Browsing by Author "Possi, Mwajabu K."

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    Agenda Participation 2000 in Tanzania
    (2000) Possi, Mwajabu K.
    Once again I welcome you to our second issue of the YLTP Newsletter published by the FES-T anzania office. The production of this second issue underscores our commitment and promise to keep you ever updated about the YLTP and any other developments taking place here at FES and T anzania in general. Since I last communicated to you in the previous issue many changes/things have taken place here at the FES and Tanzania in general. There were a number of milestones and I am sure you will enjoy reading some of these developments in the pages that follow in this issue
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    Culture and Disability
    (1996) Possi, Mwajabu K.
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    Effects of active student response during error A systematic replication
    (1993) Possi, Mwajabu K.
    We compared active student response (ASR) error correction and no-response (NR) error correction while teaching science terms to 5 elementary students. When a student erred on ASR terms, the teacher modeled the definition and the student repeated it. When a student erred on NR terms, the teacher modeled the definition while the student looked at the vocabulary card. ASR error correction was superior on each of the study's seven dependent variables.
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    Effects of drug abuse on cognitive and social behaviors
    (1996) Possi, Mwajabu K.
    His article provides definilions of drud and drug abuse.II Also provides sources of drugs in global and local conleXls.II Further discusses the eXlem of drug trafficking inTanzania.Theoretical Issues underlying drug abuse are discussed in detail.The Paper indicates thaI the youth gels involved in drugs due to peer pressure,curiosity,wanting to be different,rioting from the system and also due to escape behaviour,i.e.,running away from problems.Characteristics Of drug abusers are provided. Most Drug abusers are said to have glue with them,possess large paper bags,handkerchiefs,and hypodermic syringes.The effectsIn Terms of problems and/or dangers of drug abuse are highlighted as brain damage,behavioural disorders,inability 10 reason,low academic performance,etc.To conclude, the paper offers a summary and oullines recommendations for action against drug abuse.It Also recommends that attempts be made through the Ministry Of Education And Culture,And the Ministry Of Labour And Youth To see 10 It that ways and means of alleviating the drug abuse problems are soughlouI.Parents and community at large should be involved in the anti-drug programme’s.
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    Employment of People with Disabilities
    (2011) Possi, Mwajabu K.
    This paper discusses the concept of disability, its prevalence and incidence. It highlights on the importance of prevalence and incidence and provides prevalence of various disabilities in the country. The paper also discusses the concept of gender in relation to education of people with disabilities in Tanzania. From the discussions it is apparent that there are more males than females with disabilities in Tanzania. The situation may be due to some bias in determining prevalence of disabilities. The bias may result from the fact that boys are biologically vulnerable than males. Girls with disabilities in Tanzania have not had equal access to education compared to boys, especially at higher institutions of learning. Some of the reasons advanced for the imbalances may be. due to negative attitudes towards people with disabilities, lack of role models, as well as lack of teaching-learning materials, and inaccessibility to educational buildings. It is recommended that parents and the Tanzanian community in general, be made aware of the education of children with disabilities; and that role models be nsed to motivate parents to enrol their children with disabilities in school and make sure they graduate .
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    Experiences from the NUFU project 06/96 (PART II):
    (1999) Possi, Mwajabu K.
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    Gender and Education of people with disabilities in Tanzania
    (1996) Possi, Mwajabu K.
    This Paper discusses the concept of disability, its prevalence and incidence.It Highlights on the importance of prevalence and incidence and provides prevalence of various disabilities in the country. The Paper also discusses the concept of gender in relation to education of people with disabilities in Tanzania.From The discussions it is apparent that there are more males than females with disabilities in Tanzania.The Situation may be due to some bias in determining prevalence of disabilities. The Bias may result from the fact that boys are biologically vulnerable than males.Girls With disabilities in TanzaniaHave not had equal access to education compared to boys,especially at higher institutions of learning.Some Of the reasons advanced for the imbalances may be. Due to negative attitudes towards people with disabilities,lack of role models,as well as lack of teaching-learning materials,and inaccessibility to educational buildings.It Is recommended that parents and the Tanzanian Community in general be made aware of the education of children with disabilities and that role models be nsed to motivate parents to enrol their children with disabilities in school and make sure they graduate
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    Gender, Media and Disabilities in Tanzania
    (2007) Possi, Mwajabu K.
    During the current academic year, a Polytechnic of Namibia student, Emsie Erastus, had the opportunity to undertake a semester-long internship at Gender Links, as part of her experiential learning. When I saw her portfolio submitted for assessment I thought: what an experience for this young woman - she will remember this for the rest of her life! This was evidence, if ever we needed it, that if we are going to transform gender relations in the media, we need to start with the journalists of tomorrow. That is where media education comes in. We stand here in the 21st Century wondering how and why it is that women and men remain unequal and, specifically, how women continue to be represented through various, often demeaning, stereotypes. What has been considered the “male” agenda has permeated the thoughts and beliefs of society at large, and is so deeply rooted that it is difficult to assess its origins, or claim it is still perpetuated solely by a dominant masculine outlook. So how does one dismantle such a paradigm? Ruminating on Audre Lorde, is it really true that the master‟s tools cannot dismantle the master‟s house, and what about the media house? Gender Links (GL) believes that the media might well play a key role in enforcing age old perceptions, and GL has dedicated its work to promoting equality in and through the media. By empowering women with tools to engage with the media that surround them, this could set into motion a long-awaited paradigm shift. GL has started by assessing exactly where women stand as creators and sources of media, as well as how women are represented through the media. Several studies have been undertaken to this extent and further guides have been created to teach students, trainers and media professionals how to dissect media outputs to notice the ways in which women might be stigmatised and disregarded. The Gender in Media Education Audit (GIME) brings us closer to the root of the problem. With few answers as to why women remain a marginal group in this sphere, it became necessary to go back to the beginning: media education andtraining. Over the last three years, GL has sought to deepen its relations with media education institutions in the region through the Gender and Media Diversity Centre (GMDC), a partnership between media development and knowledge institutions to collect, connect and collaborate on issues of gender, media and diversity. The partnership has made it possible to gather information from a representative sample of institutions around the region, as well as begin practical collaboration, such as the internship programme referred to earlier. Throughout the GIME audit it became clear that the students are the greatest advocates for incorporating gender into their training. They were clear that not only did they want to learn more about gender: they wanted to know how this knowledge would change the media landscape into which they chose to venture.
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    Perceived causes of visual disability
    (1999) Possi, Mwajabu K.
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    Perceptions of Giftedness and Talentedness by Students in Media and Public Relations Studies: Can Media Practitioners Play a Role?
    (Huria Journal, 2007-06) Possi, Mwajabu K.
    This paper discusses research results of the study on the role of journalists, public relations personnel and mass communicators in educating people about giftedness and talentedness. It begins by highlighting the definitions of giftedness and talentedness. The paper briefly presents the historical background of gifted and talented individuals. The study was conducted at the institute of Journalism and Mass Communication of the University of Dar es Salaam (IJMC). There were 97 participants whereby 64 (65.97%) were females and 28 (28.86%) were males. Five (5.15%) did not indicate whether they were males or females. The study indicate that many students thought tat giftedness and talentedness was a gift from God. The participants also indicated that media had a big role to play in awareness raising , educating people about the gifted and talented and their conditions in general. It was recommended among other things that media have to play a big role on sensitizing people about giftedness and talentedness.
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    The place of special children in educational reforms in Tanzania
    (1999) Possi, Mwajabu K.
    This Paper discusses the concept of disability, its prevalence and incidence.It Highlights on the importance of prevalence and incidence and provides prevalence of various disabilities in the country. The Paper also discusses the concept of gender in relation to education of people with disabilities in Tanzania.From The discussions it is apparent that there are more males than females with disabilities in Tanzania.The Situation may be due to some bias in determining prevalence of disabilities. The Bias may result from the fact that boys are biologically vulnerable than males.Girls With disabilities in TanzaniaHave not had equal access to education compared to boys,especially at higher institutions of learning.Some Of the reasons advanced for the imbalances may be. Due to negative attitudes towards people with disabilities,lack of role models,as well as lack of teaching-learning materials,and inaccessibility to educational buildings.It Is recommended that parents and the Tanzanian Community in general be made aware of the education of children with disabilities and that role models be nsed to motivate parents to enrol their children with disabilities in school and make sure they graduate
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    The Relevance of Special Schools for the Gifted and Talented in Tanzania Education System
    (2003) Possi, Mwajabu K.
    This paper discusses the rationale for special schools for the gifted and talented learners in Tanzania. It provides the definition of gifted and talented learners as well as a historical background of their education. The prevalence of the gifted and talented learners and how they are identified and placed in schools are also discussed. The characteristics of the learners have been detailed. Facts and myths about the learners are also highlighted. The paper provides rationale for and types of programmes for gifted and talented learners with steps for identification. Several questions have been raised which lead to the conclusion that the system of special schools for the gifted and talented learners in Tanzanian has to be contextualised. Alternatives to special schools such as differentiation instructions, fostering creativity, encouraging peer learning and modelling diverse aptitudes and abilities should be encouraged instead of special schools, which may be very expensive for the moment, and at times inappropriate for some gifted and talented learners. Other alternatives include enrichment programmes, ability grouping and acceleration.
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    Sighted Students’ Prosocial Behaviour towards Assisting Peers with Visual Impairment in Tanzania Inclusive Secondary Schools
    (Unisa Press, 2015) Milinga, Joseph R.; Possi, Mwajabu K.
    embedded single case study design was used. Seventy six respondents, consisting of teachers and students with and without VI participated in the study. Data was collected through semi-structured and face to face interviews, focus group discussions, and closed-ended questionnaires. Data was analysed through thematic analysis and presented in tables and quotations of participants’ actual words. Results have indicated differences in prosocial behaviours between sighted day-students and sighted boarding school students students with the latter being more prosocial as a result of altruistic and egoistic factors; having a positive attitude and due to the influence of religion and school administration . Similarities between sighted students and those with VI were linked to sighted students’ prosocial behaviour. The latter students’ attributions, and misunderstandings among students. determined their prosocial behaviour towards assisting their peers with VI. Awareness raising and sensitisation of members of the community, as well as replicating the study in inclusive and coeducation schools for students with VI are recommended in the paper.
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    The situation of killings of people with albinism in Shinyanga and Mwanza Regions
    (Under The Same Sun - UTSS, 2011) Possi, Mwajabu K.; Mboya, Gamariel; Tetema, Vicky N
    This 2011 UTSS study was conducted to assess the co nditions of the government designated centres for the displaced PWA where they live with children with other disabilities following a wave of macabre killings of persons with albinism. The study also looked into conditions of the individuals in the centres in terms of quality of the services rendered to them. Issues on focus included the care which was rendered to PWA in thecentres, basic needs and human rights, their safety, security and whether they would like to maintain family ties. The study explored the nature of services and how such services were provided by the general staff, care givers, doctors,social welfare officers as well as the district and regional educational officers.
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    The special child in Tanzania primary schools
    (1996) Possi, Mwajabu K.; Mboya, M.K
    Definition of special education differ according to perspectives of different authors. However, all definitions refer to services over and above those provided to the “average” or “normal” child. As Hallahan and Kauffman(1991) point out, “Special education means specially designed instruction that meets the unusual needs of an exceptional child(p.8). Thus, special education refers to the adaptations made in the regular school services to enable the child or student to reach their maximum potential. Provision of appropriate special education, special materials, teaching techniques or equipment and/or facilities may be required. In addition, related services such as special transportation, psychological assessment, physical and occupational therapy, medical treatment, and counselling may be necessary (Hallahan and & Kauffman, 1991