Browsing by Author "Ishengoma, Johnson M."
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Item Africa Oral Traditions: Riddles among the Haya of Northwestern Tanzania(Springer, 2005) Ishengoma, Johnson M.This study argues for the integration of African oral traditions and other elements of traditional learning into the modern school curriculum. It thus contributes to supporting the increased relevance of education to local communities. In particular, using the example of riddles collected from one of the main ethnic groups in Northwestern Tanzania, the Haya people, the present study challenges the views of those social and cultural anthropologists who hold that African riddles have no substantially meaningful educational value. Instead, it is maintained that riddles make an important contribution to children’s full participation in the social, cultural, political, and economic life of African communities, especially by fostering critical thinking and transmitting indigenous knowledge.Item African Flagship Universities: Their Role and Contribution to Higher Education and National Development. Case of the University of Dar es Salaam, Tanzania(African Flagship University Project, Higher Education Training and Development, University of Kwa-Zulu Natal and Center for International Higher Education (CIHE), Boston College, 2014) Ishengoma, Johnson M.Item Aid and of Growth of Public Higher Education Sector in Tanzania(University of Bergen, Nile Basin Research Program, 2014) Ishengoma, Johnson M.Item Constraints on and Prospects of Academic Freedom in Private Universities in Sub Saharan Africa and Implications for Human Development and Capacity Improvement: The Case of Tanzania(UTAFITI Journal of College of Arts and Social Sciences, University of Dar es Salaam, 2009) Ishengoma, Johnson M.Item Cost Sharing and Participation in Higher Education in Sub Saharan Africa The Case of Tanzania(2006) Ishengoma, Johnson M.In the early 1990’s Tanzania reintroduced a policy of higher educational cost sharing aimed at slowly shifting some of the costs of public higher education, which in recent years had been exclusively borne by the Government, towards the beneficiaries of higher education, i.e. students and their parents as well as non-governmental parties and other stakeholders. The Government’s principal objectives for reintroducing cost sharing in higher education were to: expand access/participation in higher education; make the beneficiaries of higher education contribute to its costs; recover the costs of food and accommodations; establish a legally protected students’ loan scheme; and make higher education system more responsive to the labour market needs.Item Cost Sharing in Higher Education in Tanzania Fact or Fiction?(Boston College & Council for the Development of Social Science Research in Africa, 2004) Ishengoma, Johnson M.In the early 1990s, Tanzania reintroduced a policy of higher educational cost-sharing, designed to slowly move some of the costs of higher education, which in recent years had been borne almost exclusively by the government, toward parents and students as well as toward other nongovernmental parties. This article reports research into the difference this policy seems to have made at Tanzania’s major public university, the University of Dar es Salaam (UDSM), with particular attention to the enrollment of privately sponsored (i.e., fee-paying) students and other changes discernable in university finances during the early years of this policy implementation. The report concludes that cost sharing in higher education in Tanzania is justified on the grounds of the sheer need for nongovernmental revenue for public higher education institutions because of the declining government appropriations to these institutions, along with the dire need to expand access to higher education; however, its implementation has been lackadaisical.Item The Debate on Quality and the Private Surge: A Status Review of Private Universities and Colleges in Tanzania(Council for the Development of Social Science Research in Africa, 2007) Ishengoma, Johnson M.While enrolments in private universities is still low in Tanzania, their number, however, is surging at an alarming rate raising critical questions about their academic quality in terms of their course offerings and the qualifications of the academic staff involved in teaching these programmes. Despite this surge in the sheer number of Tanzania private universities, public universities remain dominant in terms of enrolment. This paper (i) documents the hitherto-lacking critical information about private universities and university colleges in Tanzania, (ii) discusses the implications of the surge and (iii) discusses the related issues of academic qualityItem Educational Equity in Tanzania: The Imperiled Promise of Reform(Trustees of Boston University, 1999) Ishengoma, Johnson M.; Youngman, Deborah J.As Sub-Saharan African nations struggle to create viable infrastructure adequate to the needs of their complex , polyethnic societies , it has been widely recognized that general well-being in the post independence era relies primarily on equal access to education , as deferentially defined. Pro- filed here is the recent history of the United Republic of Tanzania's efforts to educate its people. Ideological intent , theoretical merits , and practical limitations of applied strategies , including current controversial reforms endorsed by extranational organizations , are discussedItem Financing Public Higher Education for Expansion in Sub Saharan Africa: Towards Eclectic Business Models(2010) Ishengoma, Johnson M.Item Funding Higher Education in Tanzania: Modalities, Challenges, Prospects and a Proposal for New Funding Modalities(Palgrave Macmillan UK, 2013) Ishengoma, Johnson M.This chapter discusses (current) modalities for funding public higher education in Tanzania, as well as related challenges and prospects using as a reference point the University of Dar es Salaam — Tanzania’s oldest and largest public university — in the absence of data from other public universities. The major thesis of this chapter is that the current modalities of funding public higher education are unsustainable and unrealistic in the wake of the surging demand for higher education. Alternative sustainable models and strategies of financing public higher education — including establishing a higher education development/investment bank — are urgently needed to achieve financial sustainability. This chapter further argues that while the government has the responsibility of funding public higher education, since it is also a beneficiary, its financial ability to fund both public and private higher education, as is the practice (or malpractice) now, is limited because there are too many competing demands for government funds or because higher education is not a priority, or both. The situation calls for new and eclectic funding models.Item Investing in Africa’s High-Level Human Resources: The Challenges and Paradox of Implementing Cost Sharing in Higher Education Policy in Tanzania in the 21st Century(UTAFITI Journal of the College of Arts and Social Sciences, University of Dar es Salaam, 2010) Ishengoma, Johnson M.Item Socioeconomic Background of Students Enrolled in Private Higher Education in Tanzania: Implications for Equity(Papers in Education and Development, 2011) Ishengoma, Johnson M.Item Strengthening Higher Education Space in Africa through North-South Partnerships and Links: Myths and Realities from Tanzania Public Universities(2016) Ishengoma, Johnson M.Governments' cuts in research and development funding for public universities in Tanzania has compelled these institutions to establish and develop extensive partnerships and links with universities, and research centers in the North. The establishment of the North-South partnerships has also coincided with the dominance of external and heavy dependence on external donors for funding of research and development activities in the majority of Tanzania public universities. This article, using the University of Dar es Salaam (UDSM), public university, seeks to shed light on whether or not partnerships make any significant contribution to the institution’s capacity building. The thesis of this paper is that although N-S partnerships are instrumental in institutional capacity building; they have not significantly contributed to the strengthening of higher education space at UDSM and apparently at other public universities in Tanzania because of inherent structural imbalances and inequalities embedded in the partnerships.Item Tanzania(2010) Ishengoma, Johnson M.Item Tanzania(2008) Ishengoma, Johnson M.