Browsing by Author "Nemes, Joyce"

Now showing 1 - 7 of 7
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    Effect of income generating activities on primary school pupils’ attendance and academic performance
    (Lyceum of the Philippines University-Batangas, 2019) Nemes, Joyce; Mlaki, Enedy; Fabian, Flora
    The study examined the effect of Income Generating Activities (IGAs) on primary school pupils’ attendance and academic performance in Rombo district of Tanzania. Using both quantitative and qualitative approaches to data collection and analysis, the study found that 132 (83%) of the pupil respondents were engaged in IGAs mainly in farming activities in the border area. They used the money to buy school uniforms and other school essentials. Excessive alcohol drinking among parents, especially fathers while neglecting their family responsibilities contributed to pupils’ engagement in IGAs. The study found that 26 (16.4%) of the pupils were engaged in IGAs during school hours and 32 (20.1%) during school days and weekends. Overall, there is a negative correlation between pupils’ engagement in IGA and their school attendance. Moreover, the study found that pupils engaged in IGAs had below average academic performance compared to their non-IGA counterparts. As such, the study recommends empowering women who are bread-earners of the family to reduce their dependence on their children’s engagement in IGA for support in addition to enacting by-law to punish irresponsible parents.
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    Enabling conditions enhancing performance among head-teachers with limited leadership training in Tanzania
    (IJMRA, 2013) Nemes, Joyce
    This paper is a result of a pilot study which was conducted in ten government-run primary schools of Dodoma Municipality, Tanzania, between October 2009 and November 2009. The study was aimed at identifying the enabling conditions that help to enhance performance among head-teachers despite their having limited leadership training. Purposive sampling was used to select ten head-teachers and cluster sampling to select government primary schools. Data were obtained through the use of interviews and questionnaires. The study findings confirm that all head-teachers interviewed had limited leadership training in school management and administration but are in charge of primary schools belonging to different categories, ranging from best, medium, to poor performing schools. The study also established that there is more to school leadership than mere possession of academic and professional credentials. Nevertheless, the study recommends that qualifications in school management and leadership should continue being used as a yardstick in the appointments of head-teachers because of the added value and edge such training empowers competent teachers with in enhancing school management and education quality. In cases where competent teachers are appointed without such basic qualifications in-service training must be offered to equip them with requisite school management and leadership skills. Head-teachers, on their part, are advised to take personal initiative to ensure that they have the necessary qualifications to manage primary schools more effectively and efficiently.
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    Observations on teaching practices based among UDOM student teachers: experiences and way forward
    (The University of Dodoma, 2019) Nemes, Joyce
    This paper reports the findings of a study that was conducted in Moshi Urban secondary schools in Kilimanjaro Region, Tanzania. The study observed the student-teachers from the University of Dodoma (UDOM) during their 2017/2018 Teaching Practice (TP) to establish their common mistakes during classroom teaching, determine reasons behind such teaching mistakes and suggest possible solutions to improve the preparation of teachers as well as teaching and learning practices. In all, 69 undergraduate student-teachers took part in the study. The data were collected using observations, interviews, and documentary review. The study found that many student-teachers received good comments for lesson development but not necessarily for many practical aspects. The study found that 50 (72.4%) were advised to improve their delivery of new knowledge, 18 (26.1%) to call students by name, 10(14.5) to call on those sitting at the back when asking questions, 16 (23.1%) to prepare a place where to hang teaching aids instead of using students as props, 15 (21.7%) to prepare teaching aids, 10 (14.4%) to select appropriate colours and 12 (17.3%) to use bigger and more visible teaching aids. The study established that poor preparation and fear contributed to their making mistakes. The student-teachers insisted on establishing moderation schools and using schools near the University for practising what they learn in class prior to TP to banish fear and panic in addition to building teaching confidence.
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    Public primary school heads appointment quagmire in Tanzania
    (Inderscience Publishers, 2013) Nemes, Joyce
    The study sought to understand the factors that lead educational authorities in Tanzania to appoint unqualified school teachers to head public primary schools. The findings presented in this paper are based on a cross sectional survey conducted between December 2009 and April 2010 in Morogoro, Lindi and Tabora, three of 30 Tanzania's regions (provinces). Interviews conducted with nine DEOs and 77 head teachers generated the qualitative data used in this report. The study findings reveal that there was inadequate numbers of qualified head teachers in the public schools of the regions under review. The District Education Officers (DEOs) charged with the responsibility of identifying these heads were looking for the right persons with right credentials to manage primary schools as the management of primary schools is a complex process involving keeping and handling of confidential information, examination and financial management. Generally, the Certificate in Education, experience in teaching, gender, school location were some of the key requirements for one to make headship in Tanzania. However, on the basis of problems identified with getting the right person, the study recommends effective utilisation of Teachers Resources Centres (TRCs), short courses and in-service training as some of the strategies that could help to improve the skills and knowledge of the public primary school head teachers for effective and efficient management of primary schools to evolve on a wider scale.
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    School committee involvement in day-to-day public primary school affairs in Tanzania
    (DIVA Enterprises Pvt. Ltd., 2013) Nemes, Joyce
    This study examined the involvement of school committees in overseeing day-to-day school affairs. The qualitative study conducted in 16 public primary schools in Tanzania‘s Tabora Municipality used interviews, questionnaires and documentary review to get the necessary data from 60 respondents. It established that school committees operated on ad hoc, agenda-driven basis. The operational problems they faced included high transport and materials costs, lack of incentives and conflicts with village councils over school funds. Also, the school capitation and investment grants were inadequate. The study, therefore, recommends capacity-building for school committees to enhance their performance in overseeing day-to-day school affairs.
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    School committees in the context of preparing and implementing whole school development planning
    (CARI, 2013) Nemes, Joyce
    This paper focuses on the involvement of school committees in the preparation and implementation of Whole School Development Planning (WSDP). The data employed is based on a cross-sectional survey was conducted between October and November, 2006 in 16 public primary schools in Tabora Municipality, Tanzania. In all, 60 respondents made up of one Municipal Education Officer (MEO), 16 head teachers, 13 school committee chairpersons and 30 statutory members of the school committees were selected to participate in the study using both purposive and random sampling procedures. Interviews, questionnaire and documentary reviews were deployed to collect the requisite data. The findings of the study reveal that the majority of public primary schools under study had functional WSDPs. The implication is that the aspiration of the Primary Education Development Programme Phase One (PEDP I, 2002-2006) to provide training to school committees on WSDPs was—to a large extent—on the right track. Moreover, the study established that school committees were mostly involved in the preparation, implementation monitoring and evaluation of WSDPs. However, there is a need for the Ministry of Education and Vocational Training (MoEVT) to provide intensive on-going training that include initial induction programme and on-going WSDP preparation and implementation support to equip the key players with knowledge and skills, especially in rural-based primary schools and those unable to properly prepare WSDPS in a bid to enhance efficiency and achieve optimum returns from the WSDPs.
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    The water and sanitation (WASH) drive in Tanzania: opportunities and challenges head teachers face in rural-based schools
    (Contemporary Research Center (CRC Publications), 2014) Nemes, Joyce
    This paper is based on a study carried out in three rural-based primary schools in Dodoma, central Tanzania to investigate opportunities and challenges head teachers face during the implementation of school Water and Sanitation Hygiene (WASH) programme. The qualitative study used interviews, focus group discussions, observations and documentary review in a triangulation fashion to collect the requisite information. It established that the WASH programme benefits include construction of hitherto absent standard school toilets and training in sanitation management. The WASH schools also served as role models to other primary schools and the community. On the other hand, the primary schools understudy had fewer toilet holes than required, and lacked running water and funds for WASH activities. Also lack of parental awareness of school WASH activities limited their support. As a result, the schools struggled to maintain and sustain the toilets ‘cleanness. Thus there is a need revisit the School WASH operational rules.