Assessing Factors Accelerating Gender Inequality in Tanzania Education System: Mien of Imperative Government Policy for Development

The gender inequality is a very concerning issue in our current society, culture, and communities affecting many developing nations. This goes against the first article of The Declaration of Human Rights; all human species have the liberty and equal rights in dignity to education.  The aim of this research is born to examine and explore accelerators of gender inequality education of Tanzania and strategic government policy on higher education.  The study uses inductive qualitative and from relevant documents collections using interviews through Likert scale questionnaires. The target populations of 350 from four selected universities of Tanzania, educationist, and community members. Demographically, represented male 303 is 86.6%, and female served 47 of 13.7%, using the SPSS v. 23 for the analysis. Findings reveal on gender inequality, effects on management strategies all correlated to women empowerment. However, government policy strategic was predictively significant to the entire study. The study found that responsibilities distributed on gender biases base on culture, poverty, ignorance, must to inept by strategic government policy in Tanzanian education. Keywords: Acceleration, Gender Inequality, Education, Government Policy, Tanzania, Development. DOI: 10.7176/PPAR/9-5-05 Publication date:May 31st 2019

The performance of cotton–kapok fabric–polyester composites

Abstract Cotton–kapok fabric, at a ratio of 2:3, has been incorporated with unsaturated polyester resin in various fibre volume fractions. The fabric was also treated with 5% sodium hydroxide with the aim of improving fibre–matrix adhesion. A simple manual lay up technique was used in fabricating the composites. A hand operated hydraulic electrically heated press was used and the composites were cured at 100°C for 60 min and post cured overnight in the oven at 80°C. Mechanical properties such as tensile strength, tensile modulus, impact strength, and flexural properties of composites not subjected to weathering conditions and weathered composites have been evaluated. Composites with untreated fibres had higher fibre volume fractions than composites prepared using treated fibres. The tensile strength of composites with untreated fibres was higher than that of composites prepared using treated fibres but had, on average, higher tensile modulus than composites manufactured using untreated fibres. The impact strength decreased with increase in fibre volume fractions for both composites, with or without alkali treated fibres. Reductions in flexural strength and moduli were observed with weathered composites. The specific strength of the composites was comparable to that of other vegetable fibre reinforced resins

Tensile and Flexural Properties of Chopped Strand E-glass Fibre Mat Reinforced CNSL-Epoxy Composites.

Glass fibres have the principal advantages such as high tensile strength, high chemical resistance, low cost, and excellent insulating properties which makes them an important constituent in fibre reinforced plastic and composite industry. In this study, E-glass fibre in the form of Chopped Strand Mat (CSM) with different weight fractions such as 15%, 30%, and 45% were used as reinforcement in CNSL-epoxy resin composites. Fabrication of the composites was done by hand layup technique. Micro-hardness, tensile and flexural properties were investigated for all the composite panels of different compositions. The results clearly indicated an improvement in micro hardness, tensile and flexural properties with the increase in fibre content

On-farm genetic resource management Phaseolus vulgaris bean mixtures in the Southern Highlands zone of Tanzania

SIGLEAvailable from British Library Document Supply Centre-DSC:DXN037479 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Open and Distance Learning: The Continental Education Strategy for Africa and The United Nations Sustainable Development Goal 4 (SDG4) Engagement

Access to quality higher education in Africa, remains the main challenge for educators, policy makers and political leaders. The required workforces needed for industrialization of African countries South of the Sahara cannot be realized without parallel investments in education, particularly technical and science-based institutions of higher learning. The United Nations SDG number 4 “aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Distance education has been identified as the right strategy for achieving this goal, due its ability to accommodate many learners at an affordable cost. The recent technological advances in ICT have helped to shrink the distances, bringing learners closer to the school and to one another, while making distance education cheaper. The recent Covid-19 pandemic that led to closure of many schools, has propelled online learning to unimaginable levels, with more learners now opting to online learning instead of classroom- based instructions. The African Council for Distance Education (ACDE), strives to ensure easy access to higher education, that is of high quality. Through its interventions, many lifelong learning opportunities have been made available through its member institutions, while gaining the momentum necessary to have its influence in those countries that are yet to embrace distance and online learning. Thus, the continent is set to meet the deadline for attaining the SDG 4, where higher education will be available to all, including those from marginalized and disadvantaged communities.