Education In Tanzania Research Articles

The Student Psychological Contract as a Predictor of University Brand Evangelism in Tanzanian Higher Education:

This study sought to extend empirical and theoretical understanding of university brand evangelism as an outcome of the student psychological contract in the higher education sector. The conceptual model was developed and tested using structural equation modeling on 451 students at two colleges of higher education in Tanzania. The findings indicate that the student psychological contract influences university brand love en route to university brand evangelism. Thus, university operations should be well-defined by a social contract that stipulates the obligations of both students and staff. For students to engage in university brand evangelism, higher education institutions must fulfill their expectations as stipulated in the contract. More specifically, their staff should fulfill their obligations emanating from promises made to students. This calls for specific standard procedures to fulfill expectations and thus optimize university brand evangelism.
 Key words: Higher education sector, higher education institutions, university, branding strategies, student psychological contract, university brand evangelism

Integrating Global Citizenship Education in Higher Education in Tanzania: Lessons from the Literature

Global Citizenship Education (GCE) has become an essential aspect of international education. Although GCE has been emphasized to be applied by some nations around the world, a clear awareness of GCE and how to develop it and mainstream it into the national education system remains unclear in some developing countries like Tanzania. The issue of inadequate global citizenship skills among graduates from higher education is a serious concern to researchers and practitioners in awakening the current world realities. This study employs a literature review as a central method of studying the problem. For this purpose, the study reviewed the current literature on the concept of citizenship education and the practical and evidenced approaches that higher learning institutions should use to implement global citizenship education. Based on the standing points of the review, the study concludes that GCE is currently inadequate in most African countries and there is a need to create awareness by both governmental and non-governmental associations. Therefore, if higher education institutions in Tanzania wish to attain their interested goal of developing global citizens, every educator must support the appropriate pedagogy that is vital in promoting GCE in every country of this globalized world. Furthermore, every educational stakeholder is needed to dedicate effort, time and other educational resources to GCE. Moreover, to meet the intended goals of promoting GCE in Tanzania, active cooperation, coordination and networking among teachers, governmental and non-governmental organizations, colleges and universities is fundamental to engage effectively, as well as productively to provide support for collaboration on finding solutions to the national curriculum as well as on global issues. However, these suggestions need strong leadership that considers changes in the way that GCE is effectively implemented in Tanzanian higher education.

Curriculum Implementers’ Perspectives on Relevance of Secondary Education in Real-Life Settings

The recent expansion of enrollment in secondary education in Tanzania has contributed to an increase in the number of secondary education graduates in the society than before. Regardless of the increase, there has been a poor transition rate to post-secondary education and therefore making the majority return to their communities to join the informal sector to sustain their livelihood. This article presents the findings on the relevance of secondary education curriculum to youth’s livelihood in Tanzania. It addresses the issue of the application of secondary education knowledge to learners’ social-economic context. Qualitative data were collected in 10 densely populated wards in the Mvomero district to secondary education leavers, headteachers, and academic teachers. Data were collected through semi-structured interviews and focus group discussions. Content analysis was used to analyze data. The findings revealed secondary education has the potential to improve individuals’ living standards and birth control. However, the study also showed that economic activities are still gender-specific, coupled with male-dominated traditions. In addition, the study revealed knowledge disjunction between the school and real-life settings. Moreover, the centralized curriculum widens the gap between school knowledge and real-life because it does not respond to the diversified geographical environment of Tanzania. Based on the findings the study recommends curriculum development process involve diverse groups of stakeholders to design contents that are reflective of the respective societal needs, integration of theory and practice in teaching and learning, and integration of both general and skill-based education.

Addressing the Social Loafing Problem in Assessment Practices from the Perspectives of Tanzania’s Pre-service Teachers

Recent developments of higher teacher education in Tanzania have witnessed high student enrolments necessitating change of an emphasis from individual assessment to group-based assessment practices. In this context, informed by the constructivist philosophical perspective, this article reports on the pre-service teachers’ voices regarding the prevalence, impacts and counteractive strategies of social loafing. The pre-service teachers are drawn from one higher education institution in Tanzania that serves as a case study. It draws on qualitative data collected from a sample of purposively selected undergraduate pre-service teachers. The study found social loafing tendencies to be commonplace and with far-reaching consequences amongst students as they engaged in group-based assessment tasks, hence calling for measures to redress them. Addressing social loafing in higher teacher education is crucial to avoid compromising the quality of assessment practices in the contexts of ever-rising student enrolments in many lower income countries

The Post-Independence Era and the Influence of Nyerere's Thoughts on Education in Tanzania

The Post-Independence Era and the Influence of Nyerere's Thoughts on Education in Tanzania

Evidence based impact of school inspection on teaching and learning in primary school education in Tanzania

This study aimed to investigate the impact of school inspection on teaching and learning in primary school education in Tanzania. The study was carried out in Mbeya region and data was collected qualitatively from 59 participants where 6 were head teachers, 44 classroom teachers, 8 school inspectors, and a District Education Officer (DEO). Data was collected through open-ended questionnaires, interviews, focus group discussions, and documentary analysis. The findings indicate that school inspectors gave some advice to teachers on how to teach and help the pupils with learning difficulties. However, it was found that school inspectors did not regularly visit the classroom for lesson observations to identify the strengths and weaknesses of teachers for the improvement of teaching and learning. The findings also indicate that school inspectors focused on the professional documents when evaluating the teachers’ work performance without classroom observation and helping teachers on how to teach the difficult topics that could be the added value of the school inspection. It was further found that school inspectors’ working conditions were poor as they lacked allowances to facilitate their school visits and they lacked a means of transport. It is argued in this paper that for teachers to grow professionally and improve the quality of teaching and learning in primary schools, school inspectors need to carry out classroom observations and be trained based on the subject matter. Nevertheless, improvement of the school inspectors’ work conditions and provision of a means of transport to the school inspectorate department is equally important

Strengthening Teacher Education in Tanzania: Student-Teachers’ and Tutors’ Satisfaction with College Facilities and Environment

Assessing customers’ satisfaction with service quality has been a common practice that allows leaders and managers to improve service delivery to the customers in business studies. In education, the measurement of student satisfaction has received popularity and so does the satisfaction of teaching staff. Studies examining student teachers’ and tutors’ satisfaction with service quality particularly in teacher education are scant. The aims of this study are threefold: to determine the level of support that the Teacher Education Support Project (TESP) provides to strengthen teacher education in Tanzania; to explore the student teachers’ and tutors’ perceptions and satisfaction with the facilities and overall college environment in public TCs and to determine the factors explaining student teachers’ and tutors’ satisfaction with service quality. A survey study involving 2772 student teachers and 302 tutors from all 35 public TCs was conducted in the Tanzania Mainland. The study findings revealed that the TESP has provided significant support of textual and non-textual facilities and learning materials in all public TCs. Besides, student teachers’ satisfaction is most strongly predicted by in-class teaching aids and practical materials albeit other factors such as library and ICT facilities had a considerable prediction. Whereas tutors’ teaching strategies made a significant contribution in regression analysis to explain student teachers’ satisfaction Tutors’ satisfaction was most strongly explained by ICT-supported teaching environments followed up by teaching aids and science facilities. The study concludes by proposing that the measurement of student teachers’ and tutors’ satisfaction be approached and improved separately. Implications for these findings are discussed.

Joint Research Mentoring Through the Community of Young Research Peers: A Case for a Unifying Model for Research Mentorship at Higher Learning Institutions.

BackgroundMentorship is pivotal for sustainability of a successful research culture at higher learning institutions. Various models have been proposed for provision of research mentorship in health sciences but are challenged by utilizing predominantly hierarchical mentoring, as well as being centred on one discipline or one institution. This paper describes the approach and successes of an inclusive mentorship model employed in a resource-limited setting in sub-Saharan Africa.MethodsThrough the NIH-funded Transforming Health Professions Education in Tanzania (THET) project, a consortium of three prominent health sciences higher learning institutions in Tanzania (MUHAS, CUHAS and KCMUCo) and two collaborating US institutions (UCSF and Duke University) was formed. Within THET, the Community of Young Research Peers (CYRP) was constituted, comprised two cohorts of undergraduate students and young faculty (fellows), and senior scientists. Besides mentorship and research training, fellows received funded research awards and in turn mentored undergraduate students.ResultsBy the first quarter of project year four, the number of fellows and mentored undergraduate students had increased from 12 to 24 and from 41 to 67, respectively. Fellows in the second cohort (junior fellows) included medical doctors, nurses, dentist, biomedical scientist, sociologist and education psychologist. In fostering peer-to-peer mentoring, the cross-institutional pairs of fellows from the first cohort (senior fellows) were assigned to reciprocal pairs of junior fellow mentees and took a leading role in research training. Furthermore, the senior fellows had made significant strides, including eight enrolled in PhD programmes, eight publications from mentored research projects, and six small to medium-size research grants won.ConclusionThe unifying model of research mentorship employed by the CYRP has been demonstrated as an effective model for joint research mentorship of the diverse group of young investigators from collaborating higher learning institutions in Tanzania. This model is recommended for scale-up, particularly in sub-Saharan Africa.

The Efficiency of Head Teachers in Coordinating Curriculum Implementation in Public Primary Schools in Tarime Town Council in Tanzania

This study sought to examine the Efficiency of Head Teachers in Coordinating Curriculum Implementation in public Primary Schools in Tarime Town Council in Tanzania. The study was guided by two theories namely; implementation and coordination theories. Mixed research approach was employed for gathering, evaluating and interpreting the data. Convergent parallel research design was adopted for data collection and analysis. Population of the study was 578. The sample size was 123 participants selected through probability and non-probability sampling procedures. The study applied purposive and simple random sampling techniques to get sample for the study. Questionnaires and interview guides were used for data collection. Validity of the research tools was checked by research experts from St. Augustine University of Tanzania and reliability of the questionnaire was established by using Cronbach's Coefficient Alpha. The study findings revealed that head teachers efficiently coordinated curriculum implementation in schools by ensuring that teachers worked harmoniously by improving relationships among teachers; heads also set direction and created positive school culture. They also enhanced effective communication at school. Despite their efficacy, the study also found that most of the head teachers were not encouraging teachers to enrol for professional development courses. The findings also showed that head teachers had a challenge of ensuring accountability and creativity among teachers especially in attending classes as per the timetable. The study recommends that the local government authority should support heads of schools to address areas which they are not efficient such as encouraging teachers to enrol for professional development courses. This will contribute to effective implementation of curriculum and realisation of the aims of primary education in Tanzania.

Why are Women Under-represented in STEM in Higher Education in Tanzania?

Women’s underrepresentation in Science, Technology, Engineering and Mathematics (STEM) has been documented worldwide. This study investigated the factors underlying women’s underrepresentation in STEM in higher education in Tanzania. The study employed a qualitative research approach that was informed by historical design. Data were collected through a systematic literature review and analyzed using a content analysis. Drawing from the literature, the study findings indicate that a lack of women’s participation in STEM is due to both socio-cultural and psychological factors. Sociological factors indicate that a patriarchal system and male dominance perpetuate gender inequality in STEM. Findings also indicate that cultural myths and beliefs that the science field is hard and that women are incapable of handling masculine activities hinder women from participating in science-related fields. The findings indicate further that a lack of laboratories in Tanzanian secondary schools force teachers to teach science subjects by using theories as an alternative to practical instruction. From a psychological point of view, evidence suggests that a lack of confidence among female students themselves regarding performance in science subjects hinders them from participating in STEM fields. It is recommended in this paper that if Tanzanian female students are to participate in science-related subjects in Higher Learning Institutions (HLIs), the government needs to orient them towards science subjects at the primary school level for them to build up an interest in science-related subjects. In addition, the training of science teachers remains imperative.

The Contribution of Classroom Assessment Techniques in Developing Problem-Solving Skills in Non-Formal Secondary Education in Tanzania

This study aimed to explore the contribution of assessment techniques in developing problem solving skills among learners in non-formal secondary education in Tanzania. Qualitative approach with phenomenology design was employed in this study. 32 learners and 8 teachers that made 40 participated in this study. The interviews, focused group discussion and observation were methods used to collect data. Purposive sampling was employed to all participants in this study. The study findings revealed that the assessment techniques used by teachers had little contribution in developing problem-solving skills among learners. The study findings revealed that teachers aimed at enabling their learners achieve high marks in their examinations and not focusing on developing problem-solving skills. Another study finding showed that assessment techniques used by teachers were mostly based on cognitive domain rather than on psychomotor and affective domains. The study recommends that teachers should use the assessment techniques with the aim of enabling their learners attaining good grades as well as attainment of problem-solving skills to enable them solve challenges they face in their day-to-day life.

Instructional Strategies in Developing Critical Thinking Skills in Non-Formal Secondary Education in Tanzania

This study examined the contribution of instructional strategies in developing critical thinking skills in non-formal secondary education in Tanzania. The study was carried out in Kinondoni Municipal council in Tanzania. Qualitative approach with phenomenology design was employed in this study. The study sample comprised 36 learners and 8 teachers that make total of 44 participants. The study used purposeful sampling to all participants. Methods used to collect data in this study were interviews, focused group discussions and observations. This study employed thematic analysis to analyze the data. The study findings indicated that there was limited use of instructional strategies had showed to have little contribution of developing critical thinking skills among learners. These strategies include lecture, questions and answers, oral presentation, group discussion and problem-solving that had low contribution in developing critical thinking among learners in non-formal secondary education. The study further revealed that most of the people who were teaching were not qualified to be teachers; this lead also to very low contribution of developing critical thinking among learners. The study recommends that teachers should use adequate interactive instructional strategies that may have great contributions in developing critical thinking among learners such as questions and answers strategy, group discussion, oral presentation, problem solving, research activities, field work, exposing learners to libraries, provisional of triggering questions, puzzling questions and promoting self-independent learning.

On the suitability of Swahili for early schooling in remote rural Tanzania: do policy and practice align?

This article explores the use of Swahili for education in Tanzania, focusing on rural areas where Swahili is not the main language of the community. Current language policy mandates Swahili as the exclusive Medium of Instruction at primary level throughout the country. However, findings reported here show that in parts of rural Tanzania, children learn Swahili only after a substantial period of being at school, meaning that Swahili does not support early childhood education nor equality of outcomes. Children experience difficulties with progression in learning and teacher-dominated classes can be observed. The study also finds unequal performance in national examinations based on the language of the community, and a prevalence of grade repetition in some settings. It calls for a policy which appreciates the role of community languages and an approach which sees multilingualism as a resource to be harnessed both inside and outside the classroom.

Issues and challenges of primary education in Tanzania; and experiences from other countries

Issues and challenges of primary education in Tanzania; and experiences from other countries

Development and Validation of a Mobile Game for Culturally Sensitive Child Sexual Abuse Prevention Education in Tanzania: Mixed Methods Study.

BackgroundGlobally, 3 out of 20 children experience sexual abuse before the age of 18 years. Educating children about sexual abuse and prevention is an evidence-based strategy that is recommended for ending child sexual abuse. Digital games are increasingly being used to influence healthy behaviors in children and could be an efficient and friendly approach to educating children about sexual abuse prevention. However, little is known on the best way to develop a culturally sensitive game that targets children in Africa—where sexual education is still taboo—that would be engaging, effective, and acceptable to parents and caretakers.ObjectiveThis study aimed to develop a socioculturally appropriate, mobile-based game for educating young children (<5 years) and parents and caretakers in Tanzania on sexual abuse prevention.Methods HappyToto children’s game was co-designed with 111 parents and caretakers (females: n=58, 52.3%; male: n=53, 47.7%) of children below 18 years of age and 24 child experts in Tanzania through surveys and focus group discussions conducted from March 2020 to April 2020. From these, we derived an overview of topics, sociocultural practices, social environment, and game interface designs that should be considered when designing child sexual abuse prevention (CSAP) education interventions. We also conducted paper prototyping and storyboarding sessions for the game’s interface, storylines, and options. To validate the application’s prototype, 32 parents (females: n=18, 56%; males: n=14, 44%) of children aged 3-5 years and 5 children (females: n=2, 40%; males: n=3, 60%) of the same age group played the game for half an hour on average. The parents undertook a pre-post intervention assessment on confidence and ability to engage in CSAP education conversations, as well as exit surveys on the usability and sociocultural acceptability of the game, while children were quizzed on the topics covered and their enjoyment of the game.ResultsParents and caregivers showed interest in the developed game during the conducted surveys, and each parent on average navigated through all the parts of the game. The confidence level of parents in talking about CSAP increased from an average of 3.56 (neutral) before using the game to 4.9 (confident) after using the game. The ability scores, calculated based on a range of topics included in CSAP education talks with children, also increased from 5.67 (out of 10) to 8.8 (out of 10) after the game was played. Both confidence level and ability scores were statistically significant (P<.001). All 5 children were interested in the game and enjoyed the game-provided activities.ConclusionsThe HappyToto game can thus be an effective technology-based intervention for improving the knowledge and skills of parents and children in CSAP education.

Rethinking Gifted Education in Tanzania: Toward Its Development in the Country

Educating gifted and talented students is of paramount importance not only for individuals but also for enhancing a nation’s socioeconomic development, science and technology. However, while there appears to be increasing evidence at the international scholarly space on the importance of promoting gifted education, the situation is different in Tanzania where there is yet no systematic provision for it. This article reviews literature to establish the need for the systematic provision of gifted education in Tanzania and suggests ways on how its development can be initiated in the country. The article identifies areas considered essential in improving gifted education while promoting equity and excellence in nurturing the gifted in Tanzania. These areas are discussed within the context of the proposed model for developing a system of gifted education in the country. In this development, the article argues for the integration of prosocial education with gifted education for the desired future of Tanzania’s gifted education.

Learners’ Perception and Preference of Open and Distance Learning Mode at the Institute of Adult Education, Tanzania

The purpose of this study was to explore the learners’ perception and preference on the open and distance learning mode at the Institute of Adult Education in Tanzania through the case study design. The study population was 96 ODL students from Geita Learning Centre. The sample comprised of 50 students selected through simple random sampling technique. Data was collected using interview and a questionnaire and was analysed using descriptive statistics and thematic content method. The result revealed that ODL mode is most suitable for in-service, married and aged population because it allows them to study while working. The perception of learners on ODL was positive. Respondents were comfortable with content of the modules and learner support services provided. They were also satisfied with face-to-face sessions and tuition fee charges modality. The study therefore recommends that learners’ perception on the open and distance learning should be looked critically by developing approaches that will enhance the program and address challenges associated with distance learning. The findings of this study should assist education practitioners to design and implement effective learning programs based on perception and preference of learners. ODL stakeholders should consider all the factors in relation to perception and preferences of learners while developing more open and distance learning course for the learners.

Access to and participation in basic education in Tanzania: a decade of key achievements and challenges

Access to and participation in basic education in Tanzania: a decade of key achievements and challenges

ENTREPRENEURSHIP TEACHING FOR SELF-EMPLOYMENT AMONG HIGHER LEARNING STUDENTS IN TANZANIA: A LESSON LEARNT FROM SUCCESSFUL GRADUATE ENTREPRENEURS

Despite several years of investing entrepreneurship education in Tanzanian higher learning education, still a large portion of graduates are incompetent, hence, they cannot start-up their own business ventures. The current study employed the Social Learning Theory to explore effective teaching and assessment methods appropriate to entrepreneurship education in order to create self-employed graduates of higher learning education by drawing experience from some successful graduate entrepreneurs in Tanzania. The study aimed at filling the gap in the literature by exploring effective teaching methods and assessment procedures for entrepreneurship education to enhance selfemployment among graduates of higher learning education in Tanzania. This is a qualitative study that applied a mixedmethod approach utilizing interviews, observation, and document review in data collection. The study was done in Dar es Salaam City using both purposive and snowball chain sampling techniques whereby, 65 respondents participated in the study. The collected data were analysed using content analysis technique in which themes were generated and discussed in accordance with the research questions. The findings of the study indicated that, in Tanzania, traditional teaching methods are mostly used to teach entrepreneurship education in higher learning education. Lecturing teaching method and paper and pencil form of assessment are commonly preferred by instructors while teaching entrepreneurship education. Graduates of higher learning education do encounter several challenges, and those challenges are connected to individual weaknesses of a graduate, poor preparation of students in higher learning education, failure of legal compliance, and lack of financial capital. Based on the observed challenges, the study recommends the following: Firstly, students should effectively be engaged in practical activities related to entrepreneurship while still at the colleges and universities. Secondly, all instructors teaching entrepreneurship education should be equipped with sufficient knowledge through in-service trainings in order to update them with relevant skills needed in the markets. Thirdly, instructors should create a balance between theoretical and practical learning while teaching entrepreneurship education, and for the research purpose, colleges, and universities should have their own database concerning with graduates who have succeeded to employ themselves after graduation

Positive teacher-student relationships

This study examined methods used to promote positive teacher student relationships among student teachers in the university based teacher education in Tanzania. Guided by conceptual change theory, the study argued that proper methods are vital for student teachers to develop positive teacher-student relationships ability alongside other teaching skills. A sample of 355 student teachers and teacher educators was sampled from different subject specialisations. The study employed indepth interviews and questionnaires. The University of Dar es Salaam, with the most diversified specialisations was selected as a typical case for the study. Findings of the study revealed that faculties have always employed role modelling, educational courses, teaching practice, and subjects’ didactics courses their bottlenecks notwithstanding. Teacher educators have shown varying and contradicting positions regarding the nature of positive teacher-student relationships. These implied that there are inconsistencies in the meaning and value attached to positive teacher student relationships in teacher education. The study recommends for the reorientation and redefinition of teacher-student relationships as an entry point for maintaining consistency and mainstreaming its importance.