During COVID-19 period students usually had to go to a physical place for learning. Nonetheless, the outbreak of the COVID-19 has birthed an array of highly creative innovations that have cut across several industries but has exposed the lack of technology in these sectors including the already fragmented education sector of African countries which needs restructuring and transforming. Many public and private Universities have had to be reactive but face steep contextual challenges in the conventional methods of creating, delivering, and capturing value in the education sector. This paper aimed to investigate online classes during the COVID-19 pandemic in different universities in Africa with a focus on five universities. The study adopted the Constructivist Theory. The research was guided by three main objectives including (1) To explore the effectiveness of online education in African Universities; (2) To assess the challenges facing online classes during COVID-19 in African universities; and (3) To determine possible strategies to curb challenges facing online education in higher learning institutions during COVID-19 and post-pandemic in Africa. The study employed a qualitative and quantitative method in data collection. The targeted population is lecture students from five Universities in African countries including Tanzania. The result of the study indicated that studentslearned more in less time and liked their classes more when ICT-based instruction was included. Notwithstanding, the majority of the participants demonstrated that learners in higher institutions in Africa have trouble accessing the E-learning technology system.

This study explored the influence of teacher – students’ relationship on students’ academic performance in Tanzania using Magu District as a case study. The sample for this study was 130 respondents that were drawn from six public secondary schools both by using rondom sampling and purposive sampling; 6 school Heads, 57 teachers, 66 students and one District Educational Officer. A descriptive survey approach was used in this study. In order to get information, the researcher used questionnaire and interview as instruments. The results of this study indicated that teacher–students’ relationship is a crucial determinant and catalyst to academic performance in Tanzanian public secondary schools. The study identified among others that teacher - students relationships helps students to feel cared for by their teachers, helps students to have freedom of expression in the classroom and help teachers and students to be an integral part of the classroom as they participate actively. From the findings, it is concluded that despite the fact that teachers and students were aware of the elements of teacher- students relationships poor teacher – student relationships were still recorded in schools. Therefore, it is recommended that teachers should introduce close relationshis with students. Also, the study recommended that, performance of students can only be attained if teacher – students relationships will be maintained

During COVID-19 period students usually had to go to a physical place for learning. Nonetheless, the outbreak of the COVID-19 has birthed an array of highly creative innovations that have cut across several industries but has exposed the lack of technology in these sectors including the already fragmented education sector of African countries which needs restructuring and transforming. Many public and private Universities have had to be reactive but face steep contextual challenges in the conventional methods of creating, delivering, and capturing value in the education sector. This paper aimed to investigate online classes during the COVID-19 pandemic in different universities in Africa with a focus on five universities. The study adopted the Constructivist Theory. The research was guided by three main objectives including (1) To explore the effectiveness of online education in African Universities; (2) To assess the challenges facing online classes during COVID-19 in African universities; and (3) To determine possible strategies to curb challenges facing online education in higher learning institutions during COVID-19 and post-pandemic in Africa. The study employed a qualitative and quantitative method in data collection. The targeted population is lecture students from five Universities in African countries including Tanzania. The result of the study indicated that students learned more in less time and liked their classes more when ICT-based instruction was included. Notwithstanding, the majority of the participants demonstrated that learners in higher institutions in Africa have trouble accessing the E-learning technology system.

This study intended to understand English teachers’ educators’ experiences through 21st century skills in English Language Teaching (ELT) for a pedagogical transformation. In the world, many teaching challenges that negatively affect the English Language Teaching (ELT) effectiveness could be teaching approach, class size, technology integration, multilingualism, teaching resources, opportunities of practices and the like. Thus, the integration of the 21st century skills encounter some contextual challenges. The study used qualitative approach and a case study design to investigate the experiences of English Language teachers in Ivory Coast, a West Africa francophone country. Through a constructivist perspective, this case study applies the semi directive interview to evaluate the integration of 21st pedagogical skills in ELT in the Ivorian context. Participants used in this study were teachers’ educators from public schools, private schools, vocational and independent educative institutions to understand the ELT experience in various context. Findings revealed that 21st Century pedagogy is promoting in Teachers practices and that results in positive learning engagement. Yet, many contextual challenges and issues affect the effectiveness of ELT. The study recommended that a pedagogical transformation requires a communicative approach and lifelong learning to provide opportunities to update teaching and learning strategies for an effective language skills acquisition by all the learners and education system stakeholders.

Global Citizenship Education (GCE) has become an essential aspect of international education. Although GCE has been emphasized to be applied by some nations around the world, a clear awareness of GCE and how to develop it and mainstream it into the national education system remains unclear in some developing countries like Tanzania. The issue of inadequate global citizenship skills among graduates from higher education is a serious concern to researchers and practitioners in awakening the current world realities. This study employs a literature review as a central method of studying the problem. For this purpose, the study reviewed the current literature on the concept of citizenship education and the practical and evidenced approaches that higher learning institutions should use to implement global citizenship education. Based on the standing points of the review, the study concludes that GCE is currently inadequate in most African countries and there is a need to create awareness by both governmental and non-governmental associations. Therefore, if higher education institutions in Tanzania wish to attain their interested goal of developing global citizens, every educator must support the appropriate pedagogy that is vital in promoting GCE in every country of this globalized world. Furthermore, every educational stakeholder is needed to dedicate effort, time and other educational resources to GCE. Moreover, to meet the intended goals of promoting GCE in Tanzania, active cooperation, coordination and networking among teachers, governmental and non-governmental organizations, colleges and universities is fundamental to engage effectively, as well as productively to provide support for collaboration on finding solutions to the national curriculum as well as on global issues. However, these suggestions need strong leadership that considers changes in the way that GCE is effectively implemented in Tanzanian higher education.