Research Repository :: Browsing by Author "Komba, Aneth Anselmo"

Browsing by Author "Komba, Aneth Anselmo"

Now showing 1 - 18 of 18

7.18 KHuman Resource Planning in Schools and Teacher Training Colleges: The Practice in Tanzania and Implications for Availability and Deployment of Teaching and Non-teaching Staff.
(Lambert Academic Publishing, 2017) Komba, Aneth Anselmo
Drawing on the authors’ experience, the literature and statistics regarding the available human resources in pre-primary, primary, secondary and teacher training colleges, this chapter: (1) discusses the definition and importance of human resource planning (HRP) in educational organisations; (2) identifies the approaches and activities in HRP and discusses how these can be used to plan human resource use in educational organisations; (3) determines the extent to which HRP has been conducted and ensured that schools and teacher training colleges have adequate and qualified teaching and non-teaching staff; and, finally, it highlights the prospects and possible barriers to conducting effective HRP in Tanzania. The chapter establishes that HRP in Tanzanian educational organisations is poorly conducted and largely depends on the free play of the market, which has resulted in overstaffing, understaffing, uneven distribution of teachers, and an acute shortage of teachers and non-teaching staff in the studied levels of education. It concludes with a recommendation that effective HRP is the most appropriate solution to the current imbalance between teaching and non-teaching staff in educational organisations.
Analysis of the Unit Costs for the Government Provision of Pre-Primary Education in Tanzania
(journal of the School of Education, 2016-03) Komba, Aneth Anselmo
The realisation of universal pre-primary education in any country requires serious government intervention to finance it. To be able to provide adequate funds, governments require information regarding the annual unit cost of educating a child in a pre-primary class. This study uses the 2012 Tanzanian census data to determine the unit cost of providing preprimary education in public pre-primary schools in Tanzania for two years. The study employed the qualitative research methodology using a basic/generic research design. Data were collected through existing documents, observations, telephone and face-to-face interviews with head teachers and pre-primary class teachers in 260 primary schools located in the Dar es salaam and Pwani regions. The analysis was performed using the Excel program and content analysis. The findings revealed that the public pre-primary unit cost is 517,262 and 221,960 Tanzanian shillings (Tshs.) for year one of a serious implementation of the financing strategies and the following year respectively. This amount means that, for the first year of financing pre-primary education, the unit cost is Tshs. 2,666 or $1.251 for each school day and Tshs. 53,325 or $25.15 for 20 school days per month. For the following year, the unit cost is Tshs. 1,144 or $0.54 a day and Tshs. 22,882 or $10.79 a month. The paper suggests a need to finance pre-primary education on the basis of the actual unit cost. Hence, pre-primary pupils should be provided with capitation and development grants of $25 a month in the first year of the programme implementation and $10 a month in the following years.
Are economically disadvantaged children in Tanzania committed to primary schooling?
(Korean Educational Development Institute, 2013) Komba, Aneth Anselmo
This study attempts to answer two research questions: (1) Are economically disadvantaged children in Tanzania committed to their primary schooling? (2) What are the factors that enhance or limit the commitment to primary schooling among this group? The informants for this study were pupils, dropouts, parents and guardians, and education officers. The study employed a qualitative research methodology, using a multiple case study design that covered three schools in the Chunya district. The findings show that most of the children from economically disadvantaged households in the studied areas were less committed to school and that pupils’ commitment to school was associated with seven key factors: (1) family poverty; (2) parents and community members’ level of education; (3) parents’ attitudes, values and interests regarding their children’s education; (4) family structural constraints; (5) parent monitoring of children; (6) home rules; and (7) parent/child socialization and conversations on educational matters. The paper concludes with a discussion of the practical implications of this study. Keywords: primary schooling, children’s commitm
The Bottleneck in Engaging Pupils in Primary School Governance in Tanzania
(2014) Komba, Aneth Anselmo
This study attempts to provide answers to two research questions: (1) in practice, how are pupilsengaged in public primary school governance; and (2) what challenges are faced by pupil councils in fostering school governance? The study employed a multiple case study design with a qualitative research methodology framework. The purposive sampling technique was used to select a sample of 130 respondents. Data were collected through interviews and documentary review. The data were analysed using Miles and Huberman’s model (1994) of qualitative data analysis. The study found thefollowing. Firstly, the law explicitly states that pupils should be involved in school governance through pupil councils and indicates how this should be done. Secondly, pupil councils exist in schools, but they do not conform to the guidelines for their development and play only a peripheral role in schools’ governance. In addition, pupil councils face challenges associated with the failure to implement decisions, the hatred of teachers and fellow pupils, inadequate time for meetings and irresponsibility on the part of the school management in responding to pupil councils’ suggestions. Based on these findings, the study provides a number of recommendations, one being that, since the government is committed to promoting and protecting children’s rights, it is now high time to implement this commitment and ensure that pupils are provided with an opportunity to engage fully in school governance as a means of expressing their opinions about all matters that affect their school life.
Coping Strategies of Tanzanian Head Teachers Faced With Critical Shortages of Teaching and Non-teaching Staff
(Annals of Modern Education 4 (1),101-109, 2012) Komba, Aneth Anselmo
The government effort to expand secondary schooling in Tanzania has resulted in a tremendous increase in the number of secondary schools. However, this positive achievement has resulted in a critical shortage of both teaching and non-teaching staff. Yet, despite this shortage, schools continue to operate and many students are attending and completing their secondary education. This paper presents the qualitative findings of a study of the coping strategies used by head teachers in situations of critical shortages of teaching and non-teaching staff, which enable them to continue to offer teaching and learning services. The paper also discusses the implications of the strategies used in the teaching and learning process. The study was conducted in ten secondary schools in the Temeke District, Dar es salaam region. The study sample was selected using purposeful, simple random sampling techniques and convenience sampling strategies, and included 10 head teachers, 1 District Educational Officer, 70 teachers and 12 non-teaching staff. There was an acute shortage of teaching and non-teaching staff, forcing the head teachers to cope by: (1) overloading the existing staff through assignment of multiple responsibilities; (2) neglecting some duties; (3) assigning roles to staff members who are unqualified to perform them; and (4) recruiting form six graduates to serve as part-time teachers. Measures for minimizing the shortage of staff and the associated negative consequences the coping strategies are suggested to facilitate teaching and learning in Tanzania.
Coping strategies used by street children in the event of Illness.
(REPOA, 2010) Komba, Aneth Anselmo
e Bottleneck in Engaging Pupils in Primary School Governance in Tanzania
(Papers in Education and Development, 2014) Komba, Aneth Anselmo
This study attempts to provide answers to two research questions: (1) in practice, how are pupils engaged in public primary school governance; and (2) what challenges are faced by pupil councils in fostering school governance? The study employed a multiple case study design with a qualitative research methodology framework. The purposive sampling technique was used to select a sample of 130 respondents. Data were collected through interviews and documentary review. The data were analysed using Miles and Huberman’s model (1994) of qualitative data analysis. The study found the following. Firstly, the law explicitly states that pupils should be involved in school governance through pupil councils and indicates how this should be done. Secondly, pupil councils exist in schools, but they do not conform to the guidelines for their development and play only a peripheral role in schools’ governance. In addition, pupil councils face challenges associated with the failure to implement decisions, the hatred of teachers and fellow pupils, inadequate time for meetings and irresponsibility on the part of the school management in responding to pupil councils’ suggestions. Based on these findings, the study provides a number of recommendations, one being that, since the government is committed to promoting and protecting children’s rights, it is now high time to implement this commitment and ensure that pupils are provided with an opportunity to engage fully in school governance as a means of expressing their opinions about all matters that affect their school life.
Educational Accountability Relationships and Students’ Learning Outcomes in Tanzania’s Public Schools
(SAGE, 2017-08-30) Komba, Aneth Anselmo
Drawing on the literature on educational accountability and the practices of public educational service provision in Tanzania, this study explores ex ante students’ learning outcomes associated with the existing accountability relationships in public preprimary, primary, and secondary schools. The article responds to three questions: (a) What accountability relationships exist and how do they explain learning outcomes in public schools? (b) What accountability arrangements exist and how do they stimulate a focus on the desired learning outcomes? (c) What are the approaches to accountability in education and how do they explain students’ learning outcomes? The study adapted the accountability framework developed by the 2004 World Development Report. The research approach used is qualitative and informed by historical case study design. Data were collected using documents and analyzed using content analysis. The study findings indicate that the term accountability is well-documented in Tanzanian educational policies and programs; however, there is lack of clear accountability relationships, arrangements and structures to support accountability at various levels, which is among the possible factors that contribute to students’ poor learning outcomes. This study’s findings also affirm that the four approaches to accountability—financial, regulatory, professional, and participatory accountability—are ineffective in enhancing positive students’ learning outcomes. The study recommends (a) establishing clear and effective accountability policies and relationships to enhance students’ learning outcomes, (b) promulgating guidelines to engage families in their children’s education, and (c) developing an eclectic model for managing public education whereby every level of the system is answerable to the Ministry of Education.
The Effectiveness of School Rules and Sanctions in Managing Pupils’ Schooling among Tanzanian’s Economically Disadvantaged Pupils
(Institute of Adult Education Tanzania, 2012) Komba, Aneth Anselmo
This paper presents the qualitative findings of a study which examines the effectiveness of school rules and their associated sanctions in guaranteeing pupils’ regular school attendance and completion among economically disadvantaged pupils. The paper attempts to provide answers to three research question: (1) what are the school rules and sanctions which are used to encourage pupils’ regular school attendance and completion? (2) Are these rules and sanctions effective in ensuring that pupils from economically disadvantaged households attend school regularly and complete their primary schooling? (3) What should be done to improve school attendance and completion of the pupils from economically disadvantaged households? Data were collected using interviews, a literature review, and children’s stories and activities. The findings suggest that, in the studied schools, the rules require the pupils to: attend school regularly, attend all classes, remain on the school premises until the end of the school day, and miss school only after permission has been requested from the school by their parent/guardians. It has been noted that pupils who attended school irregularly were punished by being whipped, instructed to cut grass, dig pit latrine holes, water gardens and uproot tree stumps, and by being chased from classroom. Furthermore, some of their parents were fined in cash and kind, while others were taken to village executive secretaries, police stations and courts. The study produced two key findings: firstly, to a certain extent, the school rules and sanctions were very helpful and the children were enrolled, attended and completed school because of fear of the rules and their associated sanctions. Secondly, despite the rules and punishments, a number of pupils continued to play truant and others dropped out of school, suggesting that the effectiveness of the rules and sanctions is questionable. This study proposes that attendance rules should be jointly developed by the parents and teachers. Instead of being punished, truants and their parents should be educated on the importance of schooling compared to the presumed benefits of engaging in income-generating activities. The parents should also be encouraged to instil in their children a sense of education commitment and positive value towards education.
Financing Mechanisms for Pre-Primary Education and Their Implications for Equity and Children’s Literacy and Numeracy Development in Tanzania
(Universal Academic Services, 2014-12) Komba, Aneth Anselmo
This study explores: (1) the existing financing mechanisms in public pre-primary classes; (2) the equity implications of the existing financing strategies; (3) the implications of the existing financing mechanism for children’s literacy and numeracy development; and (4) viable financing mechanisms for enhancing children’s literacy and numeracy development while safeguarding equity across children in different geographical and economic settings. The qualitative research methodology and a comparative case study design were employed in rural and urban schools in the Dar es salaam and Pwani regions. Data were collected using documents, interviews and observation, and analysed using Miles and Huberman’s qualitative data analysis framework. The findings reveal that, while the government has introduced pre-primary classes in all public primary schools, nothing has been revealed concerning the mechanisms for financing this level of education. Hence, the pre-primary classes in the studied areas were mainly financed and provided via private finance and the government provision mode, whereby parents paid fees varying from 500-3000 and 5000-15,000 Tanzanian shillings per month in the rural and urban districts respectively. This variation in fees contributed to variations in the quality and quantity of physical and human resources between the rural and urban schools, implying an unequal provision of pre-primary education across schools located in different geographical locations. Regarding human resources, the findings reveal the existence of an acute shortage of teachers who specialize in teaching pre-primary classes. Hence, schools either use primary teachers (usually those approaching retirement age) or part-time teachers (retired primary teachers as well as primary and secondary school graduates). Notably, part-time teachers were paid an allowance ranging between 30,000-50,000 and 50,000-200,000 Tsh. per month, in the rural and urban districts respectively. Indeed, the lack of proper financing mechanisms inhibited the children’s acquisition of literacy and numeracy skills. The study concludes by recommending that a viable equitable financing mechanism would enhance equity, as well as children’s literacy and numeracy development. This study explores: (1) the existing financing mechanisms in public pre-primary classes; (2) the equity implications of the existing financing strategies; (3) the implications of the existing financing mechanism for children’s literacy and numeracy development; and (4) viable financing mechanisms for enhancing children’s literacy and numeracy development while safeguarding equity across children in different geographical and economic settings. The qualitative research methodology and a comparative case study design were employed in rural and urban schools in the Dar es salaam and Pwani regions. Data were collected using documents, interviews and observation, and analysed using Miles and Huberman’s qualitative data analysis framework. The findings reveal that, while the government has introduced pre-primary classes in all public primary schools, nothing has been revealed concerning the mechanisms for financing this level of education. Hence, the pre-primary classes in the studied areas were mainly financed and provided via private finance and the government provision mode, whereby parents paid fees varying from 500-3000 and 5000-15,000 Tanzanian shillings per month in the rural and urban districts respectively. This variation in fees contributed to variations in the quality and quantity of physical and human resources between the rural and urban schools, implying an unequal provision of pre-primary education across schools located in different geographical locations. Regarding human resources, the findings reveal the existence of an acute shortage of teachers who specialize in teaching pre-primary classes. Hence, schools either use primary teachers (usually those approaching retirement age) or part-time teachers (retired primary teachers as well as primary and secondary school graduates). Notably, part-time teachers were paid an allowance ranging between 30,000-50,000 and 50,000-200,000 Tsh. per month, in the rural and urban districts respectively. Indeed, the lack of proper financing mechanisms inhibited the children’s acquisition of literacy and numeracy skills. The study concludes by recommending that a viable equitable financing mechanism would enhance equity, as well as children’s literacy and numeracy development.
Funeral benefits in public higher education institutions:How do they explain employees’ perception of
(Academic Journals, 2016-08) Komba, Aneth Anselmo
The study examined the government and three campuses of a higher public education institution’s funeral policies with a view to determining how these policies explain employees’ equity perception.Three research questions guided the study: (1) what does the government’s funeral policy say about the burial of government employees and their dependents? (2) How has the government’s funeral policy been implemented in the three studied campuses of a public university? (3) What are the anticipated implications of the existing funeral policies for employees’ perception of equity? The study used a qualitative methodology based on a comparative case study design. Data were collected using documents and analyzed via qualitative content analysis. The findings revealed that the burial of deceased employees, their spouse and children is a public employees’ benefit, as per the government labour acts and standing orders, which highlights the government’s willingness to shoulder the costs of burial for every public servant. Yet, in practice, what transpired from the field is that burial benefits are largely funded by each employee’s monthly mandatory contribution, which is normally deducted from their salary. The findings further indicate that each of the studied campuses of the same university had its own arrangements regarding the amount of the contribution, the beneficiaries of the funds and the amount provided to cover the burial costs of the agreed beneficiaries. Hence, this resulted in variations in the provision of burial benefits among the employees serving in the same publicorganization. These variations may contribute to various employees’ perceptions, ranging from no inequity to much inequity for over-rewarded and under-rewarded employees respectively. The study recommends merging the three funeral policies from the three studied institutions into a single policy which adequately and equitably covers the funeral costs
Looking Backwards and Forwards: Gainers and Losers in Tanzania’s Primary Education System
(Papers in Education and Development, 2012) Komba, Aneth Anselmo
This paper takes a historical view to examine the primary education system on Tanzania Mainland with a view to highlighting the gainers from and losers in this system. The paper will first provide a contextual analysis of Tanzania’s primary education system. In this process, the paper examines the key foundational principles that have shaped the education system in Tanzania from the colonial to the post-colonial period and it highlights the educational policies aimed at encouraging children’s engagement with primary schooling. The paper further examines what seems to have worked or not worked in ensuring access to quality education by all. In the second part of the presentation, the paper examines the losers and gainers from the current primary education system. Finally, the paper makes a projection of the way forward before the concluding remarks are presented
Marking and giving Feedback on Pupils’ Class Assignments in Tanzanian Primary Schools: Implications for Pupils’ Lea
(Research Academy of Social Sciences, 2015-12) Komba, Aneth Anselmo; Komba, Aneth Anselmo
This study examines how teachers mark and comment on pupils’ classwork in Tanzanian rural primary schools. It: examines the primary school teacher certificate and diploma curriculum to identify how these equip student teachers with the skills required to mark and comment on pupils’ classroom exercises competently; explores how teachers mark pupils’ class work; examines comments/feedback provided on pupils’ class work; and determines the implications of teachers’ feedback for pupil learning. The approach employed was a qualitative visual methodology using a basic/generic qualitative design. Camera, interview and document review were used as the major data collection tools. A sample of 20 pupils, 200 classroom exercises on various subjects in 20 primary schools, two academic masters and two tutors from two public teachers’ colleges informed the study. Observation data collected through camera were analysed using visual content analysis while those collected through interviews and documents were analyzed using thematic and content analysis respectively. The findings indicate that the student teachers had not received any training while at teacher training college on how to mark and comment on pupils’ work and so, once employed, they performed this important activity largely by relying on their past experience as pupils. Other findings indicate good and poor practices related to marking and providing feedback. The poor practices include the teachers’ tendency to tick incorrect answers, offer positive comments on poor quality work, provide negative, abusive, unclear and written comments to pupils who were unable to read, provide comments in English which remained unclear to the pupils. The poor practices provide inaccurate information regarding pupil progress, discourage pupils from learning and attending school, and create a threatening classroom environment. This study recommends the inclusion of module on marking and commenting on pupils’ work during teacher training.
Relationship between Job Satisfaction and Turnover Intention Among Lecturers in Tanzanian Public Universities
(African Journal Online AJOL- Annals of Modern Education, 2016-01) Komba, Aneth Anselmo
This study explores the association between job satisfaction and turnover intentions among lecturers in three public universities in Tanzania. It had three objectives: (1) to determine the level of perceived job satisfaction among lecturers; (2) to determine the association between job satisfaction and turnover intention; and (3) to determine the extent to which lecturers’ job satisfaction and turnover intention differs by sex, age and work experience. Data were collected using questionnaires and analysed using SPSS version 20.0. A total of 66 public university lecturers participated in the study by filling in the questionnaires. The findings showed that these lecturers were highly satisfied with all facets of their job. There was a significant negative relationship between job satisfaction and turnover intention among the lecturers, whereby those who were highly satisfied were less likely to have an intention to leave their job. Also, there were significant differences in job satisfaction in relation to age and work experience. On the other hand, the turnover intention differs significantly by sex whereby the male lecturers had a greater intention to leave their job than their female counterparts. We suggest that for the universities to have highly innovative, motivated and productive teaching staff, job satisfaction should be given considerable attention.
Relevance of schooling in Tanzania: Educational leaders’ perspectives on economically disadvantaged families
(Routledge Tylor & Francis Group, 2017) Komba, Aneth Anselmo
This qualitative research study explores educational leaders’ views on economically disadvantaged families’ perceptions about the relevance of schooling and compares these with government and international educational policy objectives in five regions of the Tanzanian mainland. The findings indicate that economically disadvantaged families devalue schooling. Five indicators supported this argument: 1) parents’ unwillingness to bear the opportunity, direct, and indirect costs of schooling; 2) parents’ reluctance to support school activities and their children’s education; 3) families’ negative perceptions regarding the value and returns from schooling; 4) families’ tendency to purposefully hinder teachers’ efforts to encourage schooling; and 5) parents’ tendency to purposefully urge their children to perform poorly in the national primary school leaving examination. The incongruences between policy objectives and how families, according to educational leaders, understand the relevance of schooling require investigation. While the policies maintain that education is a means of eradicating poverty, the families in the studied rural communities feel that their children’s educational advancement increases household poverty, is a burden, and is an irrelevant strategy for alleviating their poverty. The study concludes by emphasising the importance of the need for alignment in realising education between educational policies, implementers of the policies, and the end-users; collaboration between educational leaders, teachers, and families in enhancing children’s schooling; cultural responsiveness; and the overall quality and relevance of schooling
Stakeholders’ Views on Disadvantaged Families’ Involvement and Its Implications on Children’s Engagements in Primary Schools in Tanzania
(LWATI: A Journal of Contemporary Research, 9(1), 35-55, 2012, 2012) Komba, Aneth Anselmo
Abstract This paper examines the perceptions of stakeholders on disadvantaged families’ involvement in school activities and how this influences children’s engagements in primary schools of Tanzania. The informants for this study were parents/guardians (families), pupils, dropouts and Educational Officers. The study employed qualitative research methodology. In particular, the study uses multiple case study design that covered six schools in two Regions of Tanzania. The study findings confirm that low involvement of parents in school activities invariably affected engagement of children in school. The paper concludes with strategies on how parental involvement could be improved to enhance pupils’ engagement with primary school.
Strategies for enhancing equity in financing primar y education in Tanzania
(2012-06) Komba, Aneth Anselmo
Drawing from previous studies and the international and local literature on education financing, this paper reviews the mechanisms that have been used to finance primary education in Tanzania, discusses the equity implications of the mechanisms employed and proposes criteria that could be used to develop grant distribution formulae to achieve equity in educational opportunities. The paper observed that the previous financing mechanisms predominantly used uniform flat grants distributional formulae, which were rigid and failed to address variations in: the local ability to finance education from their own sources; the community’s willingness to finance education; geographical location; the cost of purchasing materials; the pupils and schools’ educational needs; the existing quality and quantity of resources; the available sources of support; the schools’ performance in examinations; and the repetition, promotion and dropout rates. Indeed, the formulae disregarded the indicators of educational needs in the provision of support, suggesting that most of the equity issues were violated. This tendency contributed to inequity in educational opportunity across the districts, schools and pupils. The paper concludes by arguing that, to achieve equity, the government should distribute grants and resources using the equity indicators. A thorough assessment of the districts, schools and pupils’ educational needs should be conducted, which would result in flexible funding formulae that will accommodate the obvious, existing variations.
Students’ Subject Choice in Secondary Schools in Tanzania: A Matter of Students’ Ability and Interests or Forced Circumstances?
(Scientific Research, 2014-08) Komba, Aneth Anselmo
This study aimed at providing answers to two key questions: 1) Which subjects are most preferred by students in secondary schools? 2) What are the reasons behind the students’ interest, or lack thereof, in particular subjects? The study employed qualitative methodology using a multiple case study holistic design. The students in the studied schools served as the unit of analysis. The study involved a sample of 18 secondary schools that were purposefully selected. Data were collected using focus group discussions, observation and documentary review. The analysis involved the use of the Miles and Huberman’s model of qualitative data analysis. The findings show that the majority of students in secondary schools preferred arts subjects notably because of the challenges they experience in learning science. The reasons for students preference of a particular subject included the inspiration from significant others, commitment and support provided by the subject teachers, the availability of teachers and their teaching approaches and relevance of the subject to their daily life experiences. On the basis of these findings, it is recommended that the government should create a conducive learning environment, especially for community secondary schools, that will allow students to select subjects on the basis of their ability and intere

Browsing by Author "Komba, Aneth Anselmo"

Results Per Page

Sort Options