ISINDIGO

Name
Christina Raphael Isingo

Academic Rank
Senior Lecturer

Department
Educational Foundations, Management and Lifelong Learning (EFMLL)

Biography

Biography

Dr. Christina Raphael is a Senior Lecturer in Educational Management and Foundations at the Dar es Salaam University College of Education (DUCE). She holds a PhD in Educational Management from the University College Dublin (UCD), Ireland (2014), specializing in e-learning and digital education. From September 2021 to March 2025, Dr. Raphael served as Deputy Principal for Academics, Research, and Consultancy (DP-ARC) at DUCE, leading institutional innovation in teaching, research management, and consultancy engagement. She coordinated major teacher professional development programs under the British Council’s Connecting Classrooms, the Global e-Schools and Communities Initiative (GESCI), and national ICT-in-STEM initiatives.

She is a Certified Director (CiDir) with the Institute of Directors in Tanzania (IoDT, 2023) and a graduate of the UONGOZI Institute Executive Leadership Programme (2021–2022). Dr. Raphael has served as a Board Member at the Agency for the Development of Educational Management (ADEM, 2019–2024). She is currently an Advisory Board Member for the Voice AI for Early Grade Reading project (AI-for-Education.org) and the Future Teacher Education (FUTE) initiative. Her research and consultancy engagements span collaborations with UNICEF, British Council, World Vision, IRC (PlayMatters), DALAE, the Ministry of Finance and Planning, VETA, and UNESCO, focusing on teacher development, digital innovation, gender equity, and education policy reform. Currently, Dr. Raphael serves as the National Principal Investigator (Tanzania) for the EDUFI/EU-funded project “Supporting Teacher Education, Well-being, and Retention via Informing Feasible Educational Policies in Africa (RTIA)” (2025–2027).

Contacts

Email:

Email Address
christina.isingo@duce.ac.tz

Mob:

Research Interest

Research Interest
· Educational Leadership and Policy Implementation · Teacher Professional Development and Agency · Digital Pedagogy and ICT in Education · Gender and Equity in Educational Leadership · Artificial Intelligence and Emerging Tech

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Projects

Projects

Supporting Teacher Education, Well‑being, and Retention via Informing Feasible Educational Policies in Africa (RTIA, 2025–2027)

Multi‑Country

Role

National Principal Investigator – Tanzania

Funding Agency

EDUFI / European Union

Collaborators

Mkwawa University College of Education (MUCE), University of Hawk (Finland), University of Nairobi (Kenya), Egerton University (Kenya), University of Juba (South Sudan)

Project Summary

This multi-country research project examines the sustainability of teacher education systems in Sub‑Saharan Africa, focusing on teacher well‑being, retention, and policy coherence. In Tanzania, the study explores how national teacher management reforms and CPD frameworks influence teacher motivation, workload, and professional agency.

Objectives

  • Map teacher education and deployment policies in Tanzania.
  • Evaluate teacher well‑being and workload conditions.
  • Generate data to inform policy recommendations on teacher retention.

Expected Outputs

  • National policy brief and cross‑country comparative report.
  • Academic publications on teacher well‑being and policy integration.
  • Capacity‑building workshops for teacher educators and policymakers.

Mapping and Development of a Plan to Strengthen Delivery of Adult and Non‑Formal Education in Zanzibar (GPE III, 2025)

Role

Member

Funding Agency

Global Partnership for Education (GPE III) through the Ministry of Education and Vocational Training – Zanzibar

Project Summary

The consultancy mapped all adult and non‑formal education (ANFE) programs in Zanzibar, assessing infrastructure, governance, staffing, and community participation. Findings supported the integration of ANFE within formal education and provided a sustainability roadmap.

Objectives

  • Map the program delivery and institutional capacity of adult learning centers.
  • Propose rollout framework for integrating ANFE into formal education.
  • Develop a costed implementation plan for sustainability.

Expected Outputs

  • Comprehensive ANFE Mapping and rollout report.
  • Policy brief to inform the Education Sector Plan (ESP) 2026–2030.

British Council – Girls’ Education and TVET Pathways in Tanzania (2022)

Role

Lead Researcher

Funding Agency

The British Council New York

Project Summary

This study reviewed national policies and programs supporting girls’ participation in secondary education and technical/vocational training. It assessed institutional frameworks, access barriers, and gender‑responsive strategies for education transition.

Objectives

  • Map girls’ education initiatives and TVET linkages.
  • Analyze the effectiveness of gender‑inclusive teaching and mentoring.
  • Develop recommendations for policy and donor alignment.

Expected Outputs

  • National policy report on Girls’ Education Pathways.
  • Framework for gender‑responsive curriculum implementation.

Evaluation of the Government e‑Payment Gateway (GePG) and ICT Systems in the Ministry of Finance and Planning (2020–2021)

Role

Consultant Team Member / Researcher

Funding Agency

Ministry of Finance and Planning, Government of Tanzania

Project Summary

This consultancy evaluated the design, functionality, and user adoption of the GePG platform and TRA ICT systems to enhance financial accountability and service delivery. The project provided evidence‑based recommendations for improving digital governance in Tanzania’s public sector.

Objectives

  • Assess system efficiency and security of the GePG infrastructure.
  • Analyze user experiences across MDAs and LGAs.
  • Recommend data governance and service improvement strategies.

Expected Outputs

  • Evaluation report with system enhancement proposals.
  • Policy recommendations for sustainable digital finance governance.

Publications

Publications

Selected Publications

1.     Raphael, C., & Mtebe, J. S. (2022). Enhancing teachers’ digital readiness through blended professional development in Tanzanian secondary schools. African Journal of Teacher Education, 11(1), 55–73. (UDSM Digital Repository link forthcoming)

 

2.     Raphael, C., & Mtebe, J. S. (2023). Understanding teachers’ technological and pedagogical knowledge in the new normal era. University of Dar es Salaam Library Journal, 18(2).

 

3.     Chuma, F., & Raphael, C. (2024). Bridging the digital divide: Mathematics teachers’ perceptions and use of information and communication technologies in the classroom at secondary schools in Tanzania. Papers in Education and Development, 42(2), 22–45.* https://journals.udsm.ac.tz/index.php/ped/article/view/7237

 

4.     Mtebe, J. S., & Raphael, C. (2024). Developing local games for enhancing numeracy skills in primary schools in Tanzania: A participatory approach. East African Journal of Science, Technology and Innovation, 5(2).* https://eajsti.org/index.php/EAJSTI/article/view/853

 

5.     Asfaw, A., Diazgranados, S., Akullu Ezati, B., Kwok, J., Raphael, C., Smiley, A., & Ssenkusu, P. (2025). Understanding perspectives and practices of “learning through play” in East African refugee and host-country schools. Journal on Education in Emergencies, 10(1), 14–41.* https://archive.nyu.edu/bitstream/2451/74856/2/JEiE_Vol10No1_Learning-through-Play-in-East-African-Refugee-and-Host-Country-Schools_February2025.pdf