Mobile phone technology in Tanzania has grown rapidly but there is insufficient data on its application in schools. This paper aims to show how students in the first and third year (F1 and F3) teachers in two rural secondary schools perceived its use. F1 and F3 students completed a questionnaire. Teachers and students in F1 and F3 discussed the uses and misuses of mobile phones in separate focus groups. Although they served similar areas the two schools differed in students' use -and awareness of misuse -of mobile phones. Most students had access to a mobile phone, but were not permitted to bring them to school. Few teachers could see a positive use for the technology in the curriculum. There is an urgent need for pedagogical resources to support the introduction of mobile technology into classrooms but equally it is crucial that any such introduction is through a process of engagement with the concerns of students, teachers and the wider community with frank discussion about both the dangers and the potential benefits of using mobile phones in learning.

Transition to secondary school is a problem internationally. Tanzanian students face an additional challenge as the medium of instruction changes from Kiswahili to English. An 18-item questionnaire (N = 383) and focus groups (primary standard 7, secondary forms 1 and 3, and primary and secondary teachers) were used in this study. Most students started secondary school with high expectations. These were qualified by experiences of bullying and punishment. Teachers recognised students losing hope as an explanation for truancy. However, they lacked both the training to teach English and knowledge of alternatives to punishment. Peer mentoring potentially addresses these challenges during transition.

The duty of states to settle their disputes peacefully and in accordance with international law is emphasized in a number of important provisions enshrined in the Charter of the United Nations (UN) and state practices. Adjudication is one among a range of existing means of pacific settlement of disputes. This article analyzes the role of the International Court of Justice (ICJ) in pacific settlement of international disputes. It critically examines judicial settlement of armed conflicts, taking the ICJ decision in the Case Concerning Armed Activities in the Territory of the Congo (Democratic Republic of Congo v. Uganda) as a focal point. The main argument of the author is that while the adjudicatory role of the ICJ as the principal judicial organ of the UN is a crucial method in the pacific settlement of international disputes, it is unlikely to suit armed conflicts situations. Jurisdictional limitations of the ICJ in adjudication of armed conflicts situations is pointed out. The article points to the preclusion of the Court from adjudicating the other cases brought by the Democratic Republic of Congo (DRC) against Rwanda and Burundi as an illustration of such limitations. It, however, stresses that the very outcome of the 2005 ICJ decision in the Democratic Republic of Congo v. Uganda case is another clear example of such shortcomings. Without getting into detailed discussions of theories of compliance with international law, the article further discusses the question of compliance with the current ICJ decision in the light of previous state practices. Since there are no established enforcement mechanisms in the international system akin to those in national legal systems, the question whether decisions of international judicial bodies (the ICJ in this case) are complied with remains at the mercy of condemned states. In the final analyses, the author points to the current weaknesses and limitations of the international legal system as a whole in the administration of justice.