Towards mobile learning deployment in higher learning institutions : a report on the qualitative inquiries conducted in four universities in Tanzania

Over the past two decades, mobile learning (m-learning) has been a purposeful area of research among educational technologists, educators and instructional designers whereby doubts and controversies over its relevancy and applicability have been keenly addressed. This paper explores stakeholders’ perceptions of m-learning deployment in Higher Learning Institutions (HLIs). Spe- cifically, we examine the potential of m-learning for HLIs in Tanzania and the challenges that hinder successful m-learning deployment. We adopt a comparative qualitative case study design in which four HLIs in Tanzania were purposefully selected. The study uses a combination of de- sign science research approach and qualitative methods including grounded theory, document re- views, and observation. The respondents included university lecturers, students and ICT experts, who were selected for the interviews through theoretical sampling. The transcripts were loaded, coded and analyzed in NVIVO software. The results indicate that mobiles (smartphone, tablets, laptops, feature-phones etc.) are widely used in the HLIs. Stakeholders perceive that m-learning deployment is important and useful because it improves the quality of the learning experience. The results further indicate that there are financial, pedagogical, technological, infrastructural, individuals – and policy – related challenges that hinder successful deployment of m-learning in HLIs in Tanzania, such as limited network coverage, some students ́ inability to afford mobiles, lack of qualified staff for preparation of mobile content and administration, gaps in the exist- ing policies, and faulty course design. However, our results show that participants are optimistic about the potential of m-learning in the HLIs of Tanzania. They expect that m-learning will im- prove access to learning resources, teacher-student and student-student interaction without being restricted by time or place. Thus, m-learning is considered to have the potential to address issues of crowded classrooms, expertise, access to learning materials, flexibility of the learners as well as remote connectivity.
 We recommend that HLIs should prioritize m-learning and commit resources to the success of the related projects. We also recommend that the governments and stakeholders provide policy interventions, subsidize mobile technologies, expand network coverage, build capacity within and outside HLIs, and improve digital literacy by integrating ICT education at all levels of education

Quality Assurance Practices in Higher Education Institutions: Lesson from Africa

This paper examines how quality assurance (QA) is viewed, implemented, practised in higher learning institutions. It addresses its essence and development in higher education. It discusses what quality, quality assurance and systems, procedures and mechanism employed to improve quality of education offered. The study employed desk data that involves analysing information that already exists and realist and meta-narrative reviews to synthesis of data. The paper also traces back current initiatives made by higher education institutions (HEIs) to address quality assurance practices (systems, policy and strategy) in Africa. However, the paper tries to answer a long-term unanswered questions that although there are quality assurance agencies,  policy and mechanisms practised in most of higher education institutions in Africa; why some of graduates are blamed to lack appropriate competency? Do HEIs quality assurance practitioners rethink and act according to the growing demands for improved quality assurance practices worldwide? Do HEIs have quality supporting staff, administrative staff and librarians who can act accordingly to produce quality graduates? Keywords: Quality, quality assurance, higher education, Afric

Uncovered coping strategies adopted by children living in homes with marital conflicts for their own survival

Research indicates that marital conflict pertains to three particular dimensions of communication including affect, conflict behaviours and conflict management and these affect conflict choice of management strategies. This paper explored the problems and coping strategies of children from homes with marital conflicts in Tanga City, Tanzania. An exploratory technique with multiple research methods was used to facilitate the study. 100 social workers, couples, class teachers and/or school counselors informed the study. The study employed purposive, stratified, simple random and snowball sampling techniques with survey questionnaires and interview to recruit participants and data collection. Problems facing children living in homes with marital conflicts are discussed. The result suggest that newlywed couples and those contemplating marriage should obtain marital counselling in order to build strong family relations that can reduce family life tensions, attending family training which developing marital problem-solving skills. The theoretical and practical implications of the problems facing children living in homes with marital conflicts in Tanzania are discussed. Key words: coping strategies, children suffering, marital anxiety, sources of marital conflicts, marital conflict

Blended Learning in the Vocational Education and Training System in Tanzania: Understanding Vocational Educators’ Perceptions

In a constructivist world of teaching and learning, opportunities to acquire and develop the knowledge and practical skills necessary to design, establish, and deploy blended learning in vocational education and training (VET) programs delivery is a labour-market-driven. The paper examines VET educator’s pleas about the need for the design, adoption and deployment of blended learning in VET programs delivery in Tanzania. A single case study design with an in-depth interview and focus group discussion was conducted with 15 VET educators in three VET colleges in both Morogoro and Dar es Salaam regions. Snowball and purposive sampling were used to obtain sample respondents. For the data analysis, content analysis was employed to condense data obtained from interviews and focus group discussion. It was found that continuous professional development, institutional arrangements, and support should be provided online to facilitate the design, adoption and use of blended learning in VET. We recommend that locally designed blended learning should be relevant to the environment of both students and teachers. In reality, the interplay between blended learning, imparting knowledge and practical skills remain the key focus of future research

Utilising Secondary Schools Facilities for Adult Learning Programmes in Tanzania: A Veracity of Trances

The majority of Tanzanians acquire primary education, which is actually not enough for manpower production purposes. With this kind of graduates, the country may not be in a position to develop fast unless adult education takes part fully to rescue the situation because primary education offers insufficient required life skills. Adult education has an essential contribution in building social capital, fostering social inclusion and combating both direct and less obvious costs of social exclusion. With increased number of secondary schools in each commune all over the country with at least one education degree holder teacher educator, we believe that secondary schools facilities could be used for implementing adult learning programs to boost social economic development. Interview was conducted to 10 teachers. The study employed interpretative-descriptive analysis to present the data. The paper addresses the extent to which secondary schools can be utilised as adult learning centres.  It was found that investing in available human resources via adult education-based courses and activities remains the main engine to provide the needful market oriented and the basic life skills to a growing unemployed community in Tanzania. We suggest that treating adult education seriously may resolve the problems of unskilled work force, unemployment rates to achieve rapid economic and social growth. With adult education, the government may be able to produce a skilled and informed adult population. Keywords: Adult education, primary education, development, human resources investment and trainin