Academic literature on the topic 'Social learning – Tanzania'
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Journal articles on the topic "Social learning – Tanzania"
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Alexander, Kelly. "Scaling Girls’ Technical Education (GTE): bringing coding skills to women in Tanzania." Emerald Emerging Markets Case Studies 10, no. 4 (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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Justo, Rachida, and Rakhi Mehra. "Kilisun: protecting beyond the Sun." Emerald Emerging Markets Case Studies 6, no. 3 (2016): 1–20. http://dx.doi.org/10.1108/eemcs-11-2016-0277.
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Subject area Social entrepreneurship. Study level/applicability Undergraduate or Honours students interested in Social Enterprise. Case overview The case describes the challenges face by Mafalda Soto, a Spanish pharmacist, who together with two albino Tanzanian colleagues, has patented and produced the first solar lotion for the albino population made in Africa. The social organization, KiliSun, and its main product have had a remarkable success in Tanzania and have received funds from BASF and the Tanzanian government for production and distribution until 2016. However, Mafalda could not help but think about how to make a viable project out of her social innovation. For how long could she keep her collaborators on board? Where will she get the funds from? What role should she give the Tanzanian government? After all, her dream was to help albinos beyond Tanzania. It was Christmas eve, and that night, Mafalda went to bed naively asking Santa to help her make possible that every albino could one day have access to her sun lotion. This way, they also, could get closer to the sun. Expected learning outcomes How to finance the growth of the organization; how to design a business model that helps social enterprises become self-sustaining; how to measure social impact; and how to craft and choose strategic alliances. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship.
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Hunter, Lise, and Jonathan Lean. "Entrepreneurial learning – a social context perspective: evidence from Kenya and Tanzania." Journal of Small Business and Enterprise Development 25, no. 4 (2018): 609–27. http://dx.doi.org/10.1108/jsbed-02-2017-0075.
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Leonard, Kenneth L., Sarah W. Adelman, and Timothy Essam. "Idle chatter or learning? Evidence of social learning about clinicians and the health system from rural Tanzania." Social Science & Medicine 69, no. 2 (2009): 183–90. http://dx.doi.org/10.1016/j.socscimed.2009.05.020.
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Cherewick, Megan, Sarah Lebu, Christine Su, and Ronald E. Dahl. "An Intervention to Enhance Social, Emotional, and Identity Learning for Very Young Adolescents and Support Gender Equity: Protocol for a Pragmatic Randomized Controlled Trial." JMIR Research Protocols 9, no. 12 (2020): e23071. http://dx.doi.org/10.2196/23071.
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Background The onset of puberty is a pivotal period of human development that is associated with significant changes in cognitive, social, emotional, psychological, and behavioral processes that shape identity formation. Very early adolescence provides a critical opportunity to shape identity formation around gender norms, attitudes, and beliefs before inequitable gender norms are amplified during and after puberty. Objective The aim of the Discover Learning Project is to integrate strategic insights from developmental science to promote positive transformation in social, emotional, and gender identity learning among 10- to 11-year-olds in Tanzania. Through a pragmatic randomized controlled trial, the intervention scaffolds the development of critical social and emotional mindsets and skills (curiosity, generosity, persistence, purpose, growth mindset, and teamwork) delivered by conducting 18 after-school, technology-driven, experiential learning sessions in small, mixed-gender groups. Methods The Discover Learning Intervention is a 3-arm randomized controlled trial that will be delivered to 579 participants selected from four public primary schools in Temeke District, Dar es Salaam, Tanzania. Randomization will be done at the individual level into 3 treatment groups receiving incremental intervention components. The treatment components include Discover Learning content curated into child-friendly videos, facilitated discussions, and a parent-child workbook, to be implemented over two phases, each 6 weeks long. A baseline survey will be administered to participants and their parents prior to the intervention. The process will be observed systematically, and data will be collected using surveys, in-depth interviews, observations, and focus group discussions with adolescents, parents, teachers, and facilitators conducted prior, during, and after each implementation phase. Results This study builds on formative and pilot studies conducted with the target population to inform the design of the intervention. The results will generate new evidence that will inform strategies for achieving scale in Tanzania and provide insights for replication of similar programs that are invested in gender-transformative interventions in peri-urban, low-resource settings. Conclusions The Discover Learning Intervention makes an important contribution to the field of adolescent developmental science as an intervention designed for very young adolescents in a low-resource setting. Trial Registration ClinicalTrials.gov NCT04458077; https://clinicaltrials.gov/ct2/show/NCT04458077 International Registered Report Identifier (IRRID) DERR1-10.2196/23071
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Käyhkö, N., M. Mbise, Z. Ngereja, et al. "SOCIAL INNOVATIONS IN GEO-ICT EDUCATION AT TANZANIAN UNIVERSITIES FOR IMPROVED EMPLOYABILITY (GEOICT4E)." International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLVI-4/W2-2021 (August 19, 2021): 83–89. http://dx.doi.org/10.5194/isprs-archives-xlvi-4-w2-2021-83-2021.
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Abstract. Geospatial and ICT technologies are making an impact leap due to globally accessible open data solutions addressing environmental and social challenges, such as rapid urbanization, degradation of marine and land environments, and humanitarian crises. We are witnessing a rapid growth of innovations built on data and tools tackling local societal problems. At best, these can provide better opportunities for sustainable solutions and development. The need for geospatial expertise is growing globally, and the required skills and capabilities of experts are changing. Universities need to think that although the future jobs rely on experts’ geospatial data and technology skills, graduates need to have a strong conceptual and practical understanding of societal problems and capacity to co-develop solutions, which generate wellbeing and inclusive development. New generation university graduates need to master the interface between technologies’ potential and societies’ emerging needs, working in a multi-stakeholder environment and creating innovative and impactful solutions. In this paper, we present a model of institutional cooperation between five Tanzanian and three Finnish universities, aiming to tackle this transformative education challenge in Tanzania. GeoICT4e aims to develop innovative and scalable geospatial and ICT e-learning services for Tanzanian universities. Via this transformation, universities are aiming to enhance the future employment potential of the graduates with digital multi-competence skills. We present the overall methodology and key activities of the project cooperation, and discuss the opportunities and challenges related to this transformation, and use of open data and FOSS solutions particularly from the institutional and societal perspectives.
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Almasi, Mustapha, and Chang Zhu. "Students’ Perceptions of Social Presence in Blended Learning Courses in a Tanzanian Medical College." International Journal of Emerging Technologies in Learning (iJET) 13, no. 09 (2018): 107. http://dx.doi.org/10.3991/ijet.v13i09.8566.
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Social presence in a blended learning involves construction of learning through student sharing, interaction and support thus improving students’ motivation, and learning. This study examines students’ perceptions of social presence (SP) in blended learning courses (BL) in a medical college in Tanzania. Three research questions are addressed: are there significant differences in the reported scores of social presences among students based on gender, age and year of study? How is social presence encouraged in the BL medical courses? How is social presence associated with students’ learning in the BL medical courses? Following a mixed method, Social Presence Scale and Focus Group Discussion were in data collection. BL in these courses included face-to- face lectures, student online and face-to-face group discussions, laboratory practices, team-based learning (TBL), and online exams. The study involved 144 medical students. Survey results showed no significant differences in the reported scores of social presences based on their characteristics. However, affective expression and open communication were more valued than group cohesion elements of SP. Qualitative results show that social presence was encouraged through provision of group assignments, teacher online activities, and students’ group discussions. Through social presence and interaction, students learnt various concepts, examination questions in both online and in face-to-face discussions. The conclusion is that students’ characteristics are not crucial, however, group discussion and social presence influence their learning.
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Kvasnicka, John, Ken Olson, Mufwimi Saga, et al. "Teaching quality improvement in Tanzania: a model of inter-professional partnership for global health development." Christian Journal for Global Health 4, no. 1 (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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Lwoga, Edda Tandi, and Mercy Komba. "Antecedents of continued usage intentions of web-based learning management system in Tanzania." Education + Training 57, no. 7 (2015): 738–56. http://dx.doi.org/10.1108/et-02-2014-0014.
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Purpose – The purpose of this paper is to examine factors that predict students’ continued usage intention of web-based learning management systems (LMS) in Tanzania, with a specific focus on the School of Business of Mzumbe University. Specifically, the study investigated major predictors of actual usage and continued usage intentions of e-learning system, and challenges of using the e-learning system. Design/methodology/approach – Data were collected through a questionnaire survey of 300 third year undergraduate students, with a rate of return of 77 per cent. A total of 20 faculty members were also interviewed. The unified theory of acceptance and use of technology (UTAUT) was utilized in the study. Findings – The results show that actual usage was determined by self-efficacy, while continued usage intentions of web-based learning system was predicted by performance expectancy, effort expectancy, social influence, self-efficacy, and actual usage. Challenges for using web-based LMS were related to information and communications technology (ICT) infrastructure barrier, LMS user interface was not user friendly, weak ICT policies, management and technical support, limited skills, lack of awareness, resistance to change, and lack of time to prepare e-content and use the e-learning system. Practical implications – The study findings are useful to e-learning managers and university management to identify important factors and develop appropriate policies and strategies to encourage long-term usage of e-learning systems for future studies and lifelong learning. Originality/value – By using UTAUT in the context of continued usage intentions and the integration of an additional construct (“self-efficacy”), the extended UTAUT model fits very well in the web-based learning systems in Tanzania, in particular where such studies are scant. The findings can be used in other institutions with similar conditions in investigating the continued usage intentions of e-learning systems.
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Ndijuye, Laurent Gabriel. "The role of home learning environments and socioeconomic status in children’s learning in Tanzania: A comparison study of naturalized refugee, rural majority, and urban majority population groups." Journal of Early Childhood Research 18, no. 4 (2020): 354–70. http://dx.doi.org/10.1177/1476718x20938095.
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This study investigated the role of home learning environments and family socioeconomic status in children’s learning in Tanzania. A total of 303 participants from the naturalized refugees, rural, and urban majority groups were recruited. Data were collected using parents’ questionnaires, interviews, Bracken’s Basic Concept Scale–Receptive, Early Grades Reading Assessment, and Early Grades Mathematics Assessment. The results indicate that although naturalized refugees’ home learning environments were comparable to those of the rural majority, and had lower socioeconomic status than the urban majority, their learning attainments were as good as those of the more-advantaged urban majority. Parental beliefs and expectations were the possible reasons for their demonstrating better learning attainments. These findings broaden our understandings of various protective and supportive factors which have implications on children’s development and learning across contexts.
Dissertations / Theses on the topic "Social learning – Tanzania"
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Sabai, Daniel. "Mobilising processes of abstraction, experiential learning and representation of traditional ecological knowledge in participatory monitoring of mangroves and fisheries : an approach towards enhancing social learning processes on the eastern coast of Tanzania." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013060.
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This study addresses a core problem that was uncovered in records from coastal management monitoring initiatives on the eastern coast of Tanzania associated with the application and use of coastal monitoring indicators developed by external development partners for the coastal zone. These records suggest that local communities, who are key actors in participatory monitoring of coastal and marine resources, face many challenges associated with adapting and applying the said frameworks of indicators and monitoring plans. These indicators tend to be scientifically abstracted and methodologically reified; given prevailing contextual and socio‐cultural realities amongst them. The research project addresses the following key research question: How can processes of abstraction, conceptualisation, and representation of TEK contribute to the development of coastal management indicators that are less reified, more contextually and culturally congruent, and which may potentially be used by resource users in the wider social learning process of detecting trends, threats, changes and conditions of mangrove and fisheries resources? In response to the contextual problem and the research question, the study employs processes of abstraction and experiential learning techniques to unlock knowledge that local communities have, as an input for underlabouring existing scientific indicators on the Eastern coast of Tanzania. The research is constituted as critical realist case study research, involving two communities on the eastern coast of Tanzania, namely the Moa and the Boma communities (in Mkinga coastal district). Overall, the study involved 37 participants in a series of interviews, focus group discussions, and experiential learning processes using visualised data, and an experiential learning intervention workshop, and follow‐ups over a period of 3 years. The study worked with mangroves and fisheries to provide focus to the case study research and to allow for in‐depth engagement with the assumptions and processes associated with indicators development and use. Through the above mentioned data generation processes, critical realist analysis, and experiential learning processes involving abstraction and representation of traditional ecological knowledge held by mangrove restorers and fishers in the study areas, the study uncovers possible challenges of adapting and applying scientific indicators in participatory monitoring of a mangrove ecosystem. Using ampliative modes of inference for data analysis (induction, abduction and retroduction) and a critical realist scientific explanatory framework known as DRRREI(C) (Resolution, Re‐description, Retrodiction, Elimination, Identification, & Correction) the study suggests a new approach that may lead to the development of a framework of indicators that are less reified, more congruent to users (coastal communities), and likely to attract a wider context‐based social learning which favours epistemological access between scientific institutions (universities inclusive), and local communities. It attempts to establish an interface between knowledge that scientific institutions produce and the potential knowledge that exists in local contexts (traditional ecological knowledge), and seeks to widen and improve knowledge sharing and experiential learning practices that may potentially benefit coastal and marine resources in the study area. As mentioned above, the knowledge and abstraction processes related to the indicators development focussed on the mangrove ecosystem and associated fisheries, as engaged in the two participating communities in the eastern coast of Tanzania. The specific findings are therefore limited by the case boundaries, but the methodological process could be replicated and used elsewhere. The study’s contributions are theoretical and methodological, but also social and practice‐centred. The study brings into view the need to consider the contextual relevance of adapted knowledge, the capacity or ability of beneficiaries to adapt and apply scientific models, frameworks or tools, and the potential of local knowledge as an input for enhancing or improving monitoring of mangroves and mangrove‐based fisheries. Finally, the study comes up with a framework of indicators which is regarded by the coastal communities involved in the study as being less reified, more contextually and culturally congruent, and which may potentially be used in detecting environmental trends, threats, changes and conditions of mangrove and fisheries resources, and attract wider social learning processes.
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Ferdinand, Victoria Ugulumu. "The influence of introduced forest management practices on transformative social learning in a selected social-ecological forest community : a case of PFM and REDD projects at Pugu and Kazimzumbwi Forest Reserves in Tanzania." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1020333.
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This research investigates the influence of introduced forest management approaches on transformative social learning in the community surrounding the Pugu and Kazimzumbwi forest reserves in Tanzania from 2000 to 2015. The term transformative social learning reflects an understanding of learning processes that emerge through conscious changes in the perspectives of individuals or communities while interacting with forest management practices. The investigation explores the learning (if any) that occurred in the community and how and why the learning occurred. It also explores whether the learning was social and transformative and examines the conditions that enable or constrain transformative social learning at the Pugu and Kazimzumbwi community. Thus, the three concepts of social learning, transformative learning, and social practices are central to the research. Participatory Forest Management (PFM) emerged globally in the early 1980s to mobilise rural capabilities and resources in development and environmental stewardship. The Pugu and Kazimzumbwi community was introduced to Participatory Forest Management (PFM) projects by the late 1990s. The recent global focus on empowering communities around forests has drawn attention towards transformational adaptation to climate change impacts and building resilience capacities. As a result, in 2011 the Pugu and Kazimzumbwi community started working with a project for Reduction of Emissions through Deforestation and forest Degradation (REDD), which forms a key focus in this study as the most recently introduced PFM with embedded social learning assumptions. This research is designed and conducted as a qualitative case study. The research seeks to study the complex object of socially and contextually constructed learning through a systemic exploration of learning,using semi-structured interviews, focus group discussions, analysis of documents and archival records as well as observations and a reflexive workshop. Supportive information throughfield notes and audio voice and video recording was also generated. A contextual profile of the research site was conducted in March 2012, prior to the actual data collection in 2013 and 2014. Field explorations during the contextual profile helped to describe the research site and promote initial understanding of the context. During data collection, field inquiries based on interactive relationships between a researcher and participants stimulated practice memories and people’s living experiences with forestry and the introduced PFM projects under examination. Analysis of data employed analytical modes of induction, abduction and retroduction. Thick descriptions of learning obtained from fieldi based interactionswere produced before re-contextualising data through theoretical lenses. The research employed realist social theory by Archer (1995), under-laboured by critical realism, and practice theory advanced by Schatzki (2012) and Kemmis et al. (2014). The research process as a whole was underlaboured by the layered ontology of critical realism which proposes emergence of phenomena in open systems as shaped by interacting mechanisms which in this study were both material / ecological and social /political /economic /cultural. And more...
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Schutte, Marietjie. "Utilisation of Social Media tools to enhance knowledge sharing practices among knowledge workers at the Nelson Mandela African Institution of Science and Technology in Arusha, Tanzania." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/62108.
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It is vital for knowledge workers to utilise social media tools to enhance knowledge sharing practices and the adoption of these collaborative tools in higher learning institutions. This study investigated the extent to which social media tools are utilised to enhance knowledge sharing practices among knowledge workers at Nelson Mandela African Institution of Science and Technology (NM-AIST) in Arusha, United Republic of Tanzania. The study conducted semi-structured interview with the NM-AIST library staff and Information and Communication Technology Resource Centre (ICT-RC) personnel in 2014. The study found that, the utilisation of social media tools to enhance knowledge sharing among knowledge workers is still in its early stages in higher learning institutions in Tanzania. However, there was much interest amongst respondents for integrating and utilising social media tools to support knowledge sharing in higher learning institutions. The findings indicated that: social media tools can be used to enhance knowledge sharing practices; however, face to face mechanism, Google Mail, and Google Drive were indicated as main mechanisms to enhance knowledge sharing practices in higher learning institutions. Knowledge workers at the NM-AIST shared knowledge to facilitate teaching and learning activities, research and innovation; however knowledge sharing practices occur when needs arise. The study revealed the lack of knowledge sharing culture documented at the NM-AIST. The study has recommended the following: proper training for knowledge workers, employment of skilled and experienced knowledge workers, provision of full support (motivation), provide support to individual users. Application of social media tools which are very familiar and simple to use, establishment of a good relationship between knowledge workers and the management, as well as with schools and departments in higher learning institutions. Additionally, the study recommends the provision of adequate social media tools to facilitate knowledge diffusion within institutions.Mini Dissertation (MIT)--University of Pretoria, 2013.
Information Science
MIT
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Hofman, Karen, Yulia Blomstedt, Sheila Addei, et al. "Addressing research capacity for health equity and the social determinants of health in three African countries : the INTREC programme." Umeå universitet, Institutionen för folkhälsa och klinisk medicin, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-71640.
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Background: The importance of tackling economic, social and health-related inequities is increasingly accepted as a core concern for the post-Millennium Development Goal framework. However, there is a global dearth of high-quality, policy-relevant and actionable data on inequities within populations, which means that development solutions seldom focus on the people who need them most. INTREC (INDEPTH Training and Research Centres of Excellence) was established with this concern in mind. It aims to provide training for researchers from the INDEPTH network on associations between health inequities, the social determinants of health (SDH), and health outcomes, and on presenting their findings in a usable form to policy makers. Objective: As part of a baseline situation analysis for INTREC, this paper assesses the current status of SDH training in three of the African INTREC countries - Ghana, Tanzania, and South Africa - as well as the gaps, barriers, and opportunities for training. Methods: SDH-related courses from the three countries were identified through personal knowledge of the researchers, supplemented by snowballing and online searches. Interviews were also conducted with, among others, academics engaged in SDH and public health training in order to provide context and complementary material. Information regarding access to the Internet, as a possible INTREC teaching medium, was gathered in each country through online searches. Results: SDH-relevant training is available, but 1) the number of places available for students is limited; 2) the training tends to be public-health-oriented rather than inclusive of the broader, multi-sectoral issues associated with SDH; and 3) insufficient funding places limitations on both students and on the training institutions themselves, thereby affecting participation and quality. We also identified rapidly expanding Internet connectivity in all three countries, which opens up opportunities for e-learning on SDH, though the current quality of the Internet services remains mixed. Conclusions: SDH training is currently in short supply, and there is a clear role for INTREC to contribute to the training of a critical mass of African researchers on the topic. This work will be accomplished most effectively by building on pre-existing networks, institutions, and methods.
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Pasqueron, de Fommervault Inès. "Pour une anthropologie du rire : les cadres de l'expérience du corps riant dans les villages de la Kagera (Nord-Ouest de la Tanzanie)." Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0352.
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Le rire fait incontestablement partie des universaux humains : on ne connait pas de société qui ne rit, ni même d’individu incapable de rire. Je ne conteste pas cette idée, mais invite à penser que le rire ne peut se limiter à cette définition universaliste. Cette thèse entend dépasser le débat de l’inné et de l’acquis, en postulant que le rire est universel, mais résulte d’un apprentissage social qui « domestique » son expression. Cette recherche s’est effectuée à partir d’une enquête ethnographique dans les villages de la Kagera en Tanzanie, où le rire avait déjà fait parler de lui. En 1962, une « crise de fou rire » que les habitants ont appelé « la maladie du rire » (omumneepo) s’est répandue dans un internat de jeunes filles dans le village de Kashasha. Ce « fait-divers » constitue le point de départ de cette thèse, qui porte essentiellement sur les pratiques du rire dans ces villages tanzaniens. Pour les habitants de la Kagera le rire est un droit qui s’acquiert et que tout le monde ne possède pas. Certains rires sont inappropriés et il faut savoir les retenir sans quoi ils peuvent devenir irrespectueux et même dangereux, comme l’ont été les rires de ces jeunes filles en 1962. D’autres répondent à une éthique tout autant qu’à une esthétique sociale et relèvent de l’obligation la plus parfaite. Toutefois, et malgré l’institution de ces « cadres-rire », les rieurs riant réinventent constamment de nouvelles manières de rire. Il existe aussi des rieurs marginaux dont le rire transgressif bouleverse les normes et les structures et les remet même en question. Ainsi, si le rire peut être garant de l’ordre social, il a aussi le pouvoir de le renverserLaughter is a universal behavior, all humans laugh. Our purpose is not to dispute this but to argue that laughter cannot be solely reduced to this universal definition. This study aims at going beyond the debate about innate and acquired behaviors by showing that although laughter may be universal, it results also from a social learning process.This research is based on an ethnographic survey undertaken in villages from the Kagera region in Tanzania. Laughter has already raised a social challenge there in the past. In 1962, a “fit of giggling”, locally known as "the disease of laughter", spread in a girl’s boarding school. This event proves the existence of an affective script. In these villages, laughter is an acquired social practice, to some extent laughter there is a right which must be acquired. Individuals must laugh according to their age, status and gender, and according to context. Some laughs are inappropriate and must be inhibited, if they are not, they are seen as disrespectful, obscene, even dangerous, as were the girl’s laughs in 1962. Other laughers reflect ethic and aesthetic social obligations. However, and despite the institution of these "laughing frames", people perpetually reinvent new ways of laughing. They appear in social back-stages, in liminal or in-between spaces. In these villages, there are also outsiders whose laughter compromise socials norms. Thus, if laugher can reinforce social order it also can also question it. This thesis tries to demonstrate that the body, the socio-cultural factors and the inter-individual relations are in permanent interaction, that is why laughter must be understood as a fluctuating and shifting phenomenon
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Persson, Mikaela. ""It's like going fishing without a fishing-net" : a study on how students in Tanzania perceive the transition of language of instruction from Kiswahili to English." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-11873.
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The purpose of this study is to contribute to previous research on the subject of language transition in Tanzania. The aim is also that the information gained in this study can be used to improve students' prospects when they undergo the linguistic transition from primary school to secondary school. This is a qualitative study with quantitative elements, using method triangulation, which examines how students experience the linguistic transition from Kiswahili to English and how it affects them. The study also highlights the students' own opinions about which language they would prefer as the language of instruction in secondary school. Relevant information about the history of Tanzania and the linguistic situation in the country are outlined. Previous research on the subject is also presented. The two theories that are used are Bourdieu’s social theory and Said's theory of Orientalism. The study uses focus groups and surveys in oder to answer the questions at hand. The research itself is conducted in two government schools in Dar es Salaam in Tanzania. The three questions at issue are as follows: Do the students feel that they have sufficient knowledge of English in order to be ready for the transition of the language of instruction from Kiswahili to English in secondary school? How do the students perceive that the transition of languages affects their performance in school and in their future? If the students had the opportunity to choose, which language would they prefer as the language of instruction in Secondary school in Tanzania? The conclusions are that the students feel that the linguistic transition is difficult and that they lack sufficient knowledge of English. Although several of the students struggle with the vocabulary and the pronunciation, they feel that English is the path to higher education and a good job. These are contributing factors to the fact that the majority of the students prefer English as their language of instruction in secondary school, to their own national language, Kiswahili.MFS-uppsats
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Hedvall, Johan, and Helena Lindberg. "Future perspectives on Challenge Driven Education : Challenging how we perceive and engage external stakeholders in Tanzania and Sweden." Thesis, KTH, Lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-257210.
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The engineering education has changed and evolved over decades in harmonywith societies challenges. Today, sustainable development is of great importanceand one way of equipping future engineers with the competencies to tackle these challenges is through Challenge Driven Education (CDE). CDE is a relatively new educational concept which brings together universities andexternal stakeholders to jointly foster the engineers of tomorrow. The research focuses on the challenge owner’s perspective, which is a sub-category of external stakeholder. The challenge owner could be a company or organisation providing the students with challenges and also takes an active role in the students path to solve them. Through qualitative interviews in Sweden and Tanzania this study investigates some aspects of the CDE concept and develops a product in the form of a guide.First, it was investigated which competencies for sustainability that could be considered important in future engineers, according to interviewees. It was also investigated which competencies were developed during CDE projects. Results show that UNESCO’s key competencies correlates well with interviewees views, justifying the legitimacy of the framework. However, some skills and attributes mentioned in interviews lie outside of UNESCO’s framework but where still considered important. This implies the need to supplement orevolve the framework in order to be a more comprehensive tool for improving CDE and the engineering education. Secondly, several differences on how CDE is portrayed and executed where found in the interviews. From the Tanzanian context a somewhat limited view of the challenge owner was identified and findings show possibilities of broadening the perspective of the challenge owner role. Also, findings shows a need to emphasise the importance of sustainable development and societal contributions in the future development of CDE. Lastly, in order to facilitate communication with potential challenge owners in future CDE collaborations in Tanzania, the need for a guide was identified. Using an iterative design method, a guide based on interviewees feedback and the findings from this study was created. The main purpose is to present a widened view of CDE and to inspire potential challenge owners to join.Ingenjörsutbildningen har, i linje med samhälleliga förändringar, ändrats och utvecklats i årtionden. Idag är arbetet mot hållbar utveckling av hög prioritet och ett sätt att utrusta framtidens ingenjörer med kompetenser för att ta sig an dessa utmaningar är genom Challenge Driven Education (CDE). CDE är ett relativt nytt utbildningskoncept som för samman universitet och externa intressenter för att gemensamt fostra morgondagens ingenjörer. Studien utgår från de så kallade challenge owners perspektiv, vilket är en underkatergori till de externa intressenterna. Challenge owners kan vara företag eller organisationer som förser studenterna med utmaningar och som även tar en aktiv roll i studenternas arbete med att lösa dessa. Genom kvalitativa intervjuer i Sverige och i Tanzania undersöker denna studie några aspekter av CDE-konceptet och utvecklar en produkt i form av en guide:Först undersöktes vilka nyckelkompetenser för hållbar utveckling var relevantaför framtida ingenjörer enligt intervjupersonerna. Det undersöktes ävenvilka kompetenser som utvecklades under CDE-projekt. Resultaten visar att UNESCO’s nyckelkompetenser korrelerar väl med de intervjuades syn på vad som behövs, något som ger legitimitet till ramverket. Dock visar resultaten att några färdigheter och egenskaper som ansågs viktiga ligger utanför UNESCO’s ramverk. Det antyder att det finns ett behov att komplettera eller utveckla ramverket för att göra det till ett mer heltäckande verktyg i syfte att förbättra CDE och ingenjörsutbildningen i stort. I intervjuerna identifierades sedan flera variationer i hur CDE beskrivs och tillämpas. Från den tanzanska kontexten identifierades en något begränsad syn på vad en challenge owner är och resultaten visar på möjligheten att bredda synen på challenge owner-rollen. Resultaten visar också på vikten av att betona hållbar utveckling i CDE-projekt samt att CDE kan bidra till samhällsutvecklingen. Något som ansågs viktigt för att utveckla och ta CDE-konceptet vidare. Slutligen identifierades ett behov att underlätta kommunikation med potentiella challenge owners i framtida CDE-samarbeten i Tanzania. Genom att använda en iterativ design metod skapades en guide. Guiden är baserad på feedback från intervjudeltagarna samt resultat och slutsatser från denna studie. Det övergripande syftet med guiden är att presentera en breddad bild av CDE samt att inspirera potentiella challenge owners att engagera sig i CDE.
Books on the topic "Social learning – Tanzania"
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1949-, Malekela George Andrew, Bhalalusesa Eustella P, Forum for African Women Educationalists., and FAWE Non-Formal Education Project, eds. Moving beyond the classroom: Expanding learning opportunities for marginalized populations in Tanzania. Forum for African Women Educationalists, 2002.
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Dodgson, Rick. Living & learning in a Tanzanian village: A child's perspective. Manchester Development Education Project, 1996.
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Dodgson, Rick. Living & learning in a Tanzanian village: A child's perspective. Manchester Development Education Project, 1992.
Book chapters on the topic "Social learning – Tanzania"
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Walker, Valerie Struthers. "How Can We Learn About Faraway Places? Life and Learning in Tanzania." In Inquiry-Based Global Learning in the K–12 Social Studies Classroom. Routledge, 2020. http://dx.doi.org/10.4324/9780429331497-7.
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Mahenge, Michael Pendo John, and Andrew Charles Msungu. "A Strategy Towards Cost-Effective Content Delivery in the Higher Learning Institutions of Tanzania." In Advances in Human and Social Aspects of Technology. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7844-5.ch013.
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The recent development of ubiquitous technologies such as mobile computing facilities in developing countries promises a cost-effective approach for learning in higher learning institutions (HLIs). For instance, in Tanzania, new technologies in HLIs are being blended through eLearning and m-learning. However, HLIs are facing challenges in the delivery of eLearning contents due to the distributed nature of learning environments, the advancement of a large amount of data, shortage in ICT resources, and bandwidth. This study presents the state-of-the-art challenges and opportunities on eLearning in Tanzania. The survey results show that above 75% of students own multiple mobile devices that can support access to M-learning. Then, a cost-effective strategy for content delivery supported by mobile edge computing and cloud computing is proposed. Moreover, it is recommended that HLIs in developing countries should enact ICT policy that integrates issues associated with how to effectively utilize the emerging ubiquitous technologies applicable in their learning environments.
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"Indigenous knowledge and critical realism on the Eastern Coast of Tanzania." In Critical Realism, Environmental Learning and Social-Ecological Change. Routledge, 2015. http://dx.doi.org/10.4324/9781315660899-17.
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Mavere, Steven Alexander. "The Impact of Social Media Networks on Education in Higher Learning Institutions in Tanzania:." In Education in Tanzania in the Era of Globalisation. Mkuki na Nyota Publishers, 2019. http://dx.doi.org/10.2307/j.ctvh8r02h.18.
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"Scaling up the social hierarchy." In Experiencing Tanzania: Reflections of a Medical Service Learning Trip Through the Eyes of Aspiring Physicians. Hamad bin Khalifa University Press (HBKU Press), 2018. http://dx.doi.org/10.5339/wcm-q.9789927129643_10.
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Uimonen, Paula. "African Art Students and Digital Learning." In Interactive Media Use and Youth. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-206-2.ch013.
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Imagine 120 students sharing 5 computers, yet feeling that they are part of an interconnected world. This is the social context framing digital learning for African art students, the material limitations and cultural imaginations of which this chapter is concerned with. Based on extensive ethnographic engagements at TaSUBa, a national institute for arts and culture in Tanzania, this chapter investigates the development of digital media skills. Using the concept of digital learning to cover the acquisition of ICT skills as well as the use of ICT as a learning tool, the analysis spans from early expectations of connectivity to current forms of media engagement. Focusing on the social and cultural aspects of digital learning, the concept hybrid media engagement is introduced to capture the creative ways in which African art students overcome limitations in infrastructure, while exploring new forms of cultural production.
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Shuma, Christina Jerome, and January Marco Basela. "Enhancing Employability Skills Among University Students Through Career Guidance and Counseling." In Advances in Electronic Government, Digital Divide, and Regional Development. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6471-4.ch011.
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This chapter explored the role of career guidance and counseling in promoting graduates' employability skills in Tanzania higher learning institutions. A total of 123 respondents were involved. Data were collected through questionnaires, interviews, and focused group discussion. The study revealed that HLIs do not have professionals in career guidance and counseling who are solely employed to offer such services; the task is left to lecturers and wardens. Career guidance and counseling services were also found to be inadequate and not formalized thereby threatening students' acquisition of employability skills. The study recommends that higher learning institutions (HLIs) in Tanzania should see the possibilities of preparing students in various competence areas such as academic excellence, career aspects, personal and social skills. This can only be achieved by establishing comprehensive career guidance and counseling units within the institutions.
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Tossy, Titus, and Irwin T. J. Brown. "Cultivating Recognition." In Information Technology Integration for Socio-Economic Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0539-6.ch009.
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The E-learning provision in East Africa including Tanzania, Kenya and Uganda is rapid gaining its way. E-learning providers are all groups tasked with e-learning activities including design, delivery, implementation and others. The e-learning providers are surrounded by issues and challenges (main concerns). The purposed of this study was to identify and examine the main concern amongst e-learning providers in East Africa (Tanzania, Kenya and Uganda). In this study the Classic Grounded Theory Research Methodology was used in order to identify the main concern of e-learning providers. In the course of repeated encounters with e-learning providers, this study found the concept of Cultivating Recognition to emerge as the main concern or core variable amongst these e-learning providers. The core variable within the Classic Grounded Theory research methodology is the main entity that accounts for most of the variation in the data. The core variable of the theory, the basic social psychological process of Cultivating Recognition is characterized by Legitimizing and Credentializing. The process of legitimizing involves convincing the e-learning stakeholders that the e-learning programs and projects will be delivered in a timely, valid and sustainable manner. Legitimizing process is achieved through Collaborating (reciprocal and asymmetric), Referral Networking and Strategic alliancing. Credentializing aims to enhance the stakeholders' belief in the e-learning providers' competence prior to the provision of the e-learning programs and projects. While Credentializing is achieved through Endorsementizing, Result Orienting and Prioritizing Duties, Result Orienting itself is achieved through Visualizing, Professionalizing, Focalizing and Role Delineating. This study will help e-learning providers and other groups to cultivate recognition and pave a way for their success in implementation of e-learning.
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Mwamahusi, Mpe Paulo, and Titus Tossy. "A Comparative Evaluation of E-Learning Adoption in Private and Public Higher Education Institutions." In Information Technology Integration for Socio-Economic Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0539-6.ch007.
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This paper examines e-learning adoption in Higher Education Institutions (HEIs). The paper examines whether there is a difference between the Private and public HEIs e-learning adoption. The rationale for the examination stands from the fact that scholars are of option that there is different between private and public HEIs e-learning adoption. From an empirical survey conducted in Tanzania, this paper evaluates both staffs and students on the current situations, factors affecting, similarities and differences of e-learning adoption between private and public HEIs. The research reveals that, despite of the government efforts to support e-learning initiative by introducing national ICT polices to boost the level of adoption; very few private HEIs have adopted e-learning compared to public HEIs. The limited initial investment, lack of expertize, lack of guaranteed electrical power, poor strategic change management plans, and lack of innovative ideas are the barriers to e-learning adoption.
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Mitchell, Bruce. "Governance." In Resource and Environmental Management. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190885816.003.0004.
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For decades, natural resources and environmental management was approached as needing scientific and technical expertise, as well as the ability to identify different societal needs and aspirations. Government often was viewed as the dominant decision-maker. Today, it is increasingly recognized that governance is another key element. Here, attention is given to differentiating between governance and government, and to opportunities for different types of governance. With growing recognition of the value of learning from experience, consideration turns to adaptive environmental management. Consideration next is directed to co-management, as an approach to allocate more responsibility and authority to local stakeholders. Two case studies, national parks in England and a mangrove preserve in Tanzania, provide insight into experience with adaptive management and co-management. In his guest statement, Nigel Watson reviews governance arrangements regarding water quality for Loweswater in the Lake District of England.
Conference papers on the topic "Social learning – Tanzania"
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Almasi, Mustapha, and Chang Zhu. "THE INFLUENCE OF TEACHING, COGNITIVE AND SOCIAL PRESENCE ON STUDENTS’ PERFORMANCE IN BLENDED LEARNING COURSES IN TANZANIAN UNIVERSITIES." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1037.
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