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Regulatory Oversight of FinTech in the Era of Artificial Intelligence: Assessing Consumer Risks in Tanzania's FinTech Sector
Get PDF The rapid evolution of Financial Technology (FinTech) is significantly transforming the financial sector, filling gaps traditionally left by conventional banks. This transformation is expanding access to formal financial services, fostering economic growth and reducing poverty in Tanzania. Despite its substantial growth, the FinTech industry in Tanzania operates without a comprehensive legal and regulatory framework, thereby exposing consumers to unforeseen risks. This paper examines the legal and regulatory challenges stemming from the integration of Artificial Intelligence (AI) and Machine Learning (ML) in the financial industry. To address these issues, this study employs doctrinal legal methods and a comparative study approach. It draws insights from international legal instruments, policies, and laws of other jurisdictions to identify legal gaps and propose solutions. The study utilises deductive and inductive reasoning for data analysis, applying statutory interpretation rules to evaluate Tanzanian laws and identify existing gaps. Furthermore, the Ejusdem Generis rule is employed to assess the legal landscape and challenges associated with AI adoption. Key Tanzanian laws and Regulatory bodies are scrutinised to pinpoint regulatory shortcomings. This study identified deficiencies and provide recommendations to enhance FinTech security in Tanzania
Examining the Benefits and Challenges of the Diversion Programme as a Mechanism to Enhancing Juvenile Justice Administration in Dar es Salaam, Tanzania
Get PDFThis study is informed by goal number four, target one of the Sustainable Development Goals (SDGs), on the increase of accessible, equitable, and quality primary and secondary education by 2030. The intended outcome of this goal cannot be achieved in Tanzania when juveniles who fall in conflict with the law are left out of the mainstream of education. The study utilized a cross-sectional design, which embraces the qualitative approach. Its data were obtained through purposeful sampling techniques (convenient and snowballing sampling), in which twenty-eighty respondents participated. The data collection techniques used were in-depth interviews and focus group discussions. The ATLAS.ti 9 software was employed during qualitative data analysis. The main findings reveal that the diversion programme effectively addresses juveniles' educational needs and mitigates associated stigma and retribution. Furthermore, it helps in amicably solving the juveniles' problem due to assessment of individual juveniles, generating suitable tailor-made interventions. Challenges obtained were that police officers still used much force during the arrest, and some would demand bribes; the traditional system was lengthy and cumbersome; there was a shortage of workforce and buildings; limited financial resources and equipment; and some juveniles and actors did not know the programme. The article concludes that the diversion programme is vital to achieving education for all as envisaged by the SDGs. It further recommends capacity building to all social actors on the importance of diversion, mobilization of resources, and researchers should be encouraged to conduct studies in JJA, in particular indigenous models and practice of the diversion programme
Discursive Construction of External School Quality Assurance Policy Actors’ Power in Selected Secondary Schools in Tanzania
Get PDFIn 2017, the School Quality Assurance (SQA) policy was adopted and implemented in secondary schools in Tanzania. Since the beginning of its implementation to date, not much is known about how SQA policy discourses construct external SQA policy actors’ power versus internal SQA policy actors. This study analyzed how SQA policy discourses discursively construct external SQA policy actors’ power in selected secondary schools in Tanzania. Since policies are implemented through the production, distribution, and consumption of texts and discourses, the study was mainly based on textual and discourse analyses. Findings indicate that SQA policy discourses reconstructed the power of external SQA policy actors rather than the internal SQA policy actors and stakeholders. It is argued that by empowering external SQA policy actors, SQA policy implementation becomes more or less the same as school inspection. It is recommended that an effective SQA policy implementation needs to empower internal SQA policy actors because they interact daily with teachers and students to improve teaching and learning, curriculum, school leadership, school environment, and community engagement
English language Pedagogical Content Knowledge of English Language Beginner Teachers in Tanzania: A reflection to English language teaching method course in Tanzania Universities
Get PDFThis study explored English language Pedagogical Content Knowledge of secondary school English language beginner teachers in Tanzania on the aspects of self-perceived knowledge, understanding, and classroom teaching practices regarding English language PCK domains namely; English language teaching orientations, English language curriculum materials, English language learners’ learning and English language instructional strategies. A total of 128 secondary school English language beginner teachers were involved from Dar es secondary schools. Simple random sampling and convenient sampling techniques were employed to obtain English language, beginner teachers. Data were collected by using a questionnaire method, semi-structured interview method, documentary review method, and observation method. The analysis of the data revealed that English language beginner teachers' conceptions regarding English language pedagogical content knowledge are partly. This is because despite English language beginner teachers self-perceive as highly knowledgeable and demonstrating good understanding regarding English language PCK, their actual classroom teaching practices are not appropriate. The study concludes that more opportunities should be given through English language teaching method courses during teacher preparation for student teachers to practice teaching activities in the respective PCK domains
Science Subject Choices among Secondary School Students in Ilala-Dar es salaam: The Influence of School-Based Social and Personal Guidance
Get PDFThis study examined the influence of School-based Social and Personal Guidance (SBSPG) provided in schools on science subjects’ choices among students. Three categories of respondents were involved, including 389 secondary school students, 82 science teachers, and 10 teacher counsellors who were subjected to a Self-Report Questionnaire (SQR), a Focus Group Discussion (FGD) and a Semi-Structured interview. A Binary Logistic Regression Model was employed to analyse quantitative data collected through SRQ, while thematic analysis was applied for FGD and interview data. The findings indicated that SBSPG was found to have significant positive influence on students’ science subjects’ choices for both male and females with odds ratio (OR) 2.04 (p=0.004) for males and 1.70 (p=0.005) for females. Therefore, the study recommends that the Ministry of Education Science and Technology to strengthen the efforts to ensure that comprehensive SBSPG fully provided in secondary schools. This could add up the ongoing efforts to bridge the existing gender gap in Science, Technology, Engineering, and Mathematics (STEM) in Tanzania for sustainable development
Challenges in Enhancing Letter-Name Knowledge Acquisition for Public Pre-Primary Children in Shinyanga Region
Get PDFLetter Name Knowledge is among the most vital emergent literacy skills that predict future reading and writing among pre-primary children, and teachers are central to learning. Much has been researched on the factors influencing letter name acquisition, including the child's characteristics in the home and school environment. Less research has been done on pre-primary teachers’ views on the factors they encounter in enhancing letter name skills in children. This study investigated pre-primary teachers' challenges in enhancing letter-name knowledge among pre-primary learners in the Shinyanga District Council, Shinyanga Region. The study identified challenges pre-primary teachers encounter in enhancing letter-name knowledge. The study also assessed the challenges pre-primary teachers face in enhancing the knowledge of letter names for pre-primary children with the guidance of the Whole-Child Approach. A qualitative approach and phenomenological design were utilised for the study.20 (to the point of saturation) pre-primary teachers were involved in the interview for data collection. The obtained data were analyzed thematically. The findings identified the following challenges: pre-primary children’s use of mother tongue, inadequate teaching and learning facilities and instructional materials, lack of teachers’ professionalism, large class size and instructional burden, children absenteeism and implementation of pre-primary curriculum. In conclusion, the identified challenges influence pre-primary teachers' effectiveness in enhancing letter name knowledge acquisition for public pre-primary children in the Shinyanga region. The study recommends that the Ministry of Science and Technology (MoEST) create a mother tongue policy for pre-primary children for quality, fair and holistic comprehensive curricula provision in rural areas
Integrating Learning Management System and Digital Library for Students’ Assessment
Get PDFInformation and Communication Technology (ICT) has recently advanced in education sector where teachers and other educational stakeholders use learning management system (LMS) to improve students learning. Tanzania in the meantime, has implementing multiple initiatives aimed at enhancing ICT integration in education. The initiatives includes connection of National ICT broadband backbone, implementing various ICT projects such as Tanzania Education and Research Network (TERNET) and the use LMS and digital library (DL) through Tanzania Institute of Education (TIE). Apart from the government initiatives, a critical gap exists in the knowledge and proficiency of both tutors and students in utilizing LMS and DL skills to enhance creativity. This study seeks to address this issue by exploring the integration of LMS and DL to preserve the talents and skills of educators and students. The research utilized a mixed-method approach that involved questionnaires and interviews from tutors. Data were analyzed both inferentially and descriptively. The study found that 33% of tutors were competent to ICT skills related to LMS and DLs. Furthermore, the study proposed a digital library system (DiLaS) prototype as a blueprint for integrating LMS and DLs to support students in learning and assessment. The paper recommends that the government should draw policy strategies that support innovation in digital systems to preserve exceptional skills.
 
Navigating the Arm's Length Principle: Bridging the Gap Between Transfer Pricing and Customs Valuation in the East African Community
Get PDFThe role of the arm’s length principle is significant in both transfer pricing and customs valuation for revenue collection between related multinational corporations (MNCs) within the East African Community (EAC). Taxing related MNCs is challenging when the same transaction is taxed under both transfer pricing and customs valuation frameworks using the arm’s length principle. MNCs are subject to double taxation or unfair tax risks, while revenue authorities face the risk of revenue loss by handling the same transaction under different legal frameworks, despite having the same objectives. Although full harmonization is generally considered unattainable, certain areas of law can be harmonized to promote the consistent application of the arm’s length principle in both contexts. This article seeks to reveal the legal challenges faced by income tax and customs departments in applying the arm’s length principle. Using doctrinal and comparative methods, the study found discrepancies between domestic income tax and customs laws within the region, and that EAC laws do not fully adopt international standards for harmonizing these two sets of laws. It recommends amendments to income tax and customs laws to enhance coherence
Utilisation of E-Government Services during the Covid-19 Pandemic: Exploring Efforts by the Government of Tanzania
Get PDFThis article attempts to examine the Tanzanian Government’s utilisation of e-government services during the Covid-19 pandemic. The methodological approach of the article is online content review due to the phenomenological nature of the unfolding pandemic. The review is based on the researcher’s observations and analysis of the e-government platforms leveraged in Covid-19 pandemic. The results indicate that e-government has been embraced significantly through the efforts done by the government to make citizens more informed about the pandemic and to promote use of e-services. E-government is presented as among the key tools for managing the spread of the pandemic. The article also paints government digital transformation as a huge opportunity provided by e-government during the pandemic and beyond. The article contributes to literature by presenting the significance of e-government to developing countries during crises including: government-wide online presence, quality information provision, G2C and G2G e-services, online engagement and social media presence. The review shows that collaboration and coordination among government entities are strategic techniques for an integrated and efficient digital government. Rightly so, the policy makers are recommended to strengthen inter-governmental collaboration and coordination in planning, developing, implementing and maintaining e-government services
Assessment of Reasonable Accommodations and Adaptations for Learners with Autism Spectrum Disorders in Inclusive Elementary Schools of Tanzania
Get PDFThis study investigated the reasonable accommodations and adaptations for learners with Autism Spectrum Disorders in inclusive education settings. The study employed multiple case study design, with unstructured interviews, non-participant observation and focus group discussions as data gathering tools. A total of 24 respondents participated in the study. Data were thematically analysed method with the aid of Nvivo12 computer software. The study revealed that learners with autism spectrum disorders do not have the right support structures and appropriate reasonable accommodations and adaptations. The findings also earmarked the use of different materials and methods for learners with Autism spectrum disorders. Insufficient sensory stimulation and the shortage of trained teachers compromised effective learning for autism disorder individuals. The study concludes that the practice of inclusive education for learners with autism spectrum disorders in Tanzanian elementary schools has a long way to go. The need to have clear guidelines and directives on the appropriate implementation of the National Strategy for Inclusive Education (NSIE), particularly for learners with ASD in elementary schools, is highly recommended