Chapters in a book

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Big results now” in Tanzanian education: A critical perspective
(Mkuki na Nyota, 2019) Swai, Calvin
This research study explores the question of what it means to implement the Big Results Now in Education (BRNiE) initiative in the Tanzanian educational context. The study employed qualitative research protocols and utilised the notions of critical theory in making sense of the image of teaching and learning conveyed through the BRNiE initiative but also to explore possible relations between students, teacher, and curriculum that are likely to be produced by the initiative. The findings of this study reveal the initiative to encourage pre-specified and quantitative teaching and learning, degrading the relative autonomy of classroom teachers to consider impetuous conditions and situations that could arise during the instructional process. The initiative, furthermore,order to expose teachers and students to the view that the main reason for the teaching and learning is to nurture intellectual talents in classrooms.
Evidence based impact of school inspection on teaching and learning in primary school education in Tanzania
(Open University of Tanzania, 2021) Matete, Rose Ephraim
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
The Tanzanian English case: learning to use reported speech
(Mkuki na Nyota, 2018) Mtana, Noah; Murasi, Geoffrey
English language is taught as a compulsory school subject in primary and lower secondary schools in Tanzania. The language was imposed in the education system by a controversial Education and Training Policy (URT, 1995 & 2014) that has its origin in the British colonial era of 1918 to 1961 (Kimizi, 2008; Schneider, 2007). English language is learned with difficulty in the primary schools because of, among other things, inappropriate teaching methodology and a context where use in daily life outside the classroom is very limited (Mtana, 2013). When students complete primary education, they are expected to have developed enough competence in the language to use it as medium of instruction for learning all school subjects in secondary education (URT, 1995). But research (eg Roy Campbell & Qorro, 1997; Mtana, 2013) shows that this is not the case. As Brock Utne (2004) argues, rather than being the language of instruction in secondary education, English becomes the language of destruction in teaching and learning. The new Education and Training Policy (URT, 2014) seems to allow the use of Kiswahili as the medium of instruction in secondary and higher education, but also emphasises the continued use of English. It is therefore, still necessary to conduct research that would help to improve the teaching and learning
Morale and job satisfaction levels among teachers in Tanzania: A case of selected public secondary schools in the northern zone
(B P International, 2021)
A case study on the role of extrinsic factors (hygiene factors) and socio-demographic factors in determining morale and job satisfaction among teachers in public secondary schools in Tanzania was undertaken. Biographical variables pertaining to teachers’ age, sex, marital status and work experience were investigated to determine whether they had any significant contribution on the level of morale and job satisfaction experienced. Morale and job satisfaction has been perceived differently by different researchers in the field of human resource and management. The study employed mixed methods of data collection including the use of instruments such as an interview guide, questionnaires and documentary review checklist. The study found that job satisfaction among teachers in public secondary schools northern Tanzania was not homogeneous; socio-economic and demographic factors had a great contribution on varying morale and job satisfaction levels. For example, female teachers’ job satisfaction was statistically significant (t(84) =2.62, p = 0.04), so was the job satisfaction of young teachers (bellow 40 years) (t(84) = -2.22, p = 0.01). However, age and working experience had a great contribution towards teachers’ job satisfaction and dissatisfaction. The study concludes that the socio-economic and demographic factors have potential strength in designing and sustaining job satisfaction model which accounts for morale and job satisfaction challenges among teachers in public secondary schools in Tanzania. The motivators and hygiene factors were confirmed to have great contribution on job satisfaction among teachers in public secondary schools in Tanzania.
Early childhood investment for future economic growth and industrial development in Tanzania
(IGI Global, 2021) Mligo, Ignasia Renatus
Early childhood investment in young children 0-8 years is important. It offers a good start in life involving caring, nurturing, and safe environment to children who are the future hope of any society and nation. This chapter seeks to clarify the significance of investing quality early childhood education services for future industrial development and economic growth in Tanzania underpinned by economic growth perspectives. This chapter reports findings from an interpretive phenomenological design in three Teacher education and preschool settings in Tanzania with 10 tutors, 8 preschool teachers, and 8 parent participants. Data was generated using semi-structured interviews, focus group discussions, and documentary reviews. Findings indicated that parents and community from the areas studied lack knowledge of benefits of early investment in education. The study recommends the need for effective future practice directed at improving human development in early years in Tanzania. To achieve these aims, government policy planners need to locate favorable teaching and learning environments.
Educational changes and teacher identity in Tanzania: implications for industrial development
(IGI Global, 2021) Lawrent, Godlove
This chapter highlights the extent to which the Tanzanian secondary education expansion policy shaped teacher identity and thereby affecting the country's industrial economy. The study approach was ‘qualitative', and social ‘cognitive theory' was adopted. The participants' lived experiences were gathered through interviews and document analysis. Findings revealed that the objectives stated in the policy were inconsistent with the actual enactment of strategies in relation to the improvement of teaching career. This has resulted in eroding teacher identity, particularly teacher efficacy. Teachers of this category would not (the author argues) help students to develop their capabilities of crucial to fully engage in industrial development. This chapter, therefore, supports a view that taking into account the social positioning of teachers when educational policies are developed and enacted would enhance their level of professional standards. These teachers may prepare competent school graduates, and hence be able to realise the set country's industrial development goals.
Management of sources of stress: effects and coping strategies by teachers to improve human resources for the industrialization process in Tanzania
(IGI Global, 2021) Suru, Majiyd; Mwampulo, Suma
Proper treatment of teachers as necessary human resources in the development of knowledge, novel skills, innovativeness, and creativity to young generation is a critical component in the fourth industrial development in Africa. This chapter sets to localize the position of teachers in the time of fourth industrial rejuvenation in the context of Tanzania. A phenomenological research design was employed to study the sources of stress, effect of job-related stress, and workable strategies adopted to cope with job stress to improve work performance. Purposive sampling was used to select 13 informants for in-depth interviews and 50 participants for Focus Group Discussion. Work-related stresses were reported to intensify absenteeism, turnover, and poor work performance among teachers while socialization and religious congregation were reported as positive coping strategies to counterbalance job-related stress. The study recommends designing of sustainable socialization program to lessen stress among teachers to improve their work performance.
Enhancing employability skills among university students through career guidance and counseling
(IGI Global, 2021) Shuma, Christina Jerome; Basela, January Marco
This chapter explored the role of career guidance and counseling in promoting graduates' employability skills in Tanzania higher learning institutions. A total of 123 respondents were involved. Data were collected through questionnaires, interviews, and focused group discussion. The study revealed that HLIs do not have professionals in career guidance and counseling who are solely employed to offer such services; the task is left to lecturers and wardens. Career guidance and counseling services were also found to be inadequate and not formalized thereby threatening students' acquisition of employability skills. The study recommends that higher learning institutions (HLIs) in Tanzania should see the possibilities of preparing students in various competence areas such as academic excellence, career aspects, personal and social skills. This can only be achieved by establishing comprehensive career guidance and counseling units within the institutions.
Understanding teacher-educators’ psychological contract in university-school partnerships in china
(Open Access Publishing Group, 2016) Mbalamula, Yazidu Saidi
This study pursued to examine the motives and content of psychological contract among teacher educators participating in university-school partnerships. This case study adopted a mixed methodology. The data were collected from 61 respondents through questionnaires and interviews. While the quantitative data were analyzed by SPSS, the qualitative data were analyzed by content interpretation. The findings revealed that teacher educators’ psychological contracts were mostly instigated by the need to improve theory and practice about teaching process. Also, teacher-educators perceived more fulfillments on socio-emotional aspect than transactional one indicating conducive social than economic environment in the partnership. The study recommends more collective longitudinal studies involving all key agents in order to provide full comprehension of psychological contract in university-school partnership contexts.
Towards global peace and sustainability: Role of education in peace-building in the great lakes region of sub-saharan Africa
(IntechOpen, 2020) Ndijuye, Laurent Gabriel; Tandika, Pambas Basil
The Great Lakes Region of sub-Saharan Africa is well known for being volatile and turbulent in terms of peace and stability. For over 60 years, almost all countries in the region have experienced some kind of political and social turmoil such as civil war, coup de tat, and genocides. In 1960, the first democratically elected Congolese prime minister was assassinated. There were unprecedented social and political havoc in a nearby “other Congo” characterized by power struggle between various political and ethnic factions in the post-independence Congo Brazzaville. In Burundi and Rwanda, ethnic tensions between the Tutsi and Hutu engulfed the developmental dreams of nationalist freedom fighters until 2015. Though arguably stable, Tanzania has experienced its own share of socio-political messy including the 1998 Mwembechai and 2001 Pemba massacres. Efforts to build a sense of sustainable peace and development based on mutual understanding and socio-political harmony has brought limited success. In all these countries, the missing link in building sustainable peace and security has been a lack of education. The chapter intends to fill this gap by critically analyzing the potential role of basic education, especially pre-primary and early grades education, in sustainable peace-building in the sub-Saharan context.

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