Browsing by Author "Lupeja, Thabita Lameck"

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Bridging secondary school instruction to real-life settings through entrepreneurial instructional approaches
(International Journal of Education and Social Science Research, 2021) Lupeja, Thabita Lameck
Tanzanian educational policy regards secondary education as a strategic weapon in fighting against poverty. This means that classroom instructional practices should equip learners with the knowledge and skills that could be useful in their lives. This article assessed the role of classroom teaching and learning methods in inculcating entrepreneurial related knowledge that could be helpful and applicable to learners' real-life situations. A semi-structured interview was purposely done with Agricultural Sciences, Biology, and Civics subjects’ teachers in ten ward secondary schools in the Mvomero district in Tanzania. Besides, focused group discussion was conducted with secondary education leavers to assess how both teaching and learning methods play the role of inculcating entrepreneurial related skills and knowledge to learners. The study shows both teaching and learning practices employed in secondary schools do not inculcate entrepreneurial related skills and knowledge, and thus, school knowledge does not help fight against poverty. Although the findings revealed the importance of entrepreneurial methods in imparting skills and knowledge in fighting against poverty, resources scarcity was noted as a setback for implementing entrepreneurial approaches. To address the instructional resources scarcity, the study suggests inservice training for teachers to equip them with the knowledge of integrating entrepreneurial skills in the teaching and learning process. The study recommends teachers to be motivated because welltrained and motivated teachers are likely to address instructional- resources scarcity by improvising the locally available resources.
The constraints of linking instructional methods to learners’ real-life settings in the context of resources scarcity
(AkiNiki Publications New Delhi, India, 2021) Lupeja, Thabita Lameck; Makwinya, Noel Mark
According to the Tanzania educational policy, formal education should be useful and applicable to learners’ real-life settings. In this sense, classroom instructional approaches should have the power to enhance the acquisition of real-life related skills and knowledge. It is for this reason Tanzania reformed its secondary school curriculum in 2005 from the one that focused on the mastery of subject contents to the one that enhances acquisition of competences among students. For this change to materialise, the new Tanzanian secondary school curriculum emphasizes the use of inquiry and student-centred pedagogies such as problem-based, demonstrations, hands-on activities and conducting real-life related projects. This study assessed the extent to which teachers employed these methods in their classrooms. Data were collected using semi-structured one-on-one interview involving sixty Agricultural Sciences, Biology and Civics teachers, and ten academic teachers. Besides, focused group discussion was conducted with teachers to discern the linkage between classroom instructional approaches to learners’ real-life settings. The study shows the disjunction between the policy and practice due to resources scarcity. The inadequacy of both human and physical resources appeared to be the main setbacks for teachers to practice instructional methods that could enable learners to acquire real-life knowledge and skills. The scarcity of human resources appeared to be a big issue because teachers were also incompetent in both content and pedagogical knowledge. The study recommends the concerned stakeholders allocate adequate and necessary instructional resources for teachers to practice teaching methods that could inculcate skills applicable to students’ life.
Secondary education attainment and its role in poverty reduction: views of graduates working in informal sector in rural Tanzania
(Journal of Education and Practice, 2017) Lupeja, Thabita Lameck; Gubo, Qi
Education is the process of imparting or acquiring knowledge and skills useful in the development of powers for reasoning and judgment. It contributes to development directly because of its relevance to the wellbeing and freedom of people and indirectly through influencing social change and economic production. This study sought to examine the contribution of secondary education knowledge and skills in enhancing self-employment in informal sectors among graduates residing in Mvomero District of Tanzania. Quantitative methods were used to collect data in which stratified sampling was done to obtain 400 participants, including both primary and secondary education graduates working in informal sectors as entrepreneurs and peasants. This was followed by systematic sampling to select participants from each stratum. The self administered structured questionnaire was used to elicit opinions on the impact of skills and knowledge acquired at school in poverty reduction. The data were analyzed using Mann Whitney U test and the results showed that secondary education has a potential in poverty reduction as the knowledge and skills acquired by graduates during schooling were helpful in managing and opting for a payable economic activity.
Secondary education attainment and social economic transformation in rural Tanzania: observations from livelihood strategies of primary and secondary education graduates in Mvomero district.
(Journal of Education and Practice, 2016) Lupeja, Thabita Lameck; Gubo, Qi
This paper examines the influence of secondary education in promoting; health awareness, gender awareness and civic awareness. The study sought to assess whether the education policy which considers secondary education as the key instrument in bringing social and economic transformation has been reflected in graduates’ livelihood strategies once they graduate and go back to the societies. The study was conducted in Mvomero district in Tanzania. Quantitative methods were used to assess the relationship between education attainment and one’s social economic awareness. Stratified sampling was employed to get the two strata namely secondary education graduates and primary education both working in informal sectors. Systematic sampling was then used to select the participants from each stratum. The sample comprised of 170 secondary education graduates and 170 primary education graduates making a total of 340 respondents. The data were analyzed by SPSS and Man Whitney U test in particular. The result for the study shows education to have negligible impact in influencing livelihood strategies to graduates as there is no notable difference between Primary and secondary education graduates. The study suggests the ministry of education, policy makers and policy implementers to work together so as to bring about positive results which could reflect the policy statements and manifestations.