School of Education

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    30 Years of Learning
    (1994) Ishumi, Abel G.M.
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    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 Anselmo
    Drawing 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.
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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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    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.
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    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.
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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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    Aid and of Growth of Public Higher Education Sector in Tanzania
    (University of Bergen, Nile Basin Research Program, 2014) Ishengoma, Johnson M.
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    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 Anselmo
    The 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.
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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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    Are economically disadvantaged children in Tanzania committed to primary schooling?
    (Korean Educational Development Institute, 2013) Komba, Aneth Anselmo
    This 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 commitm
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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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    The Bottleneck in Engaging Pupils in Primary School Governance in Tanzania
    (2014) Komba, Aneth Anselmo
    This 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.
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    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.
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    Capacity Plunder in the Educational Reform Process in the Regional Africa: The Need for Intercession in Curriculum
    (France: CIEP, 2011) Mushi, Paul S. D.
    Unwittingly and through habit, African countries have recruited curriculum developers from practicing classroom teachers and handed out to them the immense task of curriculum design process.Unfortunately, there is so little questioning about the individual capabilities of such curriculum developers. There is almost no institution including universities in the Africa region which offer systematic training programmes for curriculum developers. Professionals development courses in curriculum design process is just a night mare even when funding is available. In the year 2008/9 for example, TIE spent almost a year searching for training institutions for her local staff including negotiations with a University in Egypt but without success. Establishment of the proposed Centre for Excellence in Curriculum and Training (ACECT) is believed to provide a sustainable solution to the creation of competent personnel in the area of curriculum design process, which forms the heart of education.
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    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.
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