No abstract

Quality, resilience, commitment and sustainable delivery of services has increasingly being a demand for every community in the world. The 21st century has identified the kind of skills that need to be embraced by every individual for one to deliver quality, sustainable and descent work. In response, Tanzania launched the Higher education Development Programme (HEDP) to ensure the attainment of this fundamental objective. This study therefore investigated the vastness of HEDP on enabling quality and sustainable service delivery among university graduates. The study tested two hypotheses. The CIP1P2I evaluation model guide this study. The study employed Convergent design under mixed research approach. The target population for this evaluation study was 18,601 respondents selected from eight (8) Universities in the Northern Zone Tanzania. The target population comprised of 5,118 final year bachelor degree students, 483 lecturers, 8 DVC-academics, 12,292 alumni and 100 employers. The sample was 697 which comprised of 511 final year Bachelor degree students; 48 lecturers; 4 DVC academics; 124 alumni and 10 employers. The sampling techniques included stratified random, purposive sampling techniques and automatic inclusion. Data was collected by using questionnaires, indepth interview guides and document analysis guides. Quantitative data was analyzed by using descriptive statistics where frequencies, percentages, and means were determined. Qualitative data was analyzed through transcription of the texts, generate themes, interpreting, discussion and making conclusions. The study found that, most alumni couldn’t deliver quality and sustainable service as needed by their community. The study concluded that, HEDP has not adequately brought about tangible implications on the quality and sustainability of graduates and thus quality of higher education system is questionable. It was recommended that, universities should reform curriculums that emphasize on acquisition of soft-skills that may enable graduates deliver quality and sustainable services rather than traditional emphasis on academic achievement.

This study assessed the extent to which teachers follow corporal punishment regulation in curbing students’ misbehaviour in public secondary schools in Rombo District, Tanzania. The study was guided by the path-goal theory. The study used cross-sectional survey design under quantitative approach. Target population comprised heads of schools and teachers. Probability sampling techniques were used to sample 7 heads of schools and 84 teachers making a total of 91 respondents. Questionnaire and interview schedule were used for data collection. Descriptive statistics were used to analyse data. The study found out teachers to a very small extent considered gender of students before administering punishment. Heads of schools to a very small extent were responsible for punishing misbehaving students. Heads of schools to a very small extent assigned male teachers in writing to administer punishment when female teachers were not available in schools. Heads of schools kept punishment records to a small extent. The researcher concluded that, to a very small extent teachers follow corporal punishment regulation in curbing students’ misbehaviour in public secondary schools. The study recommends that government should form a committee to reconsider corporal punishment regulation. Teachers should consider gender of students before punishment. Also, heads of schools should enhance steadfast to corporal punishment regulation. Heads of schools should be responsible to punish all misbehaving students. Heads of schools should assign male teachers in writing to administer corporal punishment if female teachers are not present. Furthermore, heads of schools should record all corporal punishment in the book for future reference.

The research study focused on teachers’ perceptions on the classroom observation of Quality Assurance Officers in improving performance of Certificate of Secondary Educational Examination (CSEE) in Mwanga district. The study was anchored by expectancy theory by Lewin and Tolman in 1932. The study employed quantitative approach whereby cross-sectional survey design. the target population was 24 heads of schools, 412 teachers from 24 public secondary school in Mwanga district and 7 Quality Assurance Officers. Sample random and stratified sampling technics were used to get 5 Quality Assurance Officers, 8 heads of schools and 82 secondary school teachers to make a sample size of 95 participants. Validation of instruments was done by two research experts from MWECAU. Questionnaires were used to collect data from teachers and interview schedule to heads of schools and Quality Assurance Officers. The data were analyzed quantitatively using descriptive statistics. Before actual data analysis, a pilot study was conducted to establish the reliability of data through Cronbach Alpha (r=0.71 for teachers’ questionnaire data). The finding revealed that 3.083 mean percentage of teachers indicated that Quality Assurance Officers conduct their classroom observation role in assessing content delivery, teaching and learning methods, availability of teaching and learning documents, preparation of teaching documents for improving students’ performance in CSEE. However, it was indicated that various factors influenced teachers’ perceptions with most noticeable one of being past experiences of teachers to Quality Assurance Officers. The study concluded that 3.083 mean score of teachers in Mwanga district have positive perceptions on classroom observation by Assurance Officers. However, it was also concluded that some teachers still take Quality Assurance Officers as fault finding people due to factors like past experiences with school inspectors. The study recommended that conducting frequent school visit, using friendly, respectful communications with teachers will improved the perceptions of teachers. But also, Quality Assurance Officers should have a regular follow up mechanisms in order to ensure that their feedback report is implemented as expected.

Institutional linkages has been a demand for all universities in the world. Higher Education Development Programme (HEDP) was meant to cater for this fundamental purpose. This study therefore aimed at finding out the extensiveness of HEDP on enabling institutional linkages of universities in the Northern Zone Tanzania. The study was anchored to the Value-Added-Theory. Convergent design under the mixed research paradigm lead the study. The target population for the study was 18,601 respondents from eight (8) Universities in the Northern Zone of Tanzania. This comprised of 5,118 final year bachelor degree students, 483 lecturers, 8 DVC-academics, 12,292 alumni and 100 employers. The study sample comprised of 697 respondents from which 511 were final year bachelor degree students, 48 lecturers, 4 DVC academics, 124 alumni and 10 employers. Sampling techniques included stratified random, purposive and automatic inclusion. Data collected through questionnaires, indepth interview guides and document analysis guides. Validity of quantitative data collection instruments was ensured through content and face validity while for qualitative was ensured through explanation of the purpose of study and ensuring equal time for each interview. Internal consistency of Likert type items was estimated through Cronbach Alpha, while the dependability of qualitative items was ensured through triangulation. Quantitative data was analyzed by using descriptive statistics where frequencies, percentages, and means were determined. Qualitative data was analyzed through transcription of texts, generate themes, interpret, discuss and making conclusions. The study found that, HEDP is to some extent known to students and alumni for its purpose of establishing linkages. The study concluded that HEDP has to the lower extent achieved the goal of ensuring institutional linkages. The study recommended that universities should conduct periodic review and reform programmes to cater for the needs of the current demands of 21st century soft skills.