This study was conducted purposely following various initiatives and programmes by the Government of Tanzania to incorporate ICT in education since 2007 with the National ICT policy theme "ICT for improved education". The study provides insights regarding secondary school students' skills and attitudes in effective use of information and communication technology. The study was a co-relational and cross-sectional survey biased to the quantitative approach involving students, ICT teachers and school administrators. A total of 246 students from six public secondary schools in Tanzania were involved in this study. Primary data were collected using a self-administered questionnaire. Using inferential and descriptive analyzes, results show that, secondary school students do not have enough skills on effective use of information and communication technologies. However, students have basic knowledge in different aspects of ICTs particularly Internet and various hardware and software available in Tanzania. The implications to the approach of teaching and learning of ICT subjects in secondary schools, its evaluation and assessment and future initiatives related to ICT educations and infrastructure development have impacts towards creating a well-connected society. It is therefore recommended that secondary schools should provide enough ICT tools for students' hands-on experiences. The utmost end result of integrating ICT in secondary education system will eventually be the economic engine of Tanzania by preparing her students for the knowledge based economy.

The value of teaching aids in the process of teaching sciences cannot be overstated. The capacity of finalist university pre-service science teachers to incorporate teaching aids into their science classrooms to open up the potential of bringing about the critical features of an intended object into realisation is evaluated in this study. Observations and document reviews were used as data collecting techniques in this descriptive study, and they were used to investigate only 25 student-teachers during their final teaching practice placement. Evidence suggested that the study participants’ ability to select or design teaching aids was low as most of the materials they employed had didactic, structural, and technical concerns. Importantly, the study participants demonstrated significant difficulties in unpacking instructional materials during the science lessons. The study recommended various measures for policy and practice regarding both science teacher-education and science teaching process.

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Links between truancy and academic performance have been well established in research. As such, different measures have been employed to combat truancy across the world. Despite these struggles, current data accessed from different parts of the world show this problem to continue at different degrees. The objectives of the present research were twofold: First, to explore whether the number of students whose truancy is limited to part of the school day is less than those who miss the whole day. Secondly, the study aimed to study the practices of school-administrators in monitoring students' school-attendance and their impact on combating truancy. The results showed that: (i) there are truants of different types: those who miss whole school-day, those who miss some sessions and those who practice both types, (ii) school administrators rely on the same strategy of monitoring students' school-attendance regardless of the truancy-style that is predominant, (iii) in average, whole-day truants perform lower that those who missed part of the day; and, (iv) the prolonged use of the same strategies in monitoring truancy, especially if it is well-known by students has; and, (iv) the use of general and one strategy of monitoring truancy has little impact on schools' struggles to combat truancy. The study recommended educational experts and other stakeholders to categorize truants in their records, and use unique strategies to control different categories of truants.

The study on the conception of the Internal Quality Assurance (IQA) process was examined among secondary school academic members of staff within the Njombe Region in Tanzania. The aim of the study was to examine internal quality assurers’ conception of the IQA process. The study employed a qualitative research approach because internal quality assurance is a neweducational reform that was introduced officially in schools by the government of Tanzania in 2021. Always new reform brought fear to teachers in terms of the conception of the new idea itself and the way it can be conducted. Therefore, to come up with the clear and deep understanding of the newobligation, a qualitative study was needed with a descriptive case study design to check participants’ lived experiences, beliefs, attitudes, behavior, perception and interaction which allowed inner feelings and opinions concerning the phenomenon in theirreal life situation. Nevertheless, the study was guided by two theories which are Constructivism and Humanism theory. Constructivism theory provided social interaction with respondents which helped to provide a conception of IQA in each school during datacollection.Humanism theory provided a sense of unity among interviewer and interviewee by inviting human being spirit which increased the possibility of data collection. The study used20 respondents including 10 internal quality assurers, 8 frontline teachers, and 2 District Education Officers. Purposive sampling was used to select internal quality assurers and District Education Officers while simple random sampling was used to select frontline teachers. Data were generated through interviews, observation, and documentary review. The study revealed that in all 5 secondary schools passed teachers did not attend seminars and they were running the new reform using their working experience. The study advised all educational stakeholders to check how to provide continuous awareness to teachers for effective implementation of IQA in schools.