Dissertations / Theses on the topic 'Germans Germany Tanzania'

En Afrique orientale allemande, le kiswahili servait à la fois de langue d’instruction dans les écoles gérées par le gouvernement, et de langue de travail dans l’administration coloniale. Cette thèse examine diverses sources primaires et secondaires pour déterminer comment cette pratique administrative fut instituée et dans quel contexte. Il s’intéresse également aux enjeux et postures relatifs à son implémentation, de même qu’à ses conséquences à court, moyen et long terme pour la colonie allemande et pour l’identité et la conscience propre de ce peuple colonisé qui subirait la domination britannique avant d’accéder à l’indépendance en tant que Tanganyika, puis Tanzanie
In German East Africa, Kiswahili was used as the language of instruction in government-run schools and as the language of administration. This article examines various archival, primary, and secondary sources to determine how this administrative practice came to pass; the background against which such a decision was taken or practice was institutionalized; the issues, attitudes, and problems that surrounded that practice; and what consequences it had in the short, medium, and long term for both the German colony and the consciousness and identity of the colonized people who would go on to experience British rule and then independence as the countries of Tanganyika and Tanzania

A first volume of essays by pupils of the Leipzig Mission's teachers' seminary in Marangu (northern Tanzania), 1912-1916. The essays, given here in the original Swahili and in German translation, cover the topics 'My Childhood' and 'How I WasConverted'. The authors came from Arusha, Machame, Masama, Meru and Siha.

This thesis examines the impact of the colonial past on contemporary development. More specifically, it investigates how colonial power – conceived as discourses which emerged during colonisation and their interconnectedness with the material world – continues to shape present-day ideas and practices of Development actors from the global North that intervene in the lives of people in the global South. The colonial legacy of German Development cooperation is under-researched, and postcolonial Development Studies have yet to examine specific policies and their implementation in detail. This study focuses on German Development intervention with a focus on population and reproductive health issues in Tanzania, a former German colony. In order to investigate the influence of colonial modes of thought and practice on contemporary Development, this thesis develops and implements the methodology of genealogical dispositif analysis. Genealogy traces the historical emergence of policies and examines their present-day persistence, while dispositif analysis is an extension of discourse analysis enabling the research of discourses and their relationship with practices, institutions, and political-economic conditions. The study thus analyses the emergence of German interventions in what is now Tanzania with regard to population and reproductive health during Germany’s colonisation of “German East Africa” and compares these interventions to present-day German Development cooperation in Tanzania, where reproductive health is one of the focal areas. Drawing on archives, interviews, and observations in Germany and Tanzania, this research finds similarities between contemporary German policy and practice regarding population control and colonial-era interventions. In particular, it shows how racialised, gendered discourses are connected to philanthropic legitimising strategies and the political economy of population control. In addition, policies and practices regarding obstetric care in contemporary German Development aid reflect hierarchies between Western and East African practices which are similar to those formed during colonial rule. Since the colonial period, East African obstetric care has been constructed as in need of catching up with German childbirth practices. In terms of how and with what effects colonial power is challenged in contemporary German Development cooperation, this research found that while narratives of German professionals reveal some doubt and uncertainty regarding dominant Development thinking and practice, they do not represent a fundamental threat to the persistence of colonial power. Colonial power tends to take effect in the face of and despite opposition. The thesis concludes that colonial power continues to significantly shape present-day Development policy and practice.

When European explorers in the 19th century came to East Afiica they found Kiswahili was already established as a lingua franca in the coastal region and along the trade routes from the coast to the interior. One of them, an Englishman, John Hanning Speke, embarked on his second journey, in 1860, from Bagamoyo and travelled inland. When he reached Karagwe on the west side of Lake Nyanza, he was welcomed by Mukama Rumanika, the ruler of Karagwe, who `spoke to Speke in Swahili` (Clerke 1960: 74}. (On his previous journey to the same area, Speke gave the name of Victoria to Lake Nyanza, in honour of Queen Victoria of England) Kiswahili, then, was taken for granted as a language of communication as far inland as Karagwe. Other 19th century European travellers and explorers (Albrecht Roscher, Hermann von Wissmann, Richard Burton, David Livingstone and others) who reached trade centres inland, such as Njombe, Tabora and Ujiji, found Kiswahili was an inrportant language of trade.

When European explorers in the 19th century came to East Afiica they found Kiswahili was already established as a lingua franca in the coastal region and along the trade routes from the coast to the interior. One of them, an Englishman, John Hanning Speke, embarked on his second journey, in 1860, from Bagamoyo and travelled inland. When he reached Karagwe on the west side of Lake Nyanza, he was welcomed by Mukama Rumanika, the ruler of Karagwe, who `spoke to Speke in Swahili` (Clerke 1960: 74}. (On his previous journey to the same area, Speke gave the name of Victoria to Lake Nyanza, in honour of Queen Victoria of England) Kiswahili, then, was taken for granted as a language of communication as far inland as Karagwe. Other 19th century European travellers and explorers (Albrecht Roscher, Hermann von Wissmann, Richard Burton, David Livingstone and others) who reached trade centres inland, such as Njombe, Tabora and Ujiji, found Kiswahili was an inrportant language of trade.

This thesis is formed of three separate essays. The essays are empirical in nature and use the Kagera Health and Development Survey from Tanzania. The survey spans a 19-year period offering a unique opportunity to study many long-run dynamic processes of development in rural Africa. In the first essay, a version of which was co-authored with Joachim De Weerdt, we use these data to shed light on how mass internal migration changes the nature of informal risk-sharing. By quantifying how shocks and consumption co-move across linked households, our analysis shows that migrants unilaterally insure their extended family members who remain at home. This finding contradicts risk-sharing models based on reciprocity, but is consistent with assistance driven by social norms. Migrants sacrifice three to five per cent of their consumption growth to provide this insurance, which seems too trivial to have a stifling effect on their growth through migration. The second essay studies the role of exogenous income shocks on long-term migration decisions. The results reveal that temperature shocks cause large fluctuations in household consumption and inhibit long-term migration among men. These findings suggest that liquidity constraints are binding and prevent potential migrants from tapping into the opportunities brought about by internal migration. The final essay focuses on child nutrition and examines whether under-nourished children are able to recover the height losses later in life. The essay questions the methods used in the existing empirical literature and challenges the conventional view that recovery is nearly impossible after five years of age. The empirical part of the essay documents how puberty offers an opportunity window for recovery in the case of children in Kagera.

In this thesis we investigate the supply side of farm households in the Tanzanian region of Kagera and incorporate the results into a welfare analysis of price shocks and trade policy options. The first chapter discusses the relevance of agriculture as an engine of growth and poverty reduction and introduces the context and the data used for the empirical analysis. The second chapter tests for separability of the households demand and supply sides and then estimates supply functions for the main crops. We find that separability cannot be rejected for this sample and that farmers are only partially responsive to price incentives. The third chapter analyses the role of market participation decisions and transaction costs for food supply. We find that transaction costs play an important role in households supply decisions. Moreover, we show that there is a positive although small supply response to prices once controlling for the unresponsiveness of self-sufficient households. The fourth chapter extends the standard welfare impact analysis of price shocks to incorporate supply and demand responses as well as the role of market participation and transaction costs. We find that the results are sensitive to the introduction of households' output, wage and consumption responses.

A running difficulty in African Studies (and beyond) is the need to reconcile modernity with difference, arising in attempts to account for the impact of colonialism as well as unequal international relations without lapsing into erasure of the manifold realities of African difference. Identifying the peasant vis-à-vis modernity as a salient instance of the problem, this thesis proffers a historical sociology of post-colonial Tanzania, where Julius Nyerere insisted that ‘If Marx were born in Tanzania he would have written the Arusha Declaration'. In saying so he was, in effect, pointing to the need, both programmatic and intellectual, to reconcile modernity and peasant-difference. Drawing upon international relations and the framework of uneven & combined development in particular, modernity is theorised as a process of fission whilst the peasant is cast as a protean subject thereof; the promised reconciliation can be achieved by rendering each as interactive. Building on this framework the main body of the thesis proceeds, encountering and engaging with the peasant-modernity problem along the way, to show the historical process by which a ‘citizen-peasant' social form emerged as combined development; an intellectual manoeuvre, moreover, that serves to conclude the reconciliation of ‘Marx' with ‘Arusha'. Chapters 1 and 2 establish the terrain and Chapter 3 supplies the methodological framework. Thereafter Chapter 4 sets out an account of the unevenness confronting Tanzania in the 1960s, linking that to its international relations in general and with China in particular to establish a pattern of interaction that Chapter 5 builds upon, revealing the Arusha Declaration as the starting point of a historical process from which the citizen-peasant arose, which is the key to the thesis as a whole. Chapter 6 completes the argument, pointing to the entrenchment of that form beyond its origins in the era of Nyerere's ‘African Socialism' taking the account up to the conclusion of the 20th century. Chapter 7 concludes, reflecting on the implications of the argument for the contemporary conjuncture.

One cannot study poverty in Tanzania without understanding the agricultural sector, which employs more than two-thirds of the population and accounts for nearly a quarter of national GDP. This thesis examines three themes that focus on the difficulties that rural Tanzanians face in achieving a reasonable livelihood: the adverse legacy of a failed historical policy, a difficult climate, and market failures. The first empirical chapter examines the legacy of the villagization program that attempted to transform the predominantly agricultural and rural Tanzania. Between 1971 and 1973, the majority of rural residents were moved to villages planned by the government. This essay examines if the programs e↵ects are persistent and have had a long-run legacy. It analyzes the impact of exposure to the program on various outcome measures from recent household surveys. The primary finding of this study is that households living in districts heavily exposed to the program have worse measures of various current outcomes. The second empirical chapter examines the role of reliability of rainfall, which is important in Tanzania as agriculture is predominantly rain-fed and a small fraction of plots are irrigated. This chapter investigates if households cope with this major risk to income by re-allocating their labor supply between agriculture, wage labor, and self-employment activities. This chapter combines data on labor allocation of households within and outside of agriculture from the National Panel Survey with high-resolution satellite-based rainfall data not previously used in this literature. The primary finding of this study is that households allocate more family labor to agriculture in years of good rainfall and more labor to self-employment activities in years of poor rainfall. Market failures are often cited as a rationale for policy recommendations and government interventions. The third chapter implements four tests of market failures suggested in the literature, all of which rely on the agricultural household model but di↵er in how market failures are manifested. The common finding of these tests is that market failures exist in agricultural factor markets in Tanzania, although significant heterogeneity exists. Markets are more likely to fail in rural areas, remote locations, and are more likely to affect female-headed households. Households are also more likely to face market failure when they try to supply labor to the market than when they try to hire labor from the market.

The need to empower student teachers with positive teacher-student relationships (TSRs) competencies resonates with the fact that students are not merely cognitive but also emotional and social beings. Indeed, the interactions of the cognitive, emotional and social dimensions work to impact on their learning and performance. The benefits for positive teacher-student relationships within and outside class contexts cannot be overemphasised. Students are hard-wired with the need to connect in relationships with their teachers. Teacher-student relationships determine students’ school engagement, their adaptation to developmental changes and their motivation to learn. Also, TSRs influence students’ discipline, stability to social adjustments, value orientation and their identity formation and development. Undeniably, the building of positive TSRs and teaching and learning processes are essentially mutually inclusive. To be able to form and sustain positive TSRs, student teachers need well-developed knowledge, beliefs, and self efficacy attributes. This comparative study of Tanzania and Germany argues that positive teacher student relationships form a critical requirement for effective teaching, learning, and holistic development of students in schools. To this end, the initial teacher education has a duty to nurture the TSRs attributes alongside other teacher competencies. Despite the acknowledgement of the necessity for positive TSRs by researchers, educators, and administrative authorities, literature provides no evidence of the contribution of the initial teacher education to the positive TSRs abilities. The existing studies on TSRs have focused mainly on TSRs in schools and on the problems related to unhealthy TSRs (Giles, 2008; Jones, 2009; Knoell, 2012; Raufelder et al., 2013; Sands, 2011; Wubbel et al., 1993) and others. This disjuncture between the reported problems faced by teachers in forming and sustaining positive TSRs and the opportunity for initial teacher education to empower student teachers for positive relational exchange frames this study. The study employed a combination of the conceptual change, self-efficacy, and goal contents theories. The utilisation of the theories was justified by the study assumptions that in order to produce teachers who are capable of handling positive TSRs in schools, the initial teacher education has to transform, orient, and reorient student teachers on the relational exchange knowledge. Secondly, apart from the pro-relational knowledge, student teachers ought to demonstrate improved self-efficacy as a yardstick of their preparedness and commitment to positive TSRs. Lastly, the study examined the implication of student teachers’ motivational reasons for joining teaching on their TSRs self efficacy. Motivational dynamics have been proven to influence teachers’ occupational satisfaction and their behaviours (Weiss & Kiel, 2013; Vansteenkiste & Ryan, 2013). Hence, the motivational reasons held by student teachers to join the teaching profession were viewed as an important construct which also may influence the student teachers’ self-efficacy for positive TSRs. This study sought to answer the following question: Does the university¬¬ based initial teacher education contribute to positive TSRs (competencies) among student teachers? To ascertain for this role, the study investigated and compared student teachers’ knowledge, beliefs, perceived self efficacy, as well as the approaches employed in this regard. The study was anchored on the Pragmatism epistemology and ontology. The study used qualitative and quantitative techniques to study two typical cases, namely; the Universities of Leipzig and Dar es Salaam, in Germany and Tanzania respectively. The study deployed both probabilistic and non-probabilistic sampling techniques to arrive at the sample size N=721 for student teachers; both final-year (n=548) and beginners (n=173) and eight (8) university teacher educators. Findings of the study show the presence of significant changes in the student teachers\' knowledge, beliefs, and perceived self-efficacy for positive TSRs. Comparatively, student teachers in Germany revealed higher levels of the TSRs knowledge and perceived self-efficacy than their Tanzanian counterparts. However, the qualitative findings revealed inadequacies in TSRs knowledge among the final-year student teachers in both countries. The beginner student teachers in Germany demonstrated higher command in positive TSRs knowledge and self efficacy than their Tanzanian counterparts. It was further unveiled that the student teachers’ knowledge had a significant association with their self-efficacy for positive TSRs. The approaches employed in promoting positive TSRs competencies include the teaching practice, educational courses and role modelling. However, these approaches were constrained by the strict focus given on academic performance, lack of clear orientation on the nature of positive TSRs, and overlook of important and potential aspects of initial teacher education. Despite having approaches to promoting positive TSRs abilities, teacher educators demonstrated varied and contradicting perspectives of what constitutes the nature and character of positive TSRs. The study considered contradicting perspectives among the hurdles to the effective orientation of the positive TSRs. Moreover, findings indicated that student teachers in Germany and Tanzania joined the teaching profession as a result of intrinsic and extrinsic motivational reasons. It was found out that the intrinsic motivation reasons were more important among German student teachers. Conversely, extrinsic motivational reasons were relatively more important among student teachers in Tanzania. The analysis of motivational reasons indicated a strong positive association (Cramer’s V .175) between intrinsic motivational reasons and perceived self-efficacy for positive TSRs. The study concludes that although positive TSRs feature in the initial teacher education, its implementation has suffered inconsistency, underrepresentation, and misinterpretation by teacher educators and student teachers. The study recommends for an integration of a compulsory positive TSRs content or module to address for depth, breadth and evaluative treatment of the competencies (the proposed framework of integration has been suggested). Moreover, the study recommends for the redefinition and reaffirmation of the positive TSRs phenomenon in the theoretical and practical aspects of the university based initial teacher education.

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.

Rural electrification has been a long-standing objective in many developing countries. For decades, the assumption and practice has been to build centralised generating capacity and transmit the electricity over national grids. More recently, interest has grown in using PV (photovoltaic) technology as a solution to the problem of rural electrification. A private household market for PV has been developing in Kenya since 1984 and now has more than 200,000 systems installed, sold through this private market. Consequently, it is widely hailed as a success story among developing countries. Until recently, Tanzania had almost no household PV market, despite interest from a number of actors, including some of those who have been involved in enabling the rapid growth of the market in Kenya. However, sales of PV began to grow quite rapidly from the early 2000s and the trend appears to be gaining pace, with an estimated 285 kWp sold in 2007, having risen by 57% in one year. At the time of the research, there were two large donor-funded PV projects underway in the country. The research attempts to explain the dynamics of the two PV niches over the past 25 years using strategic niche management as its theoretical framework. It finds that the Kenyan niche has benefited more from donor support than is usually acknowledged. The thesis also makes theoretical and methodological contributions. It offers a way to connect first and second-order learning to expectations and visions concepts; dimensions expectations and visions; and presents a tool for systematic investigation of socio-technical trajectory developments. The thesis also suggests a number of ways in which the strategic niche management framework could be enhanced. These include stronger theorising about learning, and the incorporation of power, politics and risk into the theory.

A second volume of essays by pupils of the Leipzig Mission's teachers' seminary in Marangu (northern Tanzania), 1912-1916. The essays, given here in the original Swahili and in German translation, cover the topics 'My Childhood' and 'How I Was Converted'. The authors came from Mamba and Moshi.

A third volume of essays by pupils of the Leipzig Mission's teachers' seminary in Marangu (northern Tanzania), 1912-1916. The essays, given here in the original Swahili and in German translation, cover the topics 'My Childhood' and 'How I Was Converted'. The authors came from the Pare region (Shigatini-Usangi, Gonja, Mbaga, Vudee).

Sich ändernde Klima- und Wetterbedingungen in Verbindung mit einer begrenzt ausdehnbaren Ackerfläche werden den Druck auf Nahrungsmittelproduktionssysteme weiter erhöhen. Um dieser Herausforderung gerecht zu werden, ist eine Erhöhung und Stabilisierung der Ernteerträge unverzichtbar. Dies erfordert aber ein tieferes Verständnis der Einflussfaktoren, die auf die Ertragsvariabilität wirken. Diese Dissertation leistet einen Forschungsbeitrag zu Ertragsmodellen in Deutschland, Tansania und auf globaler Ebene. Dazu analysiere und kombiniere ich statistische und prozessbasierte Ertragsmodelle in fünf Schritten: (i) Zunächst entwickele ich einen statistischen Modellansatz, um den Einfluss von Wetter und agronomischem Management auf Winterweizenerträge in Deutschland zu separieren. (ii) Auf der Grundlage dieses Modells erweitere ich die statistischen Methoden und wende sie für Winterweizen und Silomais auf regionale Ebene an. (iii) Diesen erweiterten Modellansatz verwende ich daraufhin zum Testen einer Kreuz-Validierung um zukünftige Ertragsänderungen unter Klimawandel zu projizieren. (iv) Anschließend wird in einer globalen statistischen Anwendung dieses Modell für kurzfristige Ertragsprognosen getestet. (v) Schließlich kombiniere ich für das Fallbeispiel Mais in Tansania statistische und prozessbasierte Ertragsmodelle, um wetterbedingte Ertragsverluste von nicht-wetterbedingten Ertragsverlusten zu separieren. Als Ergebnis lässt sich zusammenfassen, dass der Anteil der wetterbedingten Ertragsvariabilität in Deutschland höher ist als in Tansania. Dementsprechend sind die Ertragsschwankungen in Tansania eher auf das agronomische Management und sozioökonomische Einflüsse zurückzuführen. Für beide Länder stelle ich fest, dass der Anteil der wetterbedingte Ertragsvariabilität auf aggregierter Ebene höher ist als auf regionaler Ebene. Der kombinierte statistisch-prozessbasierte Ansatz zur Bewertung von wetterbedingten Ertragsverlusten kann für Versicherungszwecke genutzt werden.
Due to changing climate and weather patterns in combination with limitations to extend global arable land area, the pressure on food production systems will increase. To cope with this challenge, it will be indispensable to increase and stabilize crop yields. This requires, however, a deeper understanding of the factors influencing crop yield variability. This dissertation contributes to that research need as I further develop and apply crop models to assess regional wheat and maize yield variability in Germany, Tanzania and on a global scale. For this, I analyze and combine statistical and process-based crop models within five steps: (i) First, I develop a statistical crop modeling approach to decompose the influence of weather and agronomic management on winter wheat yields in Germany. (ii) Based on the first step, I expand the statistical methods and apply augmented models for winter wheat and silage maize on a disaggregated level. (iii) Then this model approach is used to investigate an out-of-sample cross validation to demonstrate the models’ capability to project future yield changes under climate change. (iv) In a global statistical application, this models’ capability of projecting yields is tested for short-term yield forecasts. (v) Finally, I combine statistical and process-based crop modeling to decompose weather-related maize yield losses from losses caused by non-weather factors for the case of Tanzania. Across these five steps, I find that the share of weather-related yield variability is higher in Germany than in Tanzania. Accordingly, crop yield variability in Tanzania is to a higher share attributable to agronomic management and socio-economic influences. For both countries, I find that the share of explained weather-related yield variability is higher on an aggregated level than on the regional level. Finally, this combined statistical-process-based approach can be used for assessing weather-related crop yield losses for insurance purposes.

This volume lists and reproduces 328 photographs connected with the visitation by Carl Ihmels, Director of the Leipzig Mission, to Tanganyika in 1927. About 150 were taken in Tanganyika itself (mainly on the Leipzig Mission stations), a further 130 on the outward and homeward voyages (Southwest Africa, South Africa, Mozambique, Egypt); the remainder were sent to Ihmels later by Leipzig missionaries in Tanganyika. The volume is supplemented by an index and copies of reports on the visitation published in the Evangelisches-Lutherisches Missionsblatt.

In der Arbeit geht es um die Geschichte der protestantischen theologischen Ausbildung in Tanganyika, dem Festlandteil des späteren Tansania. Es ist hauptsachlich ein Teil der Geschichte der protestantischen Missionen aus Deutschland und den USA, die diese in Tanganyika geschrieben haben. Allerdings wäre die theologische Geschichte ohne das Wirken der Einheimischen nicht denkbar. Ihr Wirken war aber - bedingt durch deren Status - mehr im Hintergrund. Begonnen hat die theologische Ausbildung erst zwischen den beiden Weltkriegen. Eine konstante Ausbildung an einem Ort gibt es erst seit der Gründung der Schule in Makumira in den fünfziger Jahren. Die ersten Forderungen nach einer theologischen Ausbildung gab es allerdings bereits vor dem ersten Weltkrieg. Bedingt durch den ersten Weltkrieg und die Repatriierung der Deutschen kam es im Bereich der Bethel Mission zu Notordinierungen. Eine weitere Folge war, dass durch eine Vereinbarung zwischen der Leipziger Mission und der Augustana Lutheran Mission, diese treuhänderisch die Leipziger Gebiete übernahm. Dadurch kam diese Mission nach Tanganyika. Nach der Rückkehr blieben die Amerikaner dort. Wiederum durch die Folgen des 1. Weltkrieges konnten die Deutschen nicht mehr in der Weise missionieren, wie sie dies fruher getan hatten. Man erkannte schnell, dass man die Strategie andern musste. Die Betheler Mission sandte sogar einen Missionar aus, der sich um den Aufbau einer theologischen Ausbildung kummern sollte. Doch kam es dazu zunachst nicht. Wie bei vielen weiteren Verzporgerungen war hier die Arbeitsbelastung und der chronische Geldmangel der Mission ursachlich. Dies gait fur alle deutschen Missionen. Doch waren sie zum Handeln gezwungen, da sie durch den Staat Vorgaben im Bereich der Schule und der Lehrerausbildung hatten. Diese Vorgaben bewirkten, dass man auch das Niveau der Pastoren heben musste. Die Betheler Mission hat noch in den zwanziger Jahren einen Pastor nach einer kurzen Schulung ordiniert. Danach setzten sich die Krafte durch, die eine Ordinierung Einheimischer ablehnten. Durch das Wachstum der Kirche und dem Drangen der (einheimischen) Altesten wurden dann immer wieder von den jeweiligen Missionen Versuche unternommen, eine Ausbildung aufzubauen. Den ersten wirklichen Kursus boten die Leipziger 1933/34. Auch die anderen Missionen mussten aufgrund der Notwendigkeit eine Ausbildung und Ordination anbieten. Teilweise wurde ohne Ausbildung ordiniert. All dies war nicht befriedigend und durch den Devisenmangel immer eine vorubergehende Erscheinung. 1935 machte die Betheler Missionsgesellschaft einen Vorstoss und regte konkret den schon zuvor geausserten, aber nie umgesetzten Gedanken einer gemeinsamen Ausbildung erneut an. Mit diesem Vorstoss setzte sich der Gedanke fest und wurde verhandelt. Leider spielte bei aller Devisenknappheit auch noch Konfessionalismus eine Rolle, so dass die Grundung dieser gemeinsamen Schule beinahe gescheitert ware. Man konnte sich dann doch noch einigen und beschloss die Grundung dieser Schule dem noch zu grundenden Missionskirchenbund (MKB) zu uberlassen. Durch Verzogerungen bei der Planung und dem Aufbau der gemeinsamen Hirtenschule kam es wiederum zu Notausbildungen und Notordinationen im Bereich der Missionen. Zum einen waren nicht die Mittel vorhanden, die Gebaude aufzubauen, zum anderen waren die personellen Moglichkeiten begrenzt. Mit hinein spielte auch hier wieder Kirchenpolitik, dass namlich eine Person nicht Leiter sein konnte, weil sie eine nicht konfessionsgebundene Schule wollte. Um sich dann durchz setzen, stellten die Leipziger die anderen Missionen vor vollendete Tatsachen und planten die gemeinsame Schule in ihrem Gebiet unter der Leitung eines ihrer Missionare. Notwendige Heimataufenthalte und der Tod eines fur die Leitung der Schule vorgesehenen Missionars bewirkten weitere Verzogerungen. Nachdem dann im Lauf der Zeit die notwendigen Gebaude erstellt worden waren und das Lehrerkollegium aus den verschiedenen Missionen so zusammengestellt worden war, dass alle dies akzeptieren konnten, wurde die Eroffnung auf den Oktober 1939 festgesetzt. Doch durch den Beginn des 2. Weltkrieges und den damit verbundenen Auswirkungen auf Tanganyika war die Eroffnung nicht mehr moglich. Die Ausgustana Lutheran Mission ubernahm dann die Arbeitsgebiete der Deutschen. Zu Beginn arbeiteten die Deutschen zwar noch an ihren Platzen, wurden aber dann doch im Laufe der Zeit interniert. Obwohl der Leiter des MKB, Paul Rother, sich noch leidenschaftlich und mit grossr Opferbereitschaft fur die Eroffnung der Schule einsetzte, lehnte die Mission vorlaufig ab. Nachdem auch Paul Rother und weitere Deutsche interniert waren und das Ende des Krieges nicht absehbar war, setzte sich die Einsicht bei den Leitern der Augustana Lutheran Mission durch, dass man eine Schule benotigt, um die Missionare zu entlasten und um die Bedurfnisse der Gemeinden befriedigen zu konnen. Daher betraute man Dr. Reusch mit einem Lehrauftrag. So wurde wahrend des Krieges der erste Kursus unter der Leitung der Amerikaner durchgefuhrt. Auch wahrend des Krieges kam es zu Notordinationen, teilweise verbunden mit kurzen Kursen.
This work is about the history of the protestant theological education in Tanganyika, the continental part of the later Tanzania. It is part of the history of the protestant missions from Germany and USA which they have written in Tanganyika. The history of the theological education wouldn't be conceivable without the work of the residents. But their work was - because of their status - more in the background. Theological education began only between the two world wars. A constant education at one place came only in the fifties with the foundation of the school in Makumira, But the first demand for theological education was before the 1st world war. Conditional on the 1st world war and the repatriation of the Germans the Bethel Mission ordained residents because of the necessity. As a further result the Augustana Lutheran Mission came to Tanganyika because of an agreement with the Leipzig Mission. Augustana hold the areas of the Leipzig Mission in trust. After the Germans came back the Americans didn't leave Tanganyika. Again as a result of the 1st world war the Germans couldn't work anymore as they did before. They soon recognized that they had to change the strategy. The Bethel Mission even sent a missionary to Tanganyika for the reason to set up theological education. But at first it didn't got around to it. As the further delays the work-load and the chronic lack of money have been the causality. This applied to all German missions. But the missions had to handle because of the preconditions of the State in the sector of schooling and teachers education. These preconditions have been a cause why they had to lift up the standard of the pastors, too. The Bethel Mission then ordained as late as the twenties a pastor after a short education. Afterwards those people who refused ordination prevailed against the others. But because of the growth of the church and the urge of the (resident) elders to ordain pastors the several missions tried to keep building theological education. The first real course has been offered by the Leipzig Mission in 1933/34. The other Missions had because of the strong need to offer theological education and ordination, too. Sometimes they ordained without education. This hasn't been satisfactory and because of the lack of money the education was temporary. 1935 the Bethel Mission did a new advance and encouraged concrete the thinking about the idea of a common theological education. This idea has been uttered in the past but hasn't been put into action. With this advance the idea was fix in the minds and negotiated about. Unfortunately the denominationalism came to the lack of money. Therefore the founding of the common school nearly couldn't managed. But the Missions could agree and decided to found the school after the foundation of the missions church federation. Because of delay in the planning stage and the building of the common theological school some missions did education and ordination for their own because of the need. On the one side there was a lack of money to build the buildings and on the other side there was a lack on personnel, too. This situation was complicated because of church politics. One person couldn't be the leader of the school because he didn't want to built a confessional school. But the Leipzig Mission prevailed against the other missions and planned the common school in their area under the leadership of one of their own missionaries. Necessary furlough and the death of one person which was planned to lead the school caused further delay. After finishing the buildings within the time and combining the teaching staff out of the various missions in a way that all could accept, the opening of the school as decided on October 1939. But the school couldn't be opened because of the outbreak of World War Two and its effects on Tanganyika. The Ausgustana Lutheran Mission then took care for the areas of the German Missions. In the beginning the Germans could stay and work, but within the time they have been interned. Even though the leader of the mission church federation Rother struggled passionately and with great readiness to make sacrifices for the opening of the school the mission refused temporary. After the internment of Rother and other Germans and the fact that the end of the war was not foreseeable, the leaders of the Augustana Lutheran Mission recognized that they needed a theological school to exonerate the missionaries and to meet the needs of the churches. Therefore they entrusted Dr. Reusch with a teaching assignment. In this way the first theological course under the leading of the Americans came into being while the 2nd World War. While the World War there have been ordinations because of the need, too. Some of the new pastors have been teached in short courses. Short after the War the Augustana Lutheran Mission began with the foundation of a permanent theological education. In the first time the school was in Lwandai because there have been suitable premises. Later these haven't been sufficient any more and the school was moved to Makumira. The school gradual has been extended and built up. Today it is part of the Lutheran Tumaini University.
Christian Spirituality, Church History & Missiology
M. Th. (Missiology)

Amidst the confrontation between the East and the West Bloc during the Cold War, the decolonization of Africa created an entirely new ideological battlefield for these two sides to compete with one another for power and influence. The Federal Republic of Germany, having been allowed to rearm its military less than a decade prior, sought to gain influence in Nigeria and Tanzania by providing them with military aid. However, in both cases it failed to fulfill its promises of aid. Through the examination of these case studies, this study argues that the Federal Republic’s ability to provide effective military aid to non-NATO countries was limited due to the combination of its cautious foreign policy and the dynamic political landscape of the countries to which it offered aid. Formerly classified government documents and newspaper articles constitute the majority of this study’s source material. While current historiography focuses on the impact of the Cold War superpowers in regions outside of Europe, less attention has been given to the important roles that smaller powers such as the Federal Republic have played. By analyzing a smaller global player, the goal of this study is to complicate the notion of the Cold War being binary in nature. Furthermore, it aims to illustrate the political tightrope that the Federal Republic walked when conducting military aid which stemmed from the legacy of its violent past and its status as a divided nation.

The need to empower student teachers with positive teacher-student relationships (TSRs) competencies resonates with the fact that students are not merely cognitive but also emotional and social beings. Indeed, the interactions of the cognitive, emotional and social dimensions work to impact on their learning and performance. The benefits for positive teacher-student relationships within and outside class contexts cannot be overemphasised. Students are hard-wired with the need to connect in relationships with their teachers. Teacher-student relationships determine students’ school engagement, their adaptation to developmental changes and their motivation to learn. Also, TSRs influence students’ discipline, stability to social adjustments, value orientation and their identity formation and development. Undeniably, the building of positive TSRs and teaching and learning processes are essentially mutually inclusive. To be able to form and sustain positive TSRs, student teachers need well-developed knowledge, beliefs, and self efficacy attributes. This comparative study of Tanzania and Germany argues that positive teacher student relationships form a critical requirement for effective teaching, learning, and holistic development of students in schools. To this end, the initial teacher education has a duty to nurture the TSRs attributes alongside other teacher competencies. Despite the acknowledgement of the necessity for positive TSRs by researchers, educators, and administrative authorities, literature provides no evidence of the contribution of the initial teacher education to the positive TSRs abilities. The existing studies on TSRs have focused mainly on TSRs in schools and on the problems related to unhealthy TSRs (Giles, 2008; Jones, 2009; Knoell, 2012; Raufelder et al., 2013; Sands, 2011; Wubbel et al., 1993) and others. This disjuncture between the reported problems faced by teachers in forming and sustaining positive TSRs and the opportunity for initial teacher education to empower student teachers for positive relational exchange frames this study. The study employed a combination of the conceptual change, self-efficacy, and goal contents theories. The utilisation of the theories was justified by the study assumptions that in order to produce teachers who are capable of handling positive TSRs in schools, the initial teacher education has to transform, orient, and reorient student teachers on the relational exchange knowledge. Secondly, apart from the pro-relational knowledge, student teachers ought to demonstrate improved self-efficacy as a yardstick of their preparedness and commitment to positive TSRs. Lastly, the study examined the implication of student teachers’ motivational reasons for joining teaching on their TSRs self efficacy. Motivational dynamics have been proven to influence teachers’ occupational satisfaction and their behaviours (Weiss & Kiel, 2013; Vansteenkiste & Ryan, 2013). Hence, the motivational reasons held by student teachers to join the teaching profession were viewed as an important construct which also may influence the student teachers’ self-efficacy for positive TSRs. This study sought to answer the following question: Does the university¬¬ based initial teacher education contribute to positive TSRs (competencies) among student teachers? To ascertain for this role, the study investigated and compared student teachers’ knowledge, beliefs, perceived self efficacy, as well as the approaches employed in this regard. The study was anchored on the Pragmatism epistemology and ontology. The study used qualitative and quantitative techniques to study two typical cases, namely; the Universities of Leipzig and Dar es Salaam, in Germany and Tanzania respectively. The study deployed both probabilistic and non-probabilistic sampling techniques to arrive at the sample size N=721 for student teachers; both final-year (n=548) and beginners (n=173) and eight (8) university teacher educators. Findings of the study show the presence of significant changes in the student teachers\'' knowledge, beliefs, and perceived self-efficacy for positive TSRs. Comparatively, student teachers in Germany revealed higher levels of the TSRs knowledge and perceived self-efficacy than their Tanzanian counterparts. However, the qualitative findings revealed inadequacies in TSRs knowledge among the final-year student teachers in both countries. The beginner student teachers in Germany demonstrated higher command in positive TSRs knowledge and self efficacy than their Tanzanian counterparts. It was further unveiled that the student teachers’ knowledge had a significant association with their self-efficacy for positive TSRs. The approaches employed in promoting positive TSRs competencies include the teaching practice, educational courses and role modelling. However, these approaches were constrained by the strict focus given on academic performance, lack of clear orientation on the nature of positive TSRs, and overlook of important and potential aspects of initial teacher education. Despite having approaches to promoting positive TSRs abilities, teacher educators demonstrated varied and contradicting perspectives of what constitutes the nature and character of positive TSRs. The study considered contradicting perspectives among the hurdles to the effective orientation of the positive TSRs. Moreover, findings indicated that student teachers in Germany and Tanzania joined the teaching profession as a result of intrinsic and extrinsic motivational reasons. It was found out that the intrinsic motivation reasons were more important among German student teachers. Conversely, extrinsic motivational reasons were relatively more important among student teachers in Tanzania. The analysis of motivational reasons indicated a strong positive association (Cramer’s V .175) between intrinsic motivational reasons and perceived self-efficacy for positive TSRs. The study concludes that although positive TSRs feature in the initial teacher education, its implementation has suffered inconsistency, underrepresentation, and misinterpretation by teacher educators and student teachers. The study recommends for an integration of a compulsory positive TSRs content or module to address for depth, breadth and evaluative treatment of the competencies (the proposed framework of integration has been suggested). Moreover, the study recommends for the redefinition and reaffirmation of the positive TSRs phenomenon in the theoretical and practical aspects of the university based initial teacher education.