Faculty of Education

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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.
Human Resources Development for ... Managing SAPs and Integrating Environmental Concerns in Tanzania
(1994) Katabaro, Joviter K.; Mbeaez, A. V. Y.
Developments in the World Economy in the 1980s, and certainly the 1990s as well, have witnessed polarity of development experiences between developed and developing countries. The disappointing performance of the economies of the latter countries, especially the issue of poverty, led to debates centering around policies that will bailout these economies. Among the regions that have been a subject of much research and policy prescriptions is Sub-Saharan Africa, with the 1980s and 1990s being basically a period of structural adjustment programmes designed to improve macroeconomic performance. After almost a decade of implementing SAPs in most Sub-Saharan African countries, the debate is now even more heated-on whether adjustment does or does not work. The World Bank, the architect of SAPs, is on the defensive pointing out that SAPs can work given certain conditions (Husain, 1994).
The Fortunes and Demise of Literacy Drive in Tanzania
(1995) Mushi, Philemon A. K.
The Impact of HIV/AIDS on Education and Institutionalizing Preventive Education
(International Institute for Educational Planning, 2002) Carr-Hill, Roy A.; Katabaro, Joviter K.; Katahoire, Anne R.; Oulai, Dramane
As a new millennium dawns, the HIV/AIDS pandemic continuesto ravage Sub-Saharan Africa (SSA): at least 40 million people areinfected with HIV in sub-Saharan Africa. Much of the impact of HIV/AIDS afflicts children and women: indeed the bulk of new AIDS casesare among young people, aged 15-25 and females aredisproportionately affected. The ability of girls and women to protectthemselves from HIV is constrained by their status in society.
The 2005 Secondary School Curriculum Reforms in Tanzania: Disjunction between Policy and Practice in its Implementation
(2005) Paulo, Albert; Tilya, Frank
The growing need for education system to produce school leavers with capabilities in terms of knowledge, skills and attitudes useful for solving social and economic challenges has prompted education reforms in Tanzania. Recent education reform involved the introduction of competence-based curriculum in secondary schools. This paper reviewed recent research on the implementation of competence-based curriculum reforms in Tanzania and compare the findings with the original policy intentions to establish the congruence between the two. The paper has established that classroom teaching, learning and assessment in most secondary schools has remained traditional contrary to the competence-based curriculum demands. Lack of comprehensive orientation to the reformed curriculum for the teachers and poorly resourced learning environment are among many drawbacks to the implementation of the reformed curriculum.
Child Sexual Abuse among University Students in Tanzania
(Elsevier, 2006) McCrann, Denis; Lalor, Kevin; Katabaro, Joviter K.
Child sexual abuse is a serious breach of basic human rights and is responsible for numerous adverse sequelae (Roberts, O’Connor, Dunn, & Golding, 2004; Steel, Sanna, Hammond, Whipple, & Cross 2004); its wide-spread presence in both developing and developed countries is well documented (Finkelhor, 1994; Back, Jackson, Fitzgerald, Shaffer, Salstrom, & Osman, 2003; McGee, Garavan, de Barra, Byrne & Conroy, 2003). Gorey and Leslie (1997) reported a 22.3% prevalence rate of child sexual abuse among women and 8.5% prevalence rate among men from an aggregate of 16 studies. A review of about 30 studies of community and convenience samples found widely varying estimates of the prevalence of child sexual abuse ranging from 3% to 30% for males and from 6% to 62% for females (Fergusson & Mullen, 1999). Child sexual abuse appears to be a universal phenomenon; wherever it has been sought out it has been found (Finkelhor, 1994). The latter study reported that most perpetrators were male and that one third of sexual abuse was intra-familial.
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.
Prevalence and Implications of Overweight and Obesity in Children's Health and Learning Behavior: The Case of Kinondoni and Njombe Districts in Tanzania
(2008-09) Kafyulilo, Ayoub C.
The purpose of this study was to investigate the extent to which overweight and obesity are challenges among primary school children in Kinondoni and Njombe districts. The study sought to investigate those aspects in terms of prevalence, causes and impacts on social, health as well as children learning behaviours and outcomes. Systematic random sampling was used to select schools while stratified sampling and simple random sampling were used in selecting pupils and teachers. Measurement of weights and height were done to determine Body Mass Index (BMI), measurements of skinfolds were also done to determine body fat percentage. Questionnaires, semi-structured interview schedule and focus group discussion guides were also used. Findings revealed an average of 13.5% children, were overweight and obese. Economy status, household occupations, nutrition and inactivity were significant causes of overweight and obesity. Hypertension, excessive sweating, teasing and peer rejection were common to obese children. In addition, overweight and obese children were reported to underperform in academic and physical activities. The study revealed that overweight and obesity were not friendly healthy conditions to children, thus a need to work it out. The study suggests for establishment of education programs through mass Medias, to raise people's awareness on implications of obesity in children's health, social, and learning behaviours and outcomes. Seven appendixes are included: (1) Pupils' Questionnaires; (2) Pupils' Focus Group Discussion Guide; (3) Teachers' Interviews; (4) Number of Children and their Weight Status in both Rural and Urban Settings (BMI Results); (5) Percentage of Children According to their Weight Status and Performance Grades in the Classroom; (6) Factors Causing Overweight and Obesity among School Children and their Level of Significance; and (7) A Map of Kinondoni and Njombe Showing the Surveyed Schools.
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.
TPACK for Pre-Service Science and Mathematics Teachers
(2010) Kafyulilo, Ayoub C.
This article is focused on unveiling the concept of TPACK in relation to teaching and learning in science and mathematics as well as the meaning of TPACK for pre-service science and mathematics teachers training. In describing this, different literatures were consulted on the meaning of TPACK, its origin and the way it can be integrated in preservice science and mathematics teacher preparation. It was noted from literature that TPACK is the core of good teaching with technology, and that it’s important for teachers to have an understanding of TPACK. Studies further show that the way pre-service teachers are taught to integrate technology, pedagogy and content is the same way they can implement the approach in their own teaching. In addition, studies argue for preservice teachers to learn on how technology can help to enhance students learning in science and mathematics rather than learning how to teach technology. Different frameworks have been proposed on how to shift from teaching technology to using technology to enhance learning. For example some studies provide the curricular plans for developing pre-service teachers’ competencies of integrating technology pedagogy and content. To enhance pre-service teachers’ competency in technology integrations, some studies have reported the need for pre-service science and mathematics teachers to engage in the hands-on activities that reflect the real teaching with technology. Example of hands activities proposed in most studies includes planning of a lesson, presenting it to peers, getting critics from peers and re-planning it again. The cyclic development of the lesson is reported to enhance pre-service teachers’ competency in working with technology in a real classroom situation. It is therefore concluded that implementation of TPACK in pre-service teachers training should start with orientation of the pre-service teachers to the use of technology in teaching by providing them with sufficient opportunity to engage in hands-on activities.
Teacher’s Knowledge, Beliefs and Pedagogical Practices in Integrating ICTs in different Curriculum Areas in Secondary Schools
(2010) Mwalongo, Alcuin
This study set to explore teachers’ knowledge, beliefs and pedagogical practices in integrating information and communications technology (ICT) in curriculum areas in a private secondary school in Karachi, Pakistan, through a case study of four teachers. Data were collected through classroom observations, interviews, informal conversations and analysis of documents, and analysed using QSR NUD*IST. It was found that teachers’ knowledge, beliefs and pedagogical practices significantly influenced how teachers integrated ICT in the curriculum areas. Due to limited time, the study could not trace longer how the teachers’ knowledge, beliefs and pedagogical practices changed over time, thus, a longitudinal study is needed to trace how teachers’ knowledge, beliefs and pedagogical practices change over time.
Revalence of Overweight and Obesity Among Primary School Children in Tanzania: Experiences from Kinondoni and Njombe Districts
(2010-06) Kafyulilo, Ayoub C.; Mafumiko, Fidelis M.S.
The purpose of this study was to investigate the extent to which overweight and obesity are challenges among primary school children in Kinondoni and Njombe districts. The study sought to investigate those aspects in terms of prevalence, causes and impacts on social, health as well as children learning behaviours and outcomes. Systematic random sampling was used to select schools while stratified sampling and simple random sampling were used in selecting pupils and teachers. Measurement of weights and height were done to determine Body Mass Index (BMI), measurements of skinfolds were also done to determine body fat percentage. Questionnaires, semi-structured interview schedule and focus group discussion guides were also used. Findings revealed an average of 13.5% children, were overweight and obese. Economy status, household occupations, nutrition and inactivity were significant causes of overweight and obesity. Hypertension, excessive sweating, teasing and peer rejection were common to obese children. In addition, overweight and obese children were reported to underperform in academic and physical activities. The study revealed that overweight and obesity were not friendly healthy conditions to children, thus a need to work it out. The study suggests for establishment of education programs through mass Medias, to raise people’s awareness on implications of obesity in children’s health, social, and learning behaviours and outcomes.
Practical Use of ICT in Science and Mathematics Teachers' Training at Dar es Salaam University College of Education: An Analysis of Prospective Teachers' Technological Pedagogical Content Knowledge
(2010-08) Kafyulilo, Ayoub C.
This study investigated the ways through which pre-service science and mathematics teachers at Dar es Salaam University College of Education (DUCE) can acquire competencies for integrating technology pedagogy and content in teaching. Specifically the study investigated the preservice teachers' ICT integration competencies; practices that can be effective in enhancing pre-service science and mathematics teachers' competency in integrating technology, pedagogy and content; as well as the impact of those practices in the development of preservice teachers' technological pedagogical content knowledge. An action research approach was employed in the study, employing the pre and post-intervention assessment of preservice teachers' knowledge on technology, pedagogy and content. Planned interventions were carried out during the study, to enable preservice teachers to identify areas of weaknesses in their technology integration competencies, and propose alternative approaches for addressing the identified weaknesses. Student questionnaire, instructor interview and observation checklist were used to collect date before, during and after intervention. Researcher's log book, digital camera and audio recorder were used in recording events and activities taking place during the study. Findings revealed that when preservice teachers engage in hands on activities such as microteaching, lesson design and the opportunity to share their ideas with peers, they easily developed their technological pedagogical content knowledge. An analysis of knowledge change after the intervention, showed a significant difference between pre-intervention and post intervention preservice teachers' knowledge of TPACK [technological pedagogical content knowledge]. It is therefore concluded that, the adoption of hands on activities that uses technology and involve teachers in planning of what to teach, how to teach and with what technology to teach, and provision of an opportunity to share this plan with colleagues, can make a significant change in the development of TPACK among preservice teachers. Appended are: (1) Students' questionnaire; (2) Interview Questions for DUCE Instructors; (3) TPACK observation checklist (microteaching and classroom activities); and (4) Worksheet for Simple Pendulum. (Contains 26 tables.)
Developing Teachers’ Competencies on ICT Use in Science and Mathematics Teaching: An Analysis of ICT Integration in Education
(2011) Kafyulilo, Ayoub C.
Teachers’ perceptions about ICT for teaching, professional development, administration and personal use
(2011) Mwalongo, Alcuin
Tanzania has been investing in the integration of information and communications technologies (ICT) in education for several decades. However, little is known about teachers’ perceptions about ICT integration in education. This study examined teachers’ perceptions about the use of ICT tools for teaching, administration, professional development and personal use. Seventy four teachers were involved in the study. Data were collected through an online survey using SurveyMonkey and postings generated from the researcher’s blog. Qualitative data were downloaded from the blog and from SurveyMonkey; read word for word; and analysed using Weft QDA where themes related to the research questions were coded while quantitative data from SurveyMonkey were analysed online in the form of percentages. Results indicate that while the frequency of use of ICT was influenced by access, the competence of ICT use was influenced by training; teachers used ICT in a wide range for teaching, administration, professional development and personal use. However, teachers did not use ICT to radically change their pedagogical practices, but rather to sustain their traditional practices. Future research could focus on classroom observations to ascertain the actual use of ICT as data for this study have solely depended on self-reports; and the role of school leadership for integration of ICT in the teaching-learning process needs to be examined.
How primary School Teachers Handle Pupils' Errors_ in EFL Classrooms: A Case Study of Primary Schools in Dar es Salaam
(Institute of Adult Education, 2011) Mwalongo, Alcuin
There has been a public discontent in Tanzania regarding pupils' fluency and competency in English as a foreign language (EFL). The blame has been directed to teachers due to their inability to deal with the said problem. Since handling pupils' errors is a fundamental process of teaching and learning that has the potential of improving pupils' linguistic fluency and competency, this study sought to explore how primary school teachers handled errors in EFL classrooms. The research study used a qualitative paradigm that employed a case study of sixteen teachers from eight schools of the three Municipalities of Dar es Salaam City, that is, Ilala, Temeke and Kinondoni. Data were mainly collected through classroom observations and were analysed using QSR NVivo NUD*IST. The findings revealed that teachers used a variety of strategies to correct pupils' errors .However, some of the strategies employed were unprofessional and could undermine the teaching-learning process. Implications for teaching and learning EFL in the primary schools in Tanzania and the areas for future research have been discussed.
Transforming classroom practices through teachers' learning of TPACK: The case of in-service teachers at Kibasila Secondary School in Tanzania
(2012) Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke
This study investigated the extent to which teachers’ learning of Technological Pedagogical Content Knowledge (TPACK) has an impact on their technology use and classroom practices. The study involved 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania. During the study, teachers participated in training about TPACK and in teacher design teams they designed technology-enhanced Biology, Chemistry and Physics lessons. Data were collected through a teacher questionnaire, an observation checklist, student questionnaire and a teacher interview. Results showed that after learning TPACK, teachers’ classroom practices shifted from teacher-centered approach to learner-centered approaches that utilize technology. Students' interest on the lessons was also enhanced. In addition, there was an increase in the interaction between students and teachers during the classroom session. Given these findings, we concluded that, teachers’ development of TPACK has an impact on the teachers' teaching approaches.
Developing Pre-service Teachers’ Technology Integration Competencies in Science and Mathematics Teaching: Experiences from Tanzania and Uganda
(2012) Kisalama, Robert; Kafyulilo, Ayoub C.
This study investigated the ICT integration practices in pre-service teacher education in the School of Education at Makerere University (College of Education and External Studies) in Uganda and Dar es salaam University College of Education (DUCE), a constituent college of the University of Dar es salaam in Tanzania. Specifically, the study aimed at establishing ways in which ICTs were being deployed in pre-service teacher training in the two colleges. It also investigated the factors constraining integration of ICTs in pre-service teacher education as perceived by the pre-service teachers and lecturers at the colleges. Using questionnaires and interview, data were collected from both the lecturers and final year pre-service teachers during the academic year (2009/2010). The findings revealed that, limited access to ICTs, limited lecturers’ knowledge of ICTs and limited use of the available ICTs affected usage of the technologies. Thus, it emerged that there is a need to explore models situated in a more encompassing theoretical framework like Technological Pedagogical Content Knowledge (TPACK) so as to realise sustainable pedagogical practices in classrooms proliferated with technology.

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