DAR ES SALAAM UNIVERSITY COLLEGE OF EDUCATION
A constituent College of the University of Dar es Salaam
Name
Patrick Severine Kavenuke
Name
Patrick Severine Kavenuke
Academic Rank
Department
Educational Foundations, Management and Lifelong Learning (EFMLL)
Biography
Biography
Dr. Patrick Severine Kavenuke is a Senior Lecturer in the Department of Educational Foundations, Management and Lifelong Learning at Dar es Salaam University College of Education (DUCE). Kavenuke teaches key courses including Philosophy of Education, Sociology of Education, Comparative Education, International and Comparative Studies in Educational Leadership and Policy. Additionally, Kavenuke heads the Quality Assurance Unit to ensure academic excellence at the College. Holding a PhD in Comparative Education (Educational Policy Studies), he was recognised as Beijing Normal University's second-best PhD student in 2015/2016, reflecting his outstanding academic credentials. With extensive expertise in research, teacher training, and the development of critical thinking skills, Dr. Kavenuke is dedicated to advancing educational policy and practice, empowering educators and students through innovative approaches to teaching and learning.
Contacts
Email:
Email Address
patrickkavenuke@gmail.com
Mob:
Research Interest
Research Interest
Critical Thinking Skills in Students, Critical Pedagogy, Student-Lecturer Relationships, Academic Advising, Intercultural Competence, International and Comparative Education, Teacher Professional Development and Mentorship, and Teacher Education.
Google Scholar
Projects
Projects
Project Manager in the Project “Strengthening In-service Teacher Mentorship and Support’ through School-based In-service Teacher Training (SITT) Approach, funded by IDRC of Canada. (May 2021 - November 2023).
Principal Investigator in the Project “Strengthening Stakeholders’ Participation in the Implementation of Primary School Feeding Programme in Tanzania”, funded by the University of Dar es Salaam of Tanzania. (March 2023-March 2024).
Project Communication Officer in the Project “Strengthening Teacher Professional Development and Mentorship (STPDM) in Tanzania, Kenya and South Sudan, funded by IDRC of Canada. (July 2024- December 2026).
Publications
Publications
Jingura, R. M. & Kavenuke, P. S. (2025). Mapping the role of internal quality assurance practitioners in learning and teaching in higher education: a conceptual framework, 1-15. https://doi.org/10.1108/QAE-08-2024-0171
Kavenuke, P. S. (2024). Examining the “ideal” and “actual” characteristics of university academics: Perceptions and experiences of prospective teachers in Tanzania. Papers in Education and Development, 42, 43-62. https://dx.doi.org/10.56279/ped.v42.suppl.i.3
Kavenuke, P. S. (2024). Instructors’ interpersonal interaction with students in a Tanzanian University: A study of students’ perceived interpersonal characteristics of instructors. Journal of University Teaching and Learning Practice, 21 (8). https://doi.org/10.53761/1jqvt263
Kayombo, J. J., Kinyota, M., & Kavenuke, P. S. (2024). Quality assurance of higher education in a neo-liberal context: Towards transformative practices in Africa. In P. N. Abooki (Ed.), The Sustainability of Higher Education in Sub-Saharan Africa, Sustainable Development Goals Series, (pp. 327–347). Springer. https://doi.org/https://doi.org/10.1007/978-3-031-46242-9_14
Kinyota, M. & Kavenuke, P.S. (2024). Exploring consistency and diversity in research designs: A case of one University in Tanzania. African Education Review, 19 (4-6), pp. 16-33. https://doi.10.1080/18146627.2024.2313621.
Kavenuke, P.S. & Kinyota, M. (2023). Gender inequalities in higher education in Tanzania: Investigating the influence of parents’ socioeconomic status, Papers in Education and Development, 41 (2), pp. 39-57. https://dx.doi.org/10.56279/ped.v41i2.3
Kavenuke, P.S., & Kihwele, G. E. (2023). Intercultural Competence, A Necessity in 21st Century Classrooms: Are Teacher Educators in Tanzania Interculturally Competent? Center for Educational Policy Studies Journal, 15 (1). pp. 2023-244. https://doi.org/10.26529/cepsj.1524
Kyaruzi, F., Fulgence, K., Kavenuke, P.S., Urio, P., Mwakabenga, R.J., & Oziambo, B. (2023). Relevance of School-Based Mentorship and Support on Mathematics Teachers’ Competences in Tanzania: Stakeholders’ Perspectives. International Journal of Membrane Science and Technology, 10 (2),pp. 2171-2183.
Alduais, A., Muthanna, A., Nyenyembe, F. W., Chatambalala, J., Taye, M. T., Haque, M. S., Kinyota, M., & Kavenuke, P. S. (2022). The (national) doctoral dissertations assessment in China: An interpretive phenomenological analysis. International Journal of Doctoral Studies, 17, 115-140. https://doi.org/10.28945/4938
Kavenuke, P. S., Kayombo, J. J. & Kinyota, M. (2021). Are they Stress-Free? Examining Stress among Primary School Teachers in Tanzania. Available at doi: 10.26529/cepsj.1058
Kavenuke, P. S. & Muthanna, A. (2021). Teacher educators’ perceptions and challenges of using critical pedagogy: A case study of higher teacher education in Tanzania. Journal of University Teaching & Learning Practice, 18(4), pp. 1-17.
Kavenuke, P. S. (2020). Thinking Critically about Lecturers’ Perceptions and Development of Critical Thinking Skills in Teacher Education Students. Papers in Education and Development, 38 (2), pp. 79-107.
Kinyota, M. & Kavenuke, P. S., (2020). Are Pre-service Teachers Prepared to Teach? Investigating their Locus of Control, Self-efficacy and Attitude towards the Teaching Profession and Teaching Subjects. Papers in Education and Development, 38 (2), pp. 29-54.
Kavenuke, P. S. (2020). Teaching for critical thinking: Perceptions and practices of Chinese elementary school teachers. Journal of Education, Humanities and Sciences, 9(1), pp. 35–52.
Kavenuke, P. S., Kinyota, M., & Kayombo, J. J. (2020). The critical thinking skills of prospective teachers: Investigating their systematicity, self-confidence and scepticism. Thinking Skills and Creativity, 37, 1–11.
Kinyota, M., & Kavenuke, P.S. (2019). Examining teacher trainees’ attitude towards teaching profession and teaching subjects in Tanzania. Huria Journal, 26(2), pp. 49-64.
Kinyota, M., Kavenuke, P. S., & Mwakabenga, R. J., (2019). Promoting Teacher Professional Learning in Tanzanian Schools: Lessons from Chinese School-Based Professional Learning Communities. Journal of Education, Humanities and Sciences, 8 (1), pp. 47-63.
Kavenuke, P. S., & Kinyota, M. (2018). Does going abroad benefit my country? Views of Highly Skilled Personnel from Sub-Saharan Africa on Brain Drain-Brain Circulation Debate. Mkwawa Journal of Education and Development, 2, pp. 1-19.
Kinyota, M. & Kavenuke, P. S., (2018). Whose names are in science textbooks? Justifying the need for critical pedagogy in Tanzania science classrooms, Journal of Education, Humanities and Sciences, 7 (1), pp.31–44.
Kayombo, J. & Kavenuke, P.S. (2018). Establishing comparative education society in Tanzania: Opportunities and Prospects. World Voices Nexus: The WCCES Chronicle, 2(1). Available at https://www.worldcces.org/article-4-by-kayombo--kavenuke.
Kavenuke, P. S. & Uwamahoro, E. (2017). Foreign languages as languages of instruction, liberating or silencing: A critical analysis of Tanzania and Rwanda. International Journal of Education and Research, 5 (12), pp. 249-260.
Kavenuke, P. S. (2015). Academic advising and students’ achievement in higher education: Experience from Dar es Salaam University College of Education, Journal of Education, Humanities and Sciences, 4 (2), pp.76–86.
Kavenuke, P. S. (2013). What keeps good teachers in the teaching profession: A reflection on teacher retention, Social Sciences and Humanities, 4 (1), pp. 165-175.