Vol 14 Issue 1 January 2026-March 2026

Abstract: This study explores The Impact of Studying Abroad on Students Who Left Their Children in Their Homeland at Northeast Normal University (NENU), focusing on Communication Dynamics, Emotional Impact, Parental Involvement and Support, Personal and Academic Challenges, Social and Cultural Adjustments, Financial and Logistical Strain, Support Systems and Coping Strategies, Institutional Support and Recommendations. Guided guided by two primary theories: Family Systems Theory (Bowen, 1978) and Attachment Theory (Bowlby, 1988). These theories provided a comprehensive framework for understanding the complex dynamics and emotional ramifications involved in parent-child relationships when parents study abroad, the study aimed to understand how international students perceive and cope with the challenges of being a student and a parent while living abroad, addressing the gap in research on Impact of Studying Abroad on Students Who Left Their Children in Their Homeland in different contexts. Using a qualitative design, semi-structured interviews were conducted with six international master’s students from diverse national backgrounds, and data were analyzed thematically to ensure reliability and depth.

Findings reveal that The frequency of their interactions has shifted from daily physical presence to scheduled virtual interactions, Parents experience a constant sense of guilt and worry, which affects their emotional well-being, the lack of physical presence poses significant challenges in providing real-time support and discipline that may reduce parent-children Attachment.  Nevertheless, participants revealed strong adaptability and coping strategies through support system, self-directed learning, Keeping a routine, seeking support from friends, and maintaining a positive outlook. While NENU provides valuable academic and social support services, they are often not able to serve student according to specific needs. The study recommends strong support networks and counseling services, strengthening language assistance, Cultural and social integration programs should include orientation sessions tailored to the unique challenges faced by these parents and opportunities for community engagement through events and workshops. Essentially, Northeast Normal University continued promise to academic excellence globally and improving in all aspects.

Keywords: Impacts, studying Abroad, and Northeast Normal University (NENU).

Title: The Impact of Studying Abroad on Students Who Left Their Children in Their Homeland: A case study of selected students at Northeast Normal University – China

Author: Mrs. Marthe NYIRANGIRIMANA, Dr. Claudien Habimana SIMBI

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 247-257

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Published Date: 05-March-2026

Abstract: This study investigates the alignment between Technical and Vocational Education and Training (TVET) programs and labor market demands in The Gambia, with a focus on employers' satisfaction with the skills of TVET graduates. Using a quantitative research approach, 125 employers from various industries, including agriculture, tourism, ICT, manufacturing, and construction, were surveyed. The results reveal that the agriculture sector employs the highest number of TVET graduates, while ICT, despite its global importance, remains underrepresented. Practical and digital skills were highly valued by employers, but satisfaction with these skills among TVET graduates was lower than expected, particularly in problem-solving and teamwork. Employers expressed higher satisfaction with graduates' time management and adaptability. The findings highlight the need for reforms in TVET curricula to better align with industry needs and for stronger collaboration between training institutions and labor market stakeholders. Recommendations include increasing practical training, investing in ICT facilities, and enhancing industry collaboration.

Keywords: Technical and Vocational Education and Training; Labor Market Demand; Employers’ Satisfaction; Graduates.

Title: The Alignment of Technical and Vocational Education and Training (TVET) with Labor Market Demand:  A Survey of Employer’s Satisfaction with TVET Graduates’ Skills in The Gambia

Author: Modou A. Sambou, Manjie Sambou, Begay Khan

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 237-246

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Published Date: 28-February-2026

Abstract: The School Feeding Program (SFP) plays a significant role in attaining Sustainable Development Goal 4 (Quality education) by effectively tackling hunger and malnutrition, which severely impede school attendance and academic achievement, particularly in rural regions such as Ruhango District, Rwanda. This study investigates the impact of the SFP on reducing students' absenteeism in Ruhango District, Rwanda. The research focuses on three main objectives: analysing the influence of SFP on students’ attendance, identifying challenges in SFP implementation, and assessing the role that community and local government played in enhancing SFP effectiveness. This study employed a qualitative method. Data were acquired via questionnaires and document analysis, with a total sample size of 86 participants, including 60 students, 12 teachers, 10 parents, and 4 head teachers. Questionnaires offered extensive information about stakeholders' experiences and views of SFP, while document analysis augmented data collected from official publishing reports. Data was analyzed using theme analysis to uncover relevant patterns and insights from qualitative replies. Furthermore, simple statistical techniques in SPSS were used to create figures and tables that depicted descriptive frequencies and percentages. The findings reveal that SFP significantly improves students' attendance, academic performance, and social well-being. However, the study also identified key obstacles, including infrastructure constraints, limited food diversity, low parental engagement, and chefs' limited culinary skills. To ensure the long-term viability and efficacy of SFP, key recommendations include increased funding, expanded infrastructure such as dining halls, and enhanced parental participation.

Keywords: School Feeding Program, students’ absenteeism, Impact, Rwanda.

Title: Investigating the Impact of School Feeding Program on Reducing Students’ Absenteeism: The Case of Ruhango District, Rwanda

Author: Mr. Vincent DUSINGIZIMANA, Prof. Dong, Xiuhua, Mr. Pierre Chrisologue IMANISHIMWE, Mr. Daniel TUYISENGE, Ms. Marie Solange IGIRANEZA

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 226-236

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Website: www.researchpublish.com

Published Date: 27-February-2026

Abstract: This study examines the use of Socratic Circles as a learner-centred pedagogical strategy for enhancing critical thinking and discussion skills among third-year Biology students in a Teacher Training College (TTC) in Rwanda. Grounded in constructivist and sociocultural learning theories, the study employed a qualitative case-study design to explore how dialogic instruction supports competence-based learning. Data were collected through semi-structured interviews with biology lecturers, classroom observations of Socratic Circle sessions, and document analysis of lesson plans and assessment rubrics. Findings indicate that Socratic Circles enhanced students’ analytical reasoning, evidence-based argumentation, and confidence in scientific discussions. Peer collaboration and lecturer facilitation were key enablers of effective learning, while challenges included large class sizes, limited prior exposure to dialogic pedagogy, and time constraints. The study concludes that Socratic Circles are an effective strategy for preparing pre-service biology teachers to implement learner-centred pedagogy aligned with Rwanda’s Competency-Based Curriculum.

Keywords: Socratic Circles; Biology education; Teacher training; Critical thinking; Discussion skills.

Title: Socratic Circles as a Pedagogical Strategy: Enhancing Critical Thinking and Discussion Skills Among Third-Year Biology Teacher Training College Students in a College in Rwanda

Author: Enock Panganayi Mawuye, Emmanuel Munyemana

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 218-225

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Published Date: 26-February-2026

Abstract:  Despite the transformative potential of online trading, retail enterprises in Kenya continue to experience uneven performance. These constraints undermine the sector’s full potential and pose a significant barrier to broader national economic development. This study assessed the impact of entrepreneurial competencies on the performance of online retail enterprises in Kenya as well as the moderating role of the legal framework. Using a descriptive design, it targeted 495 employees from 165 registered online retail enterprises, with a sample size of 351 determined by Yamane’s formula. Data was analysed using a triangulation approach. Regression analysis revealed that entrepreneurial competencies significantly and positively influence enterprise performance. From the findings, entrepreneurial competencies were found to have a significant positive influence on performance online retail enterprises in Kenya (p < 0.001). The results show that the legal framework significantly influence performance on its own, its interaction with entrepreneurial competencies has a notable impact, with the interaction term showing a significant moderating role (p<0.01). To improve the performance of online retail enterprises, managers should focus on developing entrepreneurial competencies while advocating for supportive legal frameworks. Policymakers should update laws to support the digital economy, provide financial incentives, and enhance access to resources for small businesses. The study contributes to entrepreneurship theory by emphasizing the importance of human capital and government policies.

Keywords: Entrepreneurial Competencies, Enterprise Performance, Legal Framework, Online Retail Enterprises.

Title: Entrepreneurial Competencies and Performance of Online Retail Enterprises in Kenya: Moderating role of Legal framework

Author: Leonard Matolo Ngungi, Dr. Jane Omwenga, Dr. Joseph Ndururi

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 205-217

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Published Date: 26-February-2026

Abstract: Despite the significant potential of blue economy small and medium-sized enterprises (SMEs) to contribute to Kenya's socio-economic development, empirical evidence indicates that over 63% of local SMEs operating in this sector fail within five years of establishment. While various disciplines have adopted distinct blue economy models, existing empirical literature lacks conclusive evidence on the role of entrepreneurial risk-taking propensity in enhancing the performance of struggling SMEs within Kenya’s blue economy sector. This gap underscores the need for further research. This study investigated the influence of entrepreneurial risk-taking propensity on the performance of SMEs in Kenya’s blue economy sector. An exploratory research design was adopted, targeting a population of 221 internationalized blue economy SMEs in Kenya. A sample of 258 respondents was drawn from 86 of these enterprises using proportionate sampling techniques. Primary data were collected through a semi-structured questionnaire, and both quantitative and qualitative analysis methods were employed to interpret the data. Regression analysis was used to estimate the relationship between variables. The findings revealed that entrepreneurial risk-taking propensity has a statistically significant impact on SME performance within the blue economy, accounting for 35.1% of the variance in performance (F = 113.672, p < 0.001). Inclusion of the competitive environment marginally exhibits a statistically significant moderating effect on the relationship between entrepreneurial risk-taking propensity and performance of SMEs in Kenya’s blue economy sector. The interaction term significantly improves the explanatory power of the entrepreneurial risk-taking propensity. Based on these results, the study recommends that SMEs within the blue economy enhance their performance by cultivating and institutionalizing a culture of entrepreneurial risk-taking.

Keywords: Blue Economy, Competitive Environment, Entrepreneur Background, Entrepreneurial Risk-Taking Propensity, Small and Medium-Sized Enterprises, Performance, Personal traits.

Title: Entrepreneurial Risk-Taking Propensity, Competitive Environment and Performance of Small and Medium Enterprises in Blue Economy Sector in Kenya

Author: Ronald Kenyanya Nyamosi, Dr Jane Omwenga, Dr Joseph Ndururi

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 193-204

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Published Date: 26-February-2026

Abstract: This study investigates how internal consistency within human resource management (HRM) systems—specifically the vertical alignment with business strategy and the horizontal complementarity among recruitment, performance appraisal, training, and compensation practices—influences organizational resilience and innovation performance in dairy enterprises. Drawing on strategic HRM and organisational resilience theories, we propose that HRM system consistency enhances a firm’s adaptive capacity and fosters incremental and radical innovations. Using a mixed-method design, the research first conducts multiple case studies in leading Chinese dairy companies to contextualise the mechanisms, followed by a survey of 150 dairy firms. Structural equation modelling is employed to test the mediating role of dynamic capabilities and knowledge sharing. Findings are expected to reveal that consistent HRM systems significantly strengthen resilience against market volatility and food safety crises, and simultaneously drive product and process innovation. The study contributes to the high-performance work systems literature by empirically validating the configurational perspective in the agri-food sector. Practically, it provides dairy managers with evidence-based guidance for designing coherent HRM architectures that bridge the gap between strategic intent and operational execution, ultimately enhancing long-term competitiveness in a turbulent environment.

Keywords: HRM system consistency; organisational resilience; innovation performance; dairy industry; strategic human resource management.

Title: Bridging the gap between strategy and practice: A study on the impact of consistency in human resource management systems on organizational resilience and innovation performance in dairy enterprises

Author: Mu Yanyan, Orlina Ursula D. Regua

International Journal of Social Science and Humanities Research  

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 183-192

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Website: www.researchpublish.com

Published Date: 24-February-2026

Abstract: Contemporary societies increasingly operate under conditions of persistent and overlapping instability that extend beyond episodic crisis events. While crisis sociology has documented the normalization of risk and emergency governance, and inequality research has analyzed distributive injustice and cumulative disadvantage, these literatures remain analytically segmented. What remains underdeveloped is a mechanism-centered explanation of how permanent uncertainty reshapes equality processes and produces stratified social transformation. This study advances the Equality Disruption Framework (EDF), a conceptual model integrating structural uncertainty, crisis-oriented institutional logics, and adaptive divergence within a recursive explanatory architecture. Drawing on a structured thematic synthesis of interdisciplinary scholarship, the framework reconceptualizes uncertainty as a structurally generative condition that reorganizes institutional temporality and governance practices. The EDF specifies the Equality Disruption Zone as a mediating mechanism through which misalignment between static equality frameworks and dynamic instability produces divergent trajectories of adaptive advantage and accumulated disadvantage. It further introduces a recursive stabilization dynamic, demonstrating how stratified outcomes reinforce crisis-oriented governance and normalize ongoing instability. By integrating crisis sociology, institutional theory, and inequality research, the EDF shifts analytical attention from episodic amplification toward structural divergence under chronic uncertainty. The framework provides a theoretically coherent foundation for future empirical investigation across domains including governance, education, labor markets, and social policy.

Keywords: Permanent uncertainty; Equality disruption; Social transformation; Crisis governance; Stratified inequality; Adaptive capacity; Institutional trust; Social justice.

Title: Permanent Uncertainty and Equality Disruption: A Conceptual Framework for Stratified Social Transformation

Author: Dr. David Bull

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 167-182

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Website: www.researchpublish.com

Published Date: 23-February-2026

Abstract: Contemporary societies increasingly operate under conditions of chronic instability rather than episodic crisis, raising urgent questions about how equality functions under permanent uncertainty. This study empirically tests the Equality Disruption Framework (EDF), which proposes that sustained instability normalizes crisis-oriented institutional logics, destabilizes equality processes, and produces stratified social outcomes through differential adaptive capacity and recursive trust dynamics. Using structural equation modeling (SEM) with a sample of 180 adults, we estimated direct, moderated, and recursive pathways among permanent uncertainty, crisis-oriented institutional logics, equality disruption, adaptive capacity, adaptive advantage, accumulated disadvantage, and institutional trust. Results indicate that permanent uncertainty strongly predicts crisis-oriented institutional logics (β = .59, p < .001), which in turn predict equality disruption (β = .55, p < .001). Equality disruption reduces adaptive advantage (β = −.46, p < .001) and increases accumulated disadvantage (β = .60, p < .001), producing structured divergence. Latent interaction effects demonstrate that adaptive capacity buffers, but does not eliminate, divergence pathways. Accumulated disadvantage erodes institutional trust, which recursively reinforces perceptions of permanent uncertainty. Model fit indices indicate excellent fit (CFI = .96, RMSEA = .05, SRMR = .04). These findings validate EDF as a mechanism-based explanation of how equality becomes destabilized under chronic instability and demonstrate that inequality and uncertainty operate as mutually reinforcing structural processes.

Keywords: permanent uncertainty; equality disruption; crisis-oriented governance; adaptive capacity; accumulated disadvantage; institutional trust; social transformation; structural equation modeling.

Title: Testing the Equality Disruption Framework (EDF): Permanent Uncertainty, Institutional Crisis Logics, and Stratified Social Outcomes

Author: Dr. David Bull

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 144-166

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Website: www.researchpublish.com

Published Date: 23-February-2026

Abstract: Curriculum relevance remains a central concern in engineering and professionally oriented higher education, particularly within Maritime Education and Training (MET), where graduates are expected to meet both academic standards and the operational demands of the global maritime industry. Mathematics plays a foundational role in marine engineering education, underpinning navigation, propulsion systems, stability analysis, thermodynamics, electrical systems, and operational decision-making. Despite its recognized importance, students and graduates frequently question the relevance of mathematics to their studies and future careers, especially when mathematical instruction appears abstract or weakly connected to maritime practice. This study examines students’ and graduates’ perceptions of the relevance of the MET mathematics curriculum, using the Marine Engineering programme at the Regional Maritime University (RMU), Ghana, as a case study. Grounded in curriculum relevance theory, expectancy–value theory, and employability discourse, the study synthesizes empirical insights from students and graduates and situates the findings within broader international debates on mathematics and engineering education. The findings indicate that while the MET mathematics curriculum is widely perceived as relevant for academic progression and conceptual understanding, its relevance to professional maritime practice is less visible to learners, particularly during training. Graduates, however, tend to retrospectively acknowledge the indirect and enabling role of mathematics in professional competence and adaptability. The study argues that enhancing curriculum relevance requires deliberate contextualization, pedagogical integration, and closer alignment of mathematical learning with maritime career pathways and industry practices.

Keywords: MET mathematics, curriculum relevance, marine engineering education, graduate perceptions, Ghana.

Title: Students’ and Graduates’ Perceptions of the Relevance of the Maritime Education and Training (MET) Mathematics Curriculum to Their Studies and Future Careers

Author: Gabriel S. Akakpo

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 132-143

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Website: www.researchpublish.com

Published Date: 19-February-2026

Abstract: The paper aims to understand the teacher perception and implementation of an inclusive approach by the teacher as a cross-cutting factor in Competence-Based Curriculum (CBC) in Gatsibo and Nyamata Teacher Training Colleges in Rwanda. In this study, the researcher adopted a qualitative approach, which involved carrying out a case study and interviewing two principals and eight tutors, who were sampled using the purposive method. Thematic analysis of the data is employed in the study. The results indicated that the principals and tutors have favorable views of inclusive education and acknowledge it to be a shared responsibility inherent to CBC. The learner diversity has been addressed with the aid of strategies that were addressed as tutor-centered strategies (group work, differentiated instructions, and continuous assessment). However, factors like class size, lack of facilities, and lack of special training form major barriers to implementing these strategies fully. The research concludes that even though the commitment to the concept of inclusive education exists, it is vital to reinforce teacher development to ensure the sustainability of this practice in teacher training colleges.

Keywords: Inclusive education, perception and classroom practice of Tutors; competence-based curriculum; teacher training colleges; cross-cutting issues.

Title: Tutors’ Perceptions and Classroom Practices of Inclusive Education as Cross-Cutting Issues within the Competence-Based Curriculum: A Qualitative Case Study of Gatsibo and Nyamata Teacher Training Colleges in Rwanda

Author: Mr. Theoneste Nkurunziza, Mr. Pascal Ndayisaba, Mr. Ignace Habakwizera, Mr. Jean Habonimana, Ms. Marie Chantal Umumararungu

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 123-131

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Website: www.researchpublish.com

Published Date: 13-February-2026

Amendment Date: 17-February-2026

Abstract: Teacher retention is an enduring difficulty in public secondary schools, especially in rural and resource-constrained situations. This research evaluated the contribution of school head teachers’ administrative support to teacher retention, focusing on a case study of a public secondary school in Rwanda. With Herzberg’s Two-Factor Theory, motivation, instruction, profession, and environment support approaches were evaluated to assess their contribution to retaining teachers in schools. A qualitative research strategy was followed, employing purposeful sampling of three head teachers and nine teachers in Nyagatare, Rwanda. Data collection through interviews revealed the findings, which noted that head teachers’ administrative support is an essential factor for teacher retention in public secondary schools. Instructional support via supervision, mentoring, and positive feedback helped build teachers’ self-confidence and competence in different settings in Nyagatare. There was also the provision of motivational and emotional support, which boosted the morale and sense of belonging among the teachers. However, some of the challenges that were identified, which posed threats to effective administrative support, included inadequate financial resources, inadequate teaching materials, and excessive administrative work for the head teachers, among others. Conclusion: The main conclusion of this study is that enhancing support for head teachers in terms of administrative support would be essential in enhancing the retention of teachers in public secondary schools.

Keywords: Teacher retention, Administrative support, School leadership.

Title: Headteachers’ Administrative Support in Enhancing Teacher Retention: A qualitative Case Study of Public Secondary Schools in Nyagatare District, Rwanda

Author: Mr. Theoneste Nkurunziza, Mr. Pascal Ndayisaba, Mr. Ignace Habakwizera, Mr. Jean Habonimana, Ms . Marie Chantal Umumararungu

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 112-122

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Published Date: 11-February-2026

Amendment Date: 17-February-2026 

Abstract: Learner-centered pedagogy (LCP) is a cornerstone of Rwanda’s competence-based curriculum within the Twelve-Year Basic Education (12YBE) system. However, its effective implementation largely depends on teachers’ motivation. This study examined the motivational influences shaping teachers’ adoption of learner-centered pedagogical practices in 12YBE schools in Kirehe District, Rwanda. Guided by Self-Determination Theory and Social Cognitive Theory, the study employed a mixed-methods approach involving questionnaires, semi-structured interviews, and classroom observations. Findings revealed that intrinsic motivation, teacher self-efficacy, professional development opportunities, leadership support, and recognition significantly influenced teachers’ implementation of LCP. Conversely, heavy workloads, limited instructional resources, and large class sizes undermined motivation. The study concludes that sustained motivational support is essential for translating curriculum reforms into classroom practice. It recommends strengthening continuous professional development, enhancing school leadership support, and improving teaching conditions to foster effective learner-centered instruction.

Keywords: Learner-centered pedagogy; Teacher motivation; Twelve-Year Basic Education; Self-efficacy; Rwanda.

Title: Motivational Influences on Teachers’ Implementation of Learner-Centered Pedagogy in Twelve-Year Basic Education Schools: Evidence from Kirehe District, Rwanda

Author: Enock Panganayi Mawuye, Mariane Uwamariya

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 104-111

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Published Date: 09-February-2026

Abstract: The West Bengal Land Reforms Act-1955 imposed a restriction on sale of land owned by a Scheduled Tribe to a non- Scheduled Tribe person. Not only West Bengal, but most of the Indian states (which have Scheduled area) imposed this type of restriction to protect the Rights of Land to the Scheduled Tribes as well as from unwanted and distress sale of land by the Scheduled Tribes. This paper tries to explore the economic impact of this restriction theoretically. This restriction divides the entire land market into two segments. One segment is for Scheduled Tribes and another segment is for non-Scheduled Tribes. Imposition of this restriction makes the Scheduled Tribes land owner a lame duck. Non-Scheduled Tribes land owner also loses from this restriction. Only difference is that the extent of per unit loss is higher for Scheduled Tribes land owner. In this act a discretionary power is given to the land Revenue Officer regarding permission to sale a piece of land to a non- Scheduled Tribes by the Scheduled Tribes. That opens up the broad avenue of corruption. The Land Revenue Officer may take a bribe for granting permission to sale a piece of land owned by a Scheduled Tribe to a non- Scheduled Tribe. In that case the policy originates a source of corruption with/without prohibiting unwanted and distress sale of land of Scheduled Tribes land owner. The policy makes land acquisition more difficult and retarding economic development of the country by slowing down industrialisation, urbanisation etc.

Keywords: West Bengal Land Reforms Act-1955, Scheduled Tribe, Scheduled Tribe person. slowing down industrialisation, urbanisation etc.

Title: Economic Impact of Prohibition of Sale of Land Owned by Scheduled Tribes to Non- Scheduled Tribes in India

Author: Dr. Manas Ghose

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 98-103

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Published Date: 31-January-2026

Abstract: Livelihood Restoration Programmes, refers to documented measures aimed at addressing loss of livelihoods arising from land acquisition for projects. Tanzania land laws do not support the implementation of the livelihood restoration programmes however, these programmes have been implemented to meet lenders conditions for accessing the loans for project developments. The construction of the SGR Lot 1 and 2 requires land acquisition and compensation to comply with IFC Performance Standard No 5 on Land Acquisition and Involuntary Resettlement. In Tanzania, this demand is implemented even in cases land acquisition is not a component of the loans.

In this paper, desk top review of the secondary information together with the analysis, interpretation of data and drawing from professional knowledge and experience working on the SGR projects were used to assess the success and challenges of implementing livelihood restoration programmes in Tanzania.

The review revealed that Tanzania’s experience in implementing these programmes is characterized with a mixture of successes and challenges, which include limited changes in project affected persons livelihoods post land acquisition stage and existing challenges such as legal, limited human capacity, inadequate financial resources and inadequate strategic choices of the programmes.  Recommendations to address the challenges are provided in this paper.

Keywords: Land acquisition, compensation, livelihoods restoration, project affected persons, legal.

Title: Lessons from the Implementation of Livelihood Restoration Programmes in Tanzania’s Standard Gauge Railway Project – Lot 1 and 2.

Author: Hussein Sosovele

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 88-97

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Website: www.researchpublish.com

Published Date: 31-January-2026