Department of Educational Psychology and Curriculum Studies
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Item Adolescence and School Learning(Dar es Salaam University Press, 2006) Omari, I. M; Mkumbo, Kitila A. K.Item 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 issueItem 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, GadAims: 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 AfricaItem 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.Item 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.Item Challenge of Globalization to Children with Disabilities(2001) Possi, Mwajabu K.Item The Challenges in the Provision of Counselling Services in Secondary Schools in Tanzania(2010) Sima, Rebecca G.Item The Challenges in the Provision of Counselling Services in Secondary Schools in Tanzania(2010) Sima, Rebecca G.Item Challenges of Educating Students with Disabilities in(The International Journal of Humanities and Social Studies., 2017) Maphie, E. I . and Possi , M. KAbstract: This qualitative research employed phenomenological approach to explore and establish challenges of educating students with disabilities (SWDs) in Tanzania secondary school inclusive education settings. A total of Sixty-one respondents including thirty-two students, sixteen teachers, six parents, four heads of schools as well as three DEOs were purposively selected and joined the study. The study leading question was; what are the challenges experienced by students with disabilities in secondary school inclusive education settings? The findings show varied challenges for SWDs in Tanzania secondary school inclusive education settings. They include academic, environmental, attitudinal and financial challenges In light of the study findings, recommendations have been given for the purpose of improving inclusive education in Tanzanian secondary schools. Future research directions in the field of inclusive education particularly in secondary schools are also recommended.Item Characteristics of Counselling Seekers in Tanzania in the era of HIV/AIDS(2007) Sima, Rebecca G.Item Citizenship Education in PostÂSocialist, Plural Tanzania: Teachers’ Perception of Their Role(1999) Komba, Willy L. M.Item Citizens’ Views on Appropriate Civic Education Curricula under Multi-Party Democracy in Mainland Tanzania(2013) Komba, Willy L. M.The study investigated views of a broad spectrum of Tanzanian citizens on what they considered to be the appropriate civic education curriculum after the country adopted a multiparty political system in early 1990s. Data relating to preferred objectives, competencies and values were gathered by means of a questionnaire. Analysis was done using SPSS software and presented in percentage. Comparison between categories of respondents (analyzed by gender, religion, education background and occupation) regarding their preferences was done by ranking. The findings indicated similarities in preference for some key aspects and variation in others. Tolerance, knowledge of citizen rights, patriotism, and empowerment of citizens to question and criticize were ranked first by all respondent categories. However, male respondents ranked the right to be heard higher than female respondents, while female respondents ranked the right to education higher than male respondents. Christian respondents ranked respect to authority higher than Moslem respondents. Moslem respondents ranked the right to education higher than Christian respondents. These results are indicative of the differences in group behavior, but on the other hand they are indicative of the special civic education needs of each group. It is generally the case that while knowledge of citizen rights and duties is low country-wide, it is even lower for groups with low education background.Item Content Analysis of the Status and Place of Sexuality Education in the National School Policy and Curriculum in Tanzania(Educational Research and Reviews, 2009) Mkumbo, Kitila A. K.In Tanzania, sexuality education in schools is not provided as a standalone subject; rather it is mainstreamed in other subjects, namely Social Studies, Science, Civics and Biology. However, it is not clear how much sexuality education is covered in these subjects. The purpose of this study was to examine the status of sexuality education in the Tanzanian national school curriculum. In order to discern the amount and nature of sexuality education in the school curriculum, the syllabi for the above subjects were subjected to content analysis. The results have revealed three major trends of school-based sexuality education delivery in Tanzania. First, only a few aspects of sexuality education, particularly in the area of HIV/AIDS, are covered in the Tanzanian national school curriculum. Second, a greater part of sexuality education is covered during secondary education level, which is arguably too late given that sexuality education works effectively if it is provided early before young people reach puberty, in this case during primary education level. Third, the current sexuality education delivery mainly focuses on knowledge, and little attention is paid to the other aspects of sexuality education, namely skills and relationships and attitudes and values.Item Content Validity of National Examinations in Assessing Curriculum Objectives in Tanzania(2013) Mkumbo, Kitila A. K.Item Content Validity of National Examinations in Assessing the Curriculum Objectives in Tanzania(Journal of Education, Humanities and Sciences, 2012) Mkumbo, Kitila A. K.Item Correlates of Teachers’ Attitudes Towards and Comfort in Teaching School-Based Sex Education in Urban and Rural Tanzania(Papers in Education and Development, 2010) Mkumbo, Kitila A. K.Item Corruption and the Quality of Education in Tanzania. In Galabawa J. et al. (eds), The Quality of Education in Tanzania(2000) Komba, Willy L. M.; Komba, D.; Mosha, H.; Osaki, K.Item Corruption: A Psychological Perspective(The Open University Law Journal, 2007-12) M. K. PossiThe paper defines corruption, and presents the various types of corruption. Causes of corruption are provided by clearly stating that corruption results from among others, incompetence, greed, abuse of power, poor discipline, and low public awareness. Effects of corruption are presented among others as; denying people of their rights to access facilities and poverty. The paper clearly indicates that corruption is institutionalised in all arenas and asserts that there is corruption in politics, government, and private institutions. Some politicians give false promises so as to get in power. Tanzanians have witnessed people being sent to to court, or have their jobs terminated because of soliciting for or giving bribes. The use of public office for unofficial ends afflicts the economy, generates poverty, undermines goverment legitimacy, the Rule of Law as well as respect for the constitution. Such use of public office enhances incomptence and leads to lack of transparency and accountability. From the paper, one is given to understand that corruption affects the poor more than the rich. One obvious obervation is that corruption is like a heavy pollution that weights on people's spirits. Recommendations on how to minimize corruption are given as the way forward.Item Culture and Disability(1996) Possi, Mwajabu K.