Browsing by Author "Komba, Willy L. M."
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Item Citizenship Education in PostSocialist, Plural Tanzania: Teachers’ Perception of Their Role(1999) Komba, Willy L. M.Item Citizens’ Views on Appropriate Civic Education Curricula under Multi-Party Democracy in Mainland Tanzania(2013) Komba, Willy L. M.The study investigated views of a broad spectrum of Tanzanian citizens on what they considered to be the appropriate civic education curriculum after the country adopted a multiparty political system in early 1990s. Data relating to preferred objectives, competencies and values were gathered by means of a questionnaire. Analysis was done using SPSS software and presented in percentage. Comparison between categories of respondents (analyzed by gender, religion, education background and occupation) regarding their preferences was done by ranking. The findings indicated similarities in preference for some key aspects and variation in others. Tolerance, knowledge of citizen rights, patriotism, and empowerment of citizens to question and criticize were ranked first by all respondent categories. However, male respondents ranked the right to be heard higher than female respondents, while female respondents ranked the right to education higher than male respondents. Christian respondents ranked respect to authority higher than Moslem respondents. Moslem respondents ranked the right to education higher than Christian respondents. These results are indicative of the differences in group behavior, but on the other hand they are indicative of the special civic education needs of each group. It is generally the case that while knowledge of citizen rights and duties is low country-wide, it is even lower for groups with low education background.Item Corruption and the Quality of Education in Tanzania. In Galabawa J. et al. (eds), The Quality of Education in Tanzania(2000) Komba, Willy L. M.; Komba, D.; Mosha, H.; Osaki, K.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.Item The Development of Teacher Professional Identity at the University of Dar es Salaam: Perceptions and Influencing Factors(2013) Komba, Willy L. M.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.Item E-learning in higher education in developing countries: prospects and challenges(2004) Komba, Willy L. M.; Alphonce, N. R.Item Enhancing Public Empowerment through Schools and Education System in Tanzania(2007) Komba, Willy L. M.Item Establishing the Contribution of Teacher Professional Identity to Quality Assurance in Tanzania: The Case of the University of Dar es Salaam(2012) Komba, Willy L. M.; Anangisye, William A. L.; Katabaro, J.Item Increasing Education Access through Open and Distance Learning In Tanzania: A Critical Review of Approaches and Practices(2009) Komba, Willy L. M.With an area of 943,000 square kilometers, Tanzania has a population of about 34 million comprising more than 120 ethnic groups with diverse cultures and notable income differentials. Over 35 per cent of the people live below the poverty line which makes it difficult for an increasing number of people to access education at secondary, tertiary and higher education levels. The universalization of education and its worldwide acceptance as a continuous or lifelong undertaking, coupled with concerns about educational access and equity, as well as the prevailing level of poverty necessitates the use of various education delivery approaches to enable all citizens to benefit from this public good. The major objective of this paper is to document an discuss the initiatives that Tanzania has taken to expand educational opportunities at various levels using open and distance learning (ODL) approaches. The paper begins by explaining the socio-political context for ODL in Mainland Tanzania and Zanzibar and proceeds to recount the distance education initiatives that have been established over time using both the longstanding traditional technologies and new media and technology. It then analyzes the opportunities and challenges in these initiatives. It ends with the proposal of how to improve both access and the quality of education using emerging educational technologies.Item National Consciousness and Identity in Tanzania: Factors Influencing its Development and Sustainability(2013-09) Komba, Willy L. M.We intend to debunk the myth that religion is a key factor in the weakening of national consciousness and cohesion in Tanzania by investigating the evidence behind media coverage that portrayed the phenomenon as being caused by religious conflicts in the country. The conclusion of the survey is that Tanzania citizens, irrespective of religious affiliation, do not differ significantly in their preference for the promotion of national consciousness in the country. The calculated X² = 0.8249 was found to be less than the tabulated X² = 5.02 with α = 0.025 and df = 1. Therefore, the null hypothesis on religion as a factor was accepted. These findings are contrary to media coverage portraying that national consciousness and national unity are being undermined by greater attachments to the two major religions, namely Islam and Christianity. Historically, national consciousness takes priority when outside forces threaten the nation or during internal challenges and misgivings, regarding faulted government performances and the threat to the stability of the country. When the government fails to deliver social services such as security and economic empowerment, protect citizen uniqueness and encourage sense of belonging not hinged on religion or ethnic grouping, it encourages revolt. The shirking in the national responsibilities and apparent partiality in turn, create avenue for and gear the people to rise against the regime. Such an all-embracing sense of nationalism is different from one that is based on sectarianism (the 19th century East and Central European version of nationalism), which some selfish and myopic politicians in Tanzania are eager to embrace using the religious cloak. In order to sustain and promote social, communal integration and national consolidation, it is necessary that a program is mounted for the youth and general public that will take the country from the usual national consciousness to what Franz Fanon calls ‘political and social consciousness’.Item Quality of Civic Education Materials to Promote Democracy in Context of a Market-Led Education System: Conceptual and Pedagogical Issues, Existing Materials and Gaps(2013) Komba, Willy L. M.This study shares the concerns of professional educators and international education agencies UNESCO, the Commonwealth of Learning (COL), and the Teacher Education in Sub Saharan Africa (TESSA) that in order for the developing world to achieve the Jomtien 1990 and Dakar 2000 declarations about access and quality of education, it is necessary to go beyond conventional methods of delivery. While it acknowledges the inevitability of adopting Open and Distance Learning (ODL) approaches as well as the design, development and sharing of Open Educational Resources (OERs) within and across countries and educational institutions, this article critically examines the impact of market-led education policy on the availability and quality of civics school texts. The author recommends for concerted efforts of local and international professional agencies in building capacity for developing and sharing of OERs for the benefit of teachers and students in Tanzania..Item Revisiting Social Science Education for teachers(2013) Komba, Willy L. M.; Mays, T.Item Social Studies in Tanzania. In Adeyemi, M (ed), Social Studies in African Education(Pyramid Publishing Ltd, 2000) Komba, Willy L. M.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 staffItem Teacher Quality in Tanzania: Challenges and Opportunities(2009) Komba, Willy L. M.Item Towards a Coordinated National Civic Education Strategy in(2003) Komba, Willy L. M.; Ndumbaro, L.Item Views of Stakeholders about the Content of Preschool Education in Democratic Tanzania(2002) Komba, Willy L. M.