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The intent of this paper is to analyse the correlation between student engagement and course experience as a mechanism for improvement of the quality of undergraduate education. Traditionally, research focused separately on student engagement or course experience but it is to be argued that the later can be perceived as a mediating variable onto assessing student engagement as a tool for measurement and improvement of the undergraduate education. Additionally, is to be argued that the critique upon the student engagement and course experience concepts contributes to their further development.

The purpose of this study was to determine the best strategically sound tactical response to teacher absenteeism that would enhance teacher effectiveness and learning outcomes in Tanzania. The study was guided by two theories; self-determination theory (2000) and Maslow’s hierarchy of needs theory (1943). A qualitative case study design was used to obtain the results. The study used a sample size of ten research participants comprising of eight habitually absent teachers and two primary school heads. Interviews, focus group discussions and an extensive review of literature that cites studies with similar characteristics were used. The study discovered that the issue of teacher absenteeism and poor learning outcomes can be resolved by providing extrinsic motivation, such as a financial incentive for teachers based on their teaching effort, and appreciating the intrinsic motivation at the same time. The study recommends that the government should prioritize teacher motivation as suggested by Maslow’s hierarchy of needs theory.

The advent of ICT has made monumental changes in the world presently. This digital phenomenon has had effect in every facet of human life or endeavor. The introduction of ICT in education helped to improve the quality of education at the point where teaching and learning eventually became an engaging active process related to real life. The present study intends to collate the findings from a review of array of available literature related to the effects of ICT on education. The 21st century teaching and learning skills emphasize the need to transform the conventional teacher-centered pedagogy to more learner-centered methodology. Active and collaborative learning conditions facilitated by ICT helps to develop a knowledge-centered student community. This research work gives an insight into the use of ICT in the field of education, focusing on its impact on teaching learning process, quality, and accessibility of education, motivating learners, learning environment and students’ academic performance.