East Africa Journal of Social and Applied Sciences (EAJ-SAS) https://journals.mocu.ac.tz/index.php/eaj-sas <p align="justify">The East African Journal of Social and Applied Sciences (EAJ-SAS) is a multidisciplinary and biannual double-blind peer-review Journal that publishes articles online and in print media. Since its establishment, the Journal has provided a platform for researchers and academics to share their research findings, knowledge and experiences through research/scholarly articles, book reviews, article reviews and case commentaries.</p> Moshi Co-operative University en-US East Africa Journal of Social and Applied Sciences (EAJ-SAS) 0856-9681 Competency-Based Teaching for Enhancement of Co-operative Knowledge Transfer https://journals.mocu.ac.tz/index.php/eaj-sas/article/view/257 <p>Competency-based teaching is widely acknowledged as a crucial approach for fostering skill development and competencies among students at various educational levels. Since its adoption by the government of the United Republic of Tanzania in 2005, competency-based teaching has been integrated into both secondary and tertiary education systems, including at Moshi Co-operative University (MoCU). Despite its official implementation, the effectiveness of competency-based teaching methods has been hindered by a lack of comprehensive understanding among lecturers, leading to a persistence of traditional teaching approaches. This study examined the impact of competency-based teaching on cooperative knowledge transfer at MoCU, with a specific focus on lecturers’ comprehension of competency-based teaching methodologies and assessment practices. Utilising a qualitative approach with a single case study design, the research involved 40 participants, including lecturers, head of departments, key informants, and students. Data collection methods encompassed interviews, classroom observations, document analysis, and focus group discussions, with analysis conducted through thematic analysis. The findings illuminate a notable gap in lecturers’ understanding of competency-based teaching, resulting in a limited application of its methods and assessment procedures. Traditional teaching techniques remain predominant, with learner-centred approaches such as field visits and cooperative learning being neglected. Additionally, lecturers exhibit a lack of familiarity with diverse assessment methods, primarily relying on written tests. In light of these findings, targeted in-service training for lecturers is recommended, with a specific emphasis on competency-based teaching strategies. Furthermore, there is a need to diversify teaching and assessment techniques to foster student engagement and critical thinking. Allocating additional time for competency-based teaching training and encouraging the adoption of varied instructional methods will contribute to enriching the cooperative learning experience at MoCU.</p> Odax Lawrence Copyright (c) 2023 East Africa Journal of Social and Applied Sciences (EAJ-SAS) 2023-12-30 2023-12-30 5 2 17 30 10.2023/eaj-sas.v5i2.257 Gender Disparities in Pursuing ICT Programmes https://journals.mocu.ac.tz/index.php/eaj-sas/article/view/246 <p>The government of Tanzania is eying Information and Communication Technology (ICT) as a catalyst towards transforming the country into a middle-income. There have been several initiatives to increase both the size and quality of ICT-skilled human resource base in Tanzania. Thus, development of ICT programmes and specialised ICT colleges in Higher Education Institutions has been the government’s concern. Consequently, number of students enrolled to pursue ICT programmes have been in the increase. However, statistics show that the number of females pursuing ICT programmes is constantly low as compared to that of males. In 2022/2023 academic year, out of 8,499 students enrolled to pursue ICT programmes in Tanzania’s Higher Education Institutions, 5,768 (67.9%) were males while 2,731 (32.1%) were females. Thus, this study quested the factors affecting female enrolment in ICT programmes. A cross-sectional survey design was employed. Area of the study included Moshi Co-operative University and the Institute of Accountancy Arusha in Tanzania. A total of 122 randomly selected respondents consisting of students and admission officers were involved in the study. Results confirmed low number of female students enrolled in ICT programmes. Factors impeding females’ enrolment in ICT programmes included lack of governing policies, lack of motivations for female students to pursue ICT programmes, unconducive job environments, and community perceptions that ICT is for men. Furthermore, the study found that among women in ICT programmes substantial part of them (45.5%) were motivated by their personal interests. Therefore, it is recommended that societies should prepare girls to undertake ICT career through proper upbringing. Also, Higher Education Institutions and their stakeholders should develop awareness creation campaign to encourage women to pursue ICT programmes.</p> George Matto Copyright (c) 2023 East Africa Journal of Social and Applied Sciences (EAJ-SAS) 2023-12-30 2023-12-30 5 2 31 40 10.2023/eaj-sas.v5i2.246