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Tesi sul tema "Environmental education – Tanzania – Zanzibar"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 1 febbraio 2022

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1

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

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In Zanzibar, in 1995, opportunities for professional development in environmental education were minimal. Yet the demand for professional development was high, especially because of an emphasis on formal qualifications in the country. Credibility was afforded to forms of professional development, aimed at creating more ‘experts’. Ongoing environmental education practice was not achieving its objectives. Into this setting, which was culturally and socio-politically different from the South African context where it was developed, I introduced the Rhodes University Certificate and Gold Fields Par

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2

Hogan, Alice Rosemary. "Education in the wetlands and wetlands in the education: a case of contextualizing primary/basic education in Tanzania." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003386.

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This dissertation describes an action research case study carried out at a sub-village school at Nyamakurukuru, Utete, Rufiji District, Tanzania. The study was a fully independent research activity funded and led by a female Irish environmental and community specialist who has fifteen years experience of working in rural Tanzania, five of which were in Rufiji District. The aim of the action research was to engage a community of villagers, teachers, students and district officers in a participatory process to adapt a module of a school curriculum to the local context, and teach it in order to d

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3

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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4

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

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Abstract (sommario):

Environmental education (EE) has been an evolving field which came out of concern for the environment in the 1960's and 1970's. As a focus of international conferences and agreements, it impacted on school curricula in most parts of the world, although, for Tanzania, it is a new field in formal education and an often challenging one. With the influence of contemporary focus on participation in EE, in 2004 the Ministry of Education in Tanzania suggested the integration of environmental education into every subject in the curriculum. However, little is known currently in Tanzania about the respo

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5

Asseid, Bakari S. "Revisiting ecological behaviours of the coastal communities of Zanzibar : implications for non-formal environmental education programmes." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395287.

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6

Greenfield-Liebst, Michelle. "Livelihood and status struggles in the mission stations of the Universities' Mission to Central Africa (UMCA), north-eastern Tanzania and Zanzibar, 1864-1926." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/270105.

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This thesis is about the social, political, and economic interactions that took place in and around the Universities’ Mission to Central Africa (UMCA) in two very different regions: north-eastern Tanzania and Zanzibar. The mission was for much of the period a space in which people could – often inventively – make a living through education, employment, and patronage. Indeed, particularly in the period preceding British colonial rule, most Christians were mission employees (usually teachers) and their families. Being Christian was, in one sense, a livelihood. In this era before the British alte

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7

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

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8

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

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Development appears to have gone through a paradigm shift, from top-down, state-led projects to bottom-up, participatory schemes which seek to take account of local knowledges. Tanzania is a country which, like many others in the ‘Global South’, faces a myriad of interlinked environmental and development problems, particularly as much of the population’s livelihood needs are deeply entwined with local environmental resources. Current environmental policies and conservation practise in Tanzania appear to reflect this new shift in development, and increasingly the Tanzanian state and a number of

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9

Hussein, Hassan Iddi. "Reliability of Payment for water Resources as an Environmental Service towards the sustainable management of watershed forests in Zanzibar, Tanzania : A Case study of Kiwengwa - Pongwe Forest Reserve." Thesis, Linköping University, Department of Water and Environmental Studies, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15003.

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<p>Currently, there is a great rampage among conservationists looking for useful approaches that can be used to bring efficiency towards conservation of global natural ecosystems. But which approach can be really effective to halt destruction of a particular natural ecosystem where the local people depend on the same ecosystem resources for their livelihoods? Do the local communities accept to refrain themselves from using natural ecosystem resources (loss of free access), which they believe is under their local territory since they are born, without having alternatives that will replace and i

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10

Pumphrey, Sarah Irene. "Implementation of Appropriate Technology to Treat Drinking Water in Rural Tanzania." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218749376.

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11

Kimaro, Aurelia Raphael Verfasser], Marita [Gutachter] Kampshoff, and Thomas [Gutachter] [Irion. "Integrating Environmental Education (EE) for Sustainability into Primary School Curriculum in Tanzania: Exploring Stakeholders’ Views and Perceptions / Aurelia Raphael Kimaro ; Gutachter: Marita Kampshoff, Thomas Irion." Schwäbisch Gmünd : Pädagogische Hochschule Schwäbisch Gmünd, 2018. http://d-nb.info/1170582540/34.

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12

Kimaro, Aurelia Raphael Verfasser], Marita [Gutachter] [Kampshoff, and Thomas [Gutachter] Irion. "Integrating Environmental Education (EE) for Sustainability into Primary School Curriculum in Tanzania: Exploring Stakeholders’ Views and Perceptions / Aurelia Raphael Kimaro ; Gutachter: Marita Kampshoff, Thomas Irion." Schwäbisch Gmünd : Pädagogische Hochschule Schwäbisch Gmünd, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:752-opus4-811.

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13

Wanyama, Henry Sammy. "School environmental education programmes and their application to local communities' socio-economic development and conservation issues (South Africa and Tanzania)." Thesis, 2012. http://hdl.handle.net/10210/5950.

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Ph.D.<br>This study investigated the nature of collaboration between three institutions: the school, NGO and community (local leaders and members) in enabling sustainable development in regard to the creation of livelihoods and conservation. Two school-based environmental education programmes in South Africa and Tanzania were used to investigate the nature and issues of collaboration involving the tripartite institutions. Adopting pragmatic and critical paradigms, a mixed model approach formed the framework within which the study was conducted. A mixed model emphasising qualitative methods was

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14

Stevens, Sadie S. "Flagship species, tourism, and support for Rubondo Island National Park, Tanzania." 2011. https://scholarworks.umass.edu/dissertations/AAI3482727.

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Two major goals of managers of Rubondo Island National Park (Rubondo), Tanzania are to increase the number of international visitors to the Park (and thereby increase revenue generated) and to increase support for the Park among residents of nearby communities. I investigated species preferences among children living around Rubondo and the wildlife viewing preferences of international visitors to Tanzania in an attempt to identify flagship species that Park management could use in marketing and outreach campaigns designed to meet their goals. I also assessed local interest in visiting the Park

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15

Dihno, Anastazia Emil. "Measures taken by parents to prevent malaria." Diss., 2009. http://hdl.handle.net/10500/2938.

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A quantitative, explorative, descriptive contextual study was conducted to determine to what extent the malaria control measures proposed by the Tanzanian government had been implemented by parents of children between the ages 0-5 years who lived in Bukumbi village. Structured interviews were conducted with 40 parents of children who had been admitted for malaria treatment during 2007, and the data analysed by computer. Although respondents had a basic knowledge of preventive measures they did not implement actions preventing the anopheles mosquitoes’ breeding in this tropical area. The viciou

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