Master Dissertations

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Browsing Master Dissertations by Subject "3Rs"

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    In-service training on 3Rs in Tanzania: the case of mtuu-3Rs programme in Kitangali TC
    (The University of Dodoma, 2012) Lukanga, Albert L
    Problems existing in primary education demand for an in-service programme on 3Rs. The study aimed at investigating MTUU-3Rs in-service programme so as to get lessons that can be used for solving 3Rs problems. The MTUU-3Rs or ‗KKK‖ was an in-service training programme which started in the 1970s aiming at helping primary school teachers acquire skills in teaching basic literacy and numeracy. The research work involved examining the key characteristics of the programme, finding out its successes and challenges and then investigating the perception of participants over its effectiveness. The study employed a case study design and used qualitative approach. The data were collected through interviews, focus group discussions, documentary review and observation techniques. It involved 16 participants among whom 13 were primary school teachers and 3 were teacher educators. This sample was obtained through purposive and snowball sampling techniques. The findings showed that the programme was beneficial in preparing primary school teachers to acquire and develop basic teaching literacy and numeracy skills. It was found that the success of this programme as a CPD was partly because it was characterised by practical and hands-on activities as major ways of facilitating the programme. Despite the strength shown, the study found that the programme was faced with lack of proper arrangement on motivating teachers to attend the programme. Thus, this study recommends that care should be taken when CPD programmes are run to consider the specific needs of stakeholders like teachers. Also, it is recommended that the 3Rs CPD be re-introduced and become included in pre-service and in other in-service training programmes.
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    Teacher preparation for development of the 3Rs in lower primary classes in Tanzania
    (The University of Dodoma, 2014) Justine, Kavindi
    Reading, writing and arithmetic (3RS) constitute the Literacy skills which have recently drawn great attention among education stakeholders in Tanzania due to the fact that children mastery of these skills has been reported to be problematic. The key objective of the study was to examine the process of teacher preparation for development of the 3Rs in lower primary classes in Tanzania. A case study design informed by qualitative approach was employed in the study. The study was guided by Situated Learning Theory (Lave, 1988) and Social cognitive theory (vygotsky, 1978). It used purposive sampling strategy where 24 informants were selected (15 student teachers, 6 tutors, and 3 principals). The data analysis process was guided by the analyses steps discussed by Gray (2004); that is, familiarization and immersion, Editing, open cording and concept mapping were adapted. The study established that there was no clear selection criterion for students admission into the teaching profession for development of the 3Rs in lower primary schools, the only criterion was for admitting students pursuing certificate of primary education. There was no separate curriculum package for the same. There was an assumption that students teachers admitted in to the teachers colleges would be able to teach 3Rs based on their mastery of curriculum areas such as psychology of guidance and counselling, curriculum, child growth and development, learning theories, teaching preparation, measurement and evaluation, educational research and teaching profession. Specifically, peer teaching, micro-teaching, demonstration lessons, single lesson teaching practice and block teaching practice were identified as means through which student - teachers could develop competency in teaching. In the preparation process of teachers for teaching the 3Rs, a number of challenges were found including lack of teaching and learning materials, insufficient professional tutors, poor infrastructure, and loaded curriculum challenges. The study concludes that, knowledge about the 3Rs among teachers was crucial if development of the 3Rs in young children was to be realised. The study recommends, among others, that efforts should be made to improve the education policy by establishing courses targeting teaching of the 3Rs among pupils in lower primary school classes.