Current Issue

Vol. 16: JIPE: Journal of Issues and Practice in Education
Special Issue: International Conference for Educational Assessment: 50th Anniversary of the National Examinations Council, held at State University of Zanzibar (The Institute of Tourism),  Zanzibar (27th  - 28th  of Nov. 2023) Host: National Examination Council of Tanzania
Published: 2024-01-28

Full Issue


  • A National E-assessment Implementation Framework: Assessing Readiness in Secondary Schools and Teacher Education in Tanzania

    Said Ally
  • Barriers hindering Effective Engagement in Online Assessment for Teacher Education in Tanzania: Perspectives from two Teachers’ Colleges

    Aines Chasubuta , Placidius Ndibalema
  • Inclusive Assessment in Tanzania: A Myth or Reality?

    Mohamed Salum Msoroka
  • Mathematics Teachers’ Use of National Assessment Feedback Reports in Improving Pedagogical Practices in Secondary Schools

    Michael W. Nicodemus , Jimmy Ezekiel Kihwele
  • Investigating the Effect of Assessment Feedback on Students’ Learning and Performance in Tanzania: Lessons from Secondary Education Mathematics

    Alex Mlemba, Alex Mlemba, Winston Massam, Beatitude J. Mrema
  • Differentiated Assessments for Learners with Neurodevelopmental Disabilities in Inclusive Elementary Schools in Tanzania

    Miriam Loivotoki Laiser, Mohamed Salum Msoroka, Theresia Julius Shavega
  • Formative Assessment Practices and its Influence on Students’ Learning and Achievement in Biology: Lessons from a Selected Community Secondary School in Moshi, Tanzania

    Beatitude J. Mrema, Alex Mlemba, Winston Massam
  • Applauding or Criticising the Announcement of the Best School and Student in the National Examination: Which Way to Go?

    CRN, Charles Raphael
  • Transforming Biology Assessment through Written Feedback in Tanzania Secondary Education: Insights from Action Research

    Devotha Wilfredi , Nicholas Wachira
  • Competence-Based Assessment in Tanzanian Teacher Education in the Fourth Industrial Revolution: A Comprehensive Analysis

    Hamis Juma, G. S. Patel
  • Formative Assessment Practices and its Effect on Employability Skills to Vocational Students in Tanzania

    Mary Ogondiek
  • Proposal for Aligning the National Examinations Council of Tanzania’s Roles with Principles of Education for Self-Reliance

    Daniel Mbonea Mngarah
  • The Assessment Literacy for Secondary School Teachers in Tanzania

    Asia M. Rubeba, Paul Raphael Kitula
  • Integrating Learning Management System and Digital Library for Students’ Assessment

    Renatus Makolo, Fredrick Ishengoma, Deo Shao
  • Examiners’ Feedback Reports and their Effects on Mathematics Performance in Tanzanian Secondary Schools

    Geofrey Shahanga, Momole Kasambala
  • Utilisation of Information and Communication Technology in Teaching and Assessment of Secondary School Students in Tanzania

    Saukwaeli E. Swai
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The Journal of Issues and Practice in Education (JIPE) is a property of the Open University of Tanzania and is operated by the Faculty of Education. The journal publishes research articles that add new knowledge in the field of education.

All correspondence should be addressed to:

The Chief Editor JIPE

The Open University of Tanzania

P.O. Box 23409

Dar es Salaam, Tanzania or


©The Open University of Tanzania, 2016 All rights reserved

Note:Opinions expressed in this journal are those of the authors and not necessarily those of the publisher- The Open University of Tanzania

The Purpose of the Publication

The Journal of Issues and Practice in Education (JIPE) is a refereed journal produced by the Faculty of Education of the Open University of Tanzania. It is published twice a year that is June and December. The journal is designed to inform both academics and the public on issues and practice related to the field of education.

The journal provides academics with a forum to share experiences and knowledge. It also informs the public about issues pertinent to their day to day educational experiences. Sharing information related to education is important not only for academic professional and career development but also for informed policy makers and community activity in matters pertaining to the field of education.