Global Research Society Publisher

GRS Journal of Arts and Educational Sciences

All Issues

1. Evaluation of the Implementation of Fee-Free Education Policy on enhan...
13

Athanas E. Nzota*, Prospery Mw...
St. Augustine University of Tanzania.
01-07
https://doi.org/10.5281/zenodo.18116673

This paper investigated on the Evaluation of the Implementation of Fee-Free Education Policy on enhancing Quality Education in Public Secondary Schools: A case of Songwe District in Songwe Region, Tanzania. Specifically, this paper discusses factors that hinder effective implementation of Fee-Free Education Policy in Songwe District. To acquire relevant information, the study employed a Human Capital Theory under a mixed research approach, including both quantitative and qualitative research approach. A convergent parallel research design enabled triangulation during data interpretation and discussion by directly comparing the qualitative and quantitative findings. Simple random sampling was used to get teachers while purposive sampling was used to get heads of school 4, District secondary education officer 1. So far, to obtain enough information in this study a researcher encouraged large numbers of respondents follow up in 74 sample size. From the field of data analysis the findings showed that, implementing Fee-Free Education Policy basing on providing quality education in public secondary schools is complex and challenging task that is faced by numberless challenges that need to be addressed. Including disbursement of insufficient fund, unsupportive teaching and learning environment, shortage of enough qualified teachers, overcrowded classrooms and inadequate teaching and learning materials. Findings of this study concluded that these challenges have to be addressed in order to enable the end product of this important investment of implementing FFEP for the future of Tanzania to ensure that all Tanzanians have access to quality education.

2. Photography and painting
3

Vakhtang Egiazarov
Amaghleba st 9 Tbilisi, Georgia.
08-09
https://doi.org/10.5281/zenodo.18266642

The fields of painting and photography occupy a large and important place in art. Both fields serve the laws of visual perception. What do they have in common and how do they differ from each other?.

3. Benneh and Bening in the Department Of Geograpy and Resource Developme...
5

Raymond Bagulo Bening
C 174/18, Manhean Loop, Abelenkpe, “Accra, Ghana”.
10-15
https://doi.org/10.5281/zenodo.18428091

This narrative reflects on the challenges of a student-teacher relationship that developed into a close and enduring friendship between two lecturers in the same Department in the University of Ghana. Professors George Benneh and Raymond Bagulo Bening were often mistaken for each other because of the seeming similarity and the pronunciation of their surnames and occasionally even on documents with the full name and signature of Prof. Bening. This curious identity mix-up of names has differently impacted their shared professional experiences and these are candidly recounted in this fascinating article. This article examines the political economy of academic relationships through the professional journeys of Professors George Benneh and Raymond Bagulo Bening of the University of Ghana. It explores how power relations, mentorship, and collegiality shape knowledge production and recognition within the academy. It highlights how the intellectual labour of junior scholars and students, both graduate and undergraduate, are absorbed into the reputational capital of senior colleagues. Marx’s concept of primitive accumulation and Harvey’s notion of accumulation by dispossession provide a useful framework for examining the power relations in higher educational institutions.1 The case of Benneh and Bening illustrates how a student–teacher relationship evolved into mutual collaboration, revealing both the empowering as well as the dispossessing dynamics of mentorship in academic settings. Issues of academic integrity, intellectual property rights and professional ethics emerge as central themes, prompting critical reflection on how credit, authorship, and recognition are negotiated in higher education. The article concludes by underscoring the need for equitable academic practices that balance mentorship with fair acknowledgment of intellectual contributions.





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