Browsing by Author "Katabaro, Joviter K."

Now showing 1 - 6 of 6
  • Thumbnail Image
    Item
    Child Sexual Abuse among University Students in Tanzania
    (Elsevier, 2006) McCrann, Denis; Lalor, Kevin; Katabaro, Joviter K.
    Child sexual abuse is a serious breach of basic human rights and is responsible for numerous adverse sequelae (Roberts, O’Connor, Dunn, & Golding, 2004; Steel, Sanna, Hammond, Whipple, & Cross 2004); its wide-spread presence in both developing and developed countries is well documented (Finkelhor, 1994; Back, Jackson, Fitzgerald, Shaffer, Salstrom, & Osman, 2003; McGee, Garavan, de Barra, Byrne & Conroy, 2003). Gorey and Leslie (1997) reported a 22.3% prevalence rate of child sexual abuse among women and 8.5% prevalence rate among men from an aggregate of 16 studies. A review of about 30 studies of community and convenience samples found widely varying estimates of the prevalence of child sexual abuse ranging from 3% to 30% for males and from 6% to 62% for females (Fergusson & Mullen, 1999). Child sexual abuse appears to be a universal phenomenon; wherever it has been sought out it has been found (Finkelhor, 1994). The latter study reported that most perpetrators were male and that one third of sexual abuse was intra-familial.
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    Funding Teaching Practice in Two East African Universities: Its Influence on the Behaviour and Practices of a Supervisor
    (Taylor and Francis, 2013) Kagoda, Alice M.; Katabaro, Joviter K.
    Teaching Practice is a learning process through which teacher trainees are exposed to a school environment during their internship. Time spent in the field ranges between eight and ten weeks and students are posted to different parts of the respective countries under study. The teacher trainers referred to as supervisors assume the role of mentors, facilitators of teacher trainees’ learning experiences through evaluation and reflection and fostering classroom performance. Today, faculties of education are overwhelmed by the ever increasing number of teacher trainees with disproportionate increases in human, financial and other resources essential in teacher training. The number of teacher trainees going for school practice ranges between 2500 and 3000 for each university each year. Funding Teaching Practice has not only been limited but has also not matched the current inflation rates in the two countries. The main purpose of this study was to identify how funding affects the practices and behaviour of supervisors as well as their competence in handling the expected pedagogical/education tasks during school practice. This study was done in Uganda, Makerere University, and University of Dar es Salaam in Tanzania. The methods used for data collection by researchers were qualitative using participant observation and interviews. Quantitative data were gathered as complementary information. Results show that supervisors are always in a hurry to move to the next school which might be between 10 and 30 kilometres apart. Teacher trainees are inadequately supervised mentored and have limited time for feedback from supervisors. One wonders whether there is any intended learning that takes place. The researchers recommend adequate orientation of supervisors, as well as a Diploma Course in the Theory and Practices in Teacher Education. Government needs to increase the funding for school practice if proper and adequate orientation of trainee has to bear meaningful results.
  • Thumbnail Image
    Item
    Human Resources Development for ... Managing SAPs and Integrating Environmental Concerns in Tanzania
    (1994) Katabaro, Joviter K.; Mbeaez, A. V. Y.
    Developments in the World Economy in the 1980s, and certainly the 1990s as well, have witnessed polarity of development experiences between developed and developing countries. The disappointing performance of the economies of the latter countries, especially the issue of poverty, led to debates centering around policies that will bailout these economies. Among the regions that have been a subject of much research and policy prescriptions is Sub-Saharan Africa, with the 1980s and 1990s being basically a period of structural adjustment programmes designed to improve macroeconomic performance. After almost a decade of implementing SAPs in most Sub-Saharan African countries, the debate is now even more heated-on whether adjustment does or does not work. The World Bank, the architect of SAPs, is on the defensive pointing out that SAPs can work given certain conditions (Husain, 1994).
  • Thumbnail Image
    Item
    The Impact of HIV/AIDS on Education and Institutionalizing Preventive Education
    (International Institute for Educational Planning, 2002) Carr-Hill, Roy A.; Katabaro, Joviter K.; Katahoire, Anne R.; Oulai, Dramane
    As a new millennium dawns, the HIV/AIDS pandemic continuesto ravage Sub-Saharan Africa (SSA): at least 40 million people areinfected with HIV in sub-Saharan Africa. Much of the impact of HIV/AIDS afflicts children and women: indeed the bulk of new AIDS casesare among young people, aged 15-25 and females aredisproportionately affected. The ability of girls and women to protectthemselves from HIV is constrained by their status in society.
  • Thumbnail Image
    Item
    Teacher Professional Identity and Quality Assurance in Tanzania: The Case of The University of Dar es Salaam
    (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. Therefore, this paper is based on a study that investigated how expertise in various academic disciplines can be combined with expertise in the pedagogical disciplines to produce coherent training programmes that can be implemented successfully. To achieve its research objective, the study deployed mixed method research of interviews and questionnaire design to collect pertinent information from faculty members of Tanzania’s premier institution of higher learning, the University of Dar es Salaam. The research focused on assessing the dialectical relationship between the construction of teacher professional identity and quality assurance practices. 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