Department of Educational Foundations,Management and Lifelong Learning
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Item 30 Years of Learning(1994) Ishumi, Abel G.M.Item 7.18 KHuman Resource Planning in Schools and Teacher Training Colleges: The Practice in Tanzania and Implications for Availability and Deployment of Teaching and Non-teaching Staff.(Lambert Academic Publishing, 2017) Komba, Aneth AnselmoDrawing on the authors’ experience, the literature and statistics regarding the available human resources in pre-primary, primary, secondary and teacher training colleges, this chapter: (1) discusses the definition and importance of human resource planning (HRP) in educational organisations; (2) identifies the approaches and activities in HRP and discusses how these can be used to plan human resource use in educational organisations; (3) determines the extent to which HRP has been conducted and ensured that schools and teacher training colleges have adequate and qualified teaching and non-teaching staff; and, finally, it highlights the prospects and possible barriers to conducting effective HRP in Tanzania. The chapter establishes that HRP in Tanzanian educational organisations is poorly conducted and largely depends on the free play of the market, which has resulted in overstaffing, understaffing, uneven distribution of teachers, and an acute shortage of teachers and non-teaching staff in the studied levels of education. It concludes with a recommendation that effective HRP is the most appropriate solution to the current imbalance between teaching and non-teaching staff in educational organisations.Item Africa Oral Traditions: Riddles among the Haya of Northwestern Tanzania(Springer, 2005) Ishengoma, Johnson M.This study argues for the integration of African oral traditions and other elements of traditional learning into the modern school curriculum. It thus contributes to supporting the increased relevance of education to local communities. In particular, using the example of riddles collected from one of the main ethnic groups in Northwestern Tanzania, the Haya people, the present study challenges the views of those social and cultural anthropologists who hold that African riddles have no substantially meaningful educational value. Instead, it is maintained that riddles make an important contribution to children’s full participation in the social, cultural, political, and economic life of African communities, especially by fostering critical thinking and transmitting indigenous knowledge.Item African Flagship Universities: Their Role and Contribution to Higher Education and National Development. Case of the University of Dar es Salaam, Tanzania(African Flagship University Project, Higher Education Training and Development, University of Kwa-Zulu Natal and Center for International Higher Education (CIHE), Boston College, 2014) Ishengoma, Johnson M.Item Aid and of Growth of Public Higher Education Sector in Tanzania(University of Bergen, Nile Basin Research Program, 2014) Ishengoma, Johnson M.Item Analysis of the Unit Costs for the Government Provision of Pre-Primary Education in Tanzania(journal of the School of Education, 2016-03) Komba, Aneth AnselmoThe realisation of universal pre-primary education in any country requires serious government intervention to finance it. To be able to provide adequate funds, governments require information regarding the annual unit cost of educating a child in a pre-primary class. This study uses the 2012 Tanzanian census data to determine the unit cost of providing preprimary education in public pre-primary schools in Tanzania for two years. The study employed the qualitative research methodology using a basic/generic research design. Data were collected through existing documents, observations, telephone and face-to-face interviews with head teachers and pre-primary class teachers in 260 primary schools located in the Dar es salaam and Pwani regions. The analysis was performed using the Excel program and content analysis. The findings revealed that the public pre-primary unit cost is 517,262 and 221,960 Tanzanian shillings (Tshs.) for year one of a serious implementation of the financing strategies and the following year respectively. This amount means that, for the first year of financing pre-primary education, the unit cost is Tshs. 2,666 or $1.251 for each school day and Tshs. 53,325 or $25.15 for 20 school days per month. For the following year, the unit cost is Tshs. 1,144 or $0.54 a day and Tshs. 22,882 or $10.79 a month. The paper suggests a need to finance pre-primary education on the basis of the actual unit cost. Hence, pre-primary pupils should be provided with capitation and development grants of $25 a month in the first year of the programme implementation and $10 a month in the following years.Item Are economically disadvantaged children in Tanzania committed to primary schooling?(Korean Educational Development Institute, 2013) Komba, Aneth AnselmoThis study attempts to answer two research questions: (1) Are economically disadvantaged children in Tanzania committed to their primary schooling? (2) What are the factors that enhance or limit the commitment to primary schooling among this group? The informants for this study were pupils, dropouts, parents and guardians, and education officers. The study employed a qualitative research methodology, using a multiple case study design that covered three schools in the Chunya district. The findings show that most of the children from economically disadvantaged households in the studied areas were less committed to school and that pupils’ commitment to school was associated with seven key factors: (1) family poverty; (2) parents and community members’ level of education; (3) parents’ attitudes, values and interests regarding their children’s education; (4) family structural constraints; (5) parent monitoring of children; (6) home rules; and (7) parent/child socialization and conversations on educational matters. The paper concludes with a discussion of the practical implications of this study. Keywords: primary schooling, children’s commitmItem The Bottleneck in Engaging Pupils in Primary School Governance in Tanzania(2014) Komba, Aneth AnselmoThis study attempts to provide answers to two research questions: (1) in practice, how are pupilsengaged in public primary school governance; and (2) what challenges are faced by pupil councils in fostering school governance? The study employed a multiple case study design with a qualitative research methodology framework. The purposive sampling technique was used to select a sample of 130 respondents. Data were collected through interviews and documentary review. The data were analysed using Miles and Huberman’s model (1994) of qualitative data analysis. The study found thefollowing. Firstly, the law explicitly states that pupils should be involved in school governance through pupil councils and indicates how this should be done. Secondly, pupil councils exist in schools, but they do not conform to the guidelines for their development and play only a peripheral role in schools’ governance. In addition, pupil councils face challenges associated with the failure to implement decisions, the hatred of teachers and fellow pupils, inadequate time for meetings and irresponsibility on the part of the school management in responding to pupil councils’ suggestions. Based on these findings, the study provides a number of recommendations, one being that, since the government is committed to promoting and protecting children’s rights, it is now high time to implement this commitment and ensure that pupils are provided with an opportunity to engage fully in school governance as a means of expressing their opinions about all matters that affect their school life.Item Bottlenecks in the Access to Primary Education in Tanzania: the Struggles of Vulnerable School Children in Makete district(Korean Educational Development Institute (KEDI), 2011) Anangisye, William A. L.This paper examines the survival strategies that Vulnerable School Children (VSCs) employ to attain primary education in Tanzania. Data was generated in Makete District which is hard-hit by HIV/AIDS and abject poverty. Pupils, teachers, community leaders, religious leaders, NGO officers and education officers shared their experiences on how hard VSCs struggle to participate in primary education. The study revealed that every school in the district contains VSCs. These VSCs employ various survival strategies to fulfil school and home needs, such as charcoal - burning and selling, carrying raw timbers, digging and weeding farms, fetching water, carrying bricks, and crushing stones. These preoccupations take their toll on the educational, health and physical development prospects for these VSCs. Without remedial steps being taken at the policy level, as well as other interventions, these difficult circumstances may hinder the realization of basic education for every child in Makete and other areas in the country.Item A Case of Underdevelopment and a Challenge in Community Development and Education(1977) Ishumi, Abel G.M.Item A Case Study of Tanzania(Health Economics and Development, Praeger Publishers, New York (pp. 105-135), 1980) Ishumi, Abel G.M.; Maliyamkono, T. L.; Klees, S.; Wells, S.Item Challenges in Enhancing Students’ Involvement in School-Based Co-Curricular Activities in Secondary Schools in Tanzania, East Africa(2014) Japhet, R.; Anangisye, William A. L.Item Changing Times for Working Single Mothers: Reflections on Educational Achievement of the Girl Child from a Historical Perspective(Kenyatta University & Syracuse University, 2011) Ngesu, Lewis. M; Anangisye, William A. L.; Mwelu, BethIn the recent past, the issue of working single mothers and the academic performance of their girl child has often been the focus of public debate. This paper highlights the changing times of single working mothers in relation to performance of the girl child from a historical perspective. The data for the study was collected using a questionnaire and interviews. Data was collected from Kitui, Kiambu and Uasin Gishu districts in Kenya, East Africa. Three hundred and five single and coupled parents were randomly sampled for the study. The data collected were analyzed using SPSS software programme. The findings showed that most working single mothers had readjusted to a sudden situation (single parenthood) and were offering the girl child the best education within the prevailing conditions. Though the law regarding property ownership and matters of inheritance have been reviewed and documented, the issue of actual ownership by single mothers is yet to be fully addressed. The failure to appreciate single mothers and the attendant parenting pressure is likely to affect the girl child academic achievement. On the basis of these findings the study recommends that single mothers be recognized as dual parents and that the girl-child be protected from any form of discrimination.Item Child Labour and Its Impact on Children’s Access to and Participation in Primary Education(DFID, 2003) Dachi, Hillary A.; Garrett, RogerThe study was conceived during the spring of 2000 as a follow-up to the successful work that had been undertaken by one member of the team and which had resulted in the successful completion of an EdD thesis into the private costs of public primary education borne by households, in Tanzania, while sending children to public primary schools (Dachi 2000). Household costs were found to be complex and while the broad areas of fees, other mandatory and voluntary contributions are burdensome expenses on the household, they do not constitute the principal costs on the parental budget. Ancillary costs surrounding schooling, such as uniform, meals and transport, are variable according to district and environment, and constitute the largest burden on household finances. A major factor in the non-participation of children in schooling was found to be the need to prioritise educational investment in a few children, with the subsequent earnings of those not enrolled in school contributing to the household finances. But even for those children enrolled in school, their frequent failure to complete primary education was due to an inability of the children successfully to combine income generation, partly to finance their education, with that of school attendance. The present study was, therefore, conceived of as an attempt to provide a more detailed, although preliminary, investigation into the effects of working and its impact on children’s participation in formal education.Item Churches and Mosques partnership in Tanzania: a Historical Perspective on Secular Education Development(2011) Anangisye, William A. L.Item Civil War Effects on Primary Education in Non-Warring Countries in Africa: the Case of Karagwe District in Tanzania(2007-06) Anangisye, William A. L.Item Colonial Forces and Ethnic Resistance in African Education(1992) Ishumi, Abel G.M.; Schleicher, K.; Kozma, T.Item Community Centres in Tanzania: Their Development and Scope(1979) Ishumi, Abel G.M.Item Community Education and Development(1981) Ishumi, Abel G.M.