Browsing by Author "Kajerero, J."

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    The digital diplomacy (dd) apparatus and the conduct of diplomacy in Tanzania
    (Springer, Cham., 2021) Kajerero, J.; Mujwahuzi, L. S.
    The main triggering argument for this paper is that although much has been aired on the practice of diplomacy in addressing the response conventional diplomacy to the Digital Diplomacy (DD) apparatus but little has been known regarding the impact of DD apparatus on the conduct of diplomacy in Tanzania, especially the extent to which DD apparatus can help achieve foreign policy objectives. In responding to this puzzle, the paper specifically, examines the status of diplomacy conduct in the study area, and assesses the impact of digital diplomacy apparatus on the conduct of diplomacy. A cross-sectional research design is adopted coupled with purposive sampling technique to obtain data. Quantitative data were descriptively analyzed by using SPSS version 24, while the qualitative data were analyzed through thematic analysis. Under the status of diplomacy in Tanzania, the findings reveal that both offline and digital diplomacy apparatus are used in conducting diplomacy and in accessing diplomatic services. For the impact of DD apparatus it has been concluded that DD has enhanced the ability to shape and frame diplomatic agenda and empower states diplomatic agents and missions. It is recommended that the United Republic of Tanzania has to conduct capacity building training on DD apparatus, installation, and maintenance of wireless technology infrastructure, and give preference to hybrid conduct of diplomacy.
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    The role of work-integrated learning in developing work readiness: Insights from Tanzania
    (Springer Science and Business Media LLC, 2023) Marijani, R.; Katomero, J.; Hayeshi, A.; Kajerero, J.
    This study investigated the role of work-integrated learning (WIL) programmes in developing work readiness among graduates of higher learning institutions in Tanzania. The Tanzania Public Service College was used as a case study. The authors investigated students’, employers’ and college trainers’ perspectives about WIL programmes. The study used a descriptive research design which included in-depth interviews with ten employers, focus group discussions with twenty college trainers and a questionnaire administered to 1,361 post-placement students. Of these stu dents, 728 completed the questionnaire, a response rate of 53.5%. A literature review on WIL was also undertaken, including on the role of technical and vocational education and training. The findings clearly show that participation in WIL programmes is useful to students in terms of non-academic learning and career development, particularly when they can apply the generic skills learned in the classroom to the workplace with the support of work and academic supervisors. This was confirmed on the basis of students’ knowledge and skills, workplace requirements and the relevance of tasks performed during work placements. Overall, the research findings indicate that the WIL ecosystem is valuable and worth pursuing by higher learning institutions in Tanzania. In addition, efforts to impart cognitive and socio-behavioural skills to students need to be prioritised to better prepare them for the changing nature of employment.