Relevant bibliographies by topics / Education Tanzania

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education Tanzania'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Education Tanzania"

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Buchanan, Malcolm S. "‘Drugs, religion and chemistry in Tanzania’: an interactive seminar for chemistry students." Chemistry Education Research and Practice 16, no. 3 (2015): 552–60. http://dx.doi.org/10.1039/c5rp00009b.

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Most Tanzanian Higher Education Institutes do not have the materials and technology to give students a significant practical experience in the sciences. In 2013 Tanzania was rated 159th out of 187 countries for ‘human development’ (United Nations Development Program 2014 Report). In order to supplement their current, limited practical experience, a culturally relevant, interactive seminar which makes the chemical sciences real to the world of Tanzanians was developed. This was achievedviaa Natural Product Drug Discovery seminar during which Tanzanian students were able to appreciate how Tanzanian culture is connected with the fundamentals and applications of the chemical sciences (in this case natural product drug discovery to combat diseases prevalent in Tanzania). Post-seminar evaluation and, observation of student behaviour and chemistry staff feedback supported the value of this seminar. An interactive seminar such as this provides an innovative method of chemical education, useful to motivate final year students and provide them with new ideas before they go into their communities to teach chemistry.
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Nyerere, Julius. "Education in Tanzania." Harvard Educational Review 55, no. 1 (April 1, 1985): 45–53. http://dx.doi.org/10.17763/haer.55.1.v6233663243g8343.

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Educational philosophy and policy in Tanzania have undergone a transformation since the country gained its independence from British colonial rule in 1961. President Julius Nyerere describes their accomplishments and presents the dilemmas currently facing the new socialist government. He describes the literacy and teacher training programs and discusses the relationship between the country's educational policy and international economic conditions.
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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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Mturi, Akim J., and P. R. Andrew Hinde. "Fertility decline in Tanzania." Journal of Biosocial Science 26, no. 4 (October 1994): 529–38. http://dx.doi.org/10.1017/s0021932000021659.

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SummaryAccording to the 1991/92 Tanzania Demographic and Health Survey, a Tanzanian woman has, on average, 6·1 births before she reaches age 50, a decline of about one birth per woman since the early 1980s. The major proximate determinant of fertility is universal and prolonged breastfeeding. An analysis of the social and demographic correlates of fertility shows that infant and child mortality, level of education and age at first marriage are among the factors which significantly influence fertility in Tanzania.
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Maliwa, N. J. "HORTICULTURAL EDUCATION IN TANZANIA." Acta Horticulturae, no. 153 (June 1985): 363–68. http://dx.doi.org/10.17660/actahortic.1985.153.50.

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VAVRUS, FRANCES. "Adjusting Inequality: Education and Structural Adjustment Policies in Tanzania." Harvard Educational Review 75, no. 2 (July 1, 2005): 174–201. http://dx.doi.org/10.17763/haer.75.2.565v0213145413t5.

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International economic forces increasingly affect policy at multiple levels and in multiple domains. The interplay of three levels — international, national, and local — are underresearched in the social and educational policy fields, which includes educational policy studies. In this article, Frances Vavrus employs ethnography to investigate how these interactions play out in a Chagga community in the Kilimanjaro region of Tanzania. She examines how the lives of secondary students in Tanzanian schools are affected by structural adjustment policies, adopted by Tanzania at the advice of the International Monetary Fund and the World Bank, in three domains: access to schooling, opportunities for employment, and the risk of HIV/AIDS infection. She makes a convincing case for the importance of understanding the local setting in the development of international and national policy, and for investigating the impact policy change in noneducational sectors has on educational realities. Vavrus's research also provides a glimpse into the multiple local consequences of the policy of user fees for school access that were implemented over the last fifteen years in Tanzania and elsewhere in sub-Saharan Africa. She concludes with a call for the research community to consider the benefits of ethnography in the development and evaluation of policy.
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Paul, Edwin, Abdalla H. Mtumwa, Julius Edward Ntwenya, and Said A. H. Vuai. "Disparities in Risk Factors Associated with Obesity between Zanzibar and Tanzania Mainland among Women of Reproductive Age Based on the 2010 TDHS." Journal of Obesity 2016 (2016): 1–10. http://dx.doi.org/10.1155/2016/1420673.

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The occurrence of overweight and obesity has serious health implications. The 2010 Tanzania Demographic and Health Survey data set was reanalysed to compare the prevalences of overweight and obesity between Mainland Tanzania and Zanzibar and to determine how demographic factors can predict overweight and obesity across the United Republic of Tanzania. About 7.92% of the Tanzanian women of reproductive age were obese, 15% were overweight, and 11.5% were underweight. Women from Mainland Tanzania (6.56%) were significantly less likely (AOR = 0.66, 95% CI: 0.53–0.82) to be affected by obesity as compared to women from Zanzibar (12.19%). The common predictors of obesity in Mainland Tanzania and Zanzibar were wealth index, marital status, and age. Whereas the place of residence and education level emerged as predictors of obesity in the Mainland Tanzania alone, the number of meals per day did so in Zanzibar. Most importantly, Zanzibar had a greater prevalence of obesity compared to Mainland Tanzania.
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Mjema, Emmanuel A. "Analysis of Factors Affecting Technological Innovativeness in Engineering Enterprises in Tanzania." Tanzania Journal of Engineering and Technology 34, no. 1 (December 30, 2010): 1–14. http://dx.doi.org/10.52339/tjet.v34i1.454.

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This paper discusses the technological innovativeness in engineering enterprises in Tanzania and analyses the factors affecting the innovativeness. It starts by analyzing various concepts regarding innovation, then analyzed from documentary review factors affecting innovativeness and then analyzed the innovativeness in Tanzanian enterprises.From the documentary review it was learnt that the following key factors influence technological innovativeness: Existence of innovation management; Existence of market to absorb the products of innovation; Existence of partnership between the universities and the firms; Existence of positive culture and politics towards innovation; The governmentplaying its role to influence innovation; Existence of the right knowledge; and Ability of the enterprises to access to financing institutions that support innovation.The research shows that there is hardly any fundamental innovation in Tanzania, what is presented as innovation is the copying of technologies and manufacture them using local material. Theresearcher established the following factors affecting the innovativeness of engineering enterprises in Tanzania: Level of education among the entrepreneurs in engineering enterprises; financing for the enterprises in Tanzania; partnership with R&D institutions; innovativeness culture; and market for Tanzanian products.
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Miguel, Edward. "Tribe or Nation? Nation Building and Public Goods in Kenya versus Tanzania." World Politics 56, no. 3 (April 2004): 327–62. http://dx.doi.org/10.1017/s0043887100004330.

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This article examines how government policies affect ethnic relations by comparing outcomes across two nearby districts, one in Kenya and one in Tanzania, using colonial-era boundary placement as a “natural experiment.” Despite similar geography and historical legacies, governments in Kenya and Tanzania have followed radically different language, education, and local institutional policies, with Tanzania consistently pursuing more serious nation building. The evidence suggests that nation building has allowed diverse communities in rural Tanzania to achieve considerably better local public goods outcomes than diverse communities in Kenya. To illustrate, while Kenyan communities at mean levels of diversity have 25 percent less local school funding than homogeneous communities on average, the comparable figure in the Tanzanian district is near zero. The Kenya-Tanzania comparison provides empirical evidence that serious reforms can ameliorate social divisions and suggests that nation-building should take a place on policy agendas, especially in Africa.
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Mercer, Donald G., Patricia A. Remillard, and Patricia A. Goodman. "“Education for Employment” in Tanzania." Procedia Food Science 1 (2011): 1895–900. http://dx.doi.org/10.1016/j.profoo.2011.09.278.

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Dissertations / Theses on the topic "Education Tanzania"

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Hogan, Alice Rosemary. "Education in the wetlands and wetlands in the education: a case of contextualizing primary/basic education in Tanzania." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003386.

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This dissertation describes an action research case study carried out at a sub-village school at Nyamakurukuru, Utete, Rufiji District, Tanzania. The study was a fully independent research activity funded and led by a female Irish environmental and community specialist who has fifteen years experience of working in rural Tanzania, five of which were in Rufiji District. The aim of the action research was to engage a community of villagers, teachers, students and district officers in a participatory process to adapt a module of a school curriculum to the local context, and teach it in order to describe one way in which contextualization, using local and indigenous knowledge and active discovery teaching-learning processes, can be done. The major research question, which I wished to answer for one specific case, was: Does integrating local environmental cultural knowledge into formal schooling contribute to curriculum relevance? If so, in what way? This document describes the background and context of the research, the motivation and the theoretical basis for the work, the methodology and methods, and the action research process itself. The results are interpreted and discussed in the light of current theoretical perspectives on education and environmental education. The main findings within the case are that: Contextualization improved relevance of education and thus its quality by: • breaking through traditional frames/barriers between teachers and students, students and elders and community and teachers, • allowing formal education to take place outside of the school, • necessitating a change in pedagogy1 to more learner-centered, discovery methods, • allowing indigenous knowledge to come into the classroom, • stimulating creativity and increased confidence, and • bringing local socio-political environmental issues into the classroom. This study provides a case example of how education processes, when engaging local cultural knowledge, can improve the relevance, and thus an aspect of the quality of teaching and learning in school-community contexts, while providing a conduit for integrating environmental education into the formal school curriculum. It provides insights into the key issue of relevance which currently faces educators of children in wetlands in Tanzania. Recommendations were made for the case studied and may be useful beyond the boundaries of the case: • Give more explicit government policy and strategic support for community involvement in educational content–epistemologies and pedagogies. • Weaken framing (hierarchical power positions) to encourage greater partnership between school, home and community to improve relevance. • Investigate the provision of education beyond schools. • Provide practical teacher and community training on use of learner-centered, discovery and active pedagogies. • Provide teacher and community education on biodiversity and the environment. • Provide relevant reference texts and research data on the ecology, biodiversity, vegetation, hydrology, agriculture, sociology, history and other relevant subjects. • Officially nurture a culture that learning should be enjoyable. • Allow the curriculum freedom, in these times of increasing risk for rural tropical wetland communities, to make the curriculum fit the local issues rather than vice versa. • Nurture critical analysis of the curriculum in local pedagogic discourse i.e., at the local contextualization level of the home, community and school.
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Peera, Rishma. "Tanzanian educational policy : effects on women's participation in formal education." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23349.

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Female participation in all spheres of society is crucial in the development of a nation. One way of increasing this participation is through education in the formal system because it provides more opportunities in a modernizing society. This study presents the situation of women in education in the context of Tanzania, which has developed policies geared towards equality at all levels of society. Tanzanian educational policies have attempted to equalize opportunities for everyone regardless of race, gender and social class. A few of those policies have succeeded in reducing gender imbalances without however changing attitudes towards women's potential in the development of the nation. This study attempts to demonstrate that educational policies affect female participation in a positive manner but essentially in quantity. In the context of Tanzania, quality in education had not been a priority as much as the commitment to mass education. Therefore, female education has evolved at a lower quality than male education, thus affecting outcome in terms of opportunity. Quality education and opportunity for women will only be possible if the school, family, community and all societal institutions join in a comprehensive effort to break barriers which now prevent their full participation.
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Mollel-Blakely, Delois Ǹaewoaanǵ. ""Education for self-reliance" / education and national development in Tanzania /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10909187.

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Thesis (Ed.D)--Teachers College, Columbia University, 1990.
Includes appendices. Typescript; issued also on microfilm. Sponsor: William C. Sayres. Dissertation Committee: Paul Byers. Bibliography: leaves 208-222.
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Lindhe, Valdy. "Greening education : prospects and conditions in Tanzania /." Uppsala : [Uppsala university], 1999. http://catalogue.bnf.fr/ark:/12148/cb39954401m.

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Hunter, Christian Kent. "Educational underdevelopment and institutional expansion in the historical centralization of Tanzania." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0191.

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Clarke-Okah, Willie. "Partnerships in sector-wide programming in education in Tanzania : narratives of experience." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84495.

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Partnership, the pre-eminent buzzword of the last two decades, is still very much the mantra in development cooperation discourse, at least in the North, as we begin the new millennium. This posthoc retrospective study is an insider's account of personal experience in participating and observing the development of Tanzania's Education Sector Development Program over a one-year period in 1998--1999. The study interrogates the workings of Donor-Government partnerships within this setting in an attempt to unravel the realities on the ground in their relationships and how the power asymmetry between these principal actors and their concomitant behaviour served to subvert the effectiveness and sustainability of the partnership.
This study in development anthropology is scaffolded by the epistemic orientation of postmodern theories. The approaches adopted for constructing and telling the stories that are narrated are borrowed from the interpretive anthropology of Clifford Geertz and the postmodern anthropology of James Clifford. Looking back and recollecting and reconstructing events required the generation of enabling memories, for which the memory-work method was adapted and used.
The study reveals that the hegemonic rituals that characterized development interventions in Tanzania bordered more on patronage than on partnership. Partnership was very much valued in principle by all parties but when the chips were down, it seemed ownership and trust, two key concepts undergirding partnership, were casualties in the complex dance of cooperation that the contending parties engaged in. They dealt with each other politely but suspicion and mistrust were mutual at the level of Donor-Government and in situ Centre-Periphery relationships.
A modest proposal is advanced for understanding the broader context of a Donor-Government relationship; it attempts to relate operational and policy horizontality to include a more vertical consultative process involving civil society at large, particularly affected communities, NGOs and the private sector as a means of engendering a more effective and sustainable partnership between donors and recipient1 countries.
1The normative perspective in particular on North-South relations rejects recipient as an appropriate descriptive term for a developing country receiving aid. For them, it connotes a superiority complex embedded in a language of welfarism. Throughout this thesis, I use recipient simply to convey a brutal reality: development assistance involves an element of charity and in the North-South relationship, generally, one party gives and the other receives , with the giver in a much stronger position to lay down conditions for the aid being offered.
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Chonjo, P. N. "Secondary technical education and industrial development in Tanzania." Thesis, University of Southampton, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356688.

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Macha, Elly. "Gender, disability and access to education in Tanzania." Thesis, University of Leeds, 2002. http://etheses.whiterose.ac.uk/282/.

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The ultimate aim of this empirical study has been to investigate the obstacles visually impaired women in Tanzania face in their struggle for accessing and gaining education. It explores issues of culture, gender, disability, education and development, and examines the ways these interact with one another in shaping the lives of the women under discussion. These issues are conceptualised to establish the theoretical framework of the study. The epistemological and ontological position of the social model of disability has guided the conceptualisation and analysis of the problem under review. Using this model, this study critiques the way in which society perceives disabled people in general, and disabled women in particular. The social model approach emphasises a need to move society's perception of disability away from the medical model approach, which individualises disability. There are two main reasons for my choice of topic for this investigation. Firstly, the research is as much about my own experiences as it is about other visually impaired women. It is argued that the way the identity of visually impaired women is socially constructed, drawing on cultural understandings, social/economic and political barriers and society's negative attitudes towards sex and impairment, has served to inhibit their access to education. Secondly, I decided to research gender disparities in the provision of education for visually impaired persons because it has never previously (to my knowledge) been on research agendas of academics or disability activists in Tanzania. In setting the scene, the thesis starts by justifying the need for researching the problem of inaccessibility of visually impaired women to education in Tanzania. Semi structured interviews were used to generate the primary data for the study. 58 visually impaired women and 26 parents/guardians participated in the research, as well as other 36 key informants. Research findings reveal various obstacles visually impaired women in Tanzania encounter in their struggle for accessing and gaining education. These include cultural, social, economic, political and physicaldifficulties. The findings further highlight outcomes of the educational obstacles on the lives of visually impaired women; reviewing the coping strategies they use in their struggle for survival, and record their views about the ways their education could be improved. The study concludes by suggesting key issues for the way forward. Recommendations directed to all involved in the provision of education for visually impaired women are oriented toward changing attitudes and ensuring that education is their human right and not a matter of charity.
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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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Mtaita, Upendo Yonnah. "Stakeholders' perception of their participation in environmental education in tanzania." The University of Waikato, 2007. http://hdl.handle.net/10289/2456.

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Environmental education (EE) has been an evolving field which came out of concern for the environment in the 1960's and 1970's. As a focus of international conferences and agreements, it impacted on school curricula in most parts of the world, although, for Tanzania, it is a new field in formal education and an often challenging one. With the influence of contemporary focus on participation in EE, in 2004 the Ministry of Education in Tanzania suggested the integration of environmental education into every subject in the curriculum. However, little is known currently in Tanzania about the response of people who have a stake in education to this suggestion, and in particular about their participation in EE. This study sought to explore stakeholders' views of involvement and participation in EE in Tanzania. The three specific questions in this study related to stakeholders' views on EE; stakeholders' perceptions of their roles and involvement in EE; and stakeholders' perceptions of collaboration in the implementation and development of EE in schools in Tanzania. The study adopted an interpretive methodology framework. Purposeful sampling strategy was used and the sampled participants consisted of two schools, 100 students, seven teachers, four school leaders, 56 parents, three government and two EE agencies officials, all from the Dar es Salaam region, Tanzania. The methods used for data collection included semi-structured interviews with teachers, school leaders, government, and EE agency officials and open-ended questionnaires with students and parents. Data analysis followed qualitative and quantitative procedures. The findings of this study indicated that the views and teaching of EE amongst participants was limited to education about the environment. Little emphasis was given to education in and for the environment. Roles and involvement with EE related activities focused on teaching about the environment, and training teachers, while only a few respondents indicated involvement with activities that reflected ii environment action such as cleanliness, planting trees and gardening. The challenges with respect to the implementation of EE were noted to be limited time, and resources, and lack of training and funds. Participants considered that through collaboration stakeholders in Tanzania can contribute their resources in terms of time, funds and expertise and participate to enhance EE initiatives and developments, e.g. training of teachers, improving teaching, children's learning and behaviour, and supporting school-community developments e.g. take an issue-based approach to address local problems, etc. It appeared that success of collaborative initiatives depends on the participation and commitment of individuals; cooperation and coordination of resources and expertise, as well as leadership. The findings highlight several implications and suggestions for future research such as the need for support for stakeholders in Tanzania to develop an understanding of the contemporary focus of EE; teacher support to challenge their current practices and use active teaching and learning pedagogies; leadership support to initiate and sustain collaborative culture in schools; stakeholders' collaboration in EE initiatives; flexible curricula to allow issue-based and action oriented approaches; as well as community involvement in curricula decisions and school collaborative activities.
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Books on the topic "Education Tanzania"

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Bretherick, Dona. Tanzania. Washington, DC: American Association of Collegiate Registrars and Admissions Officers, 1995.

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Recognition, Australia National Office of Overseas Skills. Tanzania: A comparative study. Canberra: Australian Government Publishing Service, 1993.

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Galabawa, C. J. Implementing educational policies in Tanzania. Washington, D.C: World Bank, 1990.

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Mnenegwa, Martina P. M. Gender imbalances in Tanzania education administration. Birmingham: University of Birmingham, 1992.

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Bendera, Stella. Gender reforms in Tanzania primary schools. [Dar es Salaam: TGNP, 1994.

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Kimambo, Zabdiel. Factors affecting girl child education in Tanzania: The World Vision Tanzania experience. [Arusha, Tanzania]: CED Program--Tanzania, 2002.

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

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Mushi, Philemon Andrew K. History and development of education in Tanzania. Dar es Salaam, Tanzania: Dar es Salaam University Press, 2009.

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History and development of education in Tanzania. Dar es Salaam, Tanzania: Dar es Salaam University Press, 2009.

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Mwanze, Rahma Mohammed. Women and higher education in Zanzibar, Tanzania. Birmingham: University of Birmingham, 1991.

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Book chapters on the topic "Education Tanzania"

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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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Komba, Aneth. "Relevance of schooling in Tanzania." In Culturally Responsive Education, 95–113. New York : Routledge, 2017. | Series: Routledge Studies in Culture and Sustainable Development: Routledge, 2017. http://dx.doi.org/10.4324/9781315201900-7.

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Kahembe, Joyce, and Liz Jackson. "Conceptions in Education: A Sociocultural Approach." In Educational Assessment in Tanzania, 37–54. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9992-7_3.

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Kahembe, Joyce, and Liz Jackson. "Tanzanian Education and the Purposes of Assessment." In Educational Assessment in Tanzania, 17–35. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9992-7_2.

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Msangi, Sabrina Eliya, and Joel Jonathan Kayombo. "Politics of Emotions in Tanzania." In Exploring the Complexities in Global Citizenship Education, 69–92. New York, NY : Routledge, 2020. | Series: Critical global citizenship education: Routledge, 2019. http://dx.doi.org/10.4324/9781315180397-4.

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Willemsen, Laura Wangsness, and Anna Ndesamburo Kwayu. "Peers, Sexual Relationships, and Agency in Tanzania." In Education and Youth Agency, 173–91. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33344-1_10.

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Semali, Ladislaus M. "Rethinking Quality Education in Tanzania´S Classrooms." In Comparative and International Education, 107–29. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-734-6_7.

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Duijsens, Raymond, and Paul Lapperre. "Technical Education, Knowledge and Skills in the Metalworking Industry in Tanzania." In The Industrial Experience of Tanzania, 218–34. London: Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9780230524514_10.

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Shuyler, Ashley, and Frances Vavrus. "Global Competition and Higher Education in Tanzania." In Higher Education, Policy, and the Global Competition Phenomenon, 177–89. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230106130_13.

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Wanyama, Henry Sammy, and Kalafunja Mlang`a O-saki. "The Child-to-Child Curriculum in East Africa (Kenya and Tanzania)." In Health Education in Context, 115–22. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-876-6_13.

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Conference papers on the topic "Education Tanzania"

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Kemppainen, Jyri, Matti Tedre, and Erkki Sutinen. "IT service management education in Tanzania." In the 13th annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2380552.2380583.

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Tedre, Matti, Mikko Apiola, and Josephat O. Oroma. "Developing IT education in Tanzania: Empowering students." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142789.

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Ahmed, Mohammed Salim, and Jianguo Wei. "Financial Innovation in Tanzania: Opportunities and Challenges." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.183.

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Tedre, Matti, Bukaza Chachage, and Joy Faida. "Integrating environmental issues in IT education in Tanzania." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350553.

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Apiola, Mikko, Matti Tedre, and Josephat O. Oroma. "Improving programming education in Tanzania: Teachers' and students' perceptions." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142787.

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Apiola, Mikko, and Matti Tedre. "Towards a contextualized pedagogy for programming education in Tanzania." In AFRICON 2011. IEEE, 2011. http://dx.doi.org/10.1109/afrcon.2011.6072010.

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Hogfeldt, Anna-Karin, Lena Gumaelius, Ann Lantz, and Suzan Lujara. "Understanding engineering education change with the introduction of challenge driven education in Tanzania." In 2018 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2018. http://dx.doi.org/10.1109/educon.2018.8363384.

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Tjoflåt, Ingrid, Bodil Bø Våga, Paulo Mandangi, Hanitra Ralaitafika, Samwel Ligmas, and Hege Ersdal. "IMPLEMENTATION OF SIMULATION-BASED EDUCATION IN NURSING EDUCATION PROGRAMS IN TANZANIA AND MADAGASCAR." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1184.

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Duveskog, M., E. Sutinen, M. Vesisenaho, and C. Gasso. "HIV/AIDS education in Tanzania blended with a programming course." In International Conference on Information Technology: Research and Education, 2003. Proceedings. ITRE2003. IEEE, 2003. http://dx.doi.org/10.1109/itre.2003.1270598.

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Li, Yanshuang, Elizabeth Coy, and Sijie Yang. "Family Businesses in Tanzania: A Solution to Poverty Reduction." In 2017 3rd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icsshe-17.2017.91.

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Reports on the topic "Education Tanzania"

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Mbiti, Isaac, Karthik Muralidharan, Mauricio Romero, Youdi Schipper, Constantine Manda, and Rakesh Rajani. Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania. Cambridge, MA: National Bureau of Economic Research, July 2018. http://dx.doi.org/10.3386/w24876.

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Mbiti, Isaac, and Youdi Schipper. Teacher and Parental Perceptions of Performance Pay in Education: Evidence from Tanzania. Research on Improving Systems of Education (RISE), April 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/037.

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Habyarimana, James, Ken Ochieng' Opalo, and Youdi Schipper. The Cyclical Electoral Impacts of Programmatic Policies: Evidence from Education Reforms in Tanzania. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/051.

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A large literature documents the electoral benefits of clientelistic and programmatic policies in low-income states. We extend this literature by showing the cyclical electoral responses to a large programmatic intervention to expand access to secondary education in Tanzania over multiple electoral periods. Using a difference-indifference approach, we find that the incumbent party's vote share increased by 2 percentage points in the election following the policy's announcement as a campaign promise (2005), but decreased by -1.4 percentage points in the election following implementation (2010). We find no discernible electoral impact of the policy in 2015, two electoral cycles later. We attribute the electoral penalty in 2010 to how the secondary school expansion policy was implemented. Our findings shed light on the temporally-contingent electoral impacts of programmatic policies, and highlight the need for more research on how policy implementation structures public opinion and vote choice in low-income states.
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Delesalle, Esther. The Effect of the Universal Primary Education Program on Labor Market Outcomes: Evidence from Tanzania. Cambridge, MA: National Bureau of Economic Research, April 2019. http://dx.doi.org/10.3386/w25789.

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Groeneveld, Caspar, and Abeba Taddese. EdTech in Tanzania: A Rapid Scan. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0039.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, Tanzania. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
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Cilliers, Jacobus, and Shardul Oza. The Motivations, Constraints, and Behaviour of Tanzania's Frontline Education Providers. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/023.

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In this note, we leverage data from a nationwide survey conducted in 2019 in Ethiopia to shed light on what Ward Education Officers do, their understanding of their own role, and the constraints they face in executing their responsibilities. We interviewed 397 WEOs responsible for primary schools across 23 districts and six regions of Tanzania as part of a baseline survey conducted between February and May 2019. This note contributes to a growing literature on the activities, self-perceptions, and motivation of public sector officials in charge of “last mile” service delivery. For example, Aiyar and Bhattacharya (2016) use time-use diaries, in-depth interviews, and quantitative data to understand the views, attitudes, and activities of sub-district education sector officials, called block education officers, in India.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Cilliers, Jacobus, Eric Dunford, and James Habyarimana. What Do Local Government Education Managers Do to Boost Learning Outcomes? Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/064.

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Decentralization reforms have shifted responsibility for public service delivery to local government, yet little is known about how their management practices or behavior shape performance. We conducted a comprehensive management survey of mid-level education bureaucrats and their staff in every district in Tanzania, and employ flexible machine learning techniques to identify important management practices associated with learning outcomes. We find that management practices explain 10 percent of variation in a district's exam performance. The three management practices most predictive of performance are: i) the frequency of school visits; ii) school and teacher incentives administered by the district manager; and iii) performance review of staff. Although the model is not causal, these findings suggest the importance of robust systems to motivate district staff, schools, and teachers, that include frequent monitoring of schools. They also show the importance of surveying subordinates of managers, in order to produce richer information on management practices.
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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
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