• Excited staff ready to support and inspire our new students!
Education for all

Name
Hassan Iddy Hassan

Academic Rank
Senior Lecturer

Department
Educational Psychology and Curriculum Studies

Biography

Biography

Hassan Iddy is a Senior Lecturer in the Faculty of Education at Mkwawa University College of Education (MUCE) in Iringa, Tanzania. He completed his B.Ed. Arts at the University of Dar es Salaam in Tanzania, followed by an MSc in Education at the University of Edinburgh in the United Kingdom. He then pursued his doctoral studies at the University of Newcastle in Australia. He has extensive experience in research and has published widely in international refereed journals. His scholarly works focus on the concept of education as a fundamental human right and ensuring that the most vulnerable people can access and participate in quality education. He currently serves as an Associate Editor and Secretary for the, Education: Journal of Teaching and Learning (EJTL).

Contacts

Email:

Email Address
hassan.hassan@muce.ac.tz

Research Interest

Research Interest
Gender and education, equality and equity studies in education, educational quality, indigenous education, Indigenous Standpoint Theory, girls’ education, education for marginalized groups, literacy education, pedagogy, and teacher education

Google Scholar

View Profile

Projects

Projects

2023-2024 - Co-researcher on a project titled ‘Enhancing the use of ICT among Mathematics Teachers to Improve Students’ Academic Performance in Tanzanian Secondary Schools’. The project was funded by Mkwawa University College of Education.

 

2022-2023 - Co-researcher on a project titled ‘Developing Critical Thinking Skills among Secondary Schools Students in Tanzania through Research Project Work’. The project was funded by Mkwawa University College of Education.

 

2021-2022 - Principal Investigator on a project titled “Improving Girls’ Science Education through the Integration of Literacy Practices into Science Instruction in Tanzanian Secondary Schools”. The project was funded by Mkwawa University College of Education.

 

2021 - Co-consultant on a project titled ‘Qualitative Baseline Study on the Situation of Citizen Participation, Service Delivery and Local Governance Capacity in Maswa and Pangani districts in Tanzania. The project was funded by TWAWEZA-Tanzania.

 

2021 - Consultant researcher to support World Education Inc (WEI) to provide technical support in translating the training manual (From English to Kiswahili) of WEI/Bantwana’s Youth Workforce Readiness Program. 

 

2020-2021 - Co-researcher on a project titled “Investigating girls’ literacy practices in and out of school in rural Tanzania”. The project is funded by the Canadian Organisation for Development through Education (CODE).

 

2019 - Consultant researcher to support World Education, Inc. Waache Wasome project to provide technical support in reviewing, editing and refining of the developed project materials (Protect Our Youth Peer Leaders Manuals).

 

2019 - Consultant researcher to support World Education, Inc. Waache Wasome project to provide technical support in reviewing, editing and refining of the developed project Visual Aid materials (in Kiswahili “Bangokitita”).

Publications

Publications

Journal Articles

Mkimbili, S. T., Amani, J., Hassan, I., & Mrema, D. (2024). Exploring the Role of Project Work in Secondary Schools Beyond Continuous Assessment. Papers in Education and Development (PED), 42(2), 147 – 169, DOI: https://dx.doi.org/10.56279/ped.v42.suppl.i.8.

 

Fussy, D.S. and Iddy, H. (2024). Harnessing the potential of translanguaging in Tanzanian secondary education. Qualitative Research Journal, DOI: https://doi.org/10.1108/QRJ-02-2024-0020.  

 

Iddy, H. Fussy, D. S., Mkimbili, S. T., & Amani, J. (2024). Supporting the Development of Students’ Scientific Literacy. Journal of Science Teacher Education, 35(4), 405–422 DOI: 10.1080/1046560X.2023.2287790.   

 

Iddy, H., & Fussy, D.S. (2023). Improving girls’ education through student hostels, Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2023.2220067.    

   

Fussy, D. S., Iddy, H., Amani, J., & Mkimbili, S. T. (2023). Girls’ participation in science education: structural limitations and sustainable alternatives. International Journal of Science Education, 45(14), 1141-1161. DOI: 10.1080/09500693.2023.2188571. 

 

Fussy, D.S., & Iddy, H. (2022). Literacy practices as an arena for girls’ development of literacies. Education Inquiry, 15:3, 385-406, DOI: 10.1080/20004508.2022.2112526. 

 

Iddy, H. (2021). Changing perceptions of the value of girls’ secondary education among the parents in rural Tanzania. International Journal of Qualitative Studies in Education, 36(10), 2156-2176, DOI: 10.1080/09518398.2021.1982048.   

 

Iddy, H. (2021). Girls’ right to education in Tanzania: Incongruities between legislation and practice. Gender Issues, 38, 324–343. https://doi.org/10.1007/s12147-021-09273-8   

 

Iddy, H. (2021). Indigenous Standpoint Theory: Ethical principles and practices for studying Sukuma people in Tanzania. The Australian Journal of Indigenous Education 50, 385–392. https://doi.org/10.1017/jie.2020.1 

 

Research Reports

Iddy, H., Fussy, D., Amani, J., & Mkimbili, S. (2022). Improving Girls’ Science Education through the Integration of Literacy Practices into Science Instruction in Tanzanian Secondary Schools. A study funded by Mkwawa University College of Education.

 

Fussy, D., and Iddy, H. (2021). Investigating girls’ literacy practices in and out of School in rural Tanzania. A Study funded by CODE, CANADA. Available at: https://code.ngo/wp-content/uploads/2022/09/Context-Matters-Research-Report-Final-Fussy-Dec-2021.pdf

 

Consultancy Reports

Poncian, J., Pastory, P., Amani, J., Iddy, H., Fussy, D. (2021). Qualitative baseline study on the situation of citizen participation, service delivery and local governance capacity in Maswa and Pangani districts in Tanzania. A project funded by TWAWEZA-Tanzania.

 

Dissertations and Theses

Iddy, H. (2018). Girls and secondary education in rural Tanzania: Perceptions, obstacles and future possibilities. PhD Thesis, The University of Newcastle, Australia. Available at: http://hdl.handle.net/1959.13/1393710.

 

Iddy, H. (2012). Factors affecting the achievement of Universal Primary Education (UPE) in Mainland Tanzania. Masters Dissertation, University of Edinburgh, UK.

 

Conference Papers

Kasuga, W., Iddy, H., Chacha, S. C., Mosha, D., Jeremia, U., & Mngóngó, E. (2024). The impact of ICT in teaching and learning Algebra topics in Tanzania’s secondary schools. The 2nd International Conference on Education (FECUN 2024 Conference), Reimagining Education for Self-Reliance (ESR) in the context of Futures of Education, Culture, and Nature, held at MUCE on 3rd - 4th October 2024. 

 

Hassan, H. I. (2023). Girls’ Abuse in Tanzania Rural Secondary Schools. In Proceedings of the 1st International Conference on Education, edited by D. S. Fussy, H. I. Hassan, J. A. Moshi, O. S. Kapinga, O. J. Magava, S. T. Mkimbili, and V. J. Cosmas, 78-100. Dar es Salaam: Dar es Salaam University Press. https://doi.org/10.37759/ICE01.2023.

 

Iddy, H. (2017). Girls and secondary schooling in rural Tanzania: Exploring abusive behaviors by male teachers against school girls. A paper presented at the annual Staff and Student Talk about Research (SSTAR) conference, 5th October 2017, at the University of Newcastle, Australia.

 

Iddy, H. (2016). The roles of poverty and advert cultural practices on girls’ secondary schooling. A paper presented at the annual Staff and Student Talk about Research (SSTAR) conference, 4th November 2016, at the University of Newcastle, Australia.

 

Czernik, P., Don, M.R., Iddy, H., Li, G., and Duanjan, S.   (2012). A thematic approach to the literature concerning enterprise and entrepreneurship in higher education. A paper presented at International Students’ Scientific Conference: ECONOMIC AND MANAGEMENT, 4 May 2012, at Kaunas University of Technology, Kaunas Lithuania.