http://41.59.91.195:9090/handle/123456789/96 Fri, 08 May 2026 13:23:49 GMT 2026-05-08T13:23:49Z http://41.59.91.195:9090/handle/123456789/289 Provision of Comprehensive Sexuality Education among Primary School Children in Tanzania: Success and Barriers Losioki, Bertha E. This study aimed to examine the provision of Comprehensive Sexuality Education (CSE) among school children in Primary schools. Comprehensive sexuality education creates an opportunity to acquire life skills and knowledge about sexuality and body functions. CSE is provided in compulsory programmes whose curriculum and subject syllabus regulate the content for sexuality education and relationships. However, the integration of CSE in the education system is still challenging due to cultural, social, and economic factors. This study examined the provision of CSE among learners in primary school. The study employed a qualitative research approach and documentary review to collect data. The significant findings showed that the coverage of CSE key topics and concepts in the curricula and in subjects’ syllabuses was adequate, and the provision of education on infection and HIV prevention was reported as high. However, the number of trained teachers who can teach aspects of infection and HIV prevention was inadequate. Also, socio–cultural barriers limit the adequate provision of CSE among school children. Therefore, the relevant Ministry (PO-RALG) should facilitate the availability of qualified teachers to strengthen CSE provision in schools. Equally important, participation of Education stakeholders in addressing socio–cultural barriers that lead to school dropout and early pregnancies among school children is emphasized. Conference proceedings Wed, 01 Jan 2025 00:00:00 GMT http://41.59.91.195:9090/handle/123456789/289 2025-01-01T00:00:00Z http://41.59.91.195:9090/handle/123456789/231 Contribution of Social Media on the Professional Development of Secondary School Teachers in Ukerewe District, Tanzania Nderego, Edgar Fidel; Prosper, Ancyfrida In the digital age, the use of social media has become more prevalent than ever before. In the education field, an increasing number of teachers are actively engaging in pedagogical discussions worldwide using online professional communities. Thus, these online professional communities, facilitated through social media platforms, offer a wide range of opportunities, including networking, learning, and contributing to professional development. This paper aims to reflect on the potentialities of social media in individual and collective professional development among secondary school teachers in the Ukerewe District in the Mwanza region. The specific objectives of this study were to ascertain the social media platforms of choice for professional development, analyse the range of activities that teachers participate in on social media platforms, and investigate the specific ways in which social media has contributed to professional development. A cross-sectional research design that mainly relied on quantitative research approaches was employed for the study. A simple random sampling technique was used to select a sample of 140 participants who were administered a self-report questionnaire. The findings of the study revealed that secondary school teachers actively use social media for professional development, with platforms such as WhatsApp, Facebook, and Twitter being popular choices. The study suggests two important recommendations. First, institutions should integrate social media-based professional development opportunities into existing professional development programs and plans. Second, institutions should encourage the formation of online professional learning communities on social media platforms to facilitate professional development. JOURNAL Mon, 01 Jan 2024 00:00:00 GMT http://41.59.91.195:9090/handle/123456789/231 2024-01-01T00:00:00Z http://41.59.91.195:9090/handle/123456789/228 Education Governance and Inclusive Education in Secondary Schools in Temeke District, Tanzania Losioki, Bertha E.; Kapilima, Vivian C. This study examined education governance and inclusive education in Secondary schools. Inclusive education is a complex process to achieve due to the context where it is applied and the complication of translating policy into practice. There are deliberate attempts to address challenges in the provision of inclusive education in Tanzania. However, the implementation is not adequate and education opportunities for students with special needs are still minimal. The study used a qualitative research approach, where data were collected through in-depth interviews, non-participant observation, and documentary review methods. The study involved 40 teachers and 48 key informants including heads of secondary schools, Education Officers, and parents. The findings showed that coordination and management of inclusive education are done at different levels of authority. Wards play the key role of linking schools and the services for the provision of education including inclusive education. However, the facilities for the provision of inclusive education are still a challenge in secondary schools. There were also challenges in the implementation of education policies attributed to limited resources and coordination issues. Despite the efforts made to provide inclusive education in secondary schools, there are still implementation challenges to the provision of this education. Therefore, there is a need to continue making concerted efforts to improve the coordination and management of inclusive education for efficiency and effectiveness. The relevant Ministry (POR-LAG) in collaboration with education stakeholders should facilitate the availability of resources and facilities for the provision of inclusive education. journal Mon, 01 Jan 2024 00:00:00 GMT http://41.59.91.195:9090/handle/123456789/228 2024-01-01T00:00:00Z