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Linking Local and Scientific Knowledge in Climate Change Adaptation in Semi-Arid Area: A Case Study of Igunga District, Tanzania
Full text linkClimate change poses threats to semi-arid biomes worldwide that calls for global efforts to combat its effects through adaptation and mitigation practices. Recent studies recognized the importance of including Indigenous and Local Knowledge (ILK) and Scientific Knowledge (SN) in research on climate change impacts and adaptation. This paper explored indigenous knowledge on climate change impacts and adaptation and its relation to scientific knowledge in semi-arid areas, Igunga District, Tanzania. The study adopted a mixed methodology combining qualitative and quantitative approaches including household questionnaires survey, key informant interviews and field observations. The study found out evidence of pronounced climate change impacts in Igunga District from the scientific literature and local reports. The findings highlighted that, there is extensive overlap between information derived from local and scientific knowledge systems. And that about 96% of respondents in the study area uses their ILK in predicting weather and adaptation to climate change impacts. Majority of the respodents reported the associated climate change impacts with erratic rainfall, increase of temperature and frequent prolonged droughts. Overall, our results suggest that cross information of indigenous and scientific should be used to develop local community coping and adaptation strategies to climate change. The study concludes by suggesting inclusion of ILK in policy formulation for climate change adaptation and risk management
Does Post-Harvest Losses Matter on Farmers Profitability? Evidence From Smallholder Grape Farmer’s in Dodoma, Tanzania
Full text linkThis study analysed post-harvest losses of grapes and their effects on profitability of smallholder grape farmers in Dodoma. Cross section survey using structured questionnaire was used to collect primary data from 240 grape farmers who were selected through a random sampling procedure. Descriptive statistics, paired t-test, gross margin and multiple regression analysis were used to achieve the objectives of this study. Results show that, the average quantity of grape yields by smallholder grape farmers’ in Dodoma was 7.7 tonnes/ha. Out of these, 1.65 tonnes/ha equivalent to 20.9% of the total grape harvested were lost. Based on multiple regression model, results showed that post-harvest losses have significant effect on the profit of smallholder grape farmers in Dodoma (p<0.01) by 13.9%. The observation is implied by a lower profit with loss (1.8 million/ha) compared to profit without loss (2.9 million /ha) received by farmers’ from the gross margin analysis. The study concludes that a substantial proportion of grapes produced did not reach the final consumers due to post-harvest losses which had significant effect on farmers’ profitability. It is recommended that reduction in post-harvest losses in grape farming should be of utmost priority in any efforts of improving farmers’ profit. These efforts may entail provision of adequate training to farmers on post-harvest losses and handling techniques to create awareness among actors and investing in post-harvest technologies to prolong grapes’ shelf life, reduce post-harvest losses and increase profit of smallholder grape farmers
The Influence of Ability Grouping on Students' Learning Experiences and Perceptions in the Selected Public Secondary Schools in Tanzania
Full text linkThis study investigates the influence of ability grouping on students' learning experiences and perceptions in two public secondary schools in Dar es Salaam, Tanzania. Grounded in Vygotsky's sociocultural theory, which emphasises the role of social interaction and scaffolding in learning, the study explores how students' placement into higher or lower-ability groups affects their learning experiences and perceptions of learning. A non-experimental quantitative survey design was employed, targeting 248 Form Two students categorised into higher- and lower-ability groups across two schools. Data were collected using a structured Likert-scale questionnaire adapted from validated instruments. A three-way MANOVA and follow-up univariate ANOVA were used to assess the effects of school context, ability grouping, and gender on the dependent variables. Findings reveal that ability grouping has a statistically significant impact on both students' learning experiences and perceptions of learning, with higher-ability students consistently reporting more positive experiences and perceptions of learning. Gender had a small but statistically significant influence on perception, with females scoring slightly higher. At the same time, the school context and all interaction effects were not significant. These results affirm the impact of ability grouping on students' learning experiences and learning perceptions, highlighting how grouping practices may marginalise lower-ability students by limiting their exposure to beneficial peer and teacher interactions within the Zone of Proximal Development. The study recommends inclusive, differentiated instruction strategies that promote peer scaffolding and equitable engagement across students' ability levels. Additionally, policies should encourage Universal Design for Learning to minimise the stigmatising effects of rigid ability classifications. These results contribute to the literature on the implications of ability grouping in student learning, highlighting the need for interventions that strike a balance between academic efficiency and equity
Participation of Female Teachers in Professional Development And Capacity Building: A Case of Four Selected Provinces in Zambia
Full text linkThis study aimed to identify challenges female teachers in Zambia face regarding professional development and to propose measures to overcome these obstacles. Transformative Learning Theory and a pragmatic research philosophy utilized an embedded mixed-methods design. Quantitative survey data, including correlational analysis, were the primary source of information. At the same time, qualitative interviews were conducted to provide supplementary insights. The research utilized systematic random and purposive sampling, conducted across four provinces with a sample of 1017 participants calculated using the Yamane formula. Data were collected through self-administered surveys and semi-structured interviews and analyzed quantitatively using ANOVA and qualitatively through thematic analysis. Key findings revealed that female teachers faced significant challenges, including a lack of support from school administrators, hectic work schedules, role conflicts between domestic and professional responsibilities, financial constraints, and individual factors. To combat these issues, the study recommended regular school visits by in-service officers, flexible work schedules, reduced workloads, utilizing school administrators as instructional leaders during ‘Continuous Professional Development (CPD)’, and providing accessible professional training for all teachers. The study recommended that school administrators implement flexible work arrangements to support female teachers’ professional growth. At the same time, policymakers must ensure that training opportunities are available regardless of teaching level. In-service officers should maintain regular engagement with schools
What Drives Effective Tablet Use in Education? A Study of Teaching and Learning Practices in Singida Municipality, in Tanzania
Full text linkThe use of Information and Communication Technology (ICT) in education has become a global strategy for transformation, particularly through mobile devices like tablets, which are being used to enhance both teaching and learning. In Tanzania, this effort has been supported by government initiatives such as the Secondary Education Quality Improvement Program (SEQUIP), which targets the enhancement of education in public secondary schools. Despite substantial investment, there remains a lack of comprehensive data on the impact of tablet use on teaching, particularly in settings with limited resources. This study evaluated how effectively mobile tablets are being utilised to improve teaching methods among public secondary school teachers in Singida Municipality, Tanzania. It specifically explored how tablet usage affects teacher engagement, professional development, technological and pedagogical knowledge, and collaborative teaching strategies. The research used a cross-sectional mixed-methods approach, involving 60 teachers selected through cluster and stratified random sampling. Data were gathered using semi-structured interviews, classroom observations, and document analysis. Principal Component Analysis (PCA) was applied to create a tablet effectiveness index, and both univariate and multivariate regression analyses were used to determine key influencing factors. Results showed that effective tablet use was strongly linked to increased teacher motivation and engagement (Adjusted Coefficient: 0.7, 95% CI: 0.47–0.90), as well as more frequent tablet use in everyday teaching (Adjusted Coefficient: 0.4, 95% CI: 0.26–0.55). Although age and educational background had significant effects in simpler analyses, they were not impactful in more complex models. Teachers’ comfort with technology and ability to troubleshoot also contributed positively, though less strongly. The research highlights the need for focused teacher training, better technical support, and supportive policies to encourage collaboration in teaching. These findings are valuable for decision-makers and education professionals seeking to enhance the use of digital technology in Tanzanian schools and contribute to the growing body of research on ICT in education in developing regions. The study recommends the establishment of a structured and continuous professional development program that integrates both technical training on tablet use and collaborative teaching strategies, ensuring teachers are equipped, motivated, and supported to effectively incorporate tablets into innovative and interactive classroom practice
Cross-Border Transport Corridors: Assessing the Influence of Policy, Technology, and Sustainability Practices on Regional Development, East Africa
Full text linkThis study evaluated the influence of policy frameworks, technology adoption, and sustainability practices on regional development within cross-border transport corridors, focusing on the Central Corridor in East Africa. A mixed-method approach was employed, incorporating both quantitative surveys and qualitative interviews with logistics companies operating within the corridor. The quantitative analysis, using descriptive and regression techniques, demonstrates that effective policies and technological advancements significantly contribute to enhancing operational efficiency and promoting regional development. However, sustainability practices, while gaining attention, face implementation challenges. The study highlights the need for integrated policy approaches that balance technological innovation and sustainability for long-term development
Analysis of Power Relations on Timber Value Chain in Liwale and Ruangwa Districts, Tanzania
Full text linkThe study intended to investigate power relations among dominant institutions guiding timber value chain in Liwale and Ruangwa districts, Lindi. It adopted across sectional research design whereby qualitative methods of data collection were used. The main objective of this study was to analyze power relations that underlie timber value chain and identify actors on the value chain. Specifically, the study determined the existing power relations on the timber value chain in Liwale and Ruangwa districts. Data were collected through key informant interviews, focus group discussions, and observations to answer the research questions and then analyzed using a DEDOOSE platform. The results indicated that, there were several actors in the timber value chain, including timber dealers, customers, village communities, Village Natural Resource Committees (VNRCs), district governments, forest officers, NGOs, and government agencies. Also, there are three levels of value addition which are community, district and national levels. These were associated with the customer demand from within the specific community, district and national wise. Apart from that the dominant institutions guiding timber value chain were the Tanzania National Forest Policy and the Forest Act which provide a timber value chain framework. Also, institutional, supportive and strategic power relations were the type of power relations that were identified to be underlying timber value chain. Furthermore, power struggles were observed to be existing among the Tanzania Forest Service (TFS) agents and the Forest Officers mainly on the issue of the revenue collected. The study recommends that, all actors in the timber value chain should play their roles in a way that they do not compromise the ability of other actors attain their goals. Also, to solve the issue of power struggles between the TFS and the local government Forest Officers then amendment of rules and regulations should be done. 
Evaluating Interagency Collaboration for Environmental Compliance: A Case Study of Tanzania’s Mining Regulations
Full text linkThis study evaluated the collaborative efforts among Tanzania’s key regulatory agencies overseeing Tanzania’s mining sector, specifically the Tanzania Mining Commission (TMC), the National Environmental Management Council (NEMC) and, the Occupational Health and Safety Authority (OSHA). The study focuses on how the actors from these institutions interact in fulfilling their regulatory roles. It seeks to address the tendency to overemphasise the institutional dimension of environmental regulation, leaving behind the relational approach. This was planned to answer two fundamental questions: i) how environmental regulators interact in fulfilling their shared responsibilities and, ii) what challenges they encounter at an interpersonal level. A mixed-method approach was employed, combining qualitative interviews, field observations and, statistical evaluations of compliance data. The findings indicate that regulators engaged in various forms of joint and independent activities to enforce compliance. They worked together through joint inspections, audits, and compliance monitoring. However, the degree of cooperation varied significantly across different locations and, low trust deterred cooperation. Some areas, like Geita and North Mara, exhibited strong interagency collaboration due to, relatively high trust among regulators. In contrast, those in other areas experienced fragmented regulatory oversight due to inconsistent cooperation and trust deficits. This underlines the recommendation for proactive measures to foster open communication and strengthen interpersonal relationships among regulators, which are requisites of trust building
Human-Wildlife Interactions in the Selous: Causes, Impacts, and Management Approaches in Rufiji District
Full text linkThis paper investigated human-wildlife interactions in the Selous Game Reserve (now Nyerere National Park) employing mixed research methodologies. Three villages, Mloka, Ngarambe, and Tawi, were purposely chosen within two Wildlife Management Areas (WMAs). The data collection methods comprised ten key informant interviews, two focus group discussions in each village, a household survey of 120 participants, and a literature review. The enforcement of conservation regulations, infrastructure development, population growth, and wildlife conservation has led to a surge in wildlife in the communities, resulting in significant agricultural damage, injuries, and insecurity. The governmental agencies and investors were the primary decision-makers regarding conflict management measures, whereas the WMA actors held comparatively little influence in the decision-making process. The study identified multiple adverse effects of these interactions, including reduced access to natural resources for communities, absence of compensating mechanisms, and changes in regulations and rules. This paper advocates for more comprehensive conservation strategies that include the requirements of local communities and wildlife within the Selous Game Reserve (now Nyerere National Park)