University of Arusha

This study is a Bible- and Spirit of Prophecy-based research on strategies and skills for conflict resolution. The study examines the concepts of conflict and conflict resolution, the conventional strategies and skills for resolving conflict, and posits that the Bible is full of wisdom on how conflict should be handled and that Biblical principles for conflict resolution can be applied to any type of conflict. The scripture provides the best approach to conflict resolution, one that will result in lasting peace if all parties involved commit to following God’s ordained methods.

The Force Account Method [FAM] has been effectively used in public construction projects since 2016, offering advantages such as lowering costs and creating job opportunities. However, the use of FAM in public construction projects in Tanzania is still facing difficulties in realising its full potential. This study aimed at reviewing relevant literature to identify key performance factors that could help to improve the effective use of FAM in implementing public building construction projects, focusing on phases of the construction process. Reputable databases such as DOAJ, Google Scholar, and Semantic Scholar and keywords such as force account, performance factors, and public construction management were used to search the relevant articles. From the search, a total of 40 out of 85 research articles published on the topic under investigation were evaluated. Findings indicate that the most significant performance factors of public construction projects using FAM are effective project planning, adequate project design, appropriate procurement management, effective construction supervision, competence of project participants, and support from the government. These factors are interrelated and essential for ensuring the effective implementation of public construction projects using the force account method. Moreover, results suggest that there is a need to create a framework to better manage the execution of construction projects using the force account method. This would help engineers, quantity surveyors, architects, academicians, researchers, and policymakers in the construction industry to enhance the use of the Force Account Method in public construction projects.

East Africa recently has witnessed a substantial transformation in Technical and Vocational Education and Training (TVET) programmes and enrolment patterns across the region. This study explored the trends in developing programmes and enrolments in TVET across East Africa, specifically within the transportation, manufacturing, and renewable energy sectors. The study used a positivism research philosophy and a quantitative approach. Furthermore, the study used a descriptive research design from which data were collected from Ethiopia, Kenya, and Tanzania in 9 institutions among 17 regional flagship institutions, implementing the East Africa Skills for Transformation and Regional Integration Project (EASTRIP). The data were collected through documentary review of enrolment databases of the surveyed TVET institutions. The collected data were analysed using descriptive statistics, especially cross-tabulation with frequencies and percentages. The findings reveal that the trends in enrolment varied from one institution to another and from one specific sector to another (from one specific programme to another). In the transportation sector, the National Institute of Transport in Tanzania reported steady growth in enrolments linked to government investments in infrastructure. Conversely, Kombocha TVET Polytechnic in Ethiopia noted a decline in enrolments despite expansion in its programmes. In the manufacturing sector, Dar es Salaam Institute of Technology-Mwanza Campus developed programmes consistently, and the enrolment increased steadily. The renewable energy sector in Arusha Technical College experienced an increase in enrolments in long-term programmes. These findings carry several policy implications, such as harmonisation of TVET qualifications, alignment with labour market demands, strengthening industry partnerships, enhancing trainer competency and addressing implementation gaps noted from the submitted trends and patterns.

Educational psychologists, past and present, have propounded different theories in education that have indeed affected modern educational systems. One such theory is the Gestalt theory, which states that the whole is better than the sum of its parts. In other words, our perceptions are always centered on the whole even before we visualize the parts that form the whole. This means that the whole is stronger than the individual parts. Further, the theory stipulates that the whole speaks for the individual parts. Such an idea is borrowed by many enterprises, corporations, and institutions that focus on teamwork rather than on an individual’s contribution. In institutions and corporate bodies, wholistic functionalism is always needed for success and growth. That, in a nutshell, describes why in Total Quality Management (TQM) we cannot ignore the wholistic idea of the gestalts. After all, TQM is the practice that involves the total performance and involvement of all workers and all material entities for the achievement of the goals and objectives of an organization. It involves teamwork with a single aim, which is ultimately excellent performance. TQM involves continuous evaluation of performance resulting from the total contribution of every facet and tenet of an organization. This paper is a descriptive analysis of how Gestalt theory in psychology has shaped the practice of TQM in our educational institutions, and of course, other organizations.

Teacher resilience is critical for educational quality, particularly in resource-constrained environments where educators face substantial systemic challenges. This study examined teachers' perceptions of effective resilience strategies in challenging educational contexts within secondary schools in Morogoro Municipality, Tanzania. Employing a pragmatic mixed-methods convergent parallel design, data were collected from 236 participants comprising 234 teachers (selected through simple random sampling) and 2 key informants (purposively sampled). Quantitative data were gathered using validated Likert-scale questionnaires, while qualitative insights emerged from semi-structured interviews. Data analysis involved descriptive and inferential statistics for quantitative data and thematic analysis for qualitative data, with subsequent integration of findings. The findings revealed significant skepticism toward organizational resilience strategies, with 67.9% of responses rating them as inadequate, contrasting with 55.5% rating practical pedagogical strategies as adequate. Teachers expressed particular doubt about creating positive school culture (39.8% disagreement) and fostering collegial relationships (30.3% disagreement), while valuing concrete approaches such as positive verbal reinforcement (60.2% agreement) and interactive learning (59.8% agreement). Qualitative data emphasized the importance of professional learning communities, mentorship networks, and self-care practices. The disconnect between theoretical frameworks and practical implementation suggests that resilience interventions must be contextually adapted, resource-conscious, and embedded within daily teaching practices. The study highlights critical policy gaps requiring comprehensive teacher support systems integrating professional development, mentorship, and wellness initiatives tailored to local contexts.