Mwalimu Nyerere Memorial Academy

Workplace inequality remains a persistent challenge in public organizations, which has not received as much attention, regardless of its consistent nature of undermining employees’ motivation, performance, and the overall service delivery. Regardless of Tanzania’s efforts to establish workplace policy and legal frameworks, workplace inequality practices persevere. This study examined workplace inequalities and employees’ productivity in public organizations in Tanzania. Specifically, the study examined the prevalence, frequency, and effects of workplace inequalities among employees in public organizations in Tanzania. This study is guided by equity theory. The study employed a quantitative research approach and a descriptive-survey research design. The study’s population involved 5,000 public employees in Kinondoni Municipality, whereby a sample of 370 employees, gathered through a stratified random sampling technique, was involved in data collection through structured questionnaires. Descriptive statistics were employed to analyze data. The study revealed the presence of a considerable prevalence of workplace inequalities among employees in public organizations in areas of access to training and development opportunities, allowances, benefits, and job promotions. As well, the study found frequent occurrence of inequality practices among employees and that the practice was usual and grew over time. Again, the perceived inequalities affected employees’ morale, teamwork, collaboration, and organizational performance overall. The study recommended to the public organizations that they adopt transparent practices of human resource management so as to ensure fairness and equitable opportunities for all employees, such as equal access to training, promotion, and benefits. Other recommendations involved the use of merit-based criteria as a qualification for promotion, allowances, benefits, and training so as to consistently practice fairness among employees.

This study investigates how Tanzanian students repurpose YouTube from entertainment to education through the lens of Self-Directed Learning (SDL) Theory. Using a descriptive survey design and quantitative approach, data were collected from all 96 enrolled diploma students in Records, Archives, and Information Management at the Mwalimu Nyerere Memorial Academy (MNMA) via a structured questionnaire, yielding 91.7% response rate. Findings reveal significant academic adoption, with over 65% of respondents using YouTube frequently for learning. Preferred content includes Records Retention and Disposal, Digital Records Management, and Research Case Studies, indicating demand for practical skills. Crucially, 78.6% found YouTube useful for understanding complex concepts, especially digital technologies and legal frameworks. Access is overwhelmingly mobile-centric, with 96.6% accessing the platform via smartphones. A Chi-Square test of independence revealed no significant association between gender and usage frequency (χ²(2, n = 88) = 2.34, p = 0.67, Cramér's V = 0.17), indicating gender-neutral adoption despite a male-dominated enrollment. A supplementary Spearman correlation confirmed a moderate positive association between usage frequency and perceived usefulness (rₛ = 0.41, p < 0.01). The study demonstrates YouTube's substantial role as a supplementary academic resource, highlighting how students.

This study reviews the literature on artificial intelligence (AI)-driven innovations in higher learning institutions with a focus on pre-service teachers’ pedagogical competence through technology integration. It aims to identify how AI-driven tools assist teacher preparation and what opportunities and challenges emerge. Despite growing interest in AI across education, research specifically examining pre-service teachers’ pedagogical competence in higher education contexts remains limited. This study reviewed literature published between 2015 and 2025, sourced from five databases: Google Scholar, PsycINFO, ERIC, SCOPUS, and Web of Science. Key findings identify six AI tools used in teacher education, including adaptive learning systems, VR/AR simulations, generative AI (ChatGPT, DeepSeek), and learning analytics. The study also highlights several gaps in the field, including a lack of longitudinal studies, limited cross-cultural research, insufficient attention to ethical and data privacy concerns, and inadequate AI literacy among pre-service teachers. The proposed Technological Pedagogical Content Knowledge (TPACK)-AI competency framework offers a three-tiered developmental progression, foundational literacy, applied pedagogical integration, and professional AI fluency, to guide curriculum design for AI-enhanced teacher preparation. However, empirical validation of this framework through longitudinal and intervention-based studies remains urgently needed.

This study investigates Kiswahili as the primary language of instruction in secondary classrooms in Temeke Municipal Council, Dar es Salaam, Tanzania, to assess its capacity to foster lasting, meaningful learning among adolescents. While English remains the official medium, many students lack proficiency, prompting an exploration of how Kiswahili can enhance classroom interactions. The study used a qualitative design supplemented by descriptive statistical analysis, involving 30 purposively selected participants (teachers and students). Data were gathered through semi-structured interviews, direct classroom observations, and focus-group discussions, documenting questioning strategies, response scaffolding, and the resolution of conceptual misunderstandings in both languages. Interviews probed participants’ comfort, comprehension, and perceptions of the sociocultural value of English versus Kiswahili, while focus groups examined the emotional and cognitive impacts of instruction in a non-native language versus the mother-tongue. Analysis revealed that English-medium lessons often resulted in superficial understanding, lower engagement, and difficulty keeping pace. In contrast, Kiswahili-mediated instruction correlated with higher participation rates, deeper conceptual grasp, and stronger peer collaboration. Descriptive statistics reinforced these patterns, indicating average comprehension scores rose by over 30 percent under Kiswahili instruction. Participants also highlighted Kiswahili’s role in honouring local identity and cultural continuity, making classroom content more accessible and relevant. Based on these findings, the study recommends a strategic policy shift to strengthen Kiswahili’s role in secondary curricula across Tanzania. By leveraging a language that aligns with students’ lived experiences, educational stakeholders can enhance learning outcomes and support more sustainable, culturally grounded pathways to academic success.

In Tanzania’s urban settings, informal food vending represents an important livelihood strategy, and while vendors are relatively common to this economic activity, they generally have limited knowledge of labor rights, limited sustainable business skills, and access to services that would help enable a good and decent work life. The study assessed the capabilities of informal food vendors at the Ferry Bus Stand, Kigamboni Municipality to earn a decent work life across three dimensions: knowledge of decent work principles; skills and competencies; and the ability to access support systems. A cross-sectional survey of 77 purposively sampled vendors was conducted using a structured questionnaire. Descriptive analyses revealed the majority of vendors had moderate knowledge of the decent work principles, practical vending and customer service skills were mostly present, while basic competencies in labor rights awareness, recording keeping and sound sustainable practices were mostly absent. Enabling access to services was highest through informal support networks (67.5%), but limited for financial services (28.6%), training programs (23.4%), and social protection (19.5%). The results substantiate that informal vendors are operationally knowledgeable, however, lack of knowledge, formal sustainable business skills and institutional support prevent them from earning a productive, safe and sustainable work life. The study indicates that targeted interventions that build labor rights awareness, business and administrative competencies, and access to formal enabling services are necessary, and recommends that securing access to a combination of informal and formal networks would enhance vendors' economic resilience and decent work outcomes, and contribute, overall, to the greater goals of urban inclusion and the ILO Decent Work Agenda. JEL classification J21, J24, J46, J81, J017, J015