CONTRIBUTORS
Aimable Sibomana.
Aimable Sibomana is currently a PhD student from January 2019 at the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda – College of Education. Prior to the start of the PhD journey, he taught Physics and Chemistry at secondary school in Rwanda, administered Nine and Twelve Year Basic Education (9&12YBE) schools in Rwanda as head teacher for a period of 9 years, he worked as Assistant Lecturer at Rusizi International University (RIU) from 2015-2017 and University of Kigali (UoK) from 2016 to date. His areas of interest in science education pertains to topics such as applying cooperative learning and peer teaching in teaching and learning sciences in secondary education, quality basic education, curriculum development, constructivism and teacher training.
Alida Sebastian Kauki.
Alida Sebastian Kauki is a Tutor with 16 years of experience in teaching. Alida is currently working at Patandi Teachers College of Special Education in Tanzania. Alida has specialised in General Education, Education Administration, and Special Needs Education. She holds Diploma in General Education from Korogwe Teachers College and Diploma in Special Needs Education (Hearing Impairment) from Patandi Teachers College of Special Education; a Bachelor in Education Management and Administration from Mzumbe University, Tanzania; a Master’s in Education Administration, Planning and Policy Studies from the Open University of Tanzania; and a Post-Graduate Diploma in Vision for Reading and Learning from Western Norway University of Applied Sciences (HVL).
Andrea Lazaro.
Andrea Lazaro is an Assistant Lecturer in the Department of Educational Psychology and Curriculum Studies, Faculty of Education – Mkwawa University College of Education. Currently, he is studying a PhD in Curriculum and Instruction at Shaanxi Normal University, China. He does teaching and research in English literature teaching methodologies, co-curricular activities and students’ talent development and teacher educators’ perspectives on learning sciences
Baraka Gaitan Luvanga.
Baraka Gaitan Luvanga is an Assistant Lecturer at Mkwawa University College, Tanzania, specialising in Science Education, Teaching Methodology and Curriculum. He is currently a PhD candidate at the School of Education in the x University of Dar es Salaam – the institution which he also completed his Master of Education in Science Education (M.Ed. Sc.) in 2017. Baraka has participated in different training intended to equip science teachers with relevant skills for teaching and his research interest focuses on Inquiry-Based Approach to Teaching and Learning in science
Claude Karegeya
Claude Karegeya is an academic staff of the University of Rwanda. He obtained his Master’s degree and PhD at the University of Liège in 2013 and 2017 respectively. He has specialised in Industrial Chemistry, Material Chemistry, Inorganic Chemistry and Electrochemistry. Among his current research projects of interest include: environmental friendly electrode materials with high electrochemical performances for Lithium and sodium-ion batteries, design of low-cost materials for effective teaching and learning of Chemistry and quality education for human capital development.
Daniel Sidney Fussy
Daniel Sidney Fussy is a Senior Lecturer in the Department of Educational Foundations and Management, Faculty of Education – Mkwawa University College of Education (MUCE). Daniel holds a PhD in Education from the University of Glasgow in the United Kingdom. Daniel’s research interests focus on research culture and researcher development, learning development, comparative education and teacher professionalism. In one of his widely acclaimed paper, Policy Directions for Promoting University Research in Tanzania, Daniel argues for a bifurcation model of research and teaching universities as opposed to the pure research university model, given the current limited level of fiscal, physical and human resources in most Tanzanian universities.
Ezelina Angetile
Ezelina Angetile is an Assistant Lecturer in the Department of Educational Psychology and Curriculum Studies, Faculty of Education – Mkwawa University College of Education. Ezelina teaches courses related to Educational Media and Technology. Currently, she is pursuing a PhD in Education at the University of Dar es Salaam, Tanzania. Her research interests include ICT integration in preservice teachers, teachers’ participation in professional development, group-based assignments and students’ social loafing.
Fokas Nchimbi
Dr. Fokas Nchimbi is a Lecturer in the Department of Languages and Literature at Mkwawa University College of Education (MUCE), which is a Constituent College of the University of Dar es Salaam. He is teaching Swahili language specialising in linguistic aspects in major areas of morphology, syntax, semantics and pragmatics. His research interest is in Language policy, language in education, Verb extension in Bantu languages, Bantu morphosyntax and Bantu languages anthropology. Also, he has a wide range experience in Swahili language teaching for foreigners and translation in Swahili and English languages. Dr. Fokas Nchimbi has a number of publications in Swahili developmental studies and Bantu anthropological linguistics.
Fortunatha Lawrence Mtesigwa
Fortunatha Lawrence Mtesigwa is an Assistant Lecturer at Mkwawa University College of Education, Faculty of Education. She received her Bachelor of Arts in Education in 2012 and Masters of Arts in Education in 2018 both from the University of Dar es Salaam. She teaches English Literature Methods and English Language Methods.
Gervas Kawonga
Gervas Kawonga is a Lecturer in the Department of Languages and Literature at Mkwawa University College of Education (MUCE). He is teaching the Kiswahili language specialising in linguistic aspects such as language structure, syntax, and morphology. His research interest is in language policy, language in education, language visibility, and language teaching for foreigners. Gervas is also an expert in Kiswahili-English translation. Gervas has a reasonable number of publications in Kiswahili studies.
Hassan Iddy Hassan
Hassan Iddy Hassan is a Senior Lecturer in the Faculty of Education at Mkwawa University College of Education (MUCE), Iringa, Tanzania. He pursued B.Ed. Arts at the University of Dar es Salaam in Tanzania. Thereafter, he went on to read for an MSc in Education at the University of Edinburgh in the United Kingdom, and doctoral studies at the University of Newcastle in Australia. Hassan research interests focus on gender and education, equity in education, indigenous education, Indigenous Standpoint Theory (IST), international and comparative education, primary and secondary education research, qualitative research methods, Sustainable Development Goals (SDGs), and the Education for All (EFA) agenda.
Jaquiline Amani Moshi
Jaquiline Amani Moshi is a Senior Lecturer at Mkwawa University College of Education in the Department of Educational Psychology and Curriculum Studies. Her research interests include education and psychology. As an experienced researcher, she has published in reputable journals at national and international levels. She has been engaged in various projects. These include: The Role of Home and Classroom Environment in Promoting Reading and Arithmetic Skills in Tanzania Primary Schools, under the Tanzania Ministry of Education, Science and Technology and GPE-LANES, National Trainer on 3Rs among Primary School Teachers under EQUIP-T, Tusome Pamoja 2016-2018 under USAID, Mwanzo Mzuri under HDIF and HakiElimu, and Girls’ Retention and Transition Initiative (GRTI), Accountability for Girls Education under HakiElimu, Improved Quality of Education (EQEP) Project in Geita under Pestalozzi Children Foundation.
John Jackson Iwata
John Jackson Iwata is by profession a teacher and library expert. John is currently working with Moshi Co-operative University (MoCU) in Kilimanjaro, Tanzania as a librarian. He holds a PhD in Information Studies of the University of KwaZulu-Natal. John is a former Postdoctoral Research Fellow of the University of KwaZulu-Natal, South Africa. During his postdoctoral studies, he assisted in the University Curriculum Transformation Project (UCDP) specifically on the Decolonisation and Transformation of University’s Education Curriculum in South Africa. His research areas include knowledge management (specifically management of African indigenous knowledge), information literacy, and curriculum development.
John Sentongo
John Sentongo is a PhD holder in Science Education from University of the North, South Africa. He is currently an Acting Head of the Department of Science, Technical and Vocational Education (DSTVE). He is also a member of the coordination team for the project “School Level Management in Uganda, based in School of Education, Makerere University, which aimed at strengthening secondary school head teacher training programmes in Uganda” funded by Flora foundation of USA – 2007 to date.
Loti Isaya Kambey
Loti Isaya Kambey is an Assistant Lecturer in the Department of Educational Psychology and Curriculum Studies, Faculty of Education – Mkwawa University xiii College of Education (A Constituent College of the University of Dar es Salaam). Currently, Kambey is studying a PhD in Education at the University of Dar es Salaam. His teaching and research focus on curriculum studies, especially language education as well as media and technology in education.
Lulu S. Mahai
Lulu S. Mahai is a Lecturer at the University of Dar es Salaam. She holds a PhD in Education from the University of Edinburgh (UK). She has a background in adult education (Non-Formal Education). She is teaching and supervising undergraduate and postgraduate students at the University of Dar es Salaam. She conducts training in areas such as Adult Teaching Methodologies, Gender-Based Violence, Gender and Leadership, Gender Research Methodologies, Women and Politics and Open and Distance Learning. Her research areas include Open and Distance Learning, Adult Learning, Learning in Rural Communities and Gender Issues.
Miriam Loivotoki Laiser
Miriam Loivotoki Laiser is an educator with a background in biomedical sciences. For the past 8 years has been working to provide solutions for early interventions and appropriate educational support for individuals with Neurodevelopmental disabilities such as Autism. She is the Founder and Managing Director of Buyegi Trust Fund and Unique Child Academy. She is currently pursuing her PhD in Inclusive Education at the Open University of Tanzania and also has Certifications in Managing Autism, ADHD and Neurodevelopmental Disabilities from University College, London and Ohio State University (Nisonger Center).
Odax Manumbu Lawrence
Odax Manumbu Lawrence is a Lecturer, a Consultant and a Researcher at Moshi Co-operative University. Odax is currently undertaking PhD studies in Education at Moshi Co-operative University. Apart from teaching and researching, Odax has been engaging in various community services as he is an active interpreter at the High Court of Tanzania in the Northern Zone, based in Moshi Municipality.
Orestes Silverius Kapinga
Orestes Silverius Kapinga holds a PhD in Special Education from Åbo Akademi University (ÅAU), Finland. He is a Lecturer in Educational Psychology and Special Needs Education at Mkwawa University College of Education with over 16 years of experience in the teaching profession. He teaches courses in educational psychology and special needs education. He has been involved in several consultancy and research activities including Promoting Reading and xiv Arithmetic Skills among Standard I and II Pupils in Tanzanian Primary Schools and The Role of Home and Classroom Environment under the Ministry of Education, Science and Technology and GPE LANES, National Trainer on 3Rs among Primary School Teachers under EQUIP-T, Tusome Pamoja 2016-2018 under USAID, and Mwanzo Mzuri under HDIF and HakiElimu. Orestes’ research interest is on special needs and inclusive education.
Oscar Joel Magava
Oscar Joel Magava is a Lecturer in the Department of Educational Foundations and Management at Mkwawa University College of Education, a Constituent College of the University of Dar es Salaam, Tanzania. He holds a PhD in Education Management and Administration from the University of Dar es Salaam, Tanzania. Oscar is an educationist specialised in Educational Management and Administration. Oscar’s research interest includes policy studies in education; management of education and school administration; planning in education; qualitative research methods in education; administrative and organisational behaviour in education; human resource management in education; school governance; project planning and management in education and language teaching and learning.
Philpo John
Philpo John is a Lecturer in the Languages and Literature Unit, Faculty of Humanities and Social Sciences at Mkwawa University College of Education (MUCE). John’s teaching and research interests relies in qualitative research, mixed methods research approaches, language education and teaching English as second or foreign Language (ESL/EFL).
Rwekaza G. Cronery
Rwekaza G. Cronery is a Lecturer at the Department of Business Management at the Kizumbi Institute of Co-operative and Business Studies, Moshi Cooperative University. Rwekaza holds a PhD in Cooperative Governance from Sokoine University of Agriculture. His areas of expertise include management and co-operative business management, community development, co-operative management and development, rural project planning and management, community participation, training needs assessment, business planning and organisational development, and community entrepreneurship development. He has written in diverse areas especially in the area of cooperative and community development, and supervised several students from degree to PhD levels.
Salvatory Flavian Mhando
Salvatory Flavian Mhando is a Lecturer and Researcher at the University of Iringa in the Department of Education, Faculty of Science and Education. Salvatory holds a PhD in Education from the University of Dar es Salaam, Tanzania. His PhD thesis focused on the implementation of co-curricular activities in primary schools in Tanzania. Salvatory conducts lectures to both undergraduates and postgraduates in the areas of curriculum and teaching as well as research methods in education. He is an author of several research academic papers published in different local and international academic journals, and a reviewer of different research articles. His current research looks at the transformation of education outlook for Tanzanian that is practical and assistive to learners.
Selina Thomas Mkimbili
Selina Thomas Mkimbili is a Senior lecturer at Mkwawa University College of Education, Department of Educational Psychology and Curriculum Studies. Selina undertook her doctorate degree at the University of Oslo, Norway. She is a specialist in Science Education, and her research is centred on practical work, inquiry-based science teaching, students’ interest in science and learner-centred science teaching. In collaboration with other scholars from the University of Oslo, Selina has conducted research aimed at realising learner-centred science teaching in secondary schools in Tanzania.
Sotco Claudius Komba
Sotco Claudius Komba is the Deputy Rector – Academic Research and Consultancy at the Institute of Social Work (ISW). He holds a PhD in Education from the University of Dar es Salaam. As an expert in the field of education, Sotco has conducted various educational research projects, offered different outreach and consultancy services, supervised a good number of Master’s and Doctoral candidates, examined numerous theses and dissertations, published more than 40 articles in refereed journals, and authored 2 books, 4 book chapters, and a good number of official reports and teaching compendia. Sotco has also lead teams of experts in preparing different documents for the Ministry of Education, Science and Technology, including the National School Quality Assurance Framework and its tools, National Curriculum Framework, Primary Teacher Deployment Strategy, Teacher Competences Framework, a Diploma curriculum for preprimary and primary teacher education, and subject syllabi for a Diploma curriculum for pre-primary and primary teacher education.
Vincent Jalang’o Cosmas
Vincent Jalang’o Cosmas is a Lecturer in the Department of Educational Psychology and Curriculum Studies at Mkwawa University College of Education (MUCE), a Constituent College of the University of Dar es Salaam in Tanzania. He doctorates the Educational Challenges and Coping Strategies among students xvi with Hearing Disability in Tanzanian Inclusive Public Secondary Schools from University of Dar es Salaam (UDSM), Tanzania. He is an Educational and Social Psychologist. He spent his time investigating the influence of Personality Traits on Career Choice among Secondary School Students in Tanzania.
Wadrine Maro
Wadrine Maro is a Lecturer in the Department of Educational Psychology and Curriculum Studies at the School of Education, University of Dar es Salaam. She holds a PhD in Curriculum Studies and Teachers’ Professional Development from the University of Southampton. She teaches science teaching methods, curriculum studies, teacher professional development, pedagogy of teacher education, design based research and mixed methods research methods. She has published several articles in the area of curriculum studies including teacher’s utilisation of feedback in mathematics, as well as design and evaluation of a professional development programmes to support activity-based Biology teaching and learning in Tanzania.
Wilberforce Meena
Wilberforce Meena is a Programme Officer in the Department of Research, Innovation and Policy Analysis at HakiElimu, Tanzania, and former Director of Curriculum Development and Review in the Tanzania Institute of Education (TIE). Wilberforce holds a PhD in Education from Åbo Akademi University (ÅAU), Finland. His doctoral studies and publications focused on Understanding Curriculum Innovation from the perspective of teacher educators.
Willy Kasuga
Willy Kasuga is a Lecturer in the Department of Educational Psychology and Curriculum Studies at the Faculty of Education, Mkwawa University College of Education (MUCE - A Constituent College of the University of Dar es Salaam). Willy’s PhD focused on ‘The Influence of Problem-Based Learning on Developing Science Process Skills in Biology Subject for Secondary Schools in Tanzania’. Willy is interested in science education, learner-centred teaching approaches, curriculum studies, educational statistics and educational measurement and evaluation.