ABSTRACT
The successful integration of indigenous knowledge within formal education depends not only on curriculum content but also on pedagogical mediation. This study examines how teachers in Uganda’s lower secondary schools integrate Indigenous Agricultural and Ecological Knowledge (IAEK) within the Competency-Based Curriculum (CBC). Guided by Vygotsky’s Sociocultural Theory and culturally responsive pedagogy frameworks, the study employed a convergent parallel mixed-methods design involving 382 teachers, interviews, focus group discussions, and classroom documentation review in Central Uganda. Quantitative findings reveal that 82% of teachers report regular integration of indigenous knowledge into classroom instruction (M = 3.95), primarily through experiential learning, subject-based examples, project-based tasks, and school garden activities. However, community expert engagement (51%, M = 3.17) and structured apprenticeship models remain limited. Regression analysis indicates that pedagogical practices significantly predict perceived educational benefits (β = .258, p < .001). Qualitative findings reveal structural constraints including limited training, resource shortages, time constraints, and assessment misalignment. The study argues that teachers function as cultural mediators who bridge indigenous epistemologies and formal scientific knowledge. However, effective mediation requires systemic pedagogical scaffolding within curriculum architecture. The study contributes theoretically by extending sociocultural mediation to institutional pedagogical structures and empirically by demonstrating the predictive role of pedagogical practices in indigenous knowledge integration outcomes.

ABSTRACT
The present study aimed to offer a critical genre analysis of the presidential COVID-19 updates in Ghana. Sixteen out of the twenty-eight updates were purposively sampled for the study. Whereas a combined Swales’ (1990) move-step and Huttner’s (2010) classificatory model in studying the schematic structure revealed a total of eight obligatory moves and six sub-moves, Bhatia’s (2015) Critical Genre Analysis ( CDA ) and van Dijk’s (2010) CDA employed in the study showed that the pre-election COVID-19 updates were predominantly a blend of public health announcements and a subtle political campaign messaging giving credence to CGA’s intertextuality and interdiscursivity, while the post-election updates mainly highlighted the government’s successes in the fight against the pandemic and a renewed commitment to governance. The study revealed that the sixteen sampled updates shared some similarities in both the obligatory and ambiguous moves, with some varying degrees of textual space, depending on the prevailing circumstance and the trajectory of the pandemic.

ABSTRACT
Majina ya watu hayatumiki kama utambulisho wa watumiaji wake pekee, bali ni nyenzo inayotumiwa na wanajamii kuendeleza amali, tamaduni, historia, mamlaka, na mahusiano ya wanajamii. Makala hii imechunguza athari za ujinsia unaodokezwa katika majina ya watu ya jamiilugha za Kibantu nchini Tanzania kwa watumiaji wa majina husika. Data za utafiti huu zilikusanywa kutoka katika jamiilugha za Kiswahili, Kinyakyusa, Kisambaa, Kigogo, Kisukuma, na Kiha katika mikoa ya Dar es Salaam, Mbeya, Tanga, Dodoma, Mwanza, na Kigoma. Aidha, data hizo zilikusanywa kwa njia ya usaili na majadiliano katika makundi lengwa kutoka kwa watoataarifa 240 wa umri wa zaidi ya miaka 25. Kadhalika, data zilikusanywa na kuchanganuliwa kitaamuli kwa kutumia mbinu ya uchanganuzi wa maudhui na kuongozwa na Nadharia ya Ubabedume ya Bly (1970). Kwa ujumla, imebainika kuwa athari za ujinsia unaodokezwa katika majina ya watu kwa watumiaji wake ni kuwa ujinsia hujenga na kuimarisha tabia za wanajamii, huukilia mamlaka za watu katika familia na jamii, na husababisha matatizo ya kisaikolojia kwa wanajamii. Athari zingine za ujinsia ni kuwa huukilia mahusiano ya wanajamii kwa Mungu na wahenga, huukilia mafanikio ya wanajamii, hudhibiti mawanda ya upataji maarifa kwa wanajamii, na huchochea wanajamii kuchukia lugha na tamaduni zao. Hivyo basi, makala hii inatoa rai kuwa mamlaka za utoaji wa majina ya watu ziweke umuhimu mkubwa katika mchakato wa utoaji wa majina ya watoto kwani majina hayapo kwa ajili ya utambulisho pekee, bali ni nyenzo madhubuti ya kufinyanga na kuamua mwelekeo na hatma za maisha ya wanajamii na jamii kwa ujumla.

ABSTRACT
Digital transformation has driven the use of technology as a crucial component in the implementation of the Merdeka Curriculum; however, its application in elementary schools in resource-constrained areas still faces various challenges. This study aims to evaluate the use of digital technology in the implementation of the Merdeka Curriculum in second-grade classrooms at SD Inpres Seringgu, Merauke, South Papua. The study employed a descriptive qualitative approach using the Context, Input, Process, and Product (CIPP) evaluation model. Data were collected through observations, interviews, and documentation from eight purposively selected informants, including the principal, vice principal, teachers, and school staff/teachers. Data analysis was conducted interactively through data condensation, data presentation, and the drawing and verification of conclusions, with triangulation used to strengthen data validity. The results indicate that digital technology is highly relevant to learning needs; however, teacher readiness, device availability, and connectivity continue to limit its implementation. Technology has been utilized to support the delivery of content, learning activities, and assessment, although its use has not been consistent. Identified benefits include increased engagement, understanding, monitoring, and learning feedback. The study concludes that there is a gap between the relevance of digital technology and the capacity for its implementation. Strengthening infrastructure, connectivity, teacher competencies, collaborative learning, and institutional support is necessary to achieve more consistent and sustainable technology integration.

ABSTRACT
Data-based accreditation requires schools not only to fulfill administrative documentation but also to use data as a foundation for improving learning quality. This study examines the effect of data-based accreditation on learning quality and identifies inhibiting factors at State Elementary School 007 Mamahak Besar, under the Education and Culture Office of Mahakam Ulu Regency, a frontier, outermost, and least-developed (3T) region of East Kalimantan. Employing an associative quantitative approach with a survey method, data were collected from 16 respondents, the principal and teachers, through questionnaires, observation, documentation, and supporting interviews, using a two-variable instrument of 24 items each, analyzed through Likert-scale scoring, percentage analysis, and simple linear regression. Findings show data-based accreditation fell in the very good category (86.72 percent), as did learning quality (89.64 percent). Regression yielded Y = 22.847 + 0.814X, with r = 0.760 and R² = 57.74 percent, confirmed significant (t = 4.374 > t-table = 2.145). Data-based accreditation contributed to learning-quality improvement through school-data availability, education-report utilization, document completeness, evaluation follow-up, and resource support, while inhibiting factors included limited teacher data literacy, constrained digital facilities and connectivity, administrative workload, and the need for sustained technical mentoring.

ABSTRACT
Introduction: Africa has over 100 million unskilled youth who are either under-employed or un-employed. African countries have adopted TVETs to develop these youth professionally and with technical competencies. In Africa, investing in TVET is costly hence some developing countries like Kenya face efficiency challenges regarding to resource utilization and students flow through the school system at various levels of education and programs. The government of Kenya has in the recent past undertaken several initiatives in TVETs to enhance the development of this unit of education. This study sought to establish the influence of increased TVET trainers’ employment by the government on the internal efficiency of TVETs in Rift Valley Region, Kenya. Research Methods: The study was based on the Durkheim theory. Mixed research design was used. A pragmatist research philosophy was adopted. The study was carried out in the Rift Valley Region, Kenya. A sample of 109 respondents comprising of 12 principals, 96 heads of departments and 1 TVETA officer was used. This was drawn from a population of 12 principals, 127 heads of departments and 1 regional TVETA officer. Stratified random sampling, proportionate sampling and simple random sampling techniques were employed in obtaining the sample size. Questionnaires and an interview schedule were used for collecting data. Validity and reliability for these instruments was established before starting data collection. Analysis of data was done using descriptive, inferential statistics and content analysis. Results & Analysis: Results showed that TVET trainers’ employment had a positive and significant effect on completion rates and performance, hence, TVET internal efficiency of (β=-0.127, p < 0.05). Conclusions: The study concluded that employment of additional trainers enhances TVETs internal efficiency.

ABSTRACT
Introduction: Africa has over 100 million unskilled youth who are either under-employed or un-employed. African countries have adopted TVETs to develop these youth professionally and, with technical competencies. Investing in TVET is costly hence some developing countries like Kenya face efficiency challenges in regard to resource utilization and students flow through the school system at various levels of education and programs. The government of Kenya has in the recent past undertaken several initiatives in TVETs to enhance the development of this unit of education. This study sought to establish the influence of government financing for TVET trainees on the internal efficiency of TVETs in Rift Valley Region, Kenya. Research Methods: The study was based on the Durkheim theory. Mixed research design was used. A pragmatist research philosophy was adopted. The study was carried out in the Rift Valley Region, Kenya. A sample of 109 respondents comprising of 12 principals, 96 heads of departments and 1 TVETA officer was used. This was drawn from a population of 12 principals, 127 heads of departments and 1 regional TVETA officer. Stratified random sampling, proportionate sampling and simple random sampling techniques were employed in obtaining the sample size. Questionnaires and an interview schedule were used for collecting data. Validity and reliability for these instruments was established before starting data collection. Analysis of data was done using descriptive, inferential statistics and content analysis. Results & Analysis: Results showed that government financing for TVET trainees had a positive and significant effect on enrolment, retention and completion rates, hence, a positive impact on TVET internal efficiency of (β=0.083, p < 0.05). Conclusions: The study concludes that Government capitation fee and HELB loans for TVET Trainees enhances TVETs’ Internal Efficiency.