This paper intended to examine the effects of the language of instruction on Learning in secondary education in Dodoma region, and its implications in the preparation of the country's workforce. A total of 288 form one students at Ipala and Hombolo secondary schools were purposely and conveniently selected into the study. Standard seven past papers including geography, history, and civics were used as model papers to test the effects of the Language of instruction in students' learning. The same examination was conducted to the same group in each school administered in English and later in the Kiswahili language. A Paired sample t-test (dependent t-test) for paired samples was used to compare means of correlated samples and to test the null hypothesis that "there is no significant difference between the sample means". Each sample from the population was measured twice. It was revealed that the students' scores in the examination differed due to the difference in the language of instructions. The scores in grade-wise revealed the poor performance of the examination in English when compared with the same examination in the Kiswahili language. We found that the use of the English language inhibits the understanding of the subject and limits the rooms for active involvement in training and learning, which is a prerequisite for understanding. Thus, it affects the efforts to prepare the future workforce to propel the realization of education policy and its contribution to the Tanzania National Development Vision 2025. We recommend designing operational strategies for implementation of the National Education and Training Policy, 2014 that directs the use of Kiswahili as the instructional language in all levels of education in the country.

Local Government Authorities (LGAs) in Tanzania are expected to fuel growth respond timely to the demands of the community; they should, therefore, ensure that the working capital is ready to embrace changes and can functionally as well as behaviorally take on key roles as effective strategic leaders. This study investigated the effect of talent development practices on leadership quality in LGAs in Tanzania. The study collected data from seventy- two (72) respondents from three LGAs (Kigoma Municipal, Kasulu and Mkuranga District Councils) through questionnaires. Data were analysed, using SPSS and presented using descriptive and inferential statistics. The overall findings suggested that training and development, employee engagement, leadership development, and employee sourcing positively affect leadership quality in LGAs. The study maintained that LGAs should have a characterized talent development strategy, which can be executed adequately to enhance talent progression.

Since its outbreak in late December 2019, COVID-19 has brought a state of fear, panic, insecurity and a high level of uncertainty to the whole population of the world. Amid these uncertainties, governments and international organizations across the world, have adopted various measures against its spread; such measures have depended on the nature and severity of the disease and the suitable approach adopted by each particular country. This study assessed the preparedness of the local community in the fight against COVID-19 in Dodoma Urban, Tanzania. Data were collected through a questionnaire from 100 respondents who were coincidentally selected.  We analyzed data through descriptive statics and Binary Logistic Regression. The overall results show that the majority of respondents (53.68%) were well prepared to curb COVID-19. Nevertheless about 46% of the respondents were inadequately prepared. In order to curb the spread of the disease in Dodoma urban, the study recommend that the local community should consistently adhere to government directives, keep informed of the situation, and respond appropriately to protect themselves, their families, and others against the deadly corona virus disease.