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Relevant bibliographies by topics / Adult education – Tanzania

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Academic literature on the topic 'Adult education – Tanzania'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Adult education – Tanzania"

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Lazaro Mollel, Neserian, and Daniel Oduor Onyango. "The Role of Adult Education Graduates in Improving Secondary School Education: A Case of Nyamagana District, Tanzania." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (April 28, 2021): 65–71. http://dx.doi.org/10.46606/eajess2021v02i02.0076.

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This study aimed at establishing the contribution of adult education graduates to the improvement of secondary education in Nyamagana District, Tanzania. The study used the mixed approach and employed the descriptive research design. Data were collected by using the questionnaires. Out of 480 subjects, the study sampled 82 respondents including 25 heads of secondary schools, 40 adult education graduates, 12 heads of adult education centers and 5 adult education officials. Data was analyzed by using tables, frequencies and percentages. The findings revealed a significant contribution of adult education graduates in improving the secondary education. Therefore, adult education graduates are among important stakeholders toward the improvement of secondary education in Tanzania. The study recommends that adult education graduates should be taken as key stakeholders in decision-making regarding changes in education so as to bring a significant improvement in the secondary education system in Tanzania.

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Smide, Bibbi, Leif Ekman, and Karin Wikblad. "Diabetes Self-Care and Educational Needs in Tanzanian and Swedish Diabetic Patients: A Cross-Cultural Study." Tropical Doctor 32, no. 4 (October 2002): 212–16. http://dx.doi.org/10.1177/004947550203200410.

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The aim was to compare self-care and perceived educational needs in adult Tanzanian and Swedish diabetic patients. One hundred and fifty Tanzanians were matched with Swedes ( n=150). All 300 patients filled in questionnaires about their self-care and educational needs. The comparison indicated the Tanzanians were almost as satisfied with their self-care as the Swedes, but Tanzanians were dissatisfied with the lack of drugs and wanted more diabetes education while the Swedes were more dissatisfied with their own self-care behaviour. None of the Tanzanians monitored their own blood glucose, whereas half the patients in the Swedish group did so weekly or monthly. The findings suggest that diabetes education in Tanzania should concentrate more on basic diabetes knowledge. In Sweden, however, the main points to be stressed should be life style and psychology.

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Mushi, Philemon A. K. "Origins and development of adult education innovations in Tanzania." International Review of Education 37, no. 3 (1991): 351–63. http://dx.doi.org/10.1007/bf00619206.

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Mushi, P. A. K. "Misconceptions about adult education innovations in the United Republic of Tanzania." Prospects 18, no. 3 (September 1988): 363–68. http://dx.doi.org/10.1007/bf02194156.

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Glover, Nikolas. "The “Aidification” of National Experiences: Swedish-Supported Correspondence Education in Tanzania, ca 1960–1975." Nordic Journal of Educational History 6, no. 1 (March 11, 2019): 25–47. http://dx.doi.org/10.36368/njedh.v6i1.123.

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This article deals with the foundational juncture in a 60-year long (and counting) relationship between Swedish and Tanzanian adult educators. It analyses how Swedish correspondence education methods and objectives were adapted as they entered the emerging field of foreign aid. Two educational institutions in Tanzania, in which Swedish funds and personnel played a central role are studied: the Nordic-funded Co-operative Educational Centre in Moshi founded in 1964, and the Swedish-funded National Correspondence Institute in Dar es Salaam (1971–). The analysis shows how international NGOs and individual policy entrepreneurs created the initial arenas for policy transfer. It emphasises how the ideal of creating an equal partnership affected the policies that were being lent and borrowed. The article argues that the concept of aidification can be used to capture the ways in which transnational policy areas such as education were transformed in the wake of decolonisation.

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Torres, Carlos Alberto, and Daniel Schugurensky. "The Politics of Adult Education in Comparative Perspective: models, rationalities and adult education policy implementation in Canada, Mexico and Tanzania." Comparative Education 30, no. 2 (January 1994): 131–52. http://dx.doi.org/10.1080/0305006940300205.

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Mushi, Philemon A. K. "Innovations in adult education: The changing perspective of the post-literacy curriculum in Tanzania." International Review of Education 40, no. 2 (1994): 173–77. http://dx.doi.org/10.1007/bf01103692.

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Rogers, Alan. "The homelessness of adult education: Some lessons from the folk development colleges of Tanzania." Studies in the Education of Adults 51, no. 1 (January 2, 2019): 15–35. http://dx.doi.org/10.1080/02660830.2018.1548721.

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Jacob Seni, Abdallah. "Causes and Effects of Begging Style Involving Children as Guides in Dodoma Municipality, Tanzania: Liability in Basic Education Access." International Journal of Education and Literacy Studies 5, no. 1 (January 31, 2017): 1. http://dx.doi.org/10.7575/aiac.ijels.v.5n.1p.1.

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This paper explores the causes and effects of a unique begging style involving children as guides in Dodoma Municipality, Tanzania. The rationale for Dodoma Municipality to be the study location is that the begging phenomenon using children as guides is rampant. The study sample involved 40 respondents, of whom 6 were young carers of visually impaired adult beggars, 6 visually impaired adult beggars, 6 young carers of visually impaired adult beggars’ family members and 22 influential community members. Purposeful sampling technique was used to obtain these respondents. Data collection methods entailed interviews and observations. Artifacts were also used to portray issues under investigation more vividly. The data were analyzed using content analysis in which themes and sub-themes were determined by organization, reduction and interpretation of the information collected. The study discovered that lack of education, sympathy attraction, lack of proper orientation, laziness and poverty were the major causes for the existence of begging involving children as guides. The study revealed that minor causes include parents’ negligence and alcoholism, Single Parenthood as well as drought and hunger. The begging style using children as guides resulted into notable limited basic education access among these vulnerable children hence a liability and not asset. The study recommends that young carers of visually impaired adult beggars should be enrolled to basic education and revitalize education for self-reliance.

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Francis, Simon, and Obadia V. Nyongole. "What is known about Prostate Cancer? Response from Men Aged 50 Years and Above in Lindi Municipal, Tanzania." Tanzania Medical Journal 31, no. 2 (July 23, 2020): 33–44. http://dx.doi.org/10.4314/tmj.v31i2.363.

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Background: The incidence of prostate cancer in Tanzania is among the highest recorded in Africa. Prostate cancer is also the most common cancer among men aged 50 years and above in Tanzania. Our study aimed to determine the awareness, knowledge, and attitudes among adult men with age 50 years and above regarding prostate cancer.Methods: This was a cross-sectional study that included 250 adult men aged 50 years and above in Lindi municipal being purposively selected and we interviewed them by using a structured questionnaire. A stratified random sampling method was used for obtaining our participants. All men who had stayed for not less than one year in Lindi and willing to participate were enrolled in the study. These men were selected at households without screening whether or not they had taken prostate screening test or had been diagnosed with prostate cancer Quantitative data were cleaned and analyzed with SPSS version 20.Results: Majority, 216(86.7%) of our study participants were aged 50–69 years and most of them, 142(56.8%) had primary education with 93.2% of them being married. Among the study subjects 7.2% had positive family history of cancer and 195(78%) were aware of prostate cancer with source of information being mass media (62.6%). Majority of them, 63.2%, did not know the risk age group. Few, 20.8% of our participants had good knowledge while majority, 95.2% had negative attitude toward prostate cancer. We found a statistically significant association between level of education, family history and level of knowledge regarding prostate cancer with p < 0.005.Conclusion: This study revealed high level of awareness, but poor knowledge regarding prostate cancer and negative attitude toward prostate cancer among men with age ≥50 years in Lindi municipal Tanzania. Key words: Awareness, knowledge, attitude, prostate cancer.

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Dissertations / Theses on the topic "Adult education – Tanzania"

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Mushi, Philemon A. K. "Origins and development of adult education innovations in Tanzania." Thesis, University of Southampton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315518.

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Ngoitiama, Z. M. "Adult educators and adult education training in Tanzania : a study of the development of policy and provision and its impact on the position and work of adult educators." Thesis, University of Southampton, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370516.

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Macpherson, Ian R. G. "The rights based approach to adult education : implications for partnership, participation and empowerment in Southern Tanzania." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432189.

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Pumphrey, Sarah Irene. "Implementation of Appropriate Technology to Treat Drinking Water in Rural Tanzania." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218749376.

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Mtuy, Mary A. Sr. "A QUALITATIVE ANALYSIS OF LEARNING AND LEADERSHIP DEVELOPMENT OF UNIVERSAL PRIMARY EDUCATION TEACHERS AND THE RESULTING IMPACT ON THE TANZANIAN EDUCATION SYSTEM." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1297943010.

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Books on the topic "Adult education – Tanzania"

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Kweka, Aikael N. Adult education in a village in Tanzania. [Stockholm]: SIDA, 1987.

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The provision of civic education in Tanzania: 1961-2005. Dar es Salaam: University of Dar es Salaam, Research and Education for Democracy in Tanzania, 2005.

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Democratic participation in rural Tanzania and Zambia: The impact of civic education. Boulder, Colo: FirstForumPress, 2009.

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Tanzania) Taasisi ya Elimu ya Watu Wazima (Dar es Salaam. The status of open and distance learning in Tanzania: A case study of the Institute of Adult Education. Tanzania]: Institute of Adult Education, 2006.

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5

Mlekwa, Victor M. Literacy education for women: Tanzania's experience. Dakar, Senegal: UNESCO, Regional Office for Education in Africa, 1994.

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Mlekwa, Victor M. Alphabétisation des femmes: L'expérience de la Tanzanie. Dakar: Unesco, Bureau régional de Dakar, 1994.

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7

Rutatora, Deogratias F. Small farmers' participation in adult continuing education in Tanzania: Lessons from selected villages in Morogoro rural district. 1991.

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Lasway, Rest B. Barriers to participation of new-literate adults in the post-literacy programme in Tanzania. 1992.

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Rutatora, Deogratias Frederick *. Small farmers' participation in adult continuing education in Tanzania: lessons from selected villages in Morogoro rural district. 1991.

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Book chapters on the topic "Adult education – Tanzania"

1

Mushi, Philemon A. K. "Tanzania." In International Perspectives on Older Adult Education, 433–43. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_38.

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Conference papers on the topic "Adult education – Tanzania"

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Banham, Louise, Elizabeth Bruno-McClung, Deus Kapinga, Oyinlola Oyebode, Sarah Stewart-Brown, Manuel Torres-Sahli, Lydia Wilbard, and Rebecca Willans. "P66 Translation and validation of the swahili warwick edinburgh mental wellbeing scale (WEMWBS) and distribution of mental wellbeing in adolescents and adults taking part in the Girls’ Education Challenge project in Tanzania." In Society for Social Medicine Annual Scientific Meeting Abstracts. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/jech-2021-ssmabstracts.154.

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