Browsing by Author "Hugo, Alfred Kisuda"

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    Data on pre-service teachers’ experience of project activities based on the teacher education support project in Tanzania
    (Elsevier, 2022) Nkaizirwa, Josephat Paul; Swai, Calvin Zakaria; Hugo, Alfred Kisuda; Mahenge, Cosmas Anyelwisye; Komba, Philbert Sixbert
    Supporting teacher education in Tanzania has long been a common practice implemented by both local institutions and development partners. Despite a huge investment that has been dedicated to improve teacher education in Tanzania, a lot remains unclear on how direct beneficiaries perceive their engagement with the project activities including the mile- stones achieved by the implemented projects in teacher col- leges (TCs). This article presents data on the experience of pre-service teachers ( N = 2,772) participating in the Teacher Education Support Project (TESP), a project collaboratively implemented by the Governments of Tanzania and Canada. In this cross-sectional survey, data was collected from all the 35 public TCs in the Tanzania Mainland from May to August 2021. Exploratory factor analysis was conducted coupled with Monte-Carlo parallel analysis to examine the factor struc- ture of the questionnaire alongside the descriptive analysis of pre-service teachers’ responses. The data covers four di- mensions of the project services delivered to TCs, including library facilities, teaching and learning materials, science and ICT support as well as teaching and learning methods em- ployed by tutors following TESP intervention. Broadly, useful insights that enlighten the progress made by the TESP so far are presented to stimulate the debate on how to successfully implement a development project geared towards strength- ening teacher education in Tanzania and elsewhere. The pre- sented data provides opportunity for educational researchers, teacher educators, policymakers, and curriculum developers to rethink on the key areas that need immediate attention to enhance the important work of preparing teachers in TCs in Tanzania and possibly beyond.
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    Optimal harvesting of wildebeest-lion interactions in Serengeti ecosystem with prey refuge
    (African Journals Online (AJOL), 2023) Hugo, Alfred Kisuda; Sagamiko, Thadei Damas; Mbalawata, Isambi Sailon
    This paper describes an optimal harvesting policy for a wildebeest-lion prey-predator system in the Serengeti ecosystem with prey refuge. A Holling Type II prey-predator model with a nonlinear harvesting aspect was developed. Theoretical and numerical analyses were performed, and the dynamic behaviour of the system was found to be mathematically well-posed. Data on lion population density from the Serengeti ecosystem were used to fit the model using the maximum-likelihood method. The optimal harvesting policy was numerically determined using Pontryagin’s maximum principle. Furthermore, the impact of prey refuge on the predator population was numerically evaluated. The results of this study highlight the importance of managing the lion population in the ecosystem, specifically in terms of harvesting criteria, to ensure that the threshold for wildebeest-lion coexistence is not exceeded. Based on the findings, this paper argues that the lion population should be given special attention in terms of managerial harvesting criteria so that the threshold for the wildebeest-lion coexistence in the ecosystem is not exceeded.
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    Strengthening teacher education in Tanzania: student-teachers’ and tutors’ satisfaction with College facilities and environment
    (Tylor and Frances, 2022) Swai, Calvin Zakaria; Nkaizirwa, Josephat Paul; Hugo, Alfred Kisuda; Mahenge, Cosmas Anyelwisye; Komba, Philbert Sixbert
    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