Department of Educational Foundations,Management and Lifelong Learning

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Misconceptions about Adult Education Innovations in the United Republic of Tanzania
(Springer, 1988) Mushi, Philemon A. K.
T h e need to provide education to adults in the United Republic of Tanzania, has been the major concern of the Party and government ever since the Adult Education Year of 1970. In spite of various adult education innovations that have been introduced in the country to date, the majority of the recipients are functionally illiterate. These innovations which are, inter alia, functional literacy, post literacy, workers' education, and para-literacy have not enabled the adult learners to improve their living conditions. In the countryside, poor housing and health conditions, conservative cultural beliefs, deforestation as well as soil erosion are the order of the day. While it is true that the national literacy rate is 85 per cent, the figure refers to the acquisition of the three Rs (reading, writing and simple arithmetic) and not to the functional aspects. This explains wh y adult educational innovations have failed to transform people's living conditions, for they have tended to be conceptualized at the level of literacy per se by the implementors. Th e way the innovations are introduced and understood, determine to a larger extent the way such innovations are implemented.
Deficiencies of Indigenous African Pedagogy
(German Adult education Association, 1989) Mushi, Philemon A. K.
Origins and Development of Adult Education Innovations in Tanzania
(Kluwer Academic Publishers, 1991) Mushi, Philemon A. K.
A number of adult education innovations were introduced in Tanzania in the late 1960s and early 1970s. This article analyzes the context of three innovations, namely functional literacy, workers' education and the programme of the Folk Development Colleges. The analysis reveals that these innovations had firm roots within the socio-economic conditions prevailing in the country in the 1960s and 1970s, Nyerere's influence as President and Party leader, Tanzania's ideology of development, the policy of popular participation, the roots of educational policy in a humanistic philosophy of education, and indigenous education. Some of the factors which affected their implementation included lack of trained educators, inadequate financial resources, ineffective evaluation mechanisms, and a mis-match between participants' needs and actual programmes. It is suggested that there is a need to introduce economic innovations alongside educational innovations, to involve participants in determining their training needs, and to train and retain adult educators with a view to improving adult education initiatives in the country.
The Fortunes and Demise of Literacy Drive in Tanzania
(1995) Mushi, Philemon A. K.
Religion and Provision of Education and Employment in Tanzania: In Justice, Rights and Worship: Religionand Politics in Tanzania
(E & D, 2006) Mushi, Philemon A. K.
Social Entrepreneurship in Tanzania: Assessment of Enabling Environment
(EMES Conferences Selected Papers Series, ECSP-T09-03., 2009) Fulgence, Katherine; Mori, Neema
The main purpose of the study was to assess the supporting environment for social entrepreneurship in Tanzania. Specifically, the study aimed at evaluating the current key stakeholders’ conceptualisation and recognition of Social Entrepreneurship concept and whether in Tanzania there is a supportive environment for Social Entrepreneurship. This was an exploratory study and was conducted qualitatively. The approach used was a combination of secondary data and in-depth interviews with policy makers and policy advisers. Findings revealed that most stakeholders are not aware of the concept of Social Entrepreneurship. The objectives of their organizations showed that they had some elements of Social Entrepreneurship, but this concept was not encompassed in their mission statements. Social entrepreneurship matters were thus not well integrated in their policy missions although the nature of organizational activities revealed some elements in them. The study concluded that social entrepreneurship in Tanzania has been practiced by several institutions especially non-governmental organisations and that there is a need to document and institutionalizes the policies and regulations that guide the operationalization of the social entrepreneurship concept. Recommendations and areas for further research are also discussed.
Students’ experiences and challenges of blended learning at the University
(IJEDICT, 2013) Mtebe, Joel S.; Raphael, Christina
Recent developments in Information and Communication Technologies (ICTs), especially eLearning, have heightened the need for University of Dar es Salaam (UDSM) to upplement oncampus face-to-face delivery as well as meeting increased students’ enrolments through blended distance learning. Since 2008, the University has been offering three postgraduate programmes: Postgraduate Diploma in Education, Postgraduate Diploma in Engineering Management, and Master degree in Engineering via dedicated Learning Centres in Mwanza, Arusha, and Dar es Salaam. In total, 310 students have been enrolled into these programmes since 2008. However, the implementation of these programmes has resulted in mixed and unpredictable results. This paper reports on students’ experiences as well as challenges UDSM has been facing during the implementation of blended learning courses in Tanzania. The data were generated through documentary reviews and 22 responses from a questionnaire distributed to students enrolled into these programmes. The study has revealed outdated learning resources, unavailability of instructors during live online sessions, under-utilization of Learning Centres, and technical difficulties are the main factors that affect students from exceling well in blended learning programmes. These findings have a number of important lessons and implications for similar institutions running blended learning or wishing to implement blended learning specifically in developing countries.
What is it that keeps good teachers in the teaching profession: A reflection on teacher retention
(SAVAP International, 2013-01) Kavenuke, Patrick Severine
The role of quality, qualified and effective teachers is invaluable that one may fail to come up with proper expression to express the magnitude of their significance in its exactness. Through classroom interaction with students, teachers work as transmitters of knowledge, values and skills which work as tools for rural and urban transformation. Teachers provide education which works as a solution to poverty alleviation, empowerment, sustainable development and environmental challenges. Oziambo (2010) asserts that teachers are responsible for high standards in education, transmission of values and norms to students by teaching them or being models. They are at the front line of developing students’ understanding, learning and core values. Despite such teachers’ significance, teachers do not stay in the teaching cadre. Teacher retention is currently akin to a puzzle especially when Smith and Ingersoll (2004) view the decision to enter teaching by now as being related to ‘a sink or swim’ experience. Teacher retention challenges that have been engendering teacher attrition indisputably called for this study. This paper therefore, firstly attempts to explore the nature and characteristics of teachers who leave teaching. Secondly, it seeks to craft strategies that help to obliterate unnecessary teacher attrition so as to retain good teachers in the teaching cadre. This study deployed the documentary search to explore the topic under scrutiny. It concludes that teaching may become ‘a profession at risk’ if no quick measures are taken to redress the situation. This is due to the fact that Sinyolo (2007) postulates that teachers no longer like teaching, they have lost the morale to teach and some discourage their own children to become teachers. Thus, investing in human resource is indubitable so that working environment for teachers becomes favourable; teacher salaries turn out to be in proportional to teachers’ qualifications and salaries of other fields.
Academic Advising and Students’ Academic Achievement in Higher Education: Experiences from Dar es Salaam University College of Education in Tanzania
(Journal of Education, Humanities and Sciences, 2015) Kavenuke, Patrick Severine
Academic advising in higher education is a mounting field of study that requires special attention as it is significant for enrolled university students to persist and retain to the point of graduation. This study aims to explore the contribution of academic advisors in enhancing students’ academic achievement in higher learning institutions. Data were collected from 58 respondents, including 48 students and 10 academic advisors both from the Faculty of Education of the Dar es Salaam University College of Education in Tanzania. The data collection methods were questionnaires, focused group discussions and unstructured interviews. A majority of student respondents (67%) revealed that their academic advisors had not contributed at all to their achievement. In contrast, 33% indicated that academic advisors had made contributions. The findings also indicated that among the challenges that students encountered when seeking for advisory services included the unavailability of academic advisors for advisory services, students’ lack of knowledge on academic advising, ability and readiness of academic advisors to the advisory roles, and psycho-social related issues. Thus, a quality academic advising programme is indispensable to increase students’ academic achievements in higher education. The study recommends a mutual relationship between the advisor and advisee that is based on trust and respect, shared responsibility and shared problem solving.
Mwandege Boys Secondary School (MBSS): “Learn and Serve”
(International Academy for Case Studies Journal, 21(1): 145-152., 2015-01-01) Fulgence, Katherine
The case narrates an experience of an entrepreneur, Mr. Enock Walter who wanted to establish a secondary school immediately after bachelor's graduation. He was saddened by many teachers who believed they were in the wrong profession where they had to endure miserable lives. Besides lacking business knowledge and know-how on how to realize his dream, Mr. Walter struggled to acquire them and established the school seven years later. Going through his experience, students are provided with dilemmas requiring them to develop, analyze, and prioritize entrepreneur's challenges during start-up. Students can also perform financial ratio analysis from the financial statements provided.
Factors influencing graduates recruitment decisions: The case of Tanzania Corporate Recruiters
(Academy of Educational Leadership Journal, 19 (1): 195-216., 2015-01-01) Fulgence, Katherine
Recruitment process is one of the core functions of organizations as the quality of recruited employees affects the performance and the survival of an organization. Following mass enrolment in Higher Education Institutions, the quality of graduates brings with it a debate on how corporate recruiters recruit graduates. The study examines recent recruitment processes and recruiters search behaviour using case study approach. Interviews were conducted with human resources managers in different sectors to find out how corporate recruiters recruit graduates. Study findings reveal that graduate recruiters use more formal recruitment channels than informal channels when searching for new graduates. Both formal and informal methods are used to select potential applicants. There is a growing trend towards using assessment tests than academic qualifications during screening process. The study established communication skills, attitude, curriculum vitae presentation and behavioural qualities as important aspects that influence recruitment decisions of graduates by corporate recruiters. Study recommendations and implications for graduates and Higher Education Institutions ' stakeholders are provided.
Assessing the status of entrepreneurship education courses in higher learning institutions: The case of Tanzania education schools
(Emerald Group Publishing Limited, 2015-03) Fulgence, Katherine
Purpose – The purpose of this paper is to assess the status of entrepreneurship courses offered in education schools. It provides recommendations for how to address the existing challenges by developing entrepreneurship initiatives in education schools. Design/methodology/approach – A survey was circulated to the management of all education schools in Tanzania, respective entrepreneurship educators and graduates from these schools. Random sampling was used to select teachers who had graduated from education schools. Findings – The findings show that all education schools have an entrepreneurship module in the development studies course, which is mandatory for all students in first year. From 2008 to date, six education schools (31.6 per cent) have introduced stand-alone courses at undergraduate level reflecting entrepreneurship in their title and 68.4 per cent are planning to introduce entrepreneurship courses both at undergraduate and postgraduate level. Although entrepreneurship educators demonstrate subject specialty, they use traditional teaching and assessment techniques. The lack of books on entrepreneurship and the large number of students were cited as the main challenges affecting their role as subject facilitators. Research limitations/implications – The study was limited to education schools in higher education institutions. Similar studies in non-business disciplines need to be conducted to establish how entrepreneurship is developed among graduates of higher education institutions. Practical implications – The study recommends that the management of all education schools should be made aware of the need to provide courses in entrepreneurship, to integrate experiential learning and innovative techniques in the teaching and assessment processes and to involve students in extra-curriculum activities. Originality/value – This is the first study to be conducted in Tanzanian higher education institutions that focuses on the teaching of entrepreneurship to education school students.
Instructor Support Services: An Inevitable Critical Success Factor in Blended Learning in Higher Education in Tanzania
(IJEDICT, 2016) Raphael, Christina; Mtebe, Joel S.
The adoption of blended learning to widen access, reduce cost, and improve the quality of education is becoming prevalent in higher education in sub-Saharan Africa and Tanzania in particular. University of Dar es Salaam and the Open University of Tanzania offer various blended learning courses using Moodle system via regional centres scattered across the country. Despite the success of these courses, instructors’ support has been unsatisfactory and habitually ignored regardless of the fact that institutions have established IT Units to provide such services. This study investigated the effectiveness of instructors’ support services as a major success factor to the delivery of blended courses using mixed method design using questionnaire and semistructured interviews from 65 instructors teaching blended learning courses at the University of Dar es Salaam and the Open University of Tanzania. The study revealed that lack of both technical and pedagogical support has been critical factors inhibiting instructors from facilitating blended courses effectively via the LMS. The findings from this study have a number of important lessons and implications for similar institutions running blended learning or wishing to implement blended learning specifically in sub-Saharan Africa.
Students Support Services: A Case of Blended Learning in Higher Learning Institutions in Tanzania
(IGI Global, 2016) Raphael, Christina
This chapter examines challenges the higher learning institutions offering blended learning programmes in Tanzania face in enhancing student support services from administrative standpoint. Using interviews, documentary analysis, and observation as data gathering instruments, the chapter reveals that higher learning institutions face numerous student-support related challenges including poor Internet and narrow bandwidth, erratic electricity and lack of alternative power, computer illiteracy, scarcity of study materials including e-resources and the absence of affirmative institutional policies. The chapter contends that for blended learning programmes to remain viable, effective, and sustainable, students support services need to be carefully tailored and regularly evaluated. Further, thorough decisions need to be undertaken regarding the design and development of effective student support which are contextualised according to respective institutional needs.
Employability of Higher Education Institution Graduates: Exploring the influence of Entrepreneurship Education and Employability Skills Development Programmes activities in Tanzania.
(University of Siegen Library, 2016-04-22) Fulgence, Katherine
The concept of employability has over time become a topic of interest among stakeholders of Higher Education Institutions (HEIs) including graduates. This has long been established by labour market studies suggesting skills gap between the labour requirements and the outputs from the education system. Although specific Employability Skills Development Programme (ESDP) activities have been identified to address employability within HEIs, individual background given its influence on competence level and mass enrolment are posing an increasing challenge in the process. In view of the above, this thesis explores the topic of employability of HEIs graduates. Specifically, it examines the influence of entrepreneurship education and ESDP activities in enhancing employability and graduate competencies. To provide for the theoretical background the study used human capital, systems and trait theories. Using triangulation approach, data were collected from 22 employers, 54 management members in schools of education at HEIs level and 554 graduates (378 from all the study fields and specifically 176 teachers who studied entrepreneurship education). The categorization of graduates also reflected their employment status comprising of employed, self employed and the unemployed. Findings indicate that employability can be enhanced through individual’s engagement in ESDP activities, which subsequently foster one’s employability skills. Taking a course in entrepreneurship has also been shown to enhance both employability and the related skills. Parent’s level of education and occupation do not influence one’s employability. The beneficial impact of ideal employability therefore depends on the interplay between an individual’s own initiatives in enhancing employability skills, the study institution and field of study. Additionally, while some employers recruit from specific disciplines, others recruit from diverse fields of study when graduates demonstrate higher level of employability and the related skills. The study therefore developed a model that can facilitate the development of employability skills among graduates. Simulation results indicate that it takes 75 months (6 years and 3 months) for an individual to acquire the required level of employability skills. And to maintain the same, a minimum of six ESDP activities is mandatory, not only during individuals’ time at HEIs but also during one’s career and throughout the life time. The study implications both practical and theoretical are further discussed. The dissertation also offered some areas for further research.
A decade of technology enhanced learning at the University of Dar es Salaam, Tanzania: Challenges, achievements, and opportunities
(International Journal of Education and Development using Information and Communication Technology, 2017) Mtebe, Joel S.; Raphael, Christina
For a decade past, integration of technology in teaching and learning has been received with both apprehension and skeptism from academics and student majority at the University of Dar es Salaam (UDSM). The study recounts real, professional and practical experiences, challenges, and opportunities of integrating educational technologies using available official documents and reports covering real practical experience in the period of ten years at UDSM . The study identifies gaps th at need to be worked upon to unleash full potentials brought by educational technologies at the university. The study recommends more support to early adopters committed to initiating blended learning programs, strengthening and expanding existing blended distance programs as well as seeding new ones and building capacity in developing and testing more reliable blended distance program innovations.
Pre - Service Teachers’ Self - Efficacy Beliefs Towards Educational Technologies Integration in Tanzania
(Journal of Learning for Development, 2017) Raphael, Christina; Mtebe, Joel S.
This study examines pre - service teachers’ (N = 386) self - efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self - efficacy beliefs among pre - service teachers towards educational technologies integration are support, perceived ease of use, performance expectancy, and social influence. The findings of this study enhance our understanding of factors that hinder teachers from integrating educational techn ologies into the classroom.
Foreign Languages as Languages of Instruction, Liberating or Silencing: A Critical Analysis of Tanzania and Rwanda
(International Journal of Education and Research, 2017-12) Kavenuke, Patrick Severine
The debate of language of instruction particularly in Tanzania and Rwanda has drawn attention to policy makers, researchers and the entire public. The study examined the factors to be considered in introducing a foreign language as a language of instruction (LOI). It also analyzed how the selection of a given foreign language to be a LOI liberates or silences learners in the learning process. It adopted document analysis where documents such as language policy, education policy, curriculum development, language studies and previous studies related to the topic under scrutiny were reviewed. It concludes that the aim is neither to ban the use of foreign languages as languages of instruction nor to ban the use of local languages or lingua franca, given the advantages attached to each medium. Rather, it intended to critically analyze how liberating and silencing is the language adopted to become a LOI in the entire learning process. The study recommends teachers and students to be allowed to code switch and translate in their language, when need arises. Being too rigid to policy statements on the LOI, only propagate teaching but not learning.
A Critical Review of e-Learning Research Trends in Tanzania
(Journal of Learning for Development - JLD4, 2018) Mtebe, Joel; Raphael, Christina
This study investigated research trends on eLearning implementation in Tanzania from 2007 to 2017. A total of 74 articles from electronic databases, conference proceedings, and selected electronic journals were reviewed. Using content analysis, the study found that there is an increasing interest in eLearning research with the majority of studies conducted by researchers from three universities. Students was found to be the most studied population group while quantitative research design being the most preferred research design. It was also revealed that mobile and game based learning were the least investigated eLearning technologies despite the proliferation of mobile telephony in Tanzania. Internet access and lack of support were the most ranked challenges hindering eLearning implementation in Tanzania. This study will also help policy makers to promote further research in areas where the research gaps have been identified and find interventions to overcome barriers that hinder eLearning implementation in Tanzania.
Does going abroad benefit my country? Views of highly skilled personnel from Sub-Saharan Africa on brain drain-brain circulation
(Mkwawa Journal of Education and Development, 2018) Kavenuke, Patrick Severine; Kinyota, Mjege
The debate on brain drain-brain circulation has been a longlasting phenomenon of interest among educators in the field of education, in particular, international and comparative education. This long-lasting debate triggered us to rethink about the effects which the concept has on the source country as well as the destination country. The study explored the perceptions of Highly Skilled Personnel (HSPs) residing in Sub-Saharan Africa on HSPs mobility. Respondents for this study comprised of 43 Sub-Saharan African scholars. Data were collected into two phases. First, all the 43 respondents actively participated in a four-day Online Focused Group Discussion (OFGD) moderated by the researchers. The second phase involved online interviews with 12 members who also participated in the first phase. Findings indicated that the majority of respondents favoured brain circulation. This implies a significant shift from brain drain to brain circulation. The socio-economic and political contexts of countries where respondents came from influenced their responses. We suggest that in the current globalized world, instead of restricting HSPs mobility, Sub-Saharan African countries need to create attractive working environment as a means to retain the best talents and motivate those who left to come back. Furthermore, Sub-Saharan African countries must work with diaspora to improve knowledge and business networks that will enable these countries to improve their economies thereby compensating the cost incurred in educating mobile talents. Finally, brain drain-brain circulation agenda should not be viewed in isolation rather as multidimensional in nature due to its overarching countless influencing factors.

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