Browsing by Author "Dachi, Hillary A."
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Item Child Labour and Its Impact on Children’s Access to and Participation in Primary Education(DFID, 2003) Dachi, Hillary A.; Garrett, RogerThe study was conceived during the spring of 2000 as a follow-up to the successful work that had been undertaken by one member of the team and which had resulted in the successful completion of an EdD thesis into the private costs of public primary education borne by households, in Tanzania, while sending children to public primary schools (Dachi 2000). Household costs were found to be complex and while the broad areas of fees, other mandatory and voluntary contributions are burdensome expenses on the household, they do not constitute the principal costs on the parental budget. Ancillary costs surrounding schooling, such as uniform, meals and transport, are variable according to district and environment, and constitute the largest burden on household finances. A major factor in the non-participation of children in schooling was found to be the need to prioritise educational investment in a few children, with the subsequent earnings of those not enrolled in school contributing to the household finances. But even for those children enrolled in school, their frequent failure to complete primary education was due to an inability of the children successfully to combine income generation, partly to finance their education, with that of school attendance. The present study was, therefore, conceived of as an attempt to provide a more detailed, although preliminary, investigation into the effects of working and its impact on children’s participation in formal education.Item Globalisation and Skills for Development in Rwanda and Tanzania(DFID, 2003-04) Tikly, Leon; Lowe, John; Crossley, Michael; Dachi, Hillary A.; Garrett, Roger; Mukabaranga, B.This report is a result of a research project funded by DFID entitled Globalisation and Skills for Development in Rwanda and Tanzania: Implications for Education and Training Policy and Practice. The project was a collaborative effort between the Universities of Bristol, Bath, Dar es Salaam and the Kigali Institute of Education. The research design had embedded within it clear process goals to develop research capacity in a spirit of equal partnership. This synthesis report compares and contrasts the research findings from Rwanda and Tanzania. It is accompanied by individual country reports for Rwanda and Tanzania but can be read separately from these. These unpublished reports are available on request from DFID. The overall aim of the research was to create a context-relevant knowledge base about the implications for education and training policy of globalisation in two low income sub-Saharan African countries. The research was conducted between March 2001 and April 2002 in three phases. Phase one was a preparation and piloting stage including a full literature review and preparation of research instruments. Phase two was largely devoted to data gathering with emphasis given to qualitative single and group interviews of a representative range of stakeholders, document analysis and in-country workshops. Phase three was demarcated as one of data analysis and dissemination including a regional dissemination workshop.Item Globalisation and Skills for Development: Some Lessons from Sub-Saharan Africa(2003) Tikly, Leon; Lowe, John; Crossley, Michael; Dachi, Hillary A.; Garrett, Roger; Mukabaranga, BeatriceThis article reports on an international policy research study funded by the United Kingdom (UK) Government's Department for International Development (DfID), entitled Globalisation and Skills for Development in Tanzania and Rwanda: implications for education and training policy and practice. The research is a contribution to a broader ‘Skills for Development Initiative’ launched by the UK Secretary of State for International Development (Short, 1999). The study was a collaborative effort between the Universities of Bristol, Bath, Dar es Salaam and the Kigali Institute of Education. The findings and the analysis generated by this research are rich and complex.Item Globalisation, Education and Development: Ideas, Actors and Dynamics(DFID, 2007) Robertson, Susan; Novelli, Mario; Dale, Roger; Tikly, Leon; Dachi, Hillary A.; Alphonce, Ndibalema R.Since the mid 1980s there has been an explosion of interest in the idea of globalisation. Throughout this period there has also been an unprecedented rise in prominence and influence of a range of multilateral and supranational organisations, such as those tied into the system of global governance. There is now a thickening web of multilateral agreements, global and regional institutions and regimes as well as trans-governmental policy networks and summits that characterise the global economy and polity. Correspondingly, there have also been shifts in the nature of global production networks and the increasing penetration of multinational corporations and International Financial Institutions (IFIs) across the planet. The period has also produced new social inequalities across the world, particularly as a result of economic globalisation.Item Integrating ICT into Teaching and Learning at the University of Dar es Salaam(Taylor & Francis Group, 2011) Mtebea, Joel S.; Dachi, Hillary A.; Raphaelc, ChristinaSince 1985, Tanzania has been undergoing significant political and economic changes from a centralized to a more market-oriented and globally connected economy. The University of Dar es Salaam1 (UDSM) has responded to these changes by reviewing its legal status, vision, and functions, particularly those related to research, teaching, and public service. UDSM’s Five-year rolling strategic plan, 2006/07–2010/11 (2006) spells out its transformative strategy and programme. The aims are to increase access to higher education, improve the quality and output of research and publications, improve the quality of teaching and learning, including curriculum design and delivery strategies, improve the number and quality of consultancy and services, and increase the number and productivity of UDSM’s linkages with other institutions focusing on civic engagement and social responsibility. This report focuses on the use of technology to improve the efficiency and effectiveness of educational processes and outcomes at UDSM and highlights one of the key lessons learned: innovations in the sphere of teaching and learning need to take cognizance of and address factors in the broader national and institutional contexts, as well as those relating to the readiness of individual staff to accept change. In other words, both first-order barriers (including access to hardware and software, technical and administrative support) and second-order barriers (i.e., those intrinsic to individuals, such as their readiness to accept change and their belief systems about teaching and technology) (Ertmer, 1999) provide challenges to access and uptake of e-learning.Item Integrating ICT into teaching and learning at the University of Dar es Salaam(Curriculum and Instruction, 2011) Mtebe, Joel S.; Dachi, Hillary A.; Raphael, ChristinaSince 1985, Tanzania has been undergoing significant political and economic changes from a centralized to a more market-oriented and globally connected economy. The University of Dar es Salaam1 (UDSM) has responded to these changes by reviewing its legal status, vision, and functions, particularly those related to research, teaching, and public service. UDSM’s Five-year rolling strategic plan, 2006/07–2010/11 (2006) spells out its transformative strategy and programme. The aims are to increase access to higher education, improve the quality and output of research and publications, improve the quality of teaching and learning, including curriculum design and delivery strategies, improve the number and quality of consultancy and services, and increase the number and productivity of UDSM’s linkages with other institutions focusing on civic engagement and social responsibility. This report focuses on the use of technology to improve the efficiency and effectiveness of educational processes and outcomes at UDSM and highlights one of the key lessons learned: innovations in the sphere of teaching and learning need to take cognizance of and address factors in the broader national and institutional contexts, as well as those relating to the readiness of individual staff to accept change. In other words, both first-order barriers (including access to hardware and software, technical and administrative support) and second-order barriers (i.e., those intrinsic to individuals, such as their readiness to accept change and their belief systems about teaching and technology) (Ertmer, 1999) provide challenges to access and uptake of e-learning.Item International Collaboration and Research Capacity Building: Learning from the EdQual Experience(Taylor & Francis Group, 2011-02-18) Barretta, A. M.; Crossley, Michael; Dachi, Hillary A.Research capacity building and its impact on policy and practice are increasingly highlighted in the literature on international research partnerships. In the field of education and development, it is recognised that, in the past, international research collaborations have tended to be dominated by the agenda of Northern partners. Partly in response, new modalities are developing and, in the UK, funding has recently been channelled through large consortia of research institutions spread across several countries delivering a themed programme of research projects. These are expected to build research capacity in the South and influence policy in the countries in which research is conducted, at the same time as producing quality research of international relevance. This article reflects critically on the experience of one research consortium made up of academic institutions in the UK and sub‐Saharan Africa. It analyses participation in setting the research agenda, distribution of leadership and forms of capacity building within the consortium. New roles and tensions are identified and implications are drawn out for future international collaborations, funding bodies and ongoing debate within the literature on international research partnerships.Item Leadership and Management of Change for Quality Improvement: Baseline Study in Selected Districts of Mainland Tanzania(University of Dar Es Salaam, 2010) Dachi, Hillary A.; Alphonce, Ndibalema R.; Kahangwa, George; Boniface, Raymond; Moshi, MislayThe baseline study reported here is just one research activity carried out as a part of the EdQual Leadership and Management of Change for Quality Improvement project. This is a five year (2005- 2010) comparative cross-national study of primary schools in Ghana and Tanzania and just one of five large scale projects conducted by the Research Programme Consortium on Education Quality in Low Income Countries, which is funded by the UK Department for International Development (DFID). The EdQual Leadership and Management of Change (L&M) project aims to generate new knowledge that will: Inform our understanding of effective practices of leading and managing change to improve education quality within disadvantaged communities particularly in Ghana, Tanzania and Pakistan; Identify effective leadership and management indicators necessary for enhancing the effectiveness of schools and communities to fight poverty; make education relevant to sustainable development; fight HIV/AIDS; promote inclusion of marginalised individuals and groups in teaching and learning activities; ensure gender equity, maintain quality teaching and learning; and Develop school self-evaluation tools for use by schools in disadvantaged contexts in Ghana and Tanzania.Item Pedagogy and Leadership in a Tanzanian Primary School: a Whole School Approach exploring Classroom Realities in an Urban Setting(2013) Fentiman, Alicia; Sugrue, Ciaran; Wyse, Dominic; Dachi, Hillary A.Ten years since the initial commitment to universal primary education, a recent midterm report (MDG: 2010) shows that considerable strides have been achieved towards the goal and that more and more children are accessing primary education. Key initiatives such as the abolition of school fees at primary school level have led to a surge in enrolment in a number of sub-Saharan African countries. In the Republic of Tanzania, the enrolment ratio jumped to 99.6 per cent by 2008 (MDG report: 2010), as the country makes considerable efforts to provide access to more and more children in primary school. Although this progress is laudable and a success story at one level, there are a number of consequences and short-comings such as the shortage of trained teachers, the lack of primary schools to cater to the demand, the lack of resources, the shortage of teaching materials, and over-crowded classrooms. It appears that quantity not quality has taken over (Sifona, 2007). What the quantitative data do not show is what is actually happening in reality on the ground. This chapter describes an intensive two-year case study that was conducted in a primary school in Dar es Salaam, Tanzania from February 2009-2011. The aim of the study was to engage in a research and development initiative with a ‘typical’ urban primary school and to gather detailed evidence of how the school was functioning and coping with the challenges exacerbated by the impact of MDG targets. In particular, the research looked at pedagogical practices and the role of leadership from a whole school perspective. It explored context-specific challenges and discussed culturally relevant approaches of how pedagogy could be improved through the perspectives and actions of local teachers in a sustainable and cost-effective way.Item School Leadership and Social Justice: Evidence from Ghana and Tanzania(Elsevier, 2011) Bosu, R.; Dare, A.; Dachi, Hillary A.; Fertig, M.Headteachers working under conditions of severe hardship in Africa face tremendous challenges, often exacerbated by a sense of hopelessness and lack of agency to effect improvements within their school. This paper focuses on notions of leadership agency and ‘social justice’ within an African educational context, with a specific focus on the school level, and reports on a small-scale research project involving primary headteachers in Ghana and Tanzania engaging with action research in order to bring about changes which they feel will benefit the quality of pupil learning. The study presents some positive impacts generated by the headteachers’ actions and indicates ways in which these actions illustrate developments in areas of ‘social justice’ related to fairness, equity, recognition, and redistribution. The findings suggest that empowering headteachers through the use of action research can enable them to act creatively and positively to benefit the quality of education offered to the pupils within their schools.Item Social Justice in African Education in the Age of Globalisation(Routledge, 2009-06) Tikly, Leon; Dachi, Hillary A.The aim of this chapter is to consider the possibilities and limitations for realizing social justice goals in African education in the global era. It will do this through reviewing the social justice implications of a range of initiatives that have emerged at the regional level. We have focused on sub-Saharan Africa because as a region it is most at risk of being left behind by the globalization process (World Bank, 2006; Economic and Social Research Council [ESRC], 2006). The decision to focus on the regional level is because of the increasing significance that is attached to this level by African governments, donors and nongovernmental organizations (NGOs) (see Robertson et al., 2007). This is exemplified by the launch of the New Partnership for African Development (NEPAD)1 and the more recent Commission for Africa (CFA).2 There has also been a proliferation of other regional initiatives, all of which have implications for social justice and education.3 The chapter will start by setting out a theoretical framework for understanding social justice and a broad overview of the wider context of social justice and education in sub-Saharan Africa. The chapter will then focus on five inter-related themes that together exemplify the possibilities and limitations for realising social justice goals on the continent.Item Item Working Children-Parallels and Paradoxes for Education and Development(2003) Garrett, Roger; Dachi, Hillary A.