Browsing by Author "Anangisye, William A. L."

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    Bottlenecks in the Access to Primary Education in Tanzania: the Struggles of Vulnerable School Children in Makete district
    (Korean Educational Development Institute (KEDI), 2011) Anangisye, William A. L.
    This paper examines the survival strategies that Vulnerable School Children (VSCs) employ to attain primary education in Tanzania. Data was generated in Makete District which is hard-hit by HIV/AIDS and abject poverty. Pupils, teachers, community leaders, religious leaders, NGO officers and education officers shared their experiences on how hard VSCs struggle to participate in primary education. The study revealed that every school in the district contains VSCs. These VSCs employ various survival strategies to fulfil school and home needs, such as charcoal - burning and selling, carrying raw timbers, digging and weeding farms, fetching water, carrying bricks, and crushing stones. These preoccupations take their toll on the educational, health and physical development prospects for these VSCs. Without remedial steps being taken at the policy level, as well as other interventions, these difficult circumstances may hinder the realization of basic education for every child in Makete and other areas in the country.
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    Changing Times for Working Single Mothers: Reflections on Educational Achievement of the Girl Child from a Historical Perspective
    (Kenyatta University & Syracuse University, 2011) Ngesu, Lewis. M; Anangisye, William A. L.; Mwelu, Beth
    In the recent past, the issue of working single mothers and the academic performance of their girl child has often been the focus of public debate. This paper highlights the changing times of single working mothers in relation to performance of the girl child from a historical perspective. The data for the study was collected using a questionnaire and interviews. Data was collected from Kitui, Kiambu and Uasin Gishu districts in Kenya, East Africa. Three hundred and five single and coupled parents were randomly sampled for the study. The data collected were analyzed using SPSS software programme. The findings showed that most working single mothers had readjusted to a sudden situation (single parenthood) and were offering the girl child the best education within the prevailing conditions. Though the law regarding property ownership and matters of inheritance have been reviewed and documented, the issue of actual ownership by single mothers is yet to be fully addressed. The failure to appreciate single mothers and the attendant parenting pressure is likely to affect the girl child academic achievement. On the basis of these findings the study recommends that single mothers be recognized as dual parents and that the girl-child be protected from any form of discrimination.
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    Comparative Education at Universities in Tanzania and in South Africa and the Expectations and Motivations of Students.
    (2009-08) Anangisye, William A. L.; Maarman, R. F.; Wolhuter, C. C.
    In view of the northern hemispheric hegemony in education and in view of contemporary curriculum theory which prescribes an input by students as clients, the authors of two Southern countries, Tanzania and South Africa, surveyed their students’ expectations of a comparative education course, in an attempt to contribute to the establishment of a more meaningful comparative education for the South. The survey revealed startling divergences regarding South African and Tanzanian students’ expectations of comparative education. South African students looked onto comparative education to enlighten the domestic education reform project, and to improve their (students’) teaching strategies. In contrast, the Tanzanian students had a more detached (from their day-today education needs) and purely intellectual view of comparative education, expecting the subjects to contribute to their intellectual moulding and development. The authors relate these differences to contextual differences between South Africa and Tanzania, and conclude that contextual factors should be taken into account when designing comparative education courses.
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    Comparative Education for Africa: Perspective from Students’ Perceptions of and Motivations for Studying Comparative Education
    (2011) Anangisye, William A. L.; Wolhuter, C. C.; O’Sullivan, M.
    In view of the North-American-Western European hegemony in education and contemporary curriculum theory, which prescribes an input by students as clients, the authors from two African countries, South Africa and Tanzania, surveyed their students about what they expected to gain from a Comparative Education course, and contrasted that with the expectations of students of a European country, Ireland. The comparison revealed startling divergences. Whereas the Irish students’ main expectation was that their Comparative Education course would prepare them for a teaching job abroad, the South African students looked to their Comparative Education course to enlighten the domestic education reform project and to improve their teaching strategies, while the Tanzanian students had a purely intellectual view of the subject— wanting Comparative Education to contribute to their intellectual moulding and development. The authors relate these differences to contextual differences between Ireland, South Africa and Tanzania, and conclude that contextual factors should be taken into account, when developing Comparative Education courses for universities in Africa.
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    The Contribution of Religious Institutions to the Development of Secular Education in Tanzania: the Case of Pentecostal Churches in the Dar es Salaam Region
    (Sun Press, 2014) Anangisye, William A. L.; Mligo, Augustino D.
    Religion in education continues to be, as it has been for quite some time, a controversial subject. In almost every society, long before the state began to assume responsibility for education, schooling was based on religion and education was supplied by organised religion. When state-supplied education systems came into being, the religious ethos of schools at first remained intact. During the past 50 years, that model came, for a variety of reasons, under increasing pressure. In the quest for an acceptable formula for the relation between education and religion, this book provides international comparative perspectives from the following national education systems, regarding the place of religion in education: Brazil, the United States of America, the Netherlands, Greece, Armenia, Israel, Iran, Malaysia, Japan, Tanzania and South Africa.
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    The Current Status of Teachers and the Teaching Profession in Tanzania
    (LWATI, 2009) Anangisye, William A. L.
    This paper examines the current status of teachers and the teaching sector in Tanzania. It draws on experiences of teachers, parents, and students in Dar es Salaam, Iringa and Mbeya regions. Informed by the qualitative inquiry, the paper is largely empirical in character. Data was sought through interviews and document search. Findings indicate that, first, teachers and the teaching profession have low status today than during the colonial days and up to a few years after independence. Secondly, the generality of teaching view, second choosers view, and undesirable working and living conditions accounted for the low status of teachers and the teaching profession. In conclusion, the status of teachers and the teaching profession is measured in terms of economic gains which have implications for social gains. Hence, the revival of the lost glory lies in the hands of the Government of Tanzania and, partners or stakeholders in the teaching sector.
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    Developing Quality Teacher Professionals: a Reflective Inquiry on the Practices and Challenges in Tanzania
    (University of Dar Es Salaam, 2011) Anangisye, William A. L.
    Quality professional development is indisputably central to building, improving and sustaining the quality of teacher professionals. Focusing on experiences in Tanzania, this paper reflects on the practices and challenges of developing quality professionals in a developing country. The paper examines the trend and efforts of building and developing quality teacher professionals across time, from the colonial epoch to the post-independence era. Considering that teachers in whatever capacity, irrespective of their geographical location, are lifelong learners, the paper discusses the possible challenges and/or impediments inherent in the development of quality teacher professionals. The paper argues that developing quality education is a responsibility developing countries must shoulder to meet the demands of the global village where teacher professional development is indispensable and inescapable
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    The Development of Teacher Professional Identity at the University of Dar es Salaam: Perceptions and Factors
    (2013) Komba, Willy L. M.; Anangisye, William A. L.; Katabaro, Joviter K.
    The success of quality assurance in higher education depends on how well it is organised and the extent to which the stakeholders accept and own it. Indeed, how academicians perceive themselves, their profession, and others in the profession is reflected in their practice which in turn affects the quality of education being provided. This research investigated how various categories of university lecturers perceived their identity, and how the inception of professional development program has influenced the construction of professional identities. To achieve its research objective, the study deployed a mixed methods research of interviews and questionnaire design to collect pertinent information from 67 faculty members of the University of Dar es Salaam. The study established that the formation of teacher professional identity (TPI) has largely been influenced by the level of training in pedagogy, academic training, and practical experience as an academician. Continuing professional development programs have had little impact because of their sporadic occurrences. Similarly, the monitoring and evaluation of teaching, learning and assessment that is undertaken under the name of quality assurance is negatively perceived by some respondents as an imposition and encroachment on teacher autonomy. Four of the five dimensions of teacher professional identity identified by Wenger (1998) were observed in the respondents’ narratives, namely identity as negotiated experiences, identity as community membership, identity as learning trajectory, and identity as nexus of multi membership. The research findings suggest the need for more and systematic sensitisation of academic staff; sharing of a common understanding; use of professionals in curriculum, psychology and educational management; and systematic induction of newly-recruited staff.
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    Educating Teachers, the Ethical Dimension of Teacher Professionalism in Tanzania
    (University of Edinburgh, 2006) Anangisye, William A. L.
    In general this thesis is concerned with teacher ethics in Tanzania. It rests on the following claims; first the teacher shares the widespread view that there is an important normative dimension to professionalism in general and teacher professionalism in particular. Secondly, there is evidence from Africa and more widely of serious failure on the part of the school, college and university teachers to live up to the highest moral standards of their profession. Thirdly, it was therefore a key aim of this thesis to gather evidence of various kinds, concerning the extent of such professional dereliction. But, the researcher was also concerned to raise and address questions with respect to what might be done in teacher education and training to help teachers appreciate the ethical dimension of teacher professionalism. Qualitative data, hinging on the philosophical-empirical framework, was derived from Edinburgh, Scotland (UK) and Tanzania (URT). The framework was informed and shaped by a triangulation modus operandi that involved employing diverse educational research philosophies, and methods such as in-depth interviews (conversations), observation, event stories, historical analysis, and a critical study of documents. Informants whose experiences informed and shaped the thesis were heterogeneous in nature although largely educational professionals. Lack of knowledge of the character of teaching contributes much to widespread misdemeanours in teaching. As a result, the thesis also sets out to examine the professional character and ethical grounds of the practice of teaching. The findings are also developmental in character aiming at laying a foundation for the professional education of teachers and student teachers in colleges of teacher education and training
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    Education in Tanzania: An Historical Context, Structure and Challenges
    (2009) Ishumi, Abel G. M.; Anangisye, William A. L.
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    Fifty Years of Education in Tanzania, 1961-2011
    (2014) Ishumi, Abel G.M.; Anangisye, William A. L.
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