The purpose of this study has been to identify Core Competency in Small and Medium-sized Enterprises (SMEs) in Tanzania with reference to China. The study also involves an observation of the existing association among SMEs in Tanzania and China in terms of their activities and commitments in keeping the core competencies as a strategy for SMEs to remain competitive. This practical investigation involved an inquiry research approach for evaluating core competencies to SMEs through management, technical and capability perspectives as variables. The study therefore, employed survey questionnaires to individuals and proprietors in local and urban SMEs operating in Tanzania enacted in the observed SMEs from China. The results generally revealed that SMEs in China have developed a relatively high core competencies in their operation compared to its referred part, Tanzanian SMEs. The technological environment has greatly supported the development of core competence in China SMEs and weak technological infrastructure, low level of managerial skills and lack of effective marketing are amongst the factors which were identified to result to low level of core competencies in Tanzania SMEs. Most of the capability skills found in Chinese SMEs (5.42%) then in Tanzania SMEs that seem to be (2.82%). This signifies the importance technology incorporation in the course of the SMEs' operation, customer service, the level of business training and effectiveness in marketing. This also helps to explore how the business managers can integrate managerial, technical and competency skills effectively, taking advantage of their available resources and through understanding of core competence.

The purpose of this study has been the exploration of the impact of Self-Directed Learning on adult learners' Life Satisfaction using their attitudes, willingness and perception as intervening variables. It examines ways in which adults learners' perceptions, attitudes and willingness match with the level of happiness and satisfaction that they contribute to their survival. Through deductively hypothesizing the research ideas, analyzing the data and specifying patterns, the study employs a sample of 100 college and university level students from 5 institutions of higher learning. A self-administered survey questionnaire was implemented and scores of the participants' observation were statistically recorded and analyzed. The prediction of Life Satisfaction from Self-Directed Learning with the three subscales using linear regression analysis yielded statistically significant result of R2 = 0.293 (variation); F=48.42(model strength); and p < 0.01(significance). The result suggest that, any positive changes in learning that are focusing on Self-Directed Learning and life-long perspective have the potential to show the way to improved life satisfaction of adult learners. The result will also allow for structures of intervention that indirectly influence perceived satisfaction through activities that encourage engagement, thus improving quality life