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Relevant bibliographies by topics / Secondary schools Tanzania

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Academic literature on the topic 'Secondary schools Tanzania'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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Journal articles on the topic "Secondary schools Tanzania"

1

Lawrent, Godlove. "Teachers' multiple roles and perceived loss of professionalism in Tanzanian secondary schools." Waikato Journal of Education 24, no. 1 (2019): 11–19. http://dx.doi.org/10.15663/wje.v24i1.620.

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    The rapid increase in Tanzanian primary school enrolments in the last decade was prompted by the government to develop the Secondary Education Expansion Policy. My study, therefore, explored the impact of this policy on teachers’ professional lives. A qualitative approach was adopted to gain detailed insights into the phenomena under investigation. Data were collected from 30 participant teachers from four community secondary schools in Tanzania through interviews and document analysis. Overall the findings revealed that the government’s shortcomings in hiring suppo

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Mkimbili, Selina, and Septimi Kitta Reuben Kitta. "The Rationale of Continuous Assessment for Development of Competencies in Tanzania Secondary Schools." Advanced Journal of Social Science 6, no. 1 (2019): 64–70. http://dx.doi.org/10.21467/ajss.6.1.64-70.

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This paper attempts to illuminate the rationale of continuous assessment for competence development in secondary schools in Tanzania. Although, the curriculum for secondary schools in Tanzania has changed from content-based to competency-based, most teachers in secondary schools are still practicing traditional pen-and-pencil continuous assessment which is far from developing competence in students. There is a dire need for revising the assessment procedures, particularly continuous assessment to ensure the attainment of better competence level among students and realisation of high quality ed

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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 (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 source

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Boniface, Raymond Mwemezi. "Employee Voice Contexts and Teacher Retention in Remote Secondary Schools in Tanzania." African Journal of Teacher Education 8 (August 7, 2019): 159–93. http://dx.doi.org/10.21083/ajote.v8i0.5040.

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Retaining teachers in their work stations is influenced by many factors which are contextually explained. Teachers’ retention practices in Tanzania and most Sub-Saharan African (SSA) countries have been ineffective partly because of being monetary based. While ‘voicing’ is regarded as a more feasible strategy for retaining teachers in these countries, conditions which favour voicing over exiting a remote school particularly in the Tanzanian context have been not systematically mapped out. This article presents and discusses seven conditions, to include: empowering, listening and cooperative le

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T. Liguluka, Anunsiata, and Daniel Oduor Onyango. "Effectiveness of Secondary School Boards in Managing Students’ Discipline among Public Secondary Schools in Ulanga District, Morogoro Tanzania." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (2020): 184–90. http://dx.doi.org/10.46606/eajess2020v01i03.0058.

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The purpose of this study was to investigate the effectiveness of secondary school boards in managing students’ discipline among public secondary schools in Ulanga District, Tanzania. The study employed mixed research approach and convergent parallel research design. The researcher used stratified sampling and simple random sampling methods to select 75 out of 298 teachers and 76 out of 324 student leaders. Purposive sampling was used to select one (1) District Education Officer, one (1) Standard Quality Assurer, one (1) Ward Education Officer, four (4) Heads of Schools and four (4) Chairperso

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Vaghela, Trishala Ravichandra. "Determinants of Career Choice Among Secondary Schools Students: Evidence From Selected Secondary Schools in Tanzania." Journal of Business Management and Economic Research 3, no. 2 (2019): 42–55. http://dx.doi.org/10.29226/tr1001.2019.108.

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Mwamatandala, Augustino, and Mussa S. Muneja. "Effect of School Management on Teachers’ Commitment: A Case of Government Secondary Schools in Arusha City, Tanzania." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (2020): 87–96. http://dx.doi.org/10.46606/eajess2020v01i03.0046.

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This study sought to establish the effects of school’s management on teachers’ commitment among public secondary schools in Arusha City. The study employed quantitative research approach in collecting and analyzing data in that closed ended questionnaire was filled by 140 randomly selected teachers. Data for the first and second research questions on school management effectiveness and teachers’ commitment was analyzed through descriptive statistics while the third research question was analyzed through Pearson Correlations. The findings revealed that management in schools under investigation

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Joyce-Gibbons, Andrew, David Galloway, Andrew Mollel, Sylvester Mgoma, Madeleke Pima, and Enos Deogratias. "Mobile phone use in two secondary schools in Tanzania." Education and Information Technologies 23, no. 1 (2017): 73–92. http://dx.doi.org/10.1007/s10639-017-9586-1.

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Nyamubi, Gilman Jackson. "Determinants of Secondary School Teachers’ Job Satisfaction in Tanzania." Education Research International 2017 (2017): 1–7. http://dx.doi.org/10.1155/2017/7282614.

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This study examined teachers’ job satisfaction in Tanzania. It addressed one research question: what factors determine secondary school teachers’ job satisfaction? The study was conducted in eight secondary schools in two regions of Tanzania. It used focus group discussion as the data collection tool. Results show that teachers were satisfied by both monetary and nonmonetary incentives such as community support. They were pleased with fair remuneration packages that related to their labour input, opportunities for career development, a well-defined individual appraisal system, timely promotion

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Habibu, Nuriath A., Iramba F. Iramba, and Yusuph Kambuga. "The Prevalence of Sports Betting in Tanzania Secondary School Students." Journal La Edusci 1, no. 3 (2020): 23–32. http://dx.doi.org/10.37899/journallaedusci.v1i3.195.

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The purpose of this paper was to determine the prevalence of sports betting among secondary school students in Tanzania. The study was conducted in the Dodoma region and covered four secondary schools in Dodoma City. The probability sampling procedure was used to select students randomly for everyone to have the chance of being involved. The judgmental sampling technique were used to collect information from the head of discipline units and class teachers, and simple random sampling was used to select both public and private secondary schools. The study administered questionnaires and intervie

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Dissertations / Theses on the topic "Secondary schools Tanzania"

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Sayi, Laetitia Emmanuel. "Towards effective school management : a study of secondary schools in Tanzania." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/92311153-279c-4d8e-a12c-0403ade2699f.

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This studyi s abouts econdarsyc hooml anagemeinnt TanzanianG overnmenste condarsyc hools.I t seeksto investigateth e perceptionos f teachersa ndh eadteachearsb outt he managemenptr actices that are being used in schools and to identify strategies and practices which appear to be effective. Ihe main assurnption of the study is that there are Government secondary schools which are wen managed and others which are less well managed. Ile study aimed to identify what the well managed schools do in contrast to the less well managed schools. All Governmenste condarsyc hoolsin Dar-Es-Salaaman d the Co

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Tarmo, Albert. "Science teachers' beliefs and teaching practices in Tanzanian secondary schools." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/74620/.

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Recent attempts to improve science teaching and learning in Tanzania required teachers to adopt a learner-centred pedagogy. Although researchers widely acknowledge a lack of sustained success in science teachers' adoption of learner-centred pedagogy, the reasons for teachers' reluctance to adopt learner-centred pedagogy remain debated. Various contextual constraints, including resource shortages, overcrowded classrooms, ineffective teacher education, and high-stakes exams, render learner-centred pedagogy unsuccessful. However, in the Tanzanian context, teacher educators and researchers seem to

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

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Schools’ decisions to offer Physical Education (PE) is among the possible ways of involving students in physical activity, which has significant effects on students’ health, lifelong participation in physical activities and participation in sport. This thesis explores the factors and the ways they influence secondary schools’ decisions on whether or not to offer PE in Tanzania. The study is based on Institutional Theory, and on a social constructivist approach to knowledge generation, employing qualitative research methods, such as document analysis and interviews with different actors within

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Gwajima, Elizabeth Kilines Sekwiha. "Gender representations in English literature texts in Tanzanian secondary schools." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5991.

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The study explores gender representations in English literature texts used in Tanzanian secondary schools. The aim of this research is to raise awareness of, and contribute to, the general discussion regarding gender equality, and about the meeting the Millennium Development Goals (MDGs). The goals have been adopted by the government of Tanzania since 2000. The third goal (MDG 3) seeks to promote gender equality and the empowerment of women in all levels of education by 2015. The aim of this thesis was to examine the discourses underpinning the teaching of literature in Tanzanian schools in or

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Simba, Fatuma. "Modeling Connectivity for e-Learning in Tanzania : Case-study of Rural Secondary Schools." Licentiate thesis, Karlshamn : Blekinge Institute of Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00462.

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In response to address different development challenges, Tanzania is striving to achieve its fourth attribute of the National Development Vision, i.e. to have a well educated and learning society by the year 2025. One of the earmarked methods is to integrate ICT in education through e-learning. However, e-learning initiatives are challenged by limited or lack of connectivity to majority of secondary schools, especially those in rural and remote areas. One of the limitations for connectivity problems in rural areas of Tanzania is the high cost to establish connectivity infrastructures. The cost

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

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Eliphas, Foster. "Exploring school leadership development in Tanzania : a survey study of twenty newly appointed heads of schools in contextually different state secondary schools in the Dar es Salaam region of Tanzania." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2885/.

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This research study draws on the experience of twenty newly appointed head teachers, those in year one and two of their headship role in secondary schools in Tanzania. The study gathered the head teachers’ experience, perceptions, and suggestions about their own continuing professional development and that of others in schools. It strived to understand how and when these new heads of schools are trained, and whether they receive sufficient training before taking on a headship role. It further sought to understand the significance of mandatory leadership qualifications in enhancing the head tea

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Simba, Fatuma. "Determination of Viable Connectivity Technology for E-Learning in Tanzania : Case Study of Rural Secondary Schools." Doctoral thesis, Blekinge Tekniska Högskola, Sektionen för planering och mediedesign, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00535.

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In response to different development challenges, Tanzania is striving to achieve her fourth attribute of the National Development Vision, i.e. to have a well educated and learning society by the year 2025. The earmarked approach is to integrate Information and Communication Technology (ICT) in education system (e-learning), in order to improve teaching and learning processes, hence provision of quality education. However, Tanzania is challenged by lack of ICT infrastructures in rural areas, which affects integration of ICT in education. This thesis presents a research work to determine a cost-

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Kyaruzi, Florence [Verfasser], and Stefan [Akademischer Betreuer] Ufer. "Formative assessment practices in mathematics education among secondary schools in Tanzania / Florence Kyaruzi ; Betreuer: Stefan Ufer." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2017. http://nbn-resolving.de/urn:nbn:de:bvb:19-254380.

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Shumbusho, George N. "Investigating Kiswahili academic literacy : the case of two primary and two secondary schools in Morogoro region, Tanzania /." Thesis, Online access, 2009. http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_7737_1279663194.pdf.

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Books on the topic "Secondary schools Tanzania"

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Lwehabura, Jonathan M. K. Effective schooling?: Education for self-reliance and school effectiveness in Tanzania secondary schools. University of Birmingham, 1993.

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2

Temu, Elisei Basil. Successful schools in Tanzania: A case study of academic and production programs in primary and secondary schools. Institute of International Education, Stockholm University, 1995.

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Lwehabura, Jonathan M. K. Twenty three years of education for self reliance in secondary schools in Tanzania: a critical appraisal. University of Birmingham, 1991.

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Legal and Human Rights Centre (Tanzania). The right to education in Tanzania: Survey on the quality of education provided in public secondary schools : a case study of five regions in Tanzania mainland. Legal and Human Rights Centre, 2015.

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Puja, Grace Khwaya. School girls' knowledge about and attitudes towards modern contraceptive usage in Tanzania: The case of Ihanja, Mwenge, and Shaaban Robert Secondary Schools. WRDP, 1990.

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6

Ntukamazina, Euphrazia Gillian Chabakanga. The implications of the double-shift system for performance in Tanzanian secondary schools. University of Birmingham, 1994.

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7

Mligo, Elia Shabani, and Devotha Lawrence Mshana. Community Secondary Schools in Tanzania. Wipf and Stock, 2018.

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8

[Essays on deforestation by secondary school students in Tanzania]. s.n., 1997.

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9

Talis, O'Brien Sara, ed. Oral histories of three secondary school students in Tanzania. E. Mellen Press, 1987.

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The historiographical transformations, the history curriculum, and the teaching and learning of history in colonial and post-colonial Tanzanian secondary schools. 1988.

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Book chapters on the topic "Secondary schools Tanzania"

1

Mtasigazya, Paul. "Teachers’ and Students with Disabilities’ Perception of Sexual and Reproductive Health Education in Secondary Schools in Tanzania." In Sexual and Reproductive Health of Adolescents with Disabilities. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7914-1_7.

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David, Opanga, Alphonse Uworwabayeho, Théophile Nsengimana, Evariste Minani, and Nsengimana Venuste. "Practices in STEM Teaching and the Effectiveness of the Language of Instruction: Exploring Policy Implications on Pedagogical Strategies in Tanzania Secondary Schools." In Multilingual Education Yearbook 2021. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72009-4_6.

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Adamson, Laela. "4. Learning Language to Research Language in Two Tanzanian Secondary Schools." In Learning and Using Languages in Ethnographic Research, edited by Robert Gibb, Annabel Tremlett, and Julien Danero Iglesias. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925921-006.

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Morrison, Alison. "The Role of Assistive Technologies in the Learning of Visually Impaired Young People at a Rural Tanzanian Secondary School." In Education and Mobilities. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-9031-9_3.

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Karuku, Simon, and Geoff Tennant. "Towards a Harmonized Curriculum in East Africa: A Comparative Perspective of the Intended Secondary School Mathematics Curriculum in Kenya, Rwanda, Tanzania and Uganda." In Mathematics Education in East Africa. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27258-0_2.

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"Language Teaching in Secondary Schools." In Routledge Revivals: Language in Tanzania (1980). Routledge, 2017. http://dx.doi.org/10.4324/9781315142388-25.

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Languille, Sonia. "Ward Secondary Schools, Elite Narratives and Nyerere’s Legacy." In Remembering Julius Nyerere in Tanzania. Mkuki na Nyota Publishers, 2015. http://dx.doi.org/10.2307/j.ctvh8qz4m.17.

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Said, Hamis, Majuto Clement Manyilizu, and Mustafa Habibu Mohsini. "Developing Dropout Predictive System for Secondary Schools Using Classification Algorithm." In Advances in Electronic Government, Digital Divide, and Regional Development. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6471-4.ch022.

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Recently, there has been an increase of enrollment rate in government schools, as a result of fee free and expansion of compulsory basic education to form four in Tanzania. However, the completion rate of students is highly affected by extreme dropout rate. Researchers in previous studies have explored the causes of school dropout, and they came with general recommendation based on treatment measures. This study, however, deals with predictive measures in which classification algorithm is used in developing dropout predictive system. The targeted population of this study was obtained by employing purposive and non-probability sampling techniques. The study was guided by system theory and conducted in four councils of Tabora region in Tanzania because of high rate school dropout reported in the previous studies. After the analysis, it has been observed that social factors and academic factors have strong impact on the targeted variable dropout time. The study recommends the use of dropout predictive system in secondary schools so as to predict future outcomes of students earlier.

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Shyllon, Oyin. "Addressing Tanzania’s Gender Inequality Challenge in Secondary Schools." In Preparing the Next Generation in Tanzania: Challenges and Opportunities in Education. The World Bank, 2015. http://dx.doi.org/10.1596/978-1-4648-0590-5_ch3.

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Tengaa, Peter E. "Modelling Initiatives and Challenges in ICT Development in Teaching and Learning in Secondary Schools:." In Education in Tanzania in the Era of Globalisation. Mkuki na Nyota Publishers, 2019. http://dx.doi.org/10.2307/j.ctvh8r02h.17.

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Conference papers on the topic "Secondary schools Tanzania"

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Chambo, Fidea F., Loserian S. Laizer, Yaw Nkansah-Gyekye, and Vitalis Ndume. "Towards the development of mobile learning model for Tanzania secondary schools: Case study Kilimanjaro region." In 2013 Pan African International Conference on Information Science, Computing and Telecommunications (PACT). IEEE, 2013. http://dx.doi.org/10.1109/scat.2013.7055102.

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Mselle, Leonard J., and Tabu S. Kondo. "Results on implementing personal learning environments in Tanzanian secondary schools." In 2013 IEEE Third International Conference on Information Science and Technology (ICIST). IEEE, 2013. http://dx.doi.org/10.1109/icist.2013.6747583.

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Mselle, Leonard J., and Tabu S. Kondo. "Results on implementing personal learning environments in Tanzanian secondary schools." In 2013 8th International Conference for Internet Technology and Secured Transactions (ICITST). IEEE, 2013. http://dx.doi.org/10.1109/icitst.2013.6750234.

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Urassa, Hija. "CORONA VIRUS PANDEMIC: CHALLENGE TO THE ADVANCED SECONDARY SCHOOL CANDIDATES IN TANZANIA." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1546.

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PEREGO, PAOLO, FEDERICA BIASSONI, and MARIA RITA CICERI. "THE IMPACT OF CLASSROOM TRAINING ON ROAD HAZARDS PERCEPTION IN A TANZANIAN SECONDARY SCHOOL." In SAFE 2017. WIT Press, 2017. http://dx.doi.org/10.2495/safe170361.

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Muhoza, Olivier Ufitese, Matti Tedre, Naghmeh Aghaee, and Henrik Hansson. "Viewpoints to ICT Practices and Hindrances from in Tanzanian Secondary Schools and Teacher Training Colleges: Focus on Classroom Teachers." In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.31.

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Ngadaya, E. S. "A Survey of Prevalence and Factors Associated with Transmission of Tuberculosis Among Primary and Secondary School Children in Northern and Eastern Coastal Regions of Tanzania." In American Thoracic Society 2020 International Conference, May 15-20, 2020 - Philadelphia, PA. American Thoracic Society, 2020. http://dx.doi.org/10.1164/ajrccm-conference.2020.201.1_meetingabstracts.a6350.

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Dick Mwapwele, Samwel, and Sumarie Roodt. "Teacher's adoption and use of mobile devices outside the classroom for learning in Africa: A complementary case study of secondary school teachers in South Africa and Tanzania." In 2018 Conference on Information Communications Technology and Society (ICTAS). IEEE, 2018. http://dx.doi.org/10.1109/ictas.2018.8368747.

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Reports on the topic "Secondary schools Tanzania"

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

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A large literature documents the electoral benefits of clientelistic and programmatic policies in low-income states. We extend this literature by showing the cyclical electoral responses to a large programmatic intervention to expand access to secondary education in Tanzania over multiple electoral periods. Using a difference-indifference approach, we find that the incumbent party's vote share increased by 2 percentage points in the election following the policy's announcement as a campaign promise (2005), but decreased by -1.4 percentage points in the election following implementation (2010).

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Filmer, Deon, James Habyarimana, and Shwetlena Sabarwal. Teacher Performance-Based Incentives and Learning Inequality. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/047.

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This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below pre-baseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across scho

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