ABSTRACT
This paper discusses the study on forms of resistance towards sexist language. The study adopted an ethnographic qualitative approach, whereas the data were collected using focus group discussion and introspection to assess the data. The study areas were Peramiho B and Lundusi Village in Peramiho Ward in Songea Rural District, Ruvuma Region. The population were 10 Ngoni speakers of which 5 were men and 5 women. The participants were aged 18 and above and were involved in farming, pastoralism and business. Ngoni language is an important means of communication in the Ngoni community. However, it reflects gender in qualities through words and expressions to mention the few. This contributes to the maintenance of gender stereotypes and sexist behaviors. However, Ngoni speakers modify, avoid, challenge and reject the use of sexist language. Therefore, this study discussed forms of resistance towards sexist language in the Ngoni language. It aimed to discuss possible forms of resistance that transform, avoid and challenge sexist language. The study was later analysed using Braun and Clarke’s Thematic Framework (2006) and John Gumperz’s Difference Theory (1982). The data are presented using tables and explanations. The findings revealed that Ngoni speakers use non-sexist forms of pronouns, they give names of new spirit to children, they receive corrections when using sexist language, and they modify the use of occupational terms. Basing on the findings, the study recommends that language users should avoid sexist language and use non-sexist language particularly in public. Additionally, they should be given knowledge and information concerning the correct use of language.

ABSTRACT
The purpose of the study is to determine school climate variables and counsellors’ effectiveness in public secondary schools in Enugu State. Two research questions guided the study and two null hypotheses were tested at .05 level of significance. Descriptive survey research design was adopted for the study. The entire population of 301 secondary school Guidance counsellors and teacher counsellors in the public secondary schools in Enugu State was used for the study. No sampling was done in the study. A structured questionnaire was used for data collection. The instrument was validated by three experts. The validators’ comments were used to draft the final instrument that was used for data collection. The researcher used Cronbach Alpha reliability estimate to determine the internal consistency of the instrument. The overall reliability index stood at .86 indicating that the instrument is highly reliable and suitable for the study. The researcher administered the instrument directly to the 301 respondents using six research assistants. Out of the 301 copies of the instrument administered, only 287 copies were correctly filled and returned, 14 copies were not returned. The data collected were analyzed using mean and standard deviation to answer the six research questions, while the null hypotheses were tested using t-test statistic at.05 level of significance. From the results, it was found that autonomous school climate and counsellors’ effectiveness in public secondary schools in Enugu State were to a great extent, while controlled school climate were to a little extent with counsellors’ effectiveness in public secondary schools in Enugu State. This is supported by the fact that there is no significant difference between the mean scores of guidance counsellors and teacher counsellors on the extent of controlled school climate, paternal school climate and counsellors’ effectiveness in public secondary schools in Enugu State. Based on the findings of the stud

ABSTRACT
Artificial intelligence (AI) tools are becoming an established feature of teaching and learning environments worldwide, and Kenyan primary and secondary schools are not exempt from this shift. This article examines the practical integration of AI into instruction within the Kenyan basic education context, drawing on classroom-oriented evidence and policy developments to move the discussion beyond abstract debate toward actionable practice. It considers how AI tools support teachers in curriculum and lesson planning, classroom management, and workload reduction, and how they support learners through personalisation, immediate feedback, accessibility, language translation, and engagement. The article also identifies the literacy, ethical, and interpersonal skills that learners require alongside AI use, situating these within Kenya's Competency-Based Curriculum. It further examines persistent challenges, including limited teacher training, infrastructural gaps, academic integrity risks, and the danger of over-dependence on technology, before outlining the institutional and policy conditions necessary for responsible integration. The article concludes that AI-enhanced instruction, when deployed thoughtfully and paired with deliberate investment in teacher capacity and infrastructure, offers a scalable means of easing the burden on educators managing large and diverse classrooms while preserving the relational and mentoring role that only human teachers can provide.

ABSTRACT
The Panchayati Raj Institutions (PRIs) in Arunachal Pradesh have emerged as an important level of local self-government as per the constitutional guidelines of the 73rd Amendment Act, 1992. PRIs were introduced in Arunachal Pradesh in January 1967 and later on revamped in January 1997 through the introduction of the Arunachal Pradesh Panchayati Raj Act. In the Kamporijo region, Gram Panchayats represent government at the village level, managing government welfare schemes, public areas like rural roads, public drinking water, and community halls as well as managing health and education systems at the local level. One of the main roles of the PRIs in Kamporijo Circle is implementing flagship development programmes. Objective: The aim of the study is to find out the role and functions of Panchayati Raj Institutions (PRIs) in Kamporijo Circle of Arunachal Pradesh. Methodology: This study employs a qualitative descriptive research design in order to explore the role and functions of Panchayati Raj Institutions (PRIs). It combines documentary analysis, secondary sources, and contextual understanding to consider PRIs from structural, legal, and functional perspectives, and to consider PRIs spatially in terms of their interaction with the customary tribal governance system in Arunachal Pradesh. Result and Discussion: The core functions of PRIs are undertaken within a number of functional domains, namely: Rural Infrastructure Development, Agriculture and Livelihoods; Health and Education; Sanitation; Social Welfare; Financial Management. PRIs are a key player in helping construction and maintainage of village roads, water supply systems, Community Assets and in identifying beneficiaries and monitoring Development Schemes. Conclusion: The Panchayati Raj Institutions in Kamporijo have made notable progress in democratic decentralization and representation.

ABSTRACT
This study evaluates the administration of Guidance and Counseling (BK) services at SMPN 1 Barong Tongkok, integrating the CIPP (Context, Input, Process, Product) model, Theory of Change, Value for Money, and Principal-Agent Theory. Analyzing the interplay between regulatory frameworks (Permendikbud No. 111/2014, Permendikdasmen) and School Operational Assistance (BOS) financial constraints, this qualitative descriptive study investigates how resources and administrative fidelity shape student outcomes. Data were collected via interviews, observations, and documentation involving the principal, BK teacher, homeroom teacher, administrative staff, and students. Findings reveal that while Context evaluation scored highly (87.5%), Input (65%) and Process (67.86%) revealed significant information asymmetries and financial constraints in utilizing BOS funds for BK infrastructure. Product evaluation (75%) indicated substantial behavioral improvements. The study concludes that standardizing BK administration mitigates agency problems and optimizes Value for Money, ultimately driving the Theory of Change from mere inputs to sustained student character development.

ABSTRACT
The successful integration of indigenous knowledge within formal education depends not only on curriculum content but also on pedagogical mediation. This study examines how teachers in Uganda’s lower secondary schools integrate Indigenous Agricultural and Ecological Knowledge (IAEK) within the Competency-Based Curriculum (CBC). Guided by Vygotsky’s Sociocultural Theory and culturally responsive pedagogy frameworks, the study employed a convergent parallel mixed-methods design involving 382 teachers, interviews, focus group discussions, and classroom documentation review in Central Uganda. Quantitative findings reveal that 82% of teachers report regular integration of indigenous knowledge into classroom instruction (M = 3.95), primarily through experiential learning, subject-based examples, project-based tasks, and school garden activities. However, community expert engagement (51%, M = 3.17) and structured apprenticeship models remain limited. Regression analysis indicates that pedagogical practices significantly predict perceived educational benefits (β = .258, p < .001). Qualitative findings reveal structural constraints including limited training, resource shortages, time constraints, and assessment misalignment. The study argues that teachers function as cultural mediators who bridge indigenous epistemologies and formal scientific knowledge. However, effective mediation requires systemic pedagogical scaffolding within curriculum architecture. The study contributes theoretically by extending sociocultural mediation to institutional pedagogical structures and empirically by demonstrating the predictive role of pedagogical practices in indigenous knowledge integration outcomes.

ABSTRACT
The present study aimed to offer a critical genre analysis of the presidential COVID-19 updates in Ghana. Sixteen out of the twenty-eight updates were purposively sampled for the study. Whereas a combined Swales’ (1990) move-step and Huttner’s (2010) classificatory model in studying the schematic structure revealed a total of eight obligatory moves and six sub-moves, Bhatia’s (2015) Critical Genre Analysis ( CDA ) and van Dijk’s (2010) CDA employed in the study showed that the pre-election COVID-19 updates were predominantly a blend of public health announcements and a subtle political campaign messaging giving credence to CGA’s intertextuality and interdiscursivity, while the post-election updates mainly highlighted the government’s successes in the fight against the pandemic and a renewed commitment to governance. The study revealed that the sixteen sampled updates shared some similarities in both the obligatory and ambiguous moves, with some varying degrees of textual space, depending on the prevailing circumstance and the trajectory of the pandemic.