Browsing by Author "Cosmas, Juhudi K."

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    Family barriers for quality pre-primary education for children with disabilities in Tanzania: A case of Lindi region
    (African Society for Research on the Education of Adults (ASREA), 2018) Cosmas, Juhudi K.
    This study examined family barriers in the provision of quality of Pre-Primary education for the children with disabilities in Lindi Region, Tanzania. This study was a qualitative inquiry. Data were collected using in-depth interviews and focus group discussions. It involved a sample of 23 of the participants. The study established that the provision of the quality Pre-Primary education for the children with disabilities was hampered by a number of the family barriers. These barriers were classified as the socio-economic and socio-cultural barriers within the families. The overall conclusion was that the existing context of the families of children with disabilities was more inhibitive than facilitative for Pre-primary Education for children with disabilities. Among the recommendations were to mobilize and sensitize parents and family members to eliminate the socio-economic and socio-cultural barriers within the families giving Pre-Primary Education to their children with disabilities.
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    Innovative learning and teaching context for adaptive expertise in the twenty-first century
    (JRIIE, 2019) Cosmas, Juhudi K.
    This is a conceptual article on innovative learning/instruction setting for adaptive expertise. Currently, the dominant learning approach is socio-constructivist – where in learning process, a learner actively constructs knowledge in the existing social context through social interaction and recognition with others. Learning should be constructive, self-regulated, sensitive to context and collaborative. The intended expectation of learning in diverse disciplines is to achieve adaptive expertise and lifelong learning competences to allow learner later lives comfortably and resourcefully in different situations. Innovating learning and teaching environment become critical in order to provide the learner with knowledge and skills. This is a conceptual article which intends to share major issues on innovative learning and with relevant competences to face the significant changes taking place and challenges in the communities. Innovative learning environment should recognize the learner as the main actor in and owner of the learning process, encourages his active engagement and guide to understand his responsibilities as a learner. It should appreciate that learning is a social process. Further, it should also recognize learners’ individual differences in learning process. It should strongly promote understanding in the areas of knowledge and disciplines that can be transferred to new situations in the community. Lastly, it should allow learner-centred and inquiry-based approaches.