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The Syntax of Arguments in Sukuma
Full text linkPrevious studies have primarily focused on the phonological, morphological, and morphosyntactic aspects of the Sukuma language (cf., e.g., Batibo, 1985; Matondo, 2003, 2006; Jackson, 2013; Alqarni, 2017; Luhende, 2018; Simon & Masanja, 2025), but a significant gap remains in relation to syntactic argument structure and movement processes. Hence, this study fills this gap by analysing the syntactic positions of arguments, their movement patterns, and the role of INFL in Case assignment, as accounted for within the Government and Binding (GB) framework. A sample of four native Sukuma speakers was deliberately selected based on their proficiency in the language. Data were collected using documentary review and unstructured interview. The study adopted a qualitative approach and a case study design, using the Kimunasukuma dialect as a representative of other Sukuma dialects. Sentences are analysed using syntactic trees that reflect the three levels of projection represented in the X-bar schema. The study reveals that the type of verb determines the number of arguments used in a sentence. Additionally, a syntactic argument may be moved from a non-Case-receiving position to a Case-receiving position to satisfy the Case filter. It is also shown that the moved element leaves a co-indexed trace (ti) to fulfil the requirements of the structural preserving principle. Furthermore, the study displays that INFL assigns nominative Case to external arguments while verbs and prepositions are used to assign accusative and oblique Case to internal arguments, respectively. Consequently, the article contributes to the field of linguistics by examining the syntactic properties of arguments, an area that has been least explored in Sukuma grammar
Does Election Observation Matter? Examining the Implementation of Election Observation Recommendations in Tanzania and Uganda
Full text linkElectoral observation has become an integral part of the democratic and electoral processes in Africa. In the short term, international and local election observers enhance the transparency and credibility of elections and the acceptance of results in the continent. Moreover, in the long term, proposals issued by observers are critical in improving the quality of future elections. This paper is concerned with the long-term goal of election observation. Focusing on Tanzania and Uganda, it examines the extent to which reforms that observers propose are considered in improving subsequent elections. The paper relied on a desk review of documentary sources. The review paid particular attention to the recommendations issued in each election, focusing on how often they have been repeated across elections. The paper notes that the proposed reforms in the two countries are, by design, not adequately implemented. Addressing the lapses identified by election observers is uninteresting among political actors since it threatens the electoral advantage and the status quo. The paper recommends the formation of inclusive coalitions and networks that will strategically push for implementing election observers' recommendations
Role of Communal Consumptive Natural Resources Management Approach in Addressing Community Economic Benefit in Western Tanzania
Full text linkThe role of consumptive natural resources management in addressing community economic benefit in West Tanzania is much likely less known. This study was carried out to assess the impact of communal consumptive natural resources management on community economic benefit. A four-point numerical scale survey questionnaire was administered to 400 respondents, and an interview guide was administered to 40 Key Informants. Quantitative data were analyzed by SPSS, while qualitative data were analyzed by Excel framing summarizing technique. The research findings indicated that communal consumptive natural resources management had a close to strong correlation and significant positive impact on community economic benefit (CEB). The linear relationship between the communal natural resources management approach and community economic benefit (CEB)Pearson (r) covariance statistical relationship correlation coefficient result was Pearson -r (733) = .73, p<.001. The positive Pearson (r) above 0.7 implied that the relationship was a strong correlation. The impact of the communal natural resources management approach on community economic benefit (CEB) was calculated through multiple linear regression. Multiple linear regression coefficient B= 1.43 at 95% confidence interval (CI) = 1.34, 1.53; p=0.000. The result implied that an increase of one unit of the communal consumptive model was associated with a positive increase of 1.43 CEB. The positive increase in CEB suggests that the communal consumptive natural resources management approach significantly impacts community economic benefit (CEB). It is recommended that to maximize community economic benefit (CEB), communal consumptive natural resources management approaches should be focused on and given significant attention. Moreover, to maximize community economic benefit (CEB), an integrated hybrid combo of consumptive approaches such as sustainable timber, and non-consumptive approaches such as avoided deforestation and increased sequestration carbon credit is recommended for terrestrial natural resources management in western Tanzania
A Review and Future Directions of Brand Experience Research in Tourism
Full text linkThis paper presents a review of brand experience studies in tourism using a systematic literature review while utilizing a total of 44 articles that were published in 30 journals. Four databases were used to search for the articles including Taylor and Francis, Google Scholar, Emerald, and Science Direct. The objectives of this review were to discuss the extant state of brand experience literature in the tourism industry, summarize the antecedents, mediators, moderators, and outcomes of brand experience and identify the gaps in the current studies and suggest the areas of future research. The results indicate that the quantitative research approach, convenience sampling technique, cross-sectional survey strategy, and structural equation modeling have dominated brand experience research. Various theories used, contexts, methodologies, antecedents, mediators, moderators, and outcomes of brand experience are also discussed in the paper. It is concluded that brand experience influences the majority of customer-related and brand-related constructs. Thus, it is recommended that tourist agencies, destination practitioners, and other tourism stakeholders should invest in generating pleasurable experiences at every touch point of their service to differentiate themselves from their competitors
Barriers hindering Effective Engagement in Online Assessment for Teacher Education in Tanzania: Perspectives from two Teachers’ Colleges
Full text linkThe recent shift to online distance learning in education institutions has prompted the implementation of online assessment. However, the effectiveness of online assessment in most countries, particularly sub-Saharan Teacher Colleges, remains in a critical dilemma as their adoption of technology is still at an infancy stage. Evidence about tutors and student-teachers from sub-Saharan Africa using available virtual platforms such as Learning Management System (LMS) to conduct effective online assessment is scarcely available. This paper addresses how tutors and student-teachers face challenges of integrating online assessment into their teaching through LMS as well as how they benefit from it. The paper is based on a study that employed a qualitative approach where the phenomenological design was adopted to gain lived experiences from participants on the use of LMS for online assessment. 15 tutors from two colleges were interviewed with the expectation that they would have rich information about the implementation of online assessment through LMS. Findings indicated that both tutors and student-teachers faced multiple barriers which compromised their ability to engage in online assessment. Such barriers are categorized into policy issues, resource-related challenges, online teaching and learning services and instructor-related challenges. Despite the challenges, participants perceived online assessment to have significant impact towards learning. Participants also expressed that online assessment is essential for learning in the digital age and thus, suggested the need to strengthen their capacity to improve their engagement. This study recommends that Teacher Colleges should invest in technological systems that enhance online assessment. To accelerate learning transformation in Teacher Colleges, awareness in online learning is vital. To increase student-teachers’ engagement in online assessment through LMS, it is necessary to make curriculum reforms to ensure effective e-learning. Future research may focus on generating evidence about practices in different contexts
Differentiated Assessments for Learners with Neurodevelopmental Disabilities in Inclusive Elementary Schools in Tanzania
Full text linkDifferentiated Instructions and modifications in curriculum and assessments are considered a prerequisite for the successful inclusion of learners with disabilities in general education. This qualitative study assessed the current provisions and the aspired changes in the curriculum, assessments, and transition plans for learners with Neurodevelopmental Diversities such as Autism in Tanzania. A total of 21 participants partaken in this study. The participants were obtained through purposive and snowball sampling methods. Data collection methods included in-depth interviews, documentary reviews and non-participant observation. Data were analyzed thematically, aided by the vivo 12. Participants were of the opinion that there is a limited provision with regard to only time (an additional twenty minutes in every hour for mathematics and ten minutes in each hour for other subjects) within the subsidiary legislation of the Examination regulations released by the National Examination Council of Tanzania (NECTA) in 2016. The provision, however, does not mention any neurodevelopmental disabilities in the categories of disabilities and the special provisions entitled to them. Lack of reasonable accommodations in the type and structure of questions, rigid modality of responses to the examination questions for learners with learning disabilities and limited flexibility in time and room arrangements have been mentioned as barriers to proper assessments for such learners. The study concludes that there is a need to embrace the evidence-based practices of responsive education, instead of the “one-size-fits-all” kind of education. This will help to improve the curriculum for all learners instead of the approach to “fix” the deficits of learners with neurodevelopmental disabilities
Market Policy Reforms and Education Quality in Public Higher Education in Tanzania: The Role of Quality Assurance Mechanisms
No full textGlobally, following financial austerity facing universities, many Higher Education (HE) systems have introduced Market Policy Reforms (MPR) as an alternative way of providing solutions on how states should finance higher education, increase access, and manage HE systems efficiently and effectively. The study used a qualitative research approach and a multiple case study design. Qualitative data collected from interviews, focus group discussions, and documentary reviews were subjected to content and thematic analysis. The study findings showed how mechanisms of quality assurance work to ensure quality in HE institutions. For instance, institutionalising quality assurance guidelines policies from the Tanzania Commission for universities is an essential mechanism that forces universities to comply with the set guidelines and circulars. Also, the directorates of Quality Assurance (QA) play a significant role in inculcating a culture of quality assurance practices to achieve the university's core mission. The implementation of MPR has influenced the access of a significant number of students, but expansion of access does not commensurate with available resources. The study recommends that at times of massification, external and internal QA mechanisms are indispensable for promoting and maintaining quality standards in HEIs
Enhancing Chemistry Learning Using Language Supportive Pedagogy in Multilingual Classroom
Full text linkWhile there is a rich literature on science teaching and learning, little is hardly documented about how Chemistry learning is enhanced in lower secondary schools in Tanzania. This qualitative study assessed Chemistry learning using the Language Supportive Pedagogy (LSP) approach in multilingual classrooms. The study was conducted in community secondary schools in Kagera Region and it involved 30 Form II students who were randomly selected. It also involved 5 in-service Chemistry teachers in the host schools and 5 student teachers from the University of Dodoma with Chemistry specialties and Language Supportive Pedagogy (LSP) skills. Both in-service and student teachers were purposively selected for the current study. LSP employed a bilingual teaching approach whereby Kiswahili was strategically used alongside English to enhance Chemistry learning. Data were collected through interviews, Focus Group Discussions and classroom observation. The study findings revealed that most students were able to use subject specialism vocabulary when interacting with fellow students, teachers and subject matter, participate in English discussion and respond to questions in English despite minor grammatical errors in their speeches. Similarly, in-service teachers, student-teachers and students recommended the LSP approach to facilitate more engagement of students in Chemistry learning through intentional scaffolding. The study concludes that more students engage in learning activities through familiar language and instructional scaffolding assured students’ confidence and interest in learning Chemistry. It recommends the scaling up of the LSP approach in other regions in Tanzania in an attempt to enhance smooth Chemistry learning
Competence-Based Assessment in Tanzanian Teacher Education in the Fourth Industrial Revolution: A Comprehensive Analysis
Full text linkCompetence-based assessment plays a pivotal role in shaping the quality and effectiveness of teacher education programs in the dynamic landscape of the Fourth Industrial Revolution (4IR). Understanding the existing assessment practices and their alignment with competence-based principles is essential for enhancing the preparation of future educators in this context. This study examined the assessment practices in Tanzanian teacher education programs gaining insights into how student teacher assessment is done and the alignment of competence-based principles in the preparation of student teachers. A survey involving 531 participants was conducted to gather data on Statistical analysis were employed to explore variations in assessment experiences based on gender, age, and education level. The findings indicate that traditional pen-and-paper assessments remain the dominant assessment method in Tanzanian teacher education, comprising a substantial 69%. Notably, 52% of student teachers believe are evaluated on their aptitude to seamlessly integrate technology into teaching and learning, accentuating the criticality of digital skills. Furthermore, our study unveils a multifaceted assessment landscape for innovation and critical thinking, with 25.2% of students always feeling assessed, in contrast to 13.6% who seldom or never experience this evaluation. Remarkably, gender emerges as a potent influencer in technology integration assessments, while age distinctly shapes the evaluation of research skills and collaborative abilities. Moreover, the findings underscore that competence-based assessment in Tanzanian teacher education is progressively adapting to meet the demands of the 4IR. However, they also underscore the need for a more diversified and innovative assessment approach to effectively address the evolving educational landscape. This study highlights the pronounced impact of gender, age, and education level on assessment experiences, underscoring the imperative for tailored approaches in nurturing future educators
Human Health Risks from Exposure to Heavy Metals in Water from Great Ruaha River Serving Domestic Purpose in Pawaga Division
Full text linkRiver water and banks could be very busy with varied activities ranging from farming to small industrial activities and other domestic household activities. The present study aimed at investigating the potential human health risks from selected heavy metal contaminants in Ruaha River water at the Kilolo division. To assess potential human health risks the concentration data for six heavy metals (Fe, Mn, Cu, Pb, Zn, and Cd) during the wet and dry seasons from four (4) villages were analyzed using Atomic Absorption Spectrophotometer. The observed mean concentration of heavy metals during the wet season is in the following order: Fe > Zn > Cu > Mn > Pb > Cd > Al. During dry season is in the following order: Fe > Cu > Zn > Mn > Al > Cd= Pb. The HQing of Cd ranges from 0.000 – 9.000 while Pb ranges from 2.143 – 32.143. The maximum carcinogenic risk (CR) from ingestion of Cd was 9.429 × 10-4 and Pb was 4.714 × 10-3. According to risk assessment standard these values are in grade five and six respectively. About 54.2% of the analyzed samples are at grade seven which is extremely high-risk position, while the rest are at high-risk side. Though most levels did not exceed critical values for human health risk from heavy metals, there is still a potential human health risk from chronic exposure to low heavy metal concentrations due to long-term exposure and potential metal interactions. Results of this study inform water pollution remediation and management efforts designed to protect public health in polluted urban area waterways common in rapidly developing regions