Browsing by Author "Basela, January Marco"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Enhancing employability skills among university students through career guidance and counseling
    (IGI Global, 2021) Shuma, Christina Jerome; Basela, January Marco
    This chapter explored the role of career guidance and counseling in promoting graduates' employability skills in Tanzania higher learning institutions. A total of 123 respondents were involved. Data were collected through questionnaires, interviews, and focused group discussion. The study revealed that HLIs do not have professionals in career guidance and counseling who are solely employed to offer such services; the task is left to lecturers and wardens. Career guidance and counseling services were also found to be inadequate and not formalized thereby threatening students' acquisition of employability skills. The study recommends that higher learning institutions (HLIs) in Tanzania should see the possibilities of preparing students in various competence areas such as academic excellence, career aspects, personal and social skills. This can only be achieved by establishing comprehensive career guidance and counseling units within the institutions.
  • Thumbnail Image
    Item
    Status of implementation of Inclusive Education in Tanzania: Analysis of Policies, Laws and Guidelines
    (African Journals Online, 2023) Kyambo, Francis William; Basela, January Marco; Pembe, Alphoncina; Deluca, Marcella
    This study reviewed policies, laws, and guidelines to assess the extent to which they address the education of children with disabilities. The objectives were to assess whether or not their content, context, and actors’ involvement acknowledges education as the right of children with disabilities. The process involved a systematic review of seven documents. It was found that the reviewed policies acknowledge education as the right of children with disabilities. Nevertheless, the content lacked emphasis on enforcement mechanisms, budgetary allocations, and clear strategies relating to monitoring and information management systems. The policies, laws, and guidelines were prepared in a participatory manner through representation from the grassroots to the national level. The study concludes that education for children with disabilities in Tanzania is addressed well through the reviewed documents. It is recommended that implementation to be done in tandem with the acts and conventions on the rights of Children with disabilities.