Dissertations / Theses: 'Education Tanzania'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

Lindhe, Valdy. "Greening education : prospects and conditions in Tanzania /." Uppsala : [Uppsala university], 1999. http://catalogue.bnf.fr/ark:/12148/cb39954401m.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Mtaita, Upendo Yonnah. "Stakeholders' perception of their participation in environmental education in tanzania." The University of Waikato, 2007. http://hdl.handle.net/10289/2456.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Johnson, Megan Patricia. "Women's access to higher education in Tanzania: a qualitative study." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1234.

Full text

Abstract:

The purpose of this study was to reveal the ways in which first-generation women in Tanzania explained their success in pursuing a university education despite cultural and social obstacles. Such obstacles include social policies, socio-cultural factors, and academic factors. A review of the literature revealed that issues such as patriarchy, proximity to schools, teenage pregnancy, domestic roles, religion, and initiation rituals serve as hurdles for women who seek to reach tertiary education. Ethnography was used to capture a deep slice of the women's background and educational experiences.

APA, Harvard, Vancouver, ISO, and other styles

12

Nkumbi, E. M. "Patterns of education in Tanzania : an analysis with special reference to primary and community education." Thesis, University of Hull, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376370.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Heylings, Phillippa Frances. "Professional development in environmental education in Zanzibar, Tanzania: distances encountered in a semi-distance learning course." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003598.

Full text

Abstract:

In Zanzibar, in 1995, opportunities for professional development in environmental education were minimal. Yet the demand for professional development was high, especially because of an emphasis on formal qualifications in the country. Credibility was afforded to forms of professional development, aimed at creating more ‘experts’. Ongoing environmental education practice was not achieving its objectives. Into this setting, which was culturally and socio-politically different from the South African context where it was developed, I introduced the Rhodes University Certificate and Gold Fields Participatory Course in Environmental Education (RU/GF); a non-formal, counter-hegemonic course which encouraged critical reflection on the dominant orientations to environmental education practice – including professional development. I used critical ethnographic and action research methods to explore my praxiological interest, the adaptation of the RU/GF curriculum to the Zanzibar context. During the research process, a decision was made to formally accredit the RU/GF course. This decision did not alter the course orientation or the learning process but opened up possibilities for future curriculum development processes. It allowed the students both a formal qualification necessary for status and promotion, and participation in a learning process that challenged the dominant paradigm on professional development and status from within the socio-political context. The research took on a reflexive orientation to research and environmental education. Through a dialectical development of theory, method and results, several important issues emerged. These deal with the ‘distances’ encountered in attempting to address some of the perceived dichotomies in professional development in environmental education through semi-distance learning: the distances between status and learning; the need for career upgrading and the type of learning considered appropriate for professional development in environmental education; the non-quantifiable aims associated with a reflexive orientation to professional development and formal assessment demands for measurable criteria; the democratisation of open-entry courses and the elitism of restricted access; the focus on individual growth and the attainment of a normative grade; theory and practice; and finally distances between learner, text and language. The research supports similar findings emerging from evaluation of the RU/GF course in South Africa and resonates with, and contributes to, issues concerning professional development in environmental education being considered internationally.

APA, Harvard, Vancouver, ISO, and other styles

14

Strålin, Frida, and Johanna Wiman. "Environmentally Sustainable Development in Tanzanian Education - Values of Teachers." Thesis, Linköping University, Linköping University, Linköping University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-52189.

Full text

Abstract:

This is a Minor Field Study which was carried out in six schools in the Morogoro district in Tanzania. The aim of this study was to find out the values of Tanzanian teachers concerning education for environmentally sustainable development. 18 teachers have been interviewed and as a complimentary method we have observed lessons of different subjects to get a better understanding for the answers from the interviews. Our findings are that the teachers find it important to teach about both reasons and effects when it comes to environmental issues. Many teachers believed knowledge of how to live in order to avoid environmental destruction was at least as important to teach. Another conclusion is that the teachers find it important to teach about environmental issues because knowledge of the environment is necessary for development of a country. Finally we have concluded that the teachers´ values are supported by the syllabuses.

APA, Harvard, Vancouver, ISO, and other styles

15

Sabai, Daniel. "Mobilising processes of abstraction, experiential learning and representation of traditional ecological knowledge in participatory monitoring of mangroves and fisheries : an approach towards enhancing social learning processes on the eastern coast of Tanzania." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013060.

Full text

Abstract:

This study addresses a core problem that was uncovered in records from coastal management monitoring initiatives on the eastern coast of Tanzania associated with the application and use of coastal monitoring indicators developed by external development partners for the coastal zone. These records suggest that local communities, who are key actors in participatory monitoring of coastal and marine resources, face many challenges associated with adapting and applying the said frameworks of indicators and monitoring plans. These indicators tend to be scientifically abstracted and methodologically reified; given prevailing contextual and socio‐cultural realities amongst them. The research project addresses the following key research question: How can processes of abstraction, conceptualisation, and representation of TEK contribute to the development of coastal management indicators that are less reified, more contextually and culturally congruent, and which may potentially be used by resource users in the wider social learning process of detecting trends, threats, changes and conditions of mangrove and fisheries resources? In response to the contextual problem and the research question, the study employs processes of abstraction and experiential learning techniques to unlock knowledge that local communities have, as an input for underlabouring existing scientific indicators on the Eastern coast of Tanzania. The research is constituted as critical realist case study research, involving two communities on the eastern coast of Tanzania, namely the Moa and the Boma communities (in Mkinga coastal district). Overall, the study involved 37 participants in a series of interviews, focus group discussions, and experiential learning processes using visualised data, and an experiential learning intervention workshop, and follow‐ups over a period of 3 years. The study worked with mangroves and fisheries to provide focus to the case study research and to allow for in‐depth engagement with the assumptions and processes associated with indicators development and use. Through the above mentioned data generation processes, critical realist analysis, and experiential learning processes involving abstraction and representation of traditional ecological knowledge held by mangrove restorers and fishers in the study areas, the study uncovers possible challenges of adapting and applying scientific indicators in participatory monitoring of a mangrove ecosystem. Using ampliative modes of inference for data analysis (induction, abduction and retroduction) and a critical realist scientific explanatory framework known as DRRREI(C) (Resolution, Re‐description, Retrodiction, Elimination, Identification, & Correction) the study suggests a new approach that may lead to the development of a framework of indicators that are less reified, more congruent to users (coastal communities), and likely to attract a wider context‐based social learning which favours epistemological access between scientific institutions (universities inclusive), and local communities. It attempts to establish an interface between knowledge that scientific institutions produce and the potential knowledge that exists in local contexts (traditional ecological knowledge), and seeks to widen and improve knowledge sharing and experiential learning practices that may potentially benefit coastal and marine resources in the study area. As mentioned above, the knowledge and abstraction processes related to the indicators development focussed on the mangrove ecosystem and associated fisheries, as engaged in the two participating communities in the eastern coast of Tanzania. The specific findings are therefore limited by the case boundaries, but the methodological process could be replicated and used elsewhere. The study’s contributions are theoretical and methodological, but also social and practice‐centred. The study brings into view the need to consider the contextual relevance of adapted knowledge, the capacity or ability of beneficiaries to adapt and apply scientific models, frameworks or tools, and the potential of local knowledge as an input for enhancing or improving monitoring of mangroves and mangrove‐based fisheries. Finally, the study comes up with a framework of indicators which is regarded by the coastal communities involved in the study as being less reified, more contextually and culturally congruent, and which may potentially be used in detecting environmental trends, threats, changes and conditions of mangrove and fisheries resources, and attract wider social learning processes.

APA, Harvard, Vancouver, ISO, and other styles

16

Sayeed, Sanjidaa. "Education and Healthcare Possibilities for Street Children in Babati Town,Tanzania." Thesis, Södertörns högskola, Institutionen för livsvetenskaper, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-4115.

Full text

Abstract:

Street children are the most vulnerable group in any society. It is estimated that 150 millions children lives on the street in the world. Most of these children lack all basic needs. This study is been done in Babati district, Tanzania. Focus of this study is to examine the possibilities to Education and Healthcare of street children in Babati. This is a qualitative study based on semi structured interviews with street children, authorities responsible for Education and Healthcare of these children and other actors involve in this subject. The result of this study is that the government of Tanzania has developed a guideline (focus on HIV/AIDS related problems causing orphans) to assist these children with shelter, food, education, healthcare etc. There are 656 identified street children in Babati is receiving assistance from the authority but the interviewed street children are receiving any assistance are none. NGOs in Babati working with street children follow the same guideline assisting street children. Children not falling under this guideline do not have many chances to receive any assistance from the authorities and other actors in Babati. The authorities and actors need to expand their focus on reaching all street children in Babati.

APA, Harvard, Vancouver, ISO, and other styles

17

Languille, Sonia. "Secondary education expansion in Tanzania, 2004-2012 : a political economy perspective." Thesis, SOAS, University of London, 2014. http://eprints.soas.ac.uk/20313/.

Full text

Abstract:

This thesis explores the policy of junior secondary education expansion in Tanzania between 2004 and 2012, implemented through a large-scale process of community mobilisation. It uses a political economy approach that defines education systems as social constructs, products of history, with material and ideological dimensions, embroiled in the politics and economy of a country and forged at the intersection of internal and external factors. The primary analytical vantage point is the elite. Four main dimensions of the policy are studied. First, the thesis sheds light on the politics of educational policy-making. The expansion policy is the outcome of intra-ruling class conflicts tied to competing modernisation philosophies. Yet, elites' educational choices are also underpinned by a widely shared symbolic system, rooted in the ideological history of the country but entwined with contemporary global discourses. Second, the thesis investigates the budget for secondary education, pitting the stated desire of elites for quality secondary education for all against their actual financial effort. Donors' interventions are also scrutinised to understand how they have contributed to shaping the policy and its narrow fiscal space. The thesis then examines local renegotiation of the policy at district level and unveils power struggles unleashed by its implementation in the local arena. Finally, this work studies the relationship between education and the economic sphere through an investigation of the textbook sector and documents the formation, at district level, of a politico-business complex around educational resources. The secondary education expansion occurred against a background of job scarcity, quasi-universal primary education and quality private education available to the wealthy. In this context, the thesis argues that under-resourced and under-performing community secondary schools may be interpreted as a renewed educational settlement to attempt to resolve the structural tension inherent in education systems between the integration of the youth and social differentiation.

APA, Harvard, Vancouver, ISO, and other styles

18

Shembilu, Allen. "IMPORTANCE OF SOCIAL NETWORKING FOR STUDENT PARTICIPATION IN EDUCATION IN TANZANIA." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-3063.

Full text

Abstract:

The web 2.0 technology and its associated social networks have brought tremendous effects in each day life. The effect is now reaching the educational settings due to online increasing activities. Indeed, new ways of learning have started to attract the ongoing debate for inclusion web 2.0 technologies into pedagogy. The effects of Blogs, Wikis, Twitter, Facebook, MySpace, Moodle, RSS feeds and other related social networking tools in the formal and informal education, is vividly seen. Educators all over the World are keen to implement them into educational practices. What benefits have so far been observed by both students and educators? This is an important question that needs to be answered thoroughly, in order to establish a new shift in educational and pedagogical thinking. Information sharing accompanied by openness and a great deal of voluntary collaboration, is what forces the exploration in this area of informatics. In Tanzania, the Ministry for Education and Vocational Training has developed a policy for Information and Communication Technology for Basic Education in July, 2007. This was done so as to integrate ICT in education after realizing its potentials in daily life. Through this policy and other initiatives supported by Swedish International Development Agency (SIDA), a birth of eSchools was realized for integrating ICT in Education. The aim of this study is investigating the importance of online social networking sites in education in Tanzania. Using a quantitative method, this study includes a total of 56 participants (key informants) as a sample. All participants are students at the University of Dar es Salaam pursuing various courses. The instrument for data collection was a questionnaire composed of 19 questions. The usable rate of returned responses was 61% of the anticipated responses. The responses were then collated for analysis by means of MS excel. The study was conducted in March and April, 2012 and revealed that, the online social networks is not fully utilized in Tanzania for educational purposes. Lack of wider access to technology is a big hindrance, although not a definite factor by itself. Another factor has been identified as lack of sensitization among students and educators. Furthermore, the report provides recommendations on how this technology can be fully exploited for the benefits of the students and community at large.
This Thesis is all about the inclusion of new learning technologies in education. The study has been conducted in Tanzania and the population included the University students. Due to continuous growth of user generated content and the subsequent ability to share and even collaborate online, the social networking sites have emerged to be of great importance. The importance is not only in information sharing but also in education processes. On the other hand, the communities have not yet realized the great potential lying in the social networking sites in terms of education. Despite the publications and studies done elsewhere including America and Europe still much has not been done in the developing World and particularly in Tanzania. This study has concentrated on the use of the social networking sites into academic perspective putting focus on the students.
+255786924648/+255719476712

APA, Harvard, Vancouver, ISO, and other styles

19

Kamando, Amina Nasibu. "Government-community partnership in the provision of education in rural Tanzania." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5294/.

Full text

Abstract:

Investing in education can be seen as a tool that can facilitate a better quality of life for individuals and for society in general. Through a strategy of partnership working, the poor in the society have more chance of accessing educational opportunities. In Tanzania, provision of education is the collaborative task of various groups including local communities. However, despite various efforts through established educational programmes and reforms, poverty levels are still high, particularly in rural areas, suggesting that efforts to reduce poverty through education have not yet produced significant results. Using the experiences and perspectives of people living in Tanzanian rural communities, this study explored the nature of the government-community partnership (GCP) in the provision of educational opportunities. The study examined the literature to explore tensions around the concepts and issues in the discourse on the collective working spirit including the wider perspectives offered by the historical background and the political complexity of partnership working in community development. The study adopted a qualitative multiple-case study approach and used multiple sources of evidence (semi-structured interviews, focus group discussions, non-participant observation and documents) to gather the in-depth data necessary to explore the practice of GCP. In writing this account, the analysis and discussion of findings were explored through the lens of a GCP networking framework offered by the theories of social networks and social capital. To facilitate the analysis of GCP, four key themes were identified. The first theme explored the context under which community participation is practised within the GCP framework. The second analysed micro-politics in decision-making and the implementation process of community development. The third examined the nature of leadership at local levels in GCP working relationships. The fourth theme considered the challenges of current GCP practice and possible future alternatives. The findings from this study suggest that, despite GCP appearing to be a complicated social phenomenon, it is and will remain, a reliable solution to the socio-economic problems of the rural poor populace. The problems associated with GCP practice for education and community development in rural communities are systemic and associated with a system in which power is disproportionately distributed among the GCP actors. The nature of this GCP working relationship has prevented opportunities for creating productive network ties and for the collective development of social capital. The study concluded that strengthening network ties and building social capital might not in themselves be adequate; rather, there is a need for a responsive government with a grounded mutual power structure based on transparency and trust.

APA, Harvard, Vancouver, ISO, and other styles

20

Kilasi, Perpetua Kalimasi. "The role of higher education in promoting entrepreneurship education : the case of public universities in Tanzania." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40229.

Full text

Abstract:

This study explores the role of universities as well as their strategies and extent to which entrepreneurship education is fostered in terms of policy frameworks, the curriculum and stakeholders‟ perceptions of entrepreneurship education. The study was guided by the question: “How do universities in Tanzania foster entrepreneurship education in different fields of study?” Shapero‟s entrepreneurial event model has been adapted to analyze the feasibility and desirability of entrepreneurship education in a university-wide curriculum. This is a case study of two public universities in Tanzania: the University of Dar es Salaam and Mzumbe University. In-depth interviews were conducted with lecturers across disciplines at the selected universities. Some officials from relevant government ministries and agencies were also interviewed. In addition to the interviews, relevant documents from the universities and government were also reviewed. An analysis of the data indicates that entrepreneurship education is not well-integrated within the university-wide curricula because its implementation does not suit the pedagogical needs of some disciplines. Its desirability and feasibility is still debatable because of various factors such as ; the incoherence between national and university policy strategies; complexity of university multidisciplinary structures; variations in stakeholders‟ perceptions; the business-oriented view of entrepreneurship education reflected in the literature and the evolution of the selected universities. However, the role of donor support for the current status of entrepreneurship education is significant by virtue of projects that are attached to some faculties and schools. Through these projects, entrepreneurship-related courses, programmes, centres and staff capacity development have been established. This study recommends that entrepreneurship education should be tailored to enhance the skills necessary for all forms of employment. This should go hand-in-hand with the establishment of boundary crossings between academia and emerging labour market. Donor-oriented projects should be well-negotiated between partners so that entrepreneurship education initiatives are tailored to suit the local context.
Thesis (PhD)--University of Pretoria, 2013.
gm2014
Education Management and Policy Studies
unrestricted

APA, Harvard, Vancouver, ISO, and other styles

21

Kazungu, John David. "Physical education policy and practice : Issues and controversies in Tanzania secondary schools." Doctoral thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-51229.

Full text

Abstract:

Schools’ decisions to offer Physical Education (PE) is among the possible ways of involving students in physical activity, which has significant effects on students’ health, lifelong participation in physical activities and participation in sport. This thesis explores the factors and the ways they influence secondary schools’ decisions on whether or not to offer PE in Tanzania. The study is based on Institutional Theory, and on a social constructivist approach to knowledge generation, employing qualitative research methods, such as document analysis and interviews with different actors within and related to secondary schools. The study areas and the participants were purposefully sampled and included heads of school boards, heads of schools, PE teachers, parents and students. Document reviews were used in order to gather information concerning the regulative and normative conditions that govern schools. Four schools were more carefully studied – two that offer and two that do not offer PE. In these schools I focused on cultural conditions and local frames that could influence schools’ decisions. The findings indicate a number of factors which influence schools’ decisions whether or not to offer PE. Some of these factors are the availability of teaching and learning logistics, including facilities, equipment, qualified PE teachers, text books and teaching hours for the subject. Furthermore, the contribution of the examination for promotion purposes, the pen and paper examinations, the prioritization of other programmes and subjects, reliable support for the subject and the interest of those empowered to make decisions at school level also influence schools’ decisions concerning offering the subject. On the basis of the theory used in this study, to enable schools to make decisions favouring the offering of PE, there need to be consistency among the regulations and the normative and cultural-cognitive aspects of the institution. First, the regulative conditions are those that legalize the subject by forming the basis for schools’ decisions to offer the subject; these include governing and monitoring organs. Second, the normative conditions stipulate the logic of appropriateness for how the teaching should be approached; these include various normative directives, such as the curriculum and the syllabus. Finally, the cultural-cognitive conditions exert an influence on schools’ decisions through various perceptions held about the subject within the community. The thesis concludes with some implications of the study, indicating what changes will be needed concerning both the general institutional level and the school level.
Att skolor i Tanzania beslutar sig för att erbjuda skolämnet Idrott och hälsa (Physical Education) kan vara en förutsättning för att engagera elever i fysiska aktiviteter, vilket är betydelsefullt med tanke på deras hälsa, fortsatta fysiska aktiva liv och deltagande i idrott. Denna avhandling undersöker olika faktorers inverkan på skolors (motsvarande högstadium) ställningstagande för eller emot att erbjuda Idrott och hälsa som valbart ämne. I studien, som är baserad på nyinstitutionell teori och på ett socialkonstruktivistiskt perspektiv på kunskapsutveckling, tillämpas en kvalitativ ansats genom metoder som dokumentanalys och intervjuer med olika aktörer inom och i anknytning till ett urval av skolor. Dokumentgranskningar har gjorts som grund för en analys av vilka regulativa och normativa villkor som inverkar på skolors ställningstaganden. Därutöver har fyra skolor studerats - två som erbjuder och två som inte erbjuder Idrott och hälsa. Här har syftet varit att klarlägga vilka kulturella förhållanden och lokala ramar som inverkar på skolornas beslut om att ge eller inte ge ämnet. Vid dessa skolor har intervjuer genomförts med strategiskt utvalda personer; ordföranden i skolstyrelser, skolledare, idrottslärare, föräldrar och elever. Resultaten visar att ett antal faktorer inverkar på skolors beslut om att erbjuda eller inte erbjuda Idrott och hälsa. Några av dessa faktorer är tillgången på faciliteter och utrustning, utbildade idrottslärare och läromedel. Vidare är det betydelsefullt hur undervisningstimmar i ämnet fördelas. Negativ inverkan har förhållandet att praktiskt kunnande inte bedöms i de nationella proven, att betygen i Idrott och hälsa inte har något egentligt värde i utbildningssystemet och att andra ämnen tillmäts högre status och värde. För ett positivt ställningstagande behöver det finnas ett substantiellt stöd för ämnet och ett intresse bland dem som har befogenhet att fatta beslut på skolnivå. Alla dessa faktorer inverkar på skolornas beslut om att erbjuda ämne. Utifrån den teori som används i studien måste det finnas en samsyn och överensstämmelse mellan de regulativa, normativa och kulturella villkor som styr skolan som institution för att skolor ska kunna erbjuda Idrott och hälsa. Denna studie har visat att en sådan samsyn inte föreligger. För det första bör de regulativa villkoren ge tydlig legitimitet åt ämnet genom att etablera legala förutsättningar för skolors möjligheter att erbjuda ämnet; vilket även involverar de institutioner som övervakar utbildningen. För det andra bör de normativa villkoren såsom läroplan och kursplan, vilka styr innehållet i och formerna för undervisningen i ämnet, vara relevanta och realistiska utifrån de lokala förutsättningar som råder. Slutligen bör insatser göras för att förändra de kulturella-kognitiva förutsättningarna i form av att synliggöra värdet av ämnet Idrott och hälsa med tanke på barns och ungdomars utveckling av goda hälsovanor. Avhandlingen avslutas med några implikationer av studien, vilka indikerar vilka konkreta förändringar som kan behövas såväl på institutionell och nationell nivå som på skolnivå.

APA, Harvard, Vancouver, ISO, and other styles

22

Moshi, E. E. "The progress and impact of universal primary education in Tanzania, 1978-1984." Thesis, University of Hull, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376381.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Maulid, Maulid Jumanne. "Accountability in education management : the efficient use of fiscal resources in Tanzania." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/18040/.

Full text

Abstract:

This study investigates accountability, a subset of New Public Management technique and its facilitation in efficient management of school fiscal resources in Tanzania. Key issues include factors contributing to the applicability of NPM in Tanzania, the applicability of NPM in education sector, the way accountability facilitates rational use of school funds and factors towards misuse in schools. The NPM model and some other strands in rational choice perspectives and the new institutional theories particularly the public choice theory, were used. The empirical study included interviews, focus group interviews and documentary reviews. It included 56 participants. It was found that the factors influencing applicability of NPM in the education sector in Tanzania include international policy transfer and policy changes within the education sector. The findings reveal that socioeconomic challenges led the government to formulate a series of education policy reforms in the 1990s. Several international aid agencies have also contributed to the application of NPM in the education sector. The findings also revealed several factors influencing rational use of school funds in Tanzania. These are the nature of accountability and the way the key players are guided by a number of legislative frameworks in order to implement procedures in the management of school financial resources. Other factors are financial procedures involved during the flow/allocation and during utilisation. More findings revealed that factors attributed to misuse in schools are generally related to personal gain, weaknesses in organisational structure and weak financial procedures. Overall, the study concludes that NPM reforms in Tanzania are relevant and have improved considerably the public sector in general and education sector in particular. However, it was also found that even though NPM is relevant in Tanzania, it has not been effectively implemented as compared to the five essential pillars commonly identified in the international literature. There is still a long way to go in terms of accountability. Accountability is affected by factors such as low levels of accounting standards and poor legislation which makes financial management systems in schools dysfunctional. As a result, fiscal resources are misused and children are denied their right to access quality education. Therefore, to improve this situation the study suggests a number of measures to remedy existing weaknesses, including public sector reforms, accountability and policy reforms in the education sector.

APA, Harvard, Vancouver, ISO, and other styles

24

Anderson, Amanda. "Women's education at The Open University of Tanzania - a road to development? :." Thesis, Södertörns högskola, Institutionen för livsvetenskaper, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16791.

Full text

Abstract:

This thesis investigates the importance of higher education for women of Babati, Tanzania. The research has been carried out by focusing three research questions; What does an education at the Open University of Tanzania (OUT) mean for the female students on a personal level? What is the female students’ perception on the importance of women’s higher education for development? How can the female students’ perceptions on the importance of women’s higher education be analyzed within the context of the term women empowerment? In order to answer these questions semi-structured interviews were conducted in Babati town, Tanzania in February 2012 with female students and graduates of the Open University of Tanzania. Out of these interviews is concluded that higher education has significant personal effects for the women interviewed such as increased happiness, independence and self-esteem, which in turn have effects on development. Also it can be shown that the definition of the term women empowerment is disputed and thereby insufficient as a mean for development.

APA, Harvard, Vancouver, ISO, and other styles

25

Nkwera, Godfrey. "Public understanding of malaria in pregnancy : selected Dar es Salaam audiences' reception of the health education film Chumo." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017785.

Full text

Abstract:

This study examines the impact of a health education film, Chumo, in Dar es Salaam on knowledge about malaria in pregnancy. Specifically, the study examines the meanings that the selected audiences make after watching the film. Drawing on the tradition of ‘reception studies’, the data for this study was generated through focus group discussions. These discussions were preceded by thematic analysis of the film and its script. An analysis of the audiences’ responses reveals that Chumo, mostly, successfully conveyed new knowledge about malaria in pregnancy, and reinforced existing knowledge bases about the disease. The audiences were able to ‘decipher’ most of the preferred meanings (of the producers) with regard to the disease, particularly in relation to the transmission of the disease and its prevention in pregnant woman. For example, the analysis indicates that both women and men become more aware of the importance of attending antenatal care sessions at local clinics (hereafter ANC). An interesting finding is that men, mostly, expressed a reluctance to attend ANC with their wives because they fear having to undergo HIV/AIDS testing. Men also expressed the sentiment that attending ANC is a women’s responsibility. The discussion groups also raised issues about the use of insecticide-treated nets - some people believe that using them will affect their health because of the chemicals used to treat the nets. From the reception analysis, various other meanings and themes, relating to the choice of storylines and gender stereotypes used in the story, were raised in discussion. The study attempted to assess whether the storyline was advantageous in conveying the core educational messages, or if some elements of the storyline either ‘got in the way’ or reinforced gender roles in ways that may or may not be helpful in terms of combatting malaria in pregnancy. The study also found that Chumo stimulated interpersonal communication, which may trigger behaviour change. It can be demonstrated, at least for the participants in these focus groups, that the film motivated positive attitudes towards behaviour change, i.e. created at least some intention to change. However, interpersonal communication and attitude to change are not, of course, actual change of behaviour: these elements only indicate the possibility of behaviour change in the future. Further study needs to be undertaken to explore whether the actual change took place and whether the change is a result of the exposure to Chumo.

APA, Harvard, Vancouver, ISO, and other styles

26

Mwaikokesya, Mpoki John. "Undergraduate students' development of lifelong learning attributes in Tanzania." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5018/.

Full text

Abstract:

This thesis examines the extent to which undergraduate students‟ personal and institutional experiences influence their capacity to change and develop as lifelong learners in Tanzania. My interest in the topic grew out of my recognition of the need to maintain a critical eye on the purpose of higher education in Tanzania and to establish whether or not the recent education reforms introduced in higher education had had a robust impact on lifelong learning. The core question in this study was to determine whether or not university education in Tanzania develops students as lifelong learners and what the underlying factors influencing such development might be. The students‟ lifelong learning attributes in this thesis were operationalised using four major constructs, namely, „learning to learn‟ skills, „personal agency‟, „information skills‟ and „entrepreneurial skills‟. This study adopted a case study longitudinal research design that involved two waves of data collection with the use of a mixed methods approach for triangulation purposes. It involved following a sample first-year cohort of students at one of the public universities in Tanzania (n=839, i.e. 621 males and 218 females) through Year 2. A small number of participants (n=59) [i.e. students (n=23), lecturers (n=26), librarians (n=4), policy elites (n=3) and school deans & college principals (n= 4)] took part in semi-structured interviews. The sample of students and lecturers was drawn from four distinct academic disciplines, namely, Accounting, Engineering, Science and Sociology. The results with respect to the longitudinal study showed that there were significant changes in the ILS sub-scales of „stepwise processing‟ strategies and „certificate-directed‟ and the ‘self-test‟ learning orientations. Significant changes were also noted in the ISS sub-scales of ‘ethical use of information‟, „accessing information‟ and „evaluating information‟. These changes, however, seemed to occur relatively slowly. No improvements were found with regard to „entrepreneurial skills‟. The slow rate and the absence of changes, however, seemed to be partly the results of the unclear, limited and somewhat slow implementation of policies related to the integration of higher education with lifelong learning. iv The findings also indicated that there were effects from personal and contextual factors on „processing‟ and „regulation‟ learning strategies for some of the constructs. The correlation results indicated that the students‟ personal beliefs were associated with their choice of processing and regulation strategies, suggesting that learning orientations were important predictors of students‟ processing and regulation learning strategies. In addition, the results showed that the contextual variables, such as lecturers, the teaching objectives and assessment procedures, as well as the social environments, such as friends, constituted significant predictors for student development of lifelong learning attributes. These findings suggest that the undergraduate students‟ development of lifelong learning attributes is influenced by a variety of individual and contextual variables. In the light of the findings from the present study, a number of recommendations are made both for future studies and for policy.

APA, Harvard, Vancouver, ISO, and other styles

27

Chande, Abdin Noor. "Islam, Islamic leadership and community development in Tanga, Tanzania." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39277.

Full text

Abstract:

This study which focusses on a coastal Swahili society, examines the economic, political and social evolution of the Tangan Muslim community through the various phases of its history. The study pays specific attention to the role played by religious leaders, whether as competitors, or simply as madrasa teachers in a community with a tradition of Islamic scholarship. At the macro-level, the relationship between various Muslim organizations and the state also receives our scrutiny. This is done through analysis of the educational system and its structuring of the social order. Finally, we assess the views of the Tangan religious leadership regarding religion and society against a general discussion of intra-religious issues and political developments in the country, thereby achieving a better understanding of Islam in contemporary Tanzania.

APA, Harvard, Vancouver, ISO, and other styles

28

Krause, Arno. "Tagebuch der Missionsstation Nkoaranga (Tanzania) 1902-1905." Universität Leipzig, 2004. https://ul.qucosa.de/id/qucosa%3A33591.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Laaksonen, Linda, and Jenny Taavola. "Utomhuspedagogik : Hur lärare i Tanzania förhåller sig till att undervisa utomhus." Thesis, Linköping University, Department of Educational Science (IUV), 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-625.

Full text

Abstract:

Syftet med vårt arbete har varit att undersöka vad lärare i Tanzania har för tankar kring utomhusundervisning. Det har vi jämfört med en tidigare gjord undersökning av vad lärare i Sverige har för uppfattningar om utomhuspedagogik. Vi ville också undersöka vilka skäl för att utnyttja utemiljön i undervisningen som litteraturen ger.

Femton lärare från fyra olika skolor i Tanzania har svarat på en enkät. De frågor vi ville få svar på var om de ville undervisa utomhus och i sådana fall varför, vad de anser kan vara positivt och negativt med att undervisa utomhus, vilka delar av undervisningen som utförs utomhus och hur de genomför dessa.

Resultatet av vår undersökning visar att de undersökta lärarna i Tanzania använder sig av utemiljön i undervisningen. Vi kunde inte se några större skillnader mellan de lärare som undersökts i Tanzania och de lärare som undersökts i Sverige. Lärarna i Tanzania anger fler positiva anledningar till att undervisa ute.

I litteraturen har vi funnit många och starka skäl till att vi, som lärare, ska använda oss av utomhuspedagogik. Vi tror att fler och fler människor upptäcker hur vistelse i naturen påverkar kropp och själ på ett positivt sätt. Många skolor och lärare använder sig av utomhuspedagogik i undervisningen redan nu och vi tror att det är framtidens melodi.

APA, Harvard, Vancouver, ISO, and other styles

30

Madmulla, J. S. "Hali ya vitabu vya watoto katika Tanzania." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-98136.

Full text

Abstract:

Makala haya yamekusudia kujadili hali ya vitabu vya watoto katika Tanzania. Lengo letu ni kutathmini, kwa namna fulani, hali ya ujenzi wa elimu ya msingi katika nchi yetu, matatizo yanayokwamisha kustawi kwa elimu ya msingi na namna ya kuyapatia suluhu. Katika juhudi za kutafuta suluhu, tutaeleza namna Mradi wa Vitabu vya watoto unavyotoa mchango wake mkubwa. Hata hivyo, itafaa tuanze kwa kupitia historia fupi ya vitabu vya watoto katika Tanzania.

APA, Harvard, Vancouver, ISO, and other styles

31

Kapinga, Maternus K. "Towards self-direction in school learning as an aspect of education in Tanzania." Thesis, University of Southampton, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293231.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

DaSilva, Christian M. (Christian Michael) Carleton University Dissertation International Affairs. "Divergence or convergence? Local environmental knowledge, secondary schools, and environmental education in Tanzania." Ottawa, 1995.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

33

Mwingira, Margaret Philip. "Teachers' understandings of girls' inclusion in a Tanzanian secondary school." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/17932.

Full text

Abstract:

Thesis (MEd )--Stellenbosch University, 2011.
ENGLISH ABSTRACT: This study addresses the issue of girls‘ inclusion in a secondary school in Tanzania. Many girls in developing countries, particularly in Sub-Saharan Africa, do not have the opportunity to attend secondary school although education is a basic human right. Gender discrimination is one of the major barriers to girls‘ attainment of higher education in Tanzania. The purpose of this study is to explore teachers‘ understandings of girls‘ inclusion at a Tanzanian secondary school. Data for this research was collected through individual and focus group interviews and observation in order to process meaning and understanding from participants. Although teachers were the primary focus of this study, girls and parents were also interviewed as key informants. Content analysis was the dominant method used to analyze the data. Findings from the study indicate that teachers in this context are representative of the prevailing structures of the social-cultural life where they impact girls‘ development in education. In addition, the socialization of girls contributes to the way girls perceive themselves, a situation they reflect from the existing social values. The study concludes by recommending that secondary school teachers and administrators, parents, community and religious leaders, and the government revisit socio-political structures that perpetuate gender stereotypes and discrimination against girls in secondary schools in Tanzania.
AFRIKAANSE OPSOMMING: Hierdie navorsing spreek die insluiting van meisies in 'n hoërskool in Tanzanië aan. Baie meisies in ontwikkelende lande, spesifiek Sub-Sahara Afrika het nie die geleentheid om hoërskool by te woon selfs al is opvoeding beide 'n mensereg en basiese behoefte nie. Rasse diskriminasie is een van die grootste probleme vir veral meisies tot die verkryging van hoër opvoeding in Tanzanië. Die doel van hierdie studie was om onderwysers se begrip van meisies se insluiting by 'n Tanzaniese hoërskool na te vors. Data vir die navorsing is verkry deur onderhoude, fokusgroep onderhoude en observasies om betekenis en begrip van deelnemers te verwerk. Onderwysers was die hoof fokus van die studie; alhoewel, daar ook met die meisies en ouers onderhoude gevoer is as hoof deelnemers van die studie. Inhoud analise was die dominante metode wat gebruik is om die data te analiseer. Die navorsing het bevind dat onderwysers binne hierdie konteks heeltyd verteenwoordigend is met die voortdurende strukture van sosiale kulturele lewe waar hul meisies se ontwikkeling in die opvoeding beïnvloed het. Verder dra die sosialisering van meisies by tot die manier waarop meisies 'n situasie sien en wat bestaande sosiale waardes weerspieël. Hierdie navorsing sluit af deur hoërskool onderwysers, ouers, die gemeenskap, godsdiensleiers asook die politieke strukture aan te moedig om die sosio-politieke strukture te hersien ten opsigte van geslag stereotipering en diskriminasie teenoor meisies in skole.

APA, Harvard, Vancouver, ISO, and other styles

34

Davén, Jonatan. "Free Primary Education in Tanzania? : A case study on costs and accessibility of primary education in Babati town." Thesis, Södertörn University College, School of Life Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1833.

Full text

Abstract:

In 2002 Tanzania initiated the implementation of the Primary Education Development Plan (PEDP), in which a substantial capacity expansion and quality improvement of primary education was outlined. The most important measure in the plan was to make primary school free and accessible to all, irrespective of financial capabilities. This thesis is a qualitative policy study, which aims at finding out whether or not primary education is free and equally accessible to all in Tanzania. Besides establishing if it is in fact free and accessible, the thesis identifies the main costs and restraints to access and also brings forward the children’s perceptions on these restraints. The answers to these questions were sought in a case study, conducted in Babati District in Northern Tanzania. Data were collected through semi-structured interviews with households, school staff and primary school children and their responses has been compared to the national policy on primary education. The main conclusions of the study are that: Primary education is not free in Tanzania, as there are significant costs involved to send a child to primary school, such as school uniform, school material and various contributions to the running costs of the school. Neither is primary education equally accessible to all, as children from households, which cannot pay these costs, are sent home from school on a regular basis. Lastly, being sent home has a damaging effect on the children’s school performances and self-esteem.

APA, Harvard, Vancouver, ISO, and other styles

35

Linde, Anders. "Evaluative study of Tanzania’s public policies : Special focus on Education, Health and the Environment." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-38379.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Masika, Joseph Julian. "The influence of the education of women on fertility transition : the case of Tanzania /." Title page, table of contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09MPM/09mpmm397.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Mahundu, Fabian G. "E-governance in the public sector : a case study of the central admission system in Tanzania." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1020845.

Full text

Abstract:

This thesis sets out to answer the following central research question: what are the influences, challenges, benefits and costs of the Central Admission System (CAS) as an e-Governance initiative in improving undergraduates’ admissions service delivery and quality assurance in Tanzania’s higher education institutions?’ In answering this key question, three sub-questions were explored: (1) To what extent and in what ways does the implementation of the CAS influence the organisation of admissions work and workplace relations in higher education institutions? (2) What are the sociotechnical challenges of implementing the CAS? (3) What are the advantages of the CAS in improving admissions service delivery and quality assurance in higher education institutions? The sociotechnical theoretical framework is an ideal for exploring these issues as it accommodates the understanding of dual relationship between social and technological aspects of the CAS in line with the contextual issues in its implementation. The focus of the thesis is on Tanzania’s higher education institutions where the CAS is being implemented. The study is informed by data collected through interviews and documentary analysis. Data organization and analysis was done using NVivo 10 QSR software. The study demonstrates that, notwithstanding the fast development and uptake of Information and Communication Technologies (ICTs), the implementation of the CAS in Tanzania is hampered by the fact that most of the end-users of CAS (particularly applicants) have relatively low access to the ICT infrastructure. Several factors continue to have a significant effect on the implementation of CAS, which in turn lead to implications for the uptake of improved admissions service delivery and quality assurance. A digital divide, resistance to change by some higher education institutions (HEIs), poor ICT skills among applicants, the costs of internet services, unreliable electricity supply, and inadequate IT experts continue to frustrate the objective of improved admissions service delivery and quality assurance. As a technological innovation in the workplace, the CAS has led to a restructuring of admissions work tasks among admissions officers, a need to review job descriptions, introduced tighter controls over admission work processes, and has shaped admission workers’ professional identities and self-presentations.

APA, Harvard, Vancouver, ISO, and other styles

38

Mtahabwa, Lyabwene. "Pre-primary educational policy and practice in Tanzania observations from urban and rural pre-primary schools /." Thesis, Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38877028.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Edholm, Fredrik. "Education for all in Tanzania : A case study of the MDG footprint in Babati." Thesis, Södertörn University College, School of Life Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2710.

Full text

Abstract:

The aim of this paper is to investigate the impact of free education for all on the primary schools in Babati, Tanzania. The study is based on the fieldwork carried out in Babati district Tanzania, where information was gathered through qualitative methods. The empirical findings are analysed using a World Bank model of how educational inputs affects welfare outcomes. The study examines the millennium development goal with respect to giving every child an education. The study shows that a bigger impact can be seen in an increased enrolment in schools. That was the result of removing the primary school fees. This has resulted in overcrowding in the primary schools, lack of enough teachers, classrooms and learning material. However, over time the performances have improved. In the short term, the removal of school fees increased enrolment but resulted in poor quality of the education. In the long term, these problems are decreasing and the educational sector can now provide education to children that could not afford it before.

APA, Harvard, Vancouver, ISO, and other styles

40

Riutta, Satu. "Empowering the Poor? Civic Education and Local Level Participation in Rural Tanzania and Zambia." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04242007-010341/.

Full text

Abstract:

Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. William Downs, committee chair; Michael Herb, Carrie Manning, committee members. Electronic text (465 p. : col. ill., col. maps) : digital, PDF file. Description based on contents viewed Nov. 5, 2007. Includes bibliographical references (p. 370-397).

APA, Harvard, Vancouver, ISO, and other styles

41

Smith, Thomas Aneurin. "At the crux of development? : local knowledge, participation, empowerment and environmental education in Tanzania." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3700/.

Full text

Abstract:

Development appears to have gone through a paradigm shift, from top-down, state-led projects to bottom-up, participatory schemes which seek to take account of local knowledges. Tanzania is a country which, like many others in the ‘Global South’, faces a myriad of interlinked environmental and development problems, particularly as much of the population’s livelihood needs are deeply entwined with local environmental resources. Current environmental policies and conservation practise in Tanzania appear to reflect this new shift in development, and increasingly the Tanzanian state and a number of NGOs have aimed to increase the participation of local people in environmentally sustainable practices. Education about the environment, for both adults and young people, has become key to this approach in Tanzania since the 1990s. This thesis aims to explore the many practical and theoretical questions which remain about the suitability of participatory projects that utilise local knowledges, considering questions which are fundamentally at the heart of how development is and how it should be done, questions which are ultimately at the crux of development itself. Specifically, I aim to answer questions about how participants and communities can become ‘empowered’ through participatory initiatives, and to this end I investigate the important yet presently neglected role of young people. I further explore the nature of ‘local knowledge’, questioning its current use in development projects whilst seeking to re-conceptualise and re-orientate how ‘local knowledge’ is understood and employed. I utilise a qualitative and participatory methodology through three communities in Tanzania, each of which offers a contrasting picture of environmental issues throughout the country. I begin by exploring the current understandings of participation and local knowledges in development, and follow with an explanation of the methodological approach. The empirical chapters are then organised around three main themes: local knowledges, environmental education in Tanzania, and the role of participation in Tanzanian communities. The first of these chapters appraises the concept of ‘local knowledge’ critically by first comparing local and official discourses of the ‘environment’, assessing how far an attention to local knowledges has percolated into official environmental discourses in Tanzania. In light of local understandings of the environment encountered in these three communities, I consider how the current conceptual framework of local knowledge may be limiting our understanding of how these knowledges are constructed and communicated. The second empirical chapter examines environmental education projects in Tanzania, and from this I critically reflect on the role of NGOs and the state in local development. Through an analysis of environmental education, I consider how both local knowledge and participation agendas can be spatialised, in particular by understanding how formal and informal spaces of learning are constructed discursively in communities, and the implications this has for the outcomes of education projects. I go on to examine the notions of participation and community, exploring how participation and inclusion operate at different scales, including those beyond the local. I consider how the current conceptualisation of participation and community, derived from ‘Western’ ideals, can conflict with local understandings of responsibility, volunteerism, participation and community development. Through this, I question the ‘community’ as the necessary site of empowerment, and in particular here I draw attention to the role of young people and how their identities are reproduced at the community scale and beyond. Finally, I conclude by discussing the conceptual and practical application of local knowledge and participation in development in light of this critical appraisal. I consider the role of formal education more broadly in empowering young people, and I question the role of NGOs in the future of locally and nationally orientated development. I end with an examination of the ethics of the current development paradigm in light of the understandings of development uncovered by this study, many of which fundamentally challenge the way that participatory forms of development should be done.

APA, Harvard, Vancouver, ISO, and other styles

42

Cadogan, Thomas Edward. "Students and schools in the Southern Highlands : education in Tanzania, 1890s to the present." Thesis, SOAS, University of London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434370.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Buchert, Lene. "Politics, development and education in Tanzania 1919-1985 : an historical interpretation of social change." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10018505/.

Full text

Abstract:

This study analyses the functions of the national educational system and of specific educational institutions and programmes in the national development process in Tanzania before and after independence. The principal focus is the relationship between the formulated and the implemented educational policies with emphasis on the possible contribution of education to economic development. The analysis is undertaken both at the macro and the micro level. The macro-analysis relates the development and change of the national educational system to the development and change of the general socio-economic and political context during the two periods. The micro-analysis of selected educational institutions and programmes in different socio-economic regions investigates how the stipulated national political and economic development goals were implemented at the local level. The combined investigation sets an historical perspective for the policy of education for self-reliance by comparing its similarities with and differences from the mass education approach adopted during the British period. The major contribution of the study is the understanding of the influence of politico-ideological elements and socio-economic settings on educational achievements. By identifying the barriers to educational achievement, the potential for education to improve national development is underscored.

APA, Harvard, Vancouver, ISO, and other styles

44

Bergseth, Heather A. "Music of Ghana and Tanzania: A Brief Comparison and Description of Various African Music Schools." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1312917493.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Msanjila, Yohana P. "Hali ya Kiswahili katika shule za sekondari Tanzania:." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-97711.

Full text

Abstract:

The aim of this paper is to analyze data that was collected in 2003 and 2004 in order to ascertain the claim made by Kiswahili stakeholders that the status of Kiswahili in secondary schools in Tanzania has dropped. The finding reveal that the number of periods allocated to Kiswahili is fewer than English. Secondly, whenever there is a shortage of Kiswahili teachers, any member of the teaching staff or even non-specialists are called upon to fill the gap. Thirdly, we note that Kiswahili teachers have never had the opportunity to attend any Kiswahili seminar since they graduated from colleges. Fourthly, the Ministry of Education and Culture has issued a circular to schools barring the students from speaking Kiswahili at the school compound to enable them to become proficient in English language. Considering the above findings, this study confirms that the status of Kiswahili in secondary schools in Tanzania has diminished.

APA, Harvard, Vancouver, ISO, and other styles

47

Ivarsson, Therese, and Fredrik Rimfjäll. "Teachers´wievs on HIV/AIDS related issues in the Dodoma region, Tanzania." Thesis, Halmstad University, School of Teacher Education (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-2290.

Full text

Abstract:

This study is about how Tanzanian primary schools teachers look on HIV/AIDS related issues

in relation to education, and how the teachers use their education to prevent the spread of

HIV/AIDS.

The data to this study has been collected over a period of eight weeks. Fifteen randomly

selected Tanzanian teachers from three different primary schools in the Dodoma region have

been interviewed, where five of the interviewed teachers have been working in an urban

school, another five in a semiurban school, and further, five of the teachers in a rural school.

The theoretical foundation of this study is pedagogical. We have in our study emanated from

the African pedagogue Julius Nyerere´s and the Latin American pedagogue Paolo Feriere´s

thoughts around education as liberalization, when we asked teachers about how they educate

around questions concerning HIV/AIDS.

Our conclusion from this study is that the Tanzanian teachers have a substantial knowledge

about HIV/AIDS, and that all of the teachers are teaching their students in questions around

HIV/AIDS. Further, all of the teachers are using innovative ways to transmit knowledge

around HIV/AIDS to their students, though there is a difference between pedagogical methods

in the three different schools. Moreover, all of the teachers think that teachers have a

responsibility to prevent the spread of HIV/AIDS, and that education can prevent the spread

of the disease. Concerning sexual interactions in school environment, the teachers in the urban

school did not consider pregnancy among school girls as a problem, comparative to the

teachers in the semiurban and rural school, who considered this to be a problem in their

schools.

The teachers direct or indirect stressed the importance of education for all people to prevent

the spread of HIV/AIDS. The knowledge about the disease could be transmitted through

different kinds of ways, where some teachers mentioned public meetings, massmedia,

counselling from parents and spiritual/religious education.

APA, Harvard, Vancouver, ISO, and other styles

48

Nzalayaimisi, Gabriel K. "A study of tutors, students and curriculum in four colleges preparing primary school teachers in Tanzania /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487846885776539.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Ferranto, Mary Lou Gemma. "An interpretive qualitative study of baccalaureate nursing students following an eight-day international cultural experience in Tanzania." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618896.

Full text

Abstract:

Intercultural competence through study abroad is widely recognized as a preferred teaching approach for the development of globally competent health care practitioners. Colleges and universities are looking for multiple ways to encourage students to study abroad because of the noteworthy effects that these experiential opportunities have on students. Sparse research has been conducted to determine if short-term study abroad trips of less than two weeks are achieving these same outcomes.

The purpose of this basic interpretative qualitative study was to describe the nature and meanings of a short-term international cultural experience for nursing students, and whether or how their understanding of the role of the professional nurse was changed. A group of baccalaureate nursing students traveled to Tanzania and took part in professional and social opportunities over an 8-day period. All participants were required to complete a nursing course with global objectives prior to the trip and pre-immersion seminars. Data were collected from reflective journals during the study abroad experience, focus group discussions one month after returning home, and personal interviews 6 months later. The results indicated that the participants experienced culture shock, but they also gained in self-awareness, cultural empathy, leadership skills, a desire to learn more, and a new perspective of the role of the professional nurse. Langer's theory of Mindfulness, Bennett's Developmental Model of Sensitivity and Campinha-Bacote's Process of Cultural Competence provided the theoretical framework for this study.

APA, Harvard, Vancouver, ISO, and other styles

50

Kiishweko, Rose Rutagemwa. "Albinism in Tanzanian higher education : a case study." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/67375/.

Full text

Abstract:

My thesis focuses on the experiences of people with albinism in higher education (HE) in Tanzania. Albinism is a genetically inherited condition and it affects people of all ethnic backgrounds worldwide. In Tanzania, the condition affects one in every 1,400 people. People with albinism in Tanzania often face social discrimination, superstition, and prejudice including murder threats due to myths and beliefs that their body parts are a source of wealth and prosperity. They also experience physical challenges including threats from the African tropical sun and visual impairment. All these factors interact with educational opportunities. Information about the oppression, killings and amputation of body parts of people with albinism in Tanzania has been widely reported in the media globally. However, albinism remains socially under-researched and under-theorized – especially in relation to how it interacts with HE opportunity structures. This research attempts to contribute to existing literature and construct new insights into albinism and HE. In so doing, I draw upon a range of theoretical approaches including Sarah Ahmed's concept of affective economies and fear of difference, Margaret Archer's notions of the internal conversation and reflexivity as well as various established feminist theorists such as Simone de Beauvoir to analyse and explain issues arising from the study including misogyny. I also draw upon Pierre Bourdieu's concept of symbolic violence. My research is a case study of albinism in HE in Tanzania. Using qualitative methods I draw upon feminist methodological approaches, values and principles to explore albinism and explain what constrains and enables students with the condition to interact with HE opportunities. The data for this research were collected from 35 participants in Tanzania, namely: 14 students with albinism (involving current and graduate students with albinism); six teaching staff and five HE support staff members. Other participants included officials from four non-governmental organisations (NGOs), four government officials, one parent and one student reader/note-taker. I conducted 19 face-to-face semi-structured interviews with six current students with albinism, three teaching staff, four NGO officials and four government officials. Likewise, I conducted face-to-face semi-structured interviews with one parent and one student reader. I also conducted one Skype interview with a current student with albinism as well as three focus groups discussions with 14 participants. The first group was of seven graduates with albinism, the second involved three teaching staff and the third was of four HE support staff. I also used desk-based research methods, conducting telephone conversations with 52 statistics officers in order to investigate where students with albinism are located within HE in Tanzania. Looking at literature and my research questions, the data were then compared across different participants and universities to establish patterns and common themes among them. The findings from this research indicated that the systems of power that work to oppress people with albinism are multifaceted with structural, cultural and socio-economic conditions. Some key findings included how people with albinism were subjected to misogyny, myths and fear of the ‘other'. However, the 14 students with albinism in this study demonstrated a high level of agency, creativity, autonomy and motivation to improve their lives and thus overcome discriminatory social structures, oppression and harassment. They also illustrated their commitments to contribute usefully to society despite the constraints and limited support that they often encountered. Access to HE was seen as a major way to transform their identity by challenging deeply ingrained social prejudices, which often label people with albinism as having limited cognitive capacity. The implications of this research are that government commitment will be required in order to allocate sufficient funds to promote awareness of, and create change about, albinism and the elimination of household poverty, particularly that of female-headed households (FHH), as well as to adequately finance HE institutions so they can put in place support services and arrangements for students with albinism.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Education Tanzania'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles