This study was conducted to assess the adequacy of human resources on the implementation of early childhood education in public pre-primary schools in Meru District Tanzania. The study was guided by the system theory developed by Ludwig Bertalafy in 1971. The study employed a convergent mixed method research design whereby probability and non- probability sampling techniques were used to select the study sample which consists of 1 DPEO, 4 WEO’s, 30 head teachers of pre-primary schools and 30 pre-primary teachers. The questionnaire, interview guide and observation guide were used in data collection. The content validity of the research instruments was determined by two research experts, one expert in assessment and evaluation and the second in Management and Planning in from MWECAU, while the reliability coefficient of 0.962 was calculated by using Cronbach’s Alpha. Quantitative data were analysed by using means, frequencies, and percentages and presented in table form with the aid of the Statistical Package for Social Sciences (SPSS) version 22 software while the qualitative data were summarised, coded, analyzed, and presented in narration form according to the themes created from the research questions. The findings revealed that human resources are adequate to implement ECE; most of the teachers were competent in various areas included: early childhood classroom management, communication with pupils in pre-primary classes, ability to identify and respond to the individual needs of pre-primary children. Moreover, the study exposed that most of the teacher’s lack frequently training on how to implement a preschool curriculum. On top of that the teachers, as well as heads teachers complained about the teacher-students’ ratio which revealed that most of the classes were overpopulated and the ratio of teacher-student did not comply with the government guide of 25 students per teacher. The study concluded that most of the public pre-primary schools have adequacy teaching staffs that are competent in their field for implementation of early childhood education. The study recommends that, there is a great need for the government to increase employment opportunities of ECE teachers as well as to build more classrooms in pre-primary schools

This study evaluated the Extensiveness of E-Learning Platform in Church Secondary Schools to Improve Science and Mathematics Performance. The study was summative evaluation which was guided by (CIPP) model. This evaluation adopted an embedded model of the convergent design whereby qualitative and quantitative data sets were collected at the same time and then integration of the information in the interpretation was done in report writing. Both probability and non-probability sampling techniques were used to select 127 respondents from the target population. Both qualitative and quantitative instruments were used to collect data and that were descriptively and inferentially analyzed. Validity of the quantitative instruments was determined and the reliability coefficient was calculated using Cronbach’s Alpha (r=0.762 for teachers’ questionnaire and r=0.737 for students’ questionnaire). Quantitative data were analyzed using frequencies, and percentage and presented in tables by the aid of SPSS. Qualitative data was coded, analyzed, and presented in themes and direct quotations. The key findings indicated that E-learning platform was effectively operating. It has made improvement in students’ performance not only in science and mathematics subjects but even in social science subjects. The study concludes that the E-leaning project by CSSC proves positive achievement in teaching of science and mathematics subjects in the project schools. The study recommends that ICT and E-learning should be used for teaching and learning in all learning institutions.

The study evaluated the strategies adopted by CSSC project in ensuring violence free learning environment and prevention of child abuse in targeted primary schools in Kibaha District. The study was a summative evaluation which was guided by Context, Input, Process and Product model (CIPP) developed by Daniel Stufflebeam in 1971. Convergent design under mixed research was adopted whereby qualitative and quantitative data were collected at the same time and analyzed separately. The targeted population for the study included 4 schools, 4 heads teachers,72 teachers,783 students, a project manager and 48 school committee members hence the total of 908 participants. Probability and non-probability sampling were used in selecting respondents. The instruments for data collection were questionnaire, interview guide, focus group discussion and document analysis guide. The reliability of quantitative instruments was established through Cronbach Alpha; (r = 0.608 for teachers’ questionnaire and r = 0.653 for students’ questionnaire) while the reliability for the qualitative data was established through triangulation of data. Quantitative data was coded and analyzed using percentages and frequencies through statistical Package of Social Science Version 26 and presented in tables. Qualitative data was analyzed by coding contents into themes and presented in narrative form and direct quotations from respondents. Findings shows the positive response from teachers, head teachers, students and community members that project employed training, group discussions, presentation and initiation of child protection clubs in targeted primary schools. However, the findings show that the strategies employed did not managed to cover large number of teachers, students and community members in project activities conducted. The study concluded that strategies employed by CSSC child protection project in ensuring violence free learning environment in targeted primary schools were training, group discussions, presentation and formation of child protection clubs which were not able to ensure that a large number of teachers, students and community members to were involved. Study recommended that project owner should train more teachers, students, and community members to ensure adequate number of teachers, students and community members are involved in project activities.

This study investigated the practicality of skills emphasised by Economics subject teachers to enhance entrepreneurial ability among secondary school students in Moshi District, Tanzania. The study employed a convergent research design under mixed research approach. Both probability and non-probability sampling techniques were used to sample 93 participants from the target population of 568. The sample included 1 zonal quality assurance officer, 4 Heads of Schoolss, 8 Economics subject teachers, and 80 advanced-level students. An interview guide, questionnaires, and a documentary analysis guide were used for data collection. The validity of the instruments was determined by 3 lecturers who are experts in research, curriculum and instruction. The reliability was estimated using Cronbach’s alpha and a coefficient of 0.769 was obtained. With the help of the Statistical Package for Social Sciences (SPSS, version 26), quantitative data were analysed and presented in tables using means, frequencies, and percentages. The qualitative data from the interview guide was gathered and presented through direct quotations and narrations after establishing themes according to the research questions. The study found that entrepreneurial skills are emphasised by advanced Economics subject teachers with great prominence on business management skills, teamwork skills, leadership skills, communication skills, customer care skills, financial skills, analytical and problem-solving skills, advertising skills, and risk-taking skills, as well as time management skills. The study concluded that the entrepreneurship ability of advanced students who were undertaking Economics subject was well developed through different learning approaches employed by their Economics subject teachers, including learner-centered approaches. The study recommended that the government should sponsor the training and retraining of Economics subject teachers to acquire current entrepreneurship knowledge and skills required for self-employment so that they teach students the same.