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Journal articles on the topic 'Education Tanzania'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

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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2

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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4

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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6

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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8

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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9

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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10

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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11

Kinabo, C., and S. Muhongo. "Earth Science Education in Tanzania." Journal of African Earth Sciences 28, no. 4 (May 1999): 837–42. http://dx.doi.org/10.1016/s0899-5362(99)00056-1.

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12

Hardman, Frank, Jan Abd-Kadir, and Audax Tibuhinda. "Reforming teacher education in Tanzania." International Journal of Educational Development 32, no. 6 (November 2012): 826–34. http://dx.doi.org/10.1016/j.ijedudev.2012.01.002.

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13

Manyaga, Timothy. "Standards to assure quality in tertiary education: the case of Tanzania." Quality Assurance in Education 16, no. 2 (April 25, 2008): 164–80. http://dx.doi.org/10.1108/09684880810868448.

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PurposeThe purpose of this paper is to provide information on development of standards in Tanzania which may be of help to training providers in other countries as they seek to improve the quality and standards of their provision.Design/methodology/approachThe need to provide quality assured tertiary qualifications in Tanzania to win both national and international recognition is explained. Processes of registration of institutions capable of delivering training programmes adequately and accreditation of the same to offer awards at appropriate levels as a means to ensure quality of provision are explored. Standards of good practice in Tanzanian tertiary education are surveyed and the challenges to their achievement are discussed based on the author's direct experience in Tanzania. Relevant and recent literatures on the topic are surveyed and some lessons drawn.FindingsAccreditation standards are useful in instilling best practices in education and training. However, education and training institutions need to understand and practice them over a period of time to bring about expected results. It is concluded that ensuring quality in education is a multifaceted phenomenon that calls for the joint efforts of all key stakeholders.Originality/valueThe paper illustrates that the National Council for Technical Education is one of the first regulatory bodies in Africa to introduce academic quality standards in tertiary technical institutions. Notable improvements have been recorded since its inception. The experience described is the paper is not very common, so other countries taking similar steps may find it useful.

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14

Alexander, Kelly. "Scaling Girls’ Technical Education (GTE): bringing coding skills to women in Tanzania." Emerald Emerging Markets Case Studies 10, no. 4 (November 27, 2020): 1–30. http://dx.doi.org/10.1108/eemcs-11-2019-0304.

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Learning outcomes The learning outcomes are as follows. Students can assess effective business strategies, determine the role of business in shaping informal institutions, understand managing issues in social enterprises, from talent management to expansion to mission drift, and develop deeper understanding of the African context. Case overview/synopsis The case presents the challenges facing the award-winning CEO/Founder of Tanzanian social enterprise Girls’ Technical Education (GTE). GTE provides technology and coding skills in Tanzania, focussing on educating women and girls. GTE has experienced significant success – expanding into neighbouring Malawi. GTE has a strong vision and mission, clearly articulated and prioritised by the Founder and his Board. Hybrid organisations, blending a social and financial mission, are expected to experience management tensions or mission drift, yet GTE seems to have avoided this. As an emerging organisational form, social enterprises – like GTE – often face hurdles regarding legitimacy and acceptance in the markets in which they operate. GTE is working to understand the Tanzanian and regional contexts and challenges in these ecosystems, seeking to influence norms and bring about positive impact. Complexity academic level Postgraduate courses including MBA, Executive Education and courses focussing on Organisation Studies, Management and Strategy. Supplementary materials Teaching Notes are available for educators only. Subject code CSS: 7 Management Science.

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15

Sodhi, Inderjeet Singh. "ICT Policy for Basic Education in Tanzania." International Journal of Information Communication Technologies and Human Development 5, no. 4 (October 2013): 20–29. http://dx.doi.org/10.4018/ijicthd.2013100103.

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In developing countries, ICT is playing an important role in economic growth and nation-building. New emerging technological changes have made services enabled by ICT a pre-requisite for development of the education sector because it enables teachers, students and administrators to share and exchange information and knowledge. ICT is vital for the sustainable development of education particularly in developing countries like Tanzania where awareness and development is taking place after independence. On the guidelines of World Bank and UNESCO, many developing countries have formulated and implemented ICT Policy for education. To this course, several initiatives have been designed, devised and developed by the Government of Tanzania. The ICT Policy for Basic Education (2007) is a set of guidelines desired to position Tanzania at the universal level for which education is being implemented with concerted efforts for pre-primary, primary, secondary and vocational education. One of the major motivations for drawing this policy has been the desire to transform Tanzania from a knowledge driven society to information and digital driven society. This article delves the role played by ICT in the education sector particularly at the primary level and brings out the objectives, issues, and challenges in basic education that have been done so far in Tanzania. Although significant improvements have taken place in Tanzania, a lot more has to be done in primary level of education if it needs to compete favourably at an African and international stage.

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16

Floyd, Malcolm. "Missing Messages: Lessons from Tanzania." British Journal of Music Education 15, no. 2 (July 1998): 155–60. http://dx.doi.org/10.1017/s026505170000930x.

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How can music help to create a culture of tolerance when there are fundamental problems in decoding the messages in the musk of others? There is quite good access in British and other schools to musical materials from Africa, and use has been made of them, but there is a question as to whether this use is appropriate and acceptable. The concept of ownership of such music is briefly discussed, and the relative effectiveness of its transmission. This is then set in the contexts of Music Education and the strength of Christianity in contemporary Tanzania, including some of the problems perceived by Tanzanian students and teachers. These contexts have to be acknowledged, and the article concludes with two suggestions for making the inclusion of African music in British schoob a more transformative experience, ideally through direct links with sources of African music in Africa.

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17

Benjamin, Kapinga Bernadetha, and Bie Dunrong. "Privatization of Higher Education in Tanzania." Social Sciences 5, no. 1 (January 1, 2010): 45–48. http://dx.doi.org/10.3923/sscience.2010.45.48.

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18

Zindi, Fred, and Robert Aucoin. "Distance education in Tanzania and Zimbabwe." Open Learning: The Journal of Open, Distance and e-Learning 10, no. 1 (February 1995): 31–37. http://dx.doi.org/10.1080/0268051950100105.

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19

Deming, Cassondra, Janey Helland, and Tara Rick. "Dispensary-level cancer education in Tanzania." Journal of the American Academy of Physician Assistants 29, no. 10 (October 2016): 1. http://dx.doi.org/10.1097/01.jaa.0000490093.52981.e0.

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20

Chande, Abdin N. "Muslims and modern education in Tanzania." Institute of Muslim Minority Affairs. Journal 14, no. 1-2 (January 1993): 1–16. http://dx.doi.org/10.1080/13602009308716272.

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21

Wedgwood, Ruth. "Education and poverty reduction in Tanzania." International Journal of Educational Development 27, no. 4 (July 2007): 383–96. http://dx.doi.org/10.1016/j.ijedudev.2006.10.005.

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22

Maswanya, Edward, Graham Brown, and Gareth Merriman. "Attitudes and beliefs about HIV/AIDS behaviour and education among Tanzanian youth." Sexual Health 6, no. 4 (2009): 293. http://dx.doi.org/10.1071/sh08055.

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Background: Tanzania faced with an increasing problem from HIV sexual infection and vulnerability of students is a key concern. This paper explores beliefs, attitudes and behavioural perspectives on HIV/AIDS education among students in Tanzania as there has been few qualitative information on the subject. Methods: A total of 20 college students of both sexes were interviewed in a qualitative study. Health Belief Model and Social Cognitive Theory were used to guide the interview and constant comparative analysis on their attitudes, beliefs, behaviour and education towards HIV infection risks were utilised. Results: During the interview, the following topics emerged: misinformation and desire for HIV/AIDS education program in school curricula; perceptions of one’s own and peer’s susceptibility to HIV infection; social norms regarding sexual behaviour and perceptions regarding access to education and health services. Lack of accurate information and lack of education at home and at school further contributed to risk behaviour. Conclusion: The study highlighted important perspectives of students towards HIV infection, risk behaviours which are important for HIV prevention programs for students. Based on the findings, recommendations for improvement in prevention programs among college students within Tanzanian schools context are discussed.

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23

Mohr, Susanne, and Dunlop Ochieng. "Language usage in everyday life and in education: current attitudes towards English in Tanzania." English Today 33, no. 4 (July 6, 2017): 12–18. http://dx.doi.org/10.1017/s0266078417000268.

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Tanzania is, like most countries in East Africa, extremely culturally and linguistically diverse. Language counts range from 125 (Lewis, Simons & Fennig, 2016) to 164 living languages mentioned by the ‘Languages of Tanzania project’ (2009). Given this extreme multilingualism, institutional languages had to be chosen on a national level after independence. Kiswahili is the proclaimed national language and lingua franca of the East African region, also spoken in Kenya, Uganda and the Democratic Republic of Congo, for instance, and is used as medium of instruction (MoI) in primary education. English, the former colonial language, is the de facto national working language and medium of instruction in secondary and higher education. However, English remains a minority language, spoken by approximately 5% of the population, most of whom are members of a higher social class (Tibategeza, 2010). This leads to English being an international rather than a second language as in other former British colonies (Schmied, 1990, 1991). Rubanza (2002: 45) goes so far as to argue that ‘the society Tanzanians work and live in does not demand the use of English’. That is why it has been claimed that English will never replace the African languages in Tanzania but remain an additional language in certain spheres (Schmied, 1991).

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POSSI, MWAJABU K., and JOSEPH R. MILINGA. "Special and Inclusive Education in Tanzania: Reminiscing the Past, Building the Future." Educational Process: International Journal 6, no. 4 (December 15, 2017): 55–73. http://dx.doi.org/10.22521/edupij.2017.64.4.

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25

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

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

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Lillis, Kevin. "The quality of primary education in Tanzania." International Journal of Educational Development 8, no. 2 (January 1988): 148. http://dx.doi.org/10.1016/0738-0593(88)90063-6.

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27

Peil, Margaret. "Parents' attitudes towards education in rural Tanzania." International Journal of Educational Development 14, no. 2 (April 1994): 214. http://dx.doi.org/10.1016/0738-0593(94)90028-0.

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28

Mpogolo, Zakayo J. "Post-literacy and continuing education in Tanzania." International Review of Education 30, no. 3 (1985): 351–58. http://dx.doi.org/10.1007/bf00597910.

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29

Woods, Eric. "Progress towards EFA in Tanzania." PROSPECTS 38, no. 3 (September 2008): 425–30. http://dx.doi.org/10.1007/s11125-008-9080-z.

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30

Mwita, Kelvin M. "Tanzania Graduate Employability: Perception of Human Resource Management Practitioners." International Journal of Human Resource Studies 8, no. 2 (May 6, 2018): 263. http://dx.doi.org/10.5296/ijhrs.v8i2.12921.

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Higher Education Institutions (HEI’s) produce many qualified graduates in different fields of study annually but almost half of them become frustrated or desolate because they cannot secure jobs in the labour market and some have huge student loans to settle. Moreover, Tanzania education stakeholders have been arguing that the education offered is not adequately geared to integrate the individual into the strong competitive labour markets. The study used a sample of 100 human resource practitioners to assess their perception of Tanzania graduate employability. It was found that HR practitioners consider Tanzania graduate as average. It has been found that 52.6% of Human Resource practitioners disagree that Tanzania graduate quality is improving. Additionally 56.6 % believe that Tanzania graduate are not competent enough to compete for jobs in the East African labour market. The study recommends various measures to be taken by higher learning institutions, regulatory bodies, policy makers and students themselves.

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31

Motyl, Karol. "Education in the Sub-Saharan African countries on the example of education system in Tanzania." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Pedagogika 26, no. 1 (2017): 107–20. http://dx.doi.org/10.16926/p.2017.26.08.

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32

Ndumbalo, Jerry, Nanzoke Mvungi, Stephen Meena, Mamsau Ngoma, Mark Mseti, Geoffrey Buckle, Katherine Van Loon, Rebecca J. DeBoer, and Julius Mwaiselage. "Development of Tanzania’s First National Cancer Treatment Guidelines." JCO Global Oncology 6, Supplement_1 (July 2020): 10. http://dx.doi.org/10.1200/go.20.30000.

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PURPOSE Tanzania and other low-income countries face a growing burden of cancer and a pressing need to strengthen cancer care delivery systems. The overall case fatality from cancer is disproportionately higher in low-income countries, and adherence to standard treatment guidelines is a critical component of addressing disparities in outcomes. In 2017, Tanzania’s Ministry of Health, Community Development, Gender, Elderly, and Children (MOHCDGEC) commissioned leaders at Ocean Road Cancer Institute to develop Tanzania’s first National Cancer Treatment Guidelines. METHODS In 2017, we convened 90 stakeholders from 15 institutions in Tanzania to form 10 different technical working groups (TWGs). TWGs were organized according to disease-specific categories and were composed of representatives from relevant disciplines, including surgeons, gynecologists, pediatricians, radiologists, pathologists, oncologists, social workers, dieticians, and nurses. Each TWG conducted a review of the current literature and prepared a summary of the epidemiology, diagnostic, and staging procedures; options for management; and essential medicines currently available in Tanzania. In 2018, after multiple revisions and meetings of each TWG, the guidelines underwent an external review with 2 oncologists from Tanzania participating in consultations with approximately 30 disease-specific experts at the University of California, San Francisco. RESULTS Guidelines were developed for a total of 70 diseases. The guidelines are intended to be facilitative, enabling, and providing the basis for the attainment of high standards in the management of cancers in a resource-constrained setting. Guidelines were formatted for dissemination in both hard copy and soft copy using the AgileMD platform. CONCLUSION In February 2020, Tanzania’s MOHCDGEC disseminated its first-ever National Cancer Treatment Guidelines. After dissemination, MOHCDGEC will implement a monitoring and evaluation strategy that ensures and promotes the use of the guidelines. We have developed a theory-informed implementation strategy that focuses on education, workflow modifications, and behavior change that will be piloted at Ocean Road Cancer Institute.

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33

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

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

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34

Roy-Campbell, Zaline M., and Lene Buchert. "Education in the Development of Tanzania 1919-1990." International Journal of African Historical Studies 29, no. 3 (1997): 585. http://dx.doi.org/10.2307/221363.

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35

Bro, Ronald, and Lene Buchert. "Education in the Development of Tanzania, 1919-1990." African Economic History, no. 26 (1998): 201. http://dx.doi.org/10.2307/3601696.

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36

Roy-Campbell, Zaline M., and Lene Buchert. "Education in the Development of Tanzania, 1919-90." History of Education Quarterly 36, no. 1 (1996): 92. http://dx.doi.org/10.2307/369323.

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37

Ngirwa, Coletha C., Martin Euwema, Jeroen Stouten, and Emmanuel Babyegeya. "Managing change in higher education institutions in Tanzania." Higher Education Management and Policy 24, no. 3 (February 4, 2014): 127–44. http://dx.doi.org/10.1787/hemp-24-5jz8tqsd1vjh.

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38

PEIL, MARGARET. "Education in the Development of Tanzania 1919–1990." African Affairs 94, no. 374 (January 1995): 127–28. http://dx.doi.org/10.1093/oxfordjournals.afraf.a098784.

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39

Gerhart, Gail, and Lene Buchert. "Education in the Development of Tanzania, 1919-1990." Foreign Affairs 74, no. 3 (1995): 192. http://dx.doi.org/10.2307/20047193.

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40

Klepp, Knut-lnge, Sidney S. Ndeki, Ahmed M. Seha, Peter Hannan, Babuel A. Lyimo, Maryceline H. Msuya, Mohamed N. Irema, and Aksel Schreiner. "AIDS education for primary school children in Tanzania." AIDS 8, no. 8 (August 1994): 1157–62. http://dx.doi.org/10.1097/00002030-199408000-00019.

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41

Harber, Clive. "Education in the development of Tanzania 1919–1990." International Journal of Educational Development 15, no. 3 (July 1995): 337. http://dx.doi.org/10.1016/0738-0593(95)90038-1.

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42

Bjornstad, E. C., R. Stafford, K. McNeal-Trice, and B. L. Joyner Jr. "Initiative for improving pediatric clinical education in Tanzania." Annals of Global Health 82, no. 3 (August 20, 2016): 342. http://dx.doi.org/10.1016/j.aogh.2016.04.038.

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43

Semali, Ladislaus M., and Khanjan Mehta. "Science education in Tanzania: Challenges and policy responses." International Journal of Educational Research 53 (January 2012): 225–39. http://dx.doi.org/10.1016/j.ijer.2012.03.012.

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44

Baum, Donald R., and Jacobus Cilliers. "Private school vouchers for expanding secondary school access? The case of Tanzania." International Journal of Educational Management 32, no. 7 (September 10, 2018): 1307–18. http://dx.doi.org/10.1108/ijem-11-2017-0303.

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Purpose The purpose of this paper is to provide insight into the current contributions of private schools to education provision in Tanzania, and to consider the feasibility of a school voucher program to contribute to the expansion of the secondary school system, compared to the alternative expansion of public secondary education. Design/methodology/approach The study offers an analysis of current educational circumstances and educational goals in Tanzania, and projects differential costs and outcomes associated with various options for expanding secondary education. Data come from two sources: a census of the private schooling market in the Morogoro Urban district, conducted as part of the World Bank’s Systems Approach for Better Education Results initiative; and Tanzania’s National Panel Survey 2010–2011. Findings For those students unable to cover the full cost of secondary education, findings suggest that a targeted private school voucher would be an efficient and equitable policy mechanism for secondary school expansion. Such an approach would ease the financial burden on government for constructing all new schools, yet assure access for the most vulnerable. Originality/value The implementation of school voucher programs is increasing in low-income countries. It is important for policy makers to carefully consider the appropriateness of this type of policy intervention for their particular educational contexts. This paper models an approach by which researchers and policymakers can assess the educational circumstances of a particular location, and determine the potential effectiveness of a private school voucher policy.

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Kvasnicka, John, Ken Olson, Mufwimi Saga, Ignas Danda, Randy Hurley, Gary Moody, and Cindy Wilke. "Teaching quality improvement in Tanzania: a model of inter-professional partnership for global health development." Christian Journal for Global Health 4, no. 1 (March 9, 2017): 34. http://dx.doi.org/10.15566/cjgh.v4i1.129.

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Background: Education is a universal need in health care and a tool for quality improvement. We developed a two-day medical education conference in Iringa, Tanzania that has now evolved to teach the basics of quality improvement to an inter-professional audience from the 28 hospitals in the southern zone of the Tanzania Christian Social Services Commission (CSSC)Methods: We describe the planning, budget, implementation, evolution and evaluation of this on-going medical education conference. Representatives from medicine, nursing, pharmacy and administration from all 28 hospitals were invited to attend. Attendees evaluated the conference and individual lectures on a 5 point scale. In addition, attendees were asked to rate the most important learning aspect of the conferenceResults: Over 100 Tanzanian health professionals and administrators from the 28 hospitals in the southern zone of the CSSC attended. Evaluation forms were completed by 28 attendees. The 2016 conference received an overall rating of 4.0 on a 5 point scale. The individual lectures received an overall rating of 4.2 on a 5 point scale. Quality improvement techniques and co-leadership topics were rated as most useful by attendees.Conclusion: We provide a framework for developing a medical education conference that can be replicated in other settings. Teaching the basics of quality improvement by having hospital leadership teams develop individual quality improvement projects was found to be a highly useful method of instruction

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Mellor, Lorna, and Penny Hoskins. "Problems of Diabetes Education in Different Cultures." Diabetes Educator 12, no. 4 (September 1986): 384–86. http://dx.doi.org/10.1177/014572178601200409.

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Views of diabetes educa tion in several parts of the world are presented. Im pressions of diabetes care in Tanzania, Ethiopia, Fiji, Papua New Guinea, and in various Australian cultures are discussed.

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Et.al, Mpawenimana Abdallah Saidi. "Political and Public Perceptions of Students’ Dressing Codes in Higher Learning Institutions." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 2265–74. http://dx.doi.org/10.17762/turcomat.v12i3.1176.

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This study sought to explore Politics of students’ dressing codes and its impact on political and public perceptions in Tanzanian higher learning institutions. It was a qualitative study which used an in depth interviews to collect data from 10 administrative regions (Mwanza, Arusha, Dodoma, Dar es salaam, Mbeya, Iringa, Kagera, Tanga, Mtwara and Tabora) in Tanzania. A total of 40 informants were purposefully selected to participate in the study meanwhile a thematic analysis was employed to analyse and manage the data. In order to produce indisputable data, indispensable cleanings, transcription, coding, organizing, and theming were ascertained in the process. The findings reveal that, there is negative perceptions towards students’ dressing codes which resulted into ethical based discontent amongst Tanzanians on the dressing codes of higher learning institutions’ students meanwhile public comments to the legislative bodies to make a law or related policy that will be implemented to regulate all kinds of undesirable dressing behavior in learning institutions.

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Mapana, Kedmon Elisha. "Why the Enculturative Context of Moral Education Matters." Utafiti 15, no. 1 (June 23, 2020): 28–44. http://dx.doi.org/10.1163/26836408-15010021.

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Abstract Auto-ethnography is an effective methodology to reflect upon the moral values and their acquisition among the Wagogo people in central Tanzania against the background of postmodernity. In so doing I have identified the enculturative contexts within which I came to acquire the moral values that I live by, in particular my immediate family (i.e. my parents), the religion I was brought up in, and traditional school experiences (i.e. my initiation). I argue that despite contemporary theories of African character formation generating from the impact in Africa of cultural diversity and neuroscientific research, our traditional enculturative contexts of parenting, religious upbringing, and indigenous initiation ceremonies continue to have a central and enduring impact on the development of moral values among the Wagogo people of central Tanzania.

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Bennell, Paul, Faustin Mukyanuzi, Maurice Kasogela, Francis Mutashubirwa, and Mikkel Klim. "Artisan training and employment outcomes in Tanzania." Compare: A Journal of Comparative and International Education 36, no. 1 (March 2006): 73–84. http://dx.doi.org/10.1080/03057920500382358.

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Mbago, Maurice C. Y. "Some correlates of child mortality in the refugee populated regions in Tanzania." Journal of Biosocial Science 26, no. 4 (October 1994): 451–67. http://dx.doi.org/10.1017/s0021932000021593.

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SummaryData from the 1988 Tanzania census were used to examine child mortality in three regions populated with Burundi refugees. Logistic and least squares analyses show that for both Tanzanian nationals and refugees low levels of maternal education are associated with high child mortality levels. Children born to mothers who are housewives are associated with low levels of mortality compared to those born to employed mothers, though the results were not statistically significant for the refugees. Maternal demographic status, computed from age and parity, has a strong effect on child survival. Unexpectedly, child mortality was lower where the water source was a well outside the village. Tanzanian mothers who are at highest risk of childbearing are roughly 6·4 times more likely to have a child death than those at lowest risk; the corresponding figure for the refugees is 36·8. This emphasises the need to intensify family planning programmes in these regions.

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