Browsing by Author "Mkumbo, Kitila A. K."

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    Adolescence and School Learning
    (Dar es Salaam University Press, 2006) Omari, I. M; Mkumbo, Kitila A. K.
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    The Application of Intervention Mapping In Developing and Implementing School-Based Sexuality and HIV/AIDS Education in a Developing Country Context: The Case of Tanzania
    (Scandinavian Journal of Public Health, 2009) Mkumbo, Kitila A. K.; Schaalma, Herman; Kaaya, Sylvia; Leerlooijer, Joanne; Mbwambo, Jessie; Kilonzo, Gad
    Aims: Effective sexuality and HIV/AIDS education programmes are needed to protect young people against HIV/AIDS and teenage pregnancy in Tanzania and other Sub-Saharan African countries. Using a theory- and evidence-based approach and adapting the programmes to local contexts, increases the effectiveness of these programmes. This paper describes and discusses the challenges and opportunities concerning the application of Intervention Mapping (IM) in the development and implementation of a sexuality and HIV/AIDS education programme targeting young people aged 12–14 in Tanzania. Methods: The sexuality and HIV/AIDS programme was designed in a participatory manner, involving researchers, curriculum developers and teachers’ and students’ panels. The programme comprised five lessons, organized around 23 sessions with the aim of delaying the onset of sexual intercourse and increase correct and consistent condom use among young people. The programme was delivered by trained teachers as an extracurricular lesson. Conclusions: The IM protocol facilitated the development of a comprehensive sexuality and HIV/AIDS education programme relevant and appropriate to the social cultural context and the needs of learners in Tanzania. The paper has demonstrated that, although the IM was developed in the Western context, it can be used in a flexible manner to adapt to local contexts such as those in Sub-Saharan Africa
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    Assessment of HIV/AIDS Knowledge, Attitudes and Behaviours Among Students in Higher Education in Tanzania
    (Global Public Health, 2013) Mkumbo, Kitila A. K.
    There is a paucity of studies that have systematically and comprehensively investigated the knowledge level, attitudes and the pattern of sexual behaviours related to HIV and AIDS in higher education settings in sub-Saharan Africa in general and Tanzania in particular. This study attempted to fill a void in knowledge. A cross-sectional descriptive design was used, employing a self-administered questionnaire as the main data collection tool. More than 400 higher education students completed a questionnaire assessing their knowledge, attitudes and behaviours related to HIV and AIDS. About three quarters of respondents demonstrated comprehensive knowledge about HIV and AIDS, and the majority of respondents expressed positive attitudes towards people living with HIV and AIDS. Despite demonstrating high knowledge level about HIV and AIDS, the results show that sexual behaviours among students in higher education are characteristically risky, and do not significantly differ from youth in the general population.
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    Content Analysis of the Status and Place of Sexuality Education in the National School Policy and Curriculum in Tanzania
    (Educational Research and Reviews, 2009) Mkumbo, Kitila A. K.
    In Tanzania, sexuality education in schools is not provided as a standalone subject; rather it is mainstreamed in other subjects, namely Social Studies, Science, Civics and Biology. However, it is not clear how much sexuality education is covered in these subjects. The purpose of this study was to examine the status of sexuality education in the Tanzanian national school curriculum. In order to discern the amount and nature of sexuality education in the school curriculum, the syllabi for the above subjects were subjected to content analysis. The results have revealed three major trends of school-based sexuality education delivery in Tanzania. First, only a few aspects of sexuality education, particularly in the area of HIV/AIDS, are covered in the Tanzanian national school curriculum. Second, a greater part of sexuality education is covered during secondary education level, which is arguably too late given that sexuality education works effectively if it is provided early before young people reach puberty, in this case during primary education level. Third, the current sexuality education delivery mainly focuses on knowledge, and little attention is paid to the other aspects of sexuality education, namely skills and relationships and attitudes and values.
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    Content Validity of National Examinations in Assessing the Curriculum Objectives in Tanzania
    (Journal of Education, Humanities and Sciences, 2012) Mkumbo, Kitila A. K.
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    Drawing AIDS: Tanzanian Teachers Picture the Pandemic: Implications for Re-curriculation of Teacher Education Programmes
    (Perspectives in Education, 2013) Wood, L.; De Lange, N.; Mkumbo, Kitila A. K.
    In this article, we explain how we engaged teachers in creating their own representations of HIV and AIDS in Tanzania as a starting point for re-curriculation of the undergraduate teacher education programme. We employed a qualitative design, using visual methodologies, to encourage 29 in-service teachers to draw their perceptions about HIV and AIDS in Tanzania, and to explain their drawing in a short narrative. Thematic analysis of the drawings revealed that, while teachers are aware of the social injustices that fuel the pandemic, they do not envision themselves as having much influence for social change of learner attitudes and behaviour. The discussion of the findings, compared to and recontexualised by relevant literature, leads us to argue for the need to engage teachers in participatory research to find contextually appropriate ways to conceptualise and practise HIV and AIDS education. The recommendations we offer have relevance not only for Tanzania, but for the entire sub-Saharan African region
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    Factors Associated with Teachers’ Motivation and Commitment to Teach in Tanzania
    (Journal of Educational Sciences and Psychology, 2013) Mkumbo, Kitila A. K.
    This study examined the level of teachers’ motivation and commitment to the teaching profession in Tanzania. The results show that the majority of teachers were motivated to join and stay in the teaching profession due to intrinsic, rather than extrinsic, factors such as intellectual curiosity and feelings of belongingness to learning community. The results also show that the majority of teachers have very low level of commitment to the teaching profession. For example, just about a third of the teachers surveyed reported that they would choose teaching profession if they were to consider choosing it again. The level of commitment to the teaching profession is associated with the school ownership category, whether a school is privately or publicly owned, and the level teaching qualification.
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    Old Enough to Know: Consulting Children About Sex and AIDS Education in Africa
    (Sex Education, 2013) Mkumbo, Kitila A. K.
    Old Enough to Know is a product of a two-year innovative research project involving three countries in sub-Saharan Africa, namely Tanzania, Kenya and South Africa, exploring what and how children want to learn about sex and AIDS education. It provides critical insights into sexuality research with children through the use of creative participatory methodological approaches.
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    Perceived University Students’ Attributions of Their Academic Success and Failure
    (Asian Social Science, 2012) Mkumbo, Kitila A. K.; Amani, Jacqueline
    This study examined the applicability of the attribution theory in understanding how students attribute their academic success and failure. Participants involved a sample of 260 undergraduate students at the University of Dar es Salaam, Tanzania. They completed an attitude questionnaire scale with items on locus of control, stability and controllability dimensions. The results show that the majority of students attributed their academic performance to internal, stable and controllable factors. High performing students were more likely to attribute their academic performance to internal and controllable factors than low performing students. Success was attributed to internal and controllable factors, while academic failure was attributed to external and uncontrollable factors. Save for sex, the participants’ demographic variables did not statistically significantly influence the attribution pattern. The results of this study confirm the predictions of the attribution theory and are in line with the findings of similar studies conducted in other university settings.
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    Politics of HIV and AIDS Education in Tanzania
    (2011) Mkumbo, Kitila A. K.
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    Prevalence of and Factors Associated with Work Stress in Academia in Tanzania
    (International Journal of Higher Education, 2013-09-12) Mkumbo, Kitila A. K.
    Work stress has been identified as a common phenomenon in the teaching profession. However, little research has been done to examine the prevalence of and factors associated with work stress among employees in university context in Tanzania and sub-Saharan African countries in general. Using survey design within the quantitative approach, this study investigated the prevalence of and factors causing work stress among academic staff in public and private universities. The results show that a significant proportion of academic staff reported experiencing high stress, with respondents in public universities reporting being more stressed than their counterparts in private universities. Three factors have been identified as particularly associated with work stress among academic staff. These are lack of staff involvement in institutional reform processes, lack of necessary support systems related to their work and high workload levels. Highly qualified and experienced staff reported lower levels of stress than staff with low qualifications and less experienced. These results indicate that work stress is a common phenomenon among institutions of higher education with its associated consequences such low job satisfaction, which is likely to affect staff’s productivity.
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    Promoting Abstinence, Being Faithful, and Condom Use with Young Africans: Qualitative Findings from an Intervention Trial in Rural Tanzania (Book Review)
    (Global Public Health, 2013) Mkumbo, Kitila A. K.
    The abstinence, being faithful and condom use ( ABS) approach has underpinned most HIV programmes since the beginning of AIDS epidemic. This approach has been particularly pervasive Sub-Saharan African countries where HIV infection mainly occurs through heterosexual intercourse. This book by Mary Louisa Plummer adeptly document research and implementation experiences, as well as opportunities and challenges involved in promoting the ABC approach, in rural Tanzania. The book presents a systematic evaluation of the MEMA kwa vijana intervention implemented in Mwanza Tanzania, between 1999 and 2002 for which the author served as a social science coordinator. The MEMA kwa vijana (Good Things for Young people) intervention was a sexual and reproductive health programme implemented 9in schools, health facilities and communities with the goal to improve the sexual and reproductive health of young people. Drawing on the experiences of the MEMA kwa vijana intervention, this book examines the opportunities and challenges associated with promoting young people’s law-risk sexual behaviours in a rural African context
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    Reflections on the 2010 National Form Four examination results
    (Papers in Education and Development, 2012) Mkumbo, Kitila A. K.
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