Selected Publications

  1.  Mkumbo, K.A.K. (2013). Old enough to know: consulting childrenabout sex and AIDS education in Africa (Book Review). Sex Education: Sexuality, Society and Learning, 1-3. DOI:10.1080/14681811.2012.761897.

  2. Mkumbo, K.A.K. (2012). Teachers’ attitudes towards and comfort about teaching school based sexuality education   in urban and rural Tanzania. Global Journal of Health Science, 4(4), 149-158.  doi: 10.5539/gjhs.v4n4p149.

  3. Mkumbo, K.A.K. & Amani, J. (2012). Perceived university students’ attributions of their academic success and failure. Asian Social Science, 8 (7), 247-255.doi: 10.5539/ass.v8n7p247.

  4. Mkumbo, K.A.K. (2012). Teachers’ commitment to, and experiences of, the teaching profession in Tanzania: Findings of focus group research. International Education Studies, 5(3), 222-227.doi: 10.5539/ies.v5n3p22

  5. Mkumbo, K.A.K. (2012). Reflections on the 2010 National Form Four examination results. Papers in Education and Development.

  6. Mkumbo, K.A.K. (2012). Content validity of national examinations in assessing the curriculum objectives in Tanzania. Journal of Education, Humanities and Sciences, 1, 15-26.

  7. Mkumbo, K.A.K (2010). What Tanzanian young people want to know about sexual health; implications for school-based sex and relationships education. Sex Education, 4, 405-412.

  8. Mkumbo, K.A. K. (2010).     Students’ attitudes towards learning with their peers with disabilities: Implications for inclusive education. Journal of Adult Education in Tanzania.

  9. Mkumbo, K.A.K (2010). Correlates of teachers’ attitudes towards and comfort in teaching school-based sex education in urban and rural Tanzania. Papers in Education and Development, 29, 57-76.

  10. Mkumbo, K.A.K. & Ingham, R (2010). What Tanzanian parents want (and don’t want) covered in school-based sex and relationships education. Sex Education, 10,67-78.

  11. Mkumbo, K.A.K. (2009). Content analysis of the status and place of sexuality education in the national school policy and curriculum in Tanzania. Educational Research and Reviews, 4, 616-625.

  12. Mkumbo, K.A.K., Schaalma, H., Kaaya, S., Loorijer, J., Mbwambo, J., &Kilonzo, G. (2009). The application of Intervention Mapping in developing and implementing school-based sexuality and HIV/AIDS education in a developing country context: The case of Tanzania. Scandinavian Journal of Public Health, 37(Suppl 2), 28-36.

  13. Mkumbo, K.A.K. (2008). Do children with disabilities have equal access to education? A research report on accessibility to education for children with disabilities in Tanzanian schools. Dar es Salaam: HakiElimu.

  14. Omari, I.M &Mkumbo, K.A.K. (2006) Adolescence and school learning. In I.M. Omari (Ed.), Educational psychology for teachers (pp. 173-197). Dar es Salaam, Tanzania: Dar es Salaam University Press.

  15. Kavenuke, P. (2013). What is it that Keeps Good Teachers in the Teaching Profession, A reflection on Teacher Retention. Social Science and Humanities. Vol. 4 (1).

  16. Kafyulilo, A., Mkonongwa, L, and Mafumiko, F.M. (2012). Challenges and Opportunities of Integrating Technology in Education in Tanzania. Journal of Adult Education in Tazania, 19, 18-33.

  17. Mlyakado, B.P (2013). Gender and Education Opportunities in Tanzania: “Do we Bridge the Gap of Quality?” Academic Research International, 3(3), 246-255.

  18. Mlyakado, B. P. (2013). Attitude and Views of Teachers towards Students’ Sexual Relationship in Secondary Schools in Tanzania. Academic Research International. 4(1), 232-241.

  19. Mlyakado, B.P. (2013). Schoolgirls’ Knowledge of, and efforts against sexual activity: The Need for Sexual Education in Schools. International Journal of Education. 5(1) 69-80.

  20. Masath, F.B. (2013). Moral Deterioration: The Reflection of Emerging Street Youth Gangs in Musoma, Tanzania.  Academic Research International. 4(1), 101-111.

  21. Onditi, H. Z., Moses, I., & Masath, F. B. (2014). Psychosocial Stressors and Help-Seeking Behavior among Undergraduate Student Teachers in Tanzania. International Journal of Learning and Development, 4(1), 98-114.
  22. Masath, F. B. (2012). Variation in Job Satisfaction between Public and Private Secondary School Teachers in Tanzania: A Comparative study at Kinondoni District. Journal of Education, Humanities and Sciences (JEHS), 1(2) 27-38.
  23. Kafyulilo, A. C., Rugambuka, I. B. & Moses, I. (2012). The Implementation of Competence Based Training Approaches in Tanzania: The Case of Pre-Service Teacher Training College. Universal Journal of Education and General Studies 1(11). 339-349.

  24. Onditi, H. Z. (2012). Young Kuria Males of Tanzania: What are Drivers of their Choice in Favour of a Career in the Army? Journal of Humanities, Education and Sciences, 1, 57-68.

  25. Mahende, G.  A. (2012). Are We the Same or Different? The Impact of Ethnic Group Categorization on Inter Clan Conflicts in Tanzania. Journal of Developing Country Studies. Vol.2 (11), 17-24

  26. Betweli, O. (2013). The nature of teacher professional misconduct in Tanzanian Public Primary Schools: The Case of Sumbawanga Municipal and Rural Districts.  International Journal of Education, 5 (1), 81-93. doi:10.5296/ije.v5i1.3291 URL:

  27. Kayombo, J. (2012). Education for All in Tanzania. Is it a Quality-Equity Trade off?  Journal of the Teofilo Kisanji University, Vol III. No.1 (ISSN: 821-7001), Teofilo Kisanji University (TEKU).

  28. Nkuba, M. (2012). Promoting Science Subjects choices for secondary school students in Tanzania: Challenges and Opportunities. Academic Research International, Vol. 3 (3), 234-245.

  29. Nkuba, M. (2012). Career Services Provision to Secondary School Students in Tanzania: Is it a Dream or Reality?. International Journal of Learning and Development. Vol. 2 (2), 242- 257.

  30. Mahende, G.  A. (2012). Understanding the Social Distance among the Kuria Ethnic Group in Tanzania. Academic Research International, Vol. 3 (3), 256-264.

  31. Mahende, G.  A. (2012). The Contribution of Stereotypes on Inter Clan Conflicts among the Kuria Ethnic Group in Tanzania. Journal of Research on Humanities and Social Sciences. Vol. 2 (10), 164- 173

  32. Kafyulilo, A., Fisser, P. & Voogt, J. (2012) Transforming Classroom Practices through Teachers’ learning of TPACK: The case of In-service teachers at Kibasila Secondary School in Tanzania. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher. Education International Conference 2012 (pp. 2861-2869). Chesapeake, VA: AACE.

  33. Nzilano, J. & Kafyulilo, A. C. (accepted). Development of Information and Communication Technology in Education in Tanzania: How is DUCE playing its Role? Journal of Education, Humanities and Sciences, 1 (2).

  34. Kafyulilo, A. C. (2013). Professional Development through Teacher Collaboration: An Approach to Enhance Teaching and Learning in Science and Mathematics in Tanzania.  Africa Education Reviews, 10 (3), 66-81.

  35. Kafyulilo, A.C. & Mafumiko, F. M. (2012). The Impact of Will Skill Tool Model and Technological Pedagogical Content Knowledge on the Effective Integration of Technology in Education. Journal of Adult Education in Tanzania, 19, 1-17.

  36. Kafyulilo, A. C., Mafumiko, F. M., & Mkonongwa, L. (2012). Challenges and opportunities of integrating technology in education in Tanzania.  Journal of Adult Education in Tanzania, 19,18-33.

  37. Kafyulilo, A. C. (2012). Developing Technological Pedagogical Content Knowledge (TPACK) among Pre-service Science and Mathematics Teachers’ at DUCE: The Role of Activity Based Learning. Papers in Education and Development, 31, 77-101.

  38. Kafyulilo, A., Rugambuka, I. B., & Moses, I. (2012). The implementation of competency based teaching approaches in Tanzania: the case of pre-service teachers at Morogoro Teacher Training College. Universal Journal of Education and General Studies, 1(11), 339-347.

  39. Kafyulilo, A. C. (2012). Access, use and perceptions of teachers and students towards mobile phones as a tool for teaching and learning in Tanzania. Education and Information Technologies, Doi. 10.1007/s10639-012-9207-y.

  40. Kafyulilo, A. C. (2012). The Relevance of Authentic Learning Activities in Developing Competency and Confidence of Integrating Technology in Teaching among Pre-service Science Teachers in Tanzania. The African Symposium, 12 (1) 99-109.

  41. Kisalama, R. & Kafyulilo, A. C. (2012). Developing Pre-service Teachers’ Technology Integration Competencies in Science and Mathematics Teaching: Experiences from Tanzania and Uganda. Makerere Journal of Higher Education, 3(2) 99 – 113.

  42. Kafyulilo, A. C. (2012). Collegiality in Teacher Design Teams: Experience from the Netherlands and Tanzania. Journal of Education, Humanities and Sciences, 1(1) 92-102.

  43. Mwalongo, A. (2012). Peer feedback: Its quality and students’ perceptions as a peer learning tool in asynchronous discussion forums. International Interdisciplinary Journal of Education, 1(11), 846-853.

  44. Mwalongo, A. (2011). Teachers’ perceptions about ICT for teaching, professional development, administration and personal use. International Journal of Education and Development using Information and Communication Technology, 7(3), 36-49.

  45. Mwalongo, A. (2011). How primary school teachers handle pupils’ errors in EFL classrooms: A case study of primary schools in Dar es Salaam. The Tanzania Educational Journal, 3(25), 55 – 67.

  46. Mwalongo, A. (2010).Teachers’ knowledge, beliefs and pedagogical practices in integrating ICTs in different curriculum areas in secondary schools: A case study of Pakistan. Journal of Educational Research, 13(1), 69-79.
  47. Iekhar,S.NandKayombo,J.J(2016,OnlineFirst)).Chinese-Foreigncoopera&oninRunning schools (CFCRS): A Policy Analysis. Internaonal Journal of Research Studies in Educaon, 5(4), 1-10
    Kayombo,J.J.andMlyakado,B.P.(2016,OnlineFirst).TheparadoxofICT integration in secondary educatuion in Tanzania: Assessment of teachers’ ICT knowledge and skills in Tanga and Mwanza regions, Internaonal Journal of Research Studies in Educaonal Technology, 5(1), 17-