ABSTRACT
On-site professional development for teachers is a form of training and capacity enhancement organized at their workplace or local community. The primary aim of this approach is to facilitate teachers' participation in learning and professional development activities without requiring them to travel far or take long periods off work. This study surveyed primary school teachers about their needs for on-site professional development, synthesizing evaluations to identify the advantages of this activity. These theoretical contributions help educational managers and higher education institutions design and organize on-site training programs for primary school teachers, meeting the requirements of the 2018 General Education Curriculum.

ABSTRACT
Samuwar intanet da bunƙasar kasuwancin duniyar intanet sun buɗe wani sabon babin damfara da sunan kasuwanci. An yaudari mutane masu yawa, cikinsu har da Hausawa, kuma ana kan yaudarar wasu. Manufar wannan bincike ita ce bitar wasu daga cikin kasuwancin kan intanet na yaudara da suka ritsa da Hausawa domin kwatanta su da wasu kasuwancin kan intanet da suke da alamar tambaya a kansu a yau. An yi amfani da bitar ƙunshiyar kafafen intanet da shafuka da zaurukan sada zumunta na kasuwancin a matsayin dabarar tattara bayanai. An tantance bayanan tare da samun ƙarin bayani ta hanyar tattaunawa da Hausawan da suke ganau. Falsafar Hausawa ta ‘gani ga wane ya ishi wane tsoron Allah’ ta yi wa binciken jagoranci. Sakamakon binciken ya nuna cewa, kasuwancin kan intanet na 52u da Anchor waɗanda Hausawa masu yawa suke ciki a yau suna da zubi da tsari iri ɗaya da wasu kasuwancin damfara da suka taɓa rufewa da kuɗaɗen mutane a wajajen 2020 zuwa 2021. Bugu da ƙari, binciken ya fahimci cewa, kwaɗayi yana rufe wa mutane ido yadda suke yaudaruwa da tarkon ‘yan damfara. Daga ƙarshe, binciken ya ba da shawarwarin da suka haɗa da faɗakar da Hausawan da suke hulɗoɗin kasuwancin kan intanet da su mayar da hankali wajen samun cikakken ilimin harƙalla kafin shiga cikinta.

ABSTRACT
Miongoni mwa sehemu ambazo lakabu hutumika ni katika ufundishaji na ujifunzaji wa lugha ya kigeni (Lgn). Matumizi hayo yameibua maswali kuhusu mchango unaotokana na matumizi ya lakabu katika ufundishaji wa lugha ya kigeni. Tafiti mbalimbali zimefanyika kuhusu matumizi ya lakabu katika ufundishaji wa Lgn lakini hakuna utafiti uliochunguza kama matumizi ya lakabu yanachangia kurahisisha ufundishaji na ujifunzaji wa lugha ya kigeni. Suala hilo limeacha maswali kuhusu mchango wa matumizi ya lakabu katika kurahisisha ufundishaji na ujifunzaji wa Lgn. Makala hii imebaini namna lakabu zinavyotumika kurahisisha ufundishaji na ujifunzaji wa Kiswahili kama Lgn. Data hiyo imepatikana kwa kuchunguza ni kwa namna gani lakabu za wanafunzi zinatumiwa kama mkakati wa kurahisisha ufundishaji na ujifunzaji wa Kiswahili kama Lgn nchini Tanzania. Mbinu za usaili na hojaji zimetumika kukusanya data kutoka kwa walimu 6 wanaofundisha Kiswahili kama Lgn na wanafunzi 12 wanaojifunza lugha hiyo katika Chuo cha Maendeleo na Ushirikiano wa Kimataifa (MS TCDC) na Chuo Kikuu cha Taifa cha Zanzibar (SUZA). Ukusanyaji na uchaganuzi wa data za makala hii umeongozwa na Modeli ya Elimu ya Kijamii ya Robert C. Gardner ya 2005. Mihimili miwili ya modeli hiyo imetumika kufafanua matokeo ya makala hii, kwanza, ni mhimili unaoeleza kuwa mjifunzaji wa lugha ya pili/Lgn mwenye motisha ya kujifunza lugha hiyo hutumia mikakati inayorahisisha ujifunzaji. Pili, ni mhimili unaohusu mtazamo kuhusu mazingira ya ujifunzaji wa lugha ya pili/kigeni kipengele kinachosisitiza kuwa walimu wanaofundisha lugha ya pili/kigeni wanapaswa kuyamudu mazingira ya ufundishaji na ujifunzaji. Matokeo yameonesha kuwa baadhi ya walimu wanatumia lakabu kurahisisha ufundishaji wa Kiswahili kama Lgn kwa namna mbili. Mosi, ni kuwafundisha wanafunzi kulingana na tabia na uwezo unaobainishwa na lakabu zao. Pili ni kutumia lakabu kurahisisha ufundishaji wa vipengele vya sarufi. Pia, matokeo yameonesha kuwa baadhi ya wanafunzi hujifunza ...

ABSTRACT
Desired outcomes in early childhood education programs represent the expectations educators have regarding what most children should know and be able to achieve by the end of preschool. These outcomes are specified through measurable and assessable indicators, reflecting educators’ aspirations for holistic child development. Expressed as developmental milestones, these desired outcomes outline general expectations for knowledge and skills children should acquire by the end of each age stage. Core qualities and foundational competencies essential and appropriate for their age are articulated in these outcomes, encompassing domains such as physical, socio-emotional, language, math, science and technology, and arts. This study examines the experiences of Singapore, South Korea, the United States, and New Zealand to derive lessons for building desired outcomes in early childhood education in Viet Nam through a competency-based approach.

ABSTRACT
Kiswahili is both a national and official language in the republic of Kenya. However, there are concerns that the poor performance in Kiswahili in national examinations is partially attributed to the laxity in the enforcement of the school language policy. Recent research has shown that Kiswahili is faced with lack of full implementation of language policy at various levels yet scholars have argued that language policy performs a substantial role in the enhancement of performance as well as the comprehension of the languages. The study objective was to establish drive or motive for the development of the school language policy in secondary schools. The study was conducted in 30 out of 300 public secondary schools found in Bungoma County. The respondents were 360 form three students, 90 teachers of Kiswahili and 30 principals. Cluster, stratified, purposive and simple random sampling techniques were used to sample the target groups. The questionnaire, FGD guide and document analysis guide were used to collect data. The quantitative data was analyzed using descriptive statistics which included the use of frequencies and percentages while the qualitative data was analyzed using the content analysis. The study established that the drive behind the development of the school language policy was almost uniform in all the sampled schools that participated in the study. It was further discovered that the way different schools enforced their school language policy impacted on the use of Kiswahili. In view of the above findings, it was recommended that the school administrators should ensure that their respective language policies should be fully enforced in order to meet its intended purpose and the school language policies should be well structured. It is hoped the finding of this study would help MOEST, principals of schools and teachers in formulating school language policy that aim at enhancing students’ achievements in languages offered in the curriculum.

ABSTRACT
Kiswahili is a very important language in Kenya. It is both a national and official language in the republic of Kenya. However, there are concerns that the poor performance in Kiswahili in national examinations is partially attributed to the laxity in the enforcement of the school language policy. Recent research has shown that Kiswahili language is faced with lack of full implementation of language policy at various levels yet scholars have argued that language policy performs a substantial role in the enhancement of performance as well as the comprehension of the language. The study objective was to examine the influence of punishment on the enforcement of the school language policy in secondary schools. The study was conducted in 30 out of 300 public secondary schools found in Bungoma County. The respondents were 360 form three students, 90 teachers of Kiswahili and 30 principals. Cluster, stratified, purposive and simple random sampling techniques were used to sample the target groups. The study established that the influence of punishment on the enforcement of the school language policy was dependent on the type of the school.

ABSTRACT
Makala hii inanuia kutathmini upekee wa usawiri wa wahusika katika ushairi bulibuli wa Kiswahii kwa kurejelea. Utenzi wa Shufaka. Utenzi huu ulitungwa zamani na Hassan bin Aluwi na una jumla ya beti 285. Kwa mujibu wa Njozi (1999), utenzi huu haujavutia utafiti wa kitaaluma tangu ulipochapishwa mara ya kwanza katika jarida la Kijerumani - Zeitschriftfur Africanishen 1887. Mswada wa pekee wa utenzi huu ulipatikana katika maktaba ya German Oriental Society mjini Halle ambapo ulihifadhiwa baada ya kupelekwa hapo na Ludwig Krapf mwaka wa 1854. Knappert (1967) aliutafsiri katika lugha ya Kiingereza katika jarida la Swahili V. 37(2). Katika utangulizi wa kazi yake, Knappert aliubainisha kama utenzi muhimu kwa sababu mbili; ni wa kale, na ni mmoja kati ya sanaa sifika ya fasihi ya Kiswahili. Moja kati ya kazi iliyoshughulikia utenzi huu ni ya Njozi (1999). Amebainisha kuwa utenzi huu ni mfano wa kazi ya fasihi iliyotungwa kwa usanii wa hali ya juu ili kuibua hisi za hadhira ambayo ni sehemu muhimu sana ya utendaji wa tendi. Kipengele cha wahusika ni muhimu katika kutunga kazi yoyote ya kifasihi. Kinashirikishwa na vipengele vingine vya kifani ili kuwezesha mtunzi kutoa maudhui au ujumbe wake. Watunzi wa kazi ya kifasihi huwasawiri wahusika kisanaa ili waweze kuwakilisha watu tofautitofauti katika maisha halisi ya jamii wanayotungia. Watunzi pia hutumia mbinu mbalimbali kusawiri upekee wa sifa na hulka zinazowapambanua wahusika ili kuweza kukidhi mahitaji ya kuwa vipasa sauti vya ujumbe wanaowasilisha. Makala hii inalenga kufafanua upekee wa sifa na tabia za wahusika waliotumiwa katika Utenzi wa Shufaka. Pia tunakusudia kubainisha kuwa, ushairi hasa tenzi huwa na wahusika waliojengwa kikamilifu kwa kutumia mbinu mbalimbali za kimtindo na za lugha. Huu ni utafiti wa maktabani. Makala hii imegawika katika sehemu tatu; sehemu ya kwanza ni utangulizi; unaotoa muhtasari kuhusu Utenzi wa Shufaka, sehemu ya pili inaangazia dhana ya wahusika katika fasihi na sehemu ya tatu wahusika