CBC at IPRC Karongi/Technical Secondary Schools (TSS), such as the lack of specific training for Kinyarwanda trainers, the insufficient weekly timetable for Kinyarwanda subjects, and the lack of useful teaching and learning resources. Lastly, as recommendations of this study, trainees, should maximize their efforts in writing and speaking Kinyarwanda, trainers, on the other side, should increase their efforts in practicing CBT/CBA approaches, parents are urged to be role models and encourage their children to use Kinyarwanda language effectively, the school is should provide enough time for Kinyarwanda readings as well motivating trainees who participate in competitions of Kinyarwanda language whereas the decision makers in education are advised to carefully select and employ the qualified trainers, increase the weekly time allocated for teaching Kinyarwanda subject, improve the preparation and implementation of comprehensive assessments
Exploring the Factors Influencing Undernutrition Among Children Under Five in Tanzania
Get PDFUndernutrition is common, especially in low-income countries. Tanzania has the highest number of stunted and wasted children. This present study aims to analyze the determinants of undernutrition among children under the age of five in the country. The Tanzania Demographic and Health Survey Data (TDHS) for 2015/16 was utilized in this research, which employed a cross-sectional survey technique. Research employed a binary logit model to analyze the determinants of undernutrition among under five years in Tanzania. Study outcomes shed light on key determinants of undernutrition among under-five children in the nation. Results illustrate that child age, gender, parental maternal education, marital status, access to clean water, and food security emerge as significant factors influencing the prevalence of stunting. Variables including secondary education, university education, parent education, marital status, food security, and access to clean water were associated with child wasting. Results at the same time indicate that child gender (4.15, with a p-value of 0.000), secondary education (Odds Ratio: 4.06, p-value: 0.019), university education of parents (Odds Ratio=4.53, p-value=0.021), and marital status (2.52, with a p-value of 0.039) are significantly associated with child underweight. These findings highlight the nature of undernutrition, necessitating comprehensive and targeted interventions. Addressing these determinants, which promote educational initiatives, enhance water accessibility, and foster food security, is vital to establishing effective tactics for curbing undernutrition among the vulnerable demographic of under-five children in Tanzania
Effect of Learner-Centered Approach Application on Learning Outcomes in Secondary School at Advanced Level: A Case of Rulindo District, Rwanda (2021-2023)
Get PDFThis study explores the effect of applying a learner-centered approach on learning outcomes in secondary schools at the advanced level in Rwanda. The aim of this research is to examine whether the implementation of a learner-centered approach leads to improved learning outcomes in Rwanda\u27s secondary schools. This study used mixed-methods research involving quantitative and qualitative methods. The target population consisted of 141 individuals, including 87 teachers and other school leaders, located in 17 sectors of Rulindo District. The researcher employed cluster sampling for school selection. Questionnaires, interview guides, and documentation reviews were used to collect relevant data. Cronbach’s alpha was 0.892, which is above 0.7 in this study. This indicates that the scale has a high degree of internal consistency. The interpretation touched on means, standard deviation, and regression analysis, which are complementary to the results from the interview. The findings revealed that the application of a learner-centered approach has a significant effect on learning outcomes. This is obvious when we look at the beta and p-value for learner-centered approach application dimensions such as active learning, cooperative learning, and inductive teaching learning linked to the objectives of this study. The variables\u27 p and β values are as follows: active learning (β=0.777, p value<0.05); cooperative learning (β=0.208, p value<0.05); and inductive teaching learning (β=0.037, p value˃0.05). To make the learner-centered approach very successful, Rwanda\u27s government, stakeholders, school leaders, and parents should make more efforts to address issues related to the learner-centered approach application from which students come
Reflecting on Determinant Factors of Violence in Light of the Governments\u27 Access to Resources, Vested Political Interests and Ethno-religious Identities in the Rwandan Genocide After 25 Years
Get PDFThe research sought to know the primary determinant factors of violence in light of the governments\u27 access to resources and vested political interests on the one hand and ethno-religious identities on the other in the context of the Rwandan Genocide. The Instrumentalism Theory of Ethnicity guided the research. The research used a qualitative research design within the phenomenological approach. A non-probability snowball sampling technique was used. The data collection method was interviews; hence, the data collection instruments were interview guides. A total of ten participants from the Republic of Rwanda participated in the interviews. Thematic data analysis was used to arrive at the research result. The research findings pointed to the determinant factors of violence linked to colonial powers, governments and ethnoreligious identities. The political interests and the resource issues of the governments are stronger determinants of violence than the ethnoreligious identities. This means that religion, ethnicity, and other cultural grievances remained secondary or instrumental factors that the external and internal governments utilised in the history of Rwanda. In addition, the research found that religion and ethnicity are important agents in exacerbating conflict and building peace and social transformation in the aftermath of conflicts. They bring the warring parties into reconciliation, healing, and enhancing peace. Therefore, the research findings concluded that the lack of natural resources, Rwanda being a land-locked country, and overpopulation of the geographical space exposed the people of Rwanda to virtual poverty. This socio-economic reality exacerbated the government\u27s desperate search for access to meagre resources by external and internal political and ethnic authorities. Hence, the primary cause of the genocide was the desperate search for resources and political manoeuvres to secure them by holding on to power at any cost. The article recommends that all the stakeholders of Rwanda\u27s peace and development must stand shoulder to shoulder to reduce poverty and create good governance
Adaptation of English Teachers to the Use of CALL in Technical Secondary Schools in Nyanza District, Rwanda, and Its Implications on Students’ Performance in English
Get PDFIn some Rwandan schools, the use of Computer-Assisted Language Learning (CALL) in English teaching has influenced students\u27 English performance. In technical secondary schools, language teachers have begun utilizing new technologies as pedagogical tools to enhance students\u27 English performance. The current study investigates how teachers adapt to the use of CALL and its implications for students\u27 performance in English subjects in some Rwandan technical secondary schools. Sociocultural theory in language teaching guided this investigation. It used a descriptive research design with a sample of 24 English teachers from Nyanza Technical Secondary Schools. This study utilized a census of all 24 English teachers. Data were collected using questionnaires in the form of a Likert scale. Descriptive analyses indicate that 91% of respondents have a positive attitude towards CALL. The findings show that teachers of English use CALL in teaching English, which affects students’ performance in English. The inferential analysis results show a P value of 0.020, which is lower than the significant correction of 0.05. Therefore, the study findings confirm the teachers’ positive attitude towards CALL. According to the research, the Rwanda TVET Board should train new teachers and continue updating existing English teachers with new CALL technologies
Assessing Approaches to Strengthen Monitoring and Evaluation in Development Projects: Evidence from Donor-Funded Projects in Machakos County, Kenya
Get PDFMonitoring and Evaluation improves the quality of programme or project management since it provides information on how results namely outcomes, outputs and impact are achieved and assesses the effectiveness, relevance, coherence, efficiency, impact and sustainability of specific development interventions. The objectives of the study were to examine the influence of participatory monitoring and evaluation among development project teams in Machakos County and to assess the influence of M & E as a learning tool on implementation of development projects in Machakos County, Kenya. The study was guided by the Theory of Change which describes how particular interventions or sets of interventions lead to specific changes. The target population of this study was 102 programme staff implementing donor-funded projects. A census was done and therefore the target group formed the sample for the study. Primary data sources used were key informant interviews and a survey questionnaire. Quantitative data was analyzed in SPSS Version 28 and qualitative data was thematically analyzed. According to the survey results, 58.2% agreed that the involvement of all relevant project stakeholders during the preliminary stages of project design strengthens M&E. The survey results showed that 49.45% of the respondents agreed that project planning reflected the various community needs and supported decision-making processes during project implementation. A majority (58.23%) agreed that feedback from various stakeholders was often incorporated and used to strengthen the delivery of various project activities informant interviews. Majority of the survey respondents (72%) indicated that learning is integral to ensuring M&E is effective and project teams can learn immensely from M & E. A majority (71%) agreed that project teams feared participating in M&E activities due to fear that it could be used against them. The findings show that the involvement of stakeholders in project design and implementation directly influenced successful project M & E. The study recommended involving relevant parties and stakeholders in a project since this influences its implementation and M & E among donor-funded development projects. Project managers need to put in place incentives for project teams to learn not just for reporting to funding agencies but for the benefit of internal learning among project teams