St. Augustine University of Tanzania (SAUT) is a private university in Mwanza, Tanzania. It was founded by the Catholic Bishops of Tanzania in 1998 (accredited in 2002) as a secular, nonprofit, private institution. Before 1998, SAUT was called first Nyegezi Social Training Centre and then Nyegezi Social Training Institute. SAUT has over 10,000 students with an anticipated minimal rise each new academic year. The university attracts students from Tanzania and elsewhere, particularly Kenya, Uganda, Sudan, Ethiopia, Burundi, Malawi, Zambia, and recently Germany and other foreign nations. SAUT admits students of all nationalities and religious affiliations.SAUT extends over 600 acres (2.4 km2) in the Nyegezi-Malimbe area, 10 km (6.2 mi) south of Mwanza on the shores of Lake Victoria. The university is divided into two campuses. The main campus (old campus) houses the administration buildings and the Faculty of Business Administration. The Malimbe campus, located one km away, is home to the Faculty of Law, Social Sciences, Engineering, Business Administration, Education and Mass Communication.St..
Purpose - This study examines the association between forensic audit procedures and perceived enhancement of internal control systems in a large Tanzanian public utility. Methodology - A cross-sectional survey was administered to personnel in finance, internal audit and management at Tanzania Electric Supply Company Limited (TANESCO) Headquarters. The analysis used 172 responses and combined descriptive statistics with simple linear regression. Findings - Respondents reported high perceived use of forensic audit procedures (M = 4.15, SD = 0.65) and high perceived enhancement of internal controls (M = 4.02, SD = 0.71). Forensic audit procedures were positively associated with internal-control enhancement (R = .685, R² = .470, adjusted R² = .467; F(1, 170) = 151.25, p < .001). The estimated slope was positive (B = .690, β = .685, t = 12.30, p < .001). Practical implications - TANESCO and comparable public entities should embed risk-based forensic capability, data analytics, evidence-preservation protocols and systematic follow-up within their control-monitoring arrangements while safeguarding internal-audit independence. Originality/value - The study provides organisation-specific evidence from a strategically important public utility in a setting where empirical work on forensic audit procedures remains limited. Because the measures are self-reported and the design is cross-sectional, the findings establish association rather than causation.
The SOKENOTA corridor, encompassing Maasai conservancies in Kenya and Wildlife Management Areas in Tanzania, represents a socio-ecological nexus where pastoralist livelihoods, wildlife conservation, and climate variability intersect. This study investigates communication gaps in sustainable land use, highlighting corporate communication (CC) and public relations (PR) challenges affecting community engagement and development interventions. Integrated field observations, household surveys, and focus group discussions across 11 sites reveal constraints including pasture degradation, water scarcity, human-wildlife conflicts, and cross-border resource competition. Livelihoods remain dominated by pastoralism and smallholder agriculture, while emerging enterprises—carbon credits, NTFPs, tourism—are underdeveloped and inequitably accessed. Women and youth emerge as pivotal actors for resilience, yet traditional communication strategies often marginalize their participation. Findings underscore the need for evidence-based, culturally tailored, and inclusive CC/PR strategies to build trust, enhance governance transparency, and facilitate adoption of climate-smart practices. Coordinated cross-border messaging and stakeholder engagement are critical for sustaining livelihoods, ecosystem integrity, and development outcomes.
This study examines the role of the Vocational Education and Training Authority (VETA) in Dar es Salaam, Tanzania, in fostering safety-conscious attitudes among motorcycle riders, with particular emphasis on passenger safety. It addresses a key gap in road safety research in low- and middle-income contexts: limited understanding of how formal vocational institutions use curriculum design and pedagogy to promote positive safety attitudes amid high crash rates associated with overloading and non-helmet use. Grounded in General Systems Theory (GST), the study employs a qualitative multiple-case study design with embedded units of analysis, drawing on in-depth interviews with VETA instructors, LATRA officers, regional traffic officers, VETA zone coordinator, head of VETA Chang’ombe, and passengers, as well as focus group discussions with experienced riders and trainees. Data explores interactive teaching strategies such as role-plays, passenger simulations, crash reflections, and family-centered appeals, alongside structured curriculum components including helmet enforcement, loading limits, refusal of unsafe requests, and professional responsibility modules. Findings indicate that VETA’s competency-based, holistic pedagogy, emphasizing interdependence among rider skills, passenger welfare, environmental risks, and professional outcomes, cultivates protective attitudes. Participants reported shifts from profit-driven behaviors toward responsibility-oriented mindsets through consistent exposure to integrated safety content. The study contributes theoretically by applying systems thinking to vocational education in informal transport sectors, demonstrating how structured training environments can shape safety attitudes. Practically, it highlights the value of passenger-centred vocational pedagogy in reducing motorcycle-related injuries and strengthening professional standards within Tanzania’s expanding bodaboda sector.
Sustainable learning outcomes are vital for developing strong critical thinking skills, which lead to positive life results and career success, ultimately enhancing global competitiveness. Achieving these outcomes relies on instructional methods that offer meaningful experiences to learners. This study explores the use of Artificial Intelligence (AI) technologies as learning strategies to boost the global competitiveness of higher education institutions and students in Sub-Saharan Africa. The research aimed to evaluate how AI impacts sustainable learning outcomes and to identify challenges that hinder their implementation in higher education, based on evidence from the region. A mixed-method research design was adopted, with stratified and simple random sampling techniques used to determine the sample size. The population of respondents was 3840 with the sample size of 384 that included students and an academic staff. Data collection involved questionnaires named Artificial Intelligence Technologies Integration Questionnaires (AITIQ) and Global Competitiveness in Higher Education (GCIEQ) with Artificial Intelligence Technologies Integration interview guides (AITII) and Global Competitiveness in Higher Education Interview guides (GCHEI). Quantitative responses analyzed using SPSS Version 27 because it is easy accessible for researcher. That generated descriptive statistics and reliability calculated while qualitative data from interview guides were subjected to thematic and narrative analysis. The results show that 355(92.45%) with mean of 4.35 of students agreed that, integrating AI technologies can greatly improve sustainable learning outcomes by increasing administrative efficiency, enabling personalized learning, automating assessments and feedback, and enhancing global competitiveness. However, super majority of students above 75% agreed that,at study area there are challenges such as limited technical expertise and infrastructure, low digital literacy among staff, and concerns that AI can decrease critical thinking among students. The study concludes that the successful integration of AI in higher education, need to be guided by strategic policies, can transform learning practices and improve academic results.It recommends investing in AI infrastructure, offering regular staff training, and continuously evaluating AI tools to ensure fairness and effectiveness.
This study examined how the instructional practices of school heads supported quality education during implementation of Tanzania's 2023 competence-based education reform in public secondary schools in Mwanza City. The study is guided by Human Capital Theory and pragmatism, also, the study used a convergent parallel mixed-methods design. The accessible population comprised teachers, students, and school heads in ten selected public secondary schools, together with city education officers. The final sample was 213 participants: 96 teachers and 104 students completed questionnaires, while ten school heads, one Teachers Service Commission officer, one District School Quality Assurance officer, and one District Education Officer participated in semi-structured interviews. Schools were selected by simple random sampling; teachers and students were selected through proportionate stratified random sampling; and key informants were selected purposively. Quantitative data were analyzed in IBM SPSS Statistics 27 using frequencies, percentages, and means, while interview data were coded thematically in NVivo 14 and integrated with the survey results. The findings revealed that school heads generally supported learner-centered teaching, professional development, pedagogical innovation, formative assessment, and access to instructional resources. Students similarly perceived that classroom practices encouraged active participation, practical-skill development, regular feedback, differentiated learning, and instructional support. Interview evidence reinforced these findings through descriptions of school-based coaching, curriculum monitoring, feedback routines, and resource mobilization. The study concludes that school heads were perceived to create enabling conditions for reform-aligned teaching, although the descriptive cross-sectional evidence does not establish causality. City authorities should institutionalize sustained professional learning, strengthen formative assessment, and provide equitable instructional resources.
