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Aligning Sustainable Development Goal 4 with Provision of Distance Learning through Library Perspective: The Case of the Open University of Tanzania
Get PDFSustainable development goal number four (SDG 4) is the education goal whose main focus is to ensure inclusive and equitable quality education and promote lifelong learning opportunities. In that perspective, its focus on the promotion of lifelong learning augurs well with the mainstay of distance education in any country. This linkage is anchored on the quality, timely provision of knowledge through libraries that are entrusted with the role of searching, acquiring, processing and make access to various distance learners knowledge in various forms for their continuous learning and attaining various qualifications. Sustainable development goal number four (SDG 4) lies at the centre of all other goals as it entails transforming societies globally into learned, aware, and one that can cope with changes at economic, political economic and social levels. Impliedly, education for all that is the main proponent of this goal must be achieved using all avenues possible including open distance learning for those that cannot afford it through other conventional education systems. Libraries are the lifeline of open and distance learning. Over years, especially with the fast-changing technologies and more emphasis on e-learning of which open distance learning has also adopted quickly, the role of library has had challenges in terms of the visibility on services it provides, availability of adequate resources to cope with such changes and, skilled staff to offer library services with e-learning base. This paper explores issues related to the role of library services in supporting promotion of lifelong education through distance education systems and as articulated in the sustainable development goal four (4). The paper examines ongoing global as well as national efforts of libraries in supporting distance education in the modern era and through the existing technologies. The linkage of the three variables, i.e. SDG4, distance education and library services is, without any doubt, of critical importance for the continuous growth and improvement of learning through distance education
Knowledge and Attitude of Teachers Regarding Sexuality Education in Public Secondary Schools: The Case of Muleba District
Get PDFWith increase of health-related risk behavior among adolescence (students), a comprehensive sexual health education in schools has remained a solution to reduce these cases and challenges among youth. However, effectiveness of sexuality education in schools depends more on attitude and knowledge of teachers who impart knowledge and experience to students. With regard to that, this study aimed at assessing knowledge and attitude of teachers regarding sexuality education in public secondary schools. Muleba District was used as a study area. A cross-sectional design was used to guide a researcher in collecting data from 158 teachers using a close-ended questionnaire. The study findings showed positive attitude among teachers regarding key issues on sexuality education such as willingness to teach sexuality education. However, local cultural norms and beliefs distract their intention of teaching students about their sexuality and lack of formal training on sexuality matters increases teachers` anxiety and lower their confidence in handling various topics concerning sexuality education. This study recommends that short trainings on sexuality matters should be provided to teachers to increase their skills and confidence; and harmful cultural norms in local areas should be discouraged to ensure effectiveness of sexuality education in school
Positive Relationships: do Student Teachers have what it takes? Analysis of Germany and Tanzania
Get PDFPositive teacher-student relationship (TSR) is fundamental for a student’s learning and development. TSR does determine a student’s engagement, adaptation to change and motivation to learn. Teachers are the primary architects in determining the extent to which positive relationships are realized in classrooms and schools. This study examined student teachers’ knowledge of positive TSRs and their perceptions of the role of TSRs in students’ learning and development. Study compared student teachers in Germany and Tanzania. It employed the Mixed Methods Research approach and utilised both the theoretical and statistical logic in data collection, sampling and data analysis. Data analysis and presentation employed both quantitative and qualitative methods. Findings have indicated that despite the positive change in relational knowledge, final year student teachers have inadequate knowledge of basic concepts and procedures of TSRs. In comparison, student-teachers in Germany demonstrate a statistically significant higher knowledge levels both in quantitative and qualitative terms than their Tanzanian counterparts. The study recommends for an introduction of a module on TSRs in the initial years of teacher education (within pedagogical courses) in order to provide knowledge and skills about positive teacher-student relationships
Factors Affecting Provision of Early Childhood Education in Pastoralist Community in Monduli District, Tanzania
Get PDFThe provision of Early Childhood Education (ECE) in pastoralist community faces many challenges and poses questions over its quality and whether ECE objectives are met to children of this community. Those challenges cause majority of the school going age children not to access Early Childhood Education, and this impairs their education foundation and adulthood life. The study sought to explore factors affecting provision of early childhood education in pastoralist community in Monduli District, Tanzania. Descriptive survey research design using a sample of 88 respondents (parents, ECCE teacher and stakeholders) was used. Data collected using questionnaires and interviews schedules were analysed descriptively. The major findings were that, first, economic status of parents impairs their ability to assist children in receiving quality education. Second, socio-cultural factors affect children attendance to ECE classes hence children in pastoralist community are engaged in various social-cultural practices instead of going to schools. Third, most of ECE teachers in pastoralist community are not qualified; hence impact on effective teaching and learning strategies. The study therefore recommends that government should formulate an organ to monitor activities and quality of ECE provision in pastoralist community including coordinating training to ECE teachers and make follow up on the ECE curriculum implementation in the area. Provision of in-service training to teachers should be of mandatory because it equips teachers with teaching and learning strategies
The Dimensionality of Entrepreneurial Orientation in the Hospitality Industry
Get PDFA lot of debates exist on the dimensionality of firms' entrepreneurial orientation in various industries. Understanding the dimensionality of entrepreneurial orientation and the relationships among its dimensions in the hospitality industry is important both theoretically and practically. This study bridges the theoretical gap by examining the dimensionality of entrepreneurial orientation in the industry. The study is based on a survey of hotels (n=346) in the Coastal and Northern tourist circuits of Tanzania. In the hospitality context, this study adds to the research that hotels' EO is multidimensional in nature exhibiting low-to-moderate correlations with each other and with an acceptable level of discriminant validity. This finding enriches other hospitality studies that consider entrepreneurial orientation as a unidimensional concept. The study also presents vital practical implications
Implementation of Learner-Centred Teaching and Learning Approaches in Advanced Mathematics in Secondary Schools in Tanzania: Achievements and Challenges
Get PDFThis study investigated the implementation of Learner-Centred Teaching and Learning Approaches (LCTLAs) in advanced mathematics at Jangwani secondary school in Ilala Municipality, Dar es Salaam. The study used a qualitative approach using in-depth interviews, Focus Group Discussions, classroom observations and review of relevant documents to collect data. The study employed a total of 32 participants including 30 students studying advanced mathematics and two (2) advanced mathematics teachers. Data were analyzed using thematic content and descriptive analysis techniques. Results revealed that students were not made aware by their teachers regarding LCTLAs different from teachers who had adequate awareness of LCTLAs. Teachers believed LCTLAs to improve students’ academic performance in advanced mathematics subject. However, teachers had rigidity to change from being transmitors of knowledge to thirsting students to facilitators indicating acquisition of less experience of applying it in their daily classroom teaching and learning. Further, the study revealed challenges impeding effective implementation of LCTLAs in teaching and learning advanced mathematics. The common challenges that were revealed included lack of relevant teaching and learning resources, overloaded advanced mathematics syllabus, learners’ inability to pursue advanced mathematics subject, limited time allocated to classroom teaching lessons, lack of teachers’ in-service training and poor cooperation among students themselves. The study then recommended that the implementation of LCTLAs in teaching and learning advanced mathematics is very crucial in enhancing students’ performance and achievements. Therefore, the study calls for all education stakeholders to advocate for proper implementation of LCTLAs in Mathematics subject by reducing the challenges impeding their effective implementation in secondary schools
Mobile Phones Usage in Improving Access to Cotton Seeds: A Case of Sengerema District, Mwanza Region
No full textTechnological change and adoptability is a fundamental phenomenon from one stage to another. Usually the change to be a change should be demarcated and differentiated from the previous situation as compared to the present situation. The study has identified the value of prompt dissemination of cotton farming practices information in recent years with the aid of mobile phones as a tool for sophisticating farming processes. The major focus was on the application of mobile phones in communication and payment modalities of information between cotton farming stakeholders to speed up the process. The conclusion of the study was based on the data gathered through questionnaires from four hundred (400) cotton farmers in Sengerema District. It was observed that, despite of many people having mobile phones of different nature, they mostly use them to share common information and contributes very minimal on farming practices. Therefore, this study has identified such weaknesses and suggested best practices of using mobile phones among cotton stakeholders in both information dissemination and payment systems. In short, the use of mobile phones in cotton farming practices helped vigorously in spreading information and payments related to agriculture, eventually resulted into good quality and quantity of cotton output. Key Words: Mobile phones, Technology, Cotton farming, Informatio
Assessing Tanzanian English as a Foreign Language: Teachers and Students’ Preference of Written Corrective Feedback
No full textThe current study was an assessment of the opinions and preferences of Tanzania English as a foreign language (EFL) students and their teachers with regard to Written Corrective Feedback (WCF). It focused on Respondents feelings on errors, their preference on actors of error correction, immediacy of error correction and social company during error correction and whether there are differences between teachers’ and students’ opinions and preferences. The study involved 20 English language teachers, 10 from public schools and 10 from private secondary schools. Composition of the participants considered gender balance; hence ten females and 10 males were purposively selected. Participants also involved 60 secondary school students from the same schools where the teachers were drawn. Data were gathered through written questionnaire to elicit both teachers and students’ opinions about their perceived preference on actors and correct time for WCF and the social group involved. The resultant data were handled both quantitatively and qualitatively. The findings have revealed that over half of the students and a grand majority of their teachers felt that it is the teacher who ought to correct the errors. Furthermore, the majority of both students and their teachers opined that errors should be corrected every time it is committed and a significant number felt that their errors should be handled by their social group rather than the teachers. It was concluded that, in handling learners’ errors their feelings and perceptions should be taken into account. This can be through classroom observation or carrying out classroom based attitudinal study. Key words: Language Errors, Learners, Teacher
Testing Mediation Effects of Information Communication Technology Usage on Technological, Organizational and Environmental Factors and World Heritage Sites Performance
Get PDFThis study seeks to explain the mediation effect of Information Communication Technology (ICT) usage on the relationship between the technological (i.e., perceived relative advantage, perceive compatibility and perceived complexity), organizational (i.e., ICT support infrastructure and ICT support skills) and environmental (i.e., perceived competitive pressure and perceived pressure from customers) factors and world heritage sites performance. The study proposes the mediation model of ICT usage and world heritage sites in Tanzania. Methodology: The proposed order of the model is that ICT usage depends on technological, organizational and environmental factors and ICT usage may further predict world heritage sites performance. These measures capture our research questions. Respondents included decision makers off all the seven UNESCO sites of Tanzania. Data were collected from August to February 2018; 353 filled questionnaires were gathered and 238 were usable for further analysis. Final questionnaires were analyzed using SPSS and Structural Equation Modeling (SEM). Main Results: The findings support that world heritage sites’ decision makers may consider perceived relative advantage, perceived complexity, ICT support infrastructure, ICT support skills, perceived competitive pressure and perceived pressure from customer to be the main determinants of ICT usage toward influencing performance of the world heritage sites. Originality of the research: The paper strengthens theoretical arguments by indicating the mediation effect of ICT usage on the relationship between the determining Technological, Organizational and Environmental (TOE) factors and world heritage sites. Thus, this study adds to the literature as it has confirmed both TOE and Technological Acceptance Model (TAM) theories.
 
Influence of Agricultural Training on Youth Farm Entrepreneurial Self-efficacy: A Study of Folk Development Colleges in Tanzania
Get PDFProviding entrepreneurial competencies to youth is currently the key to employment generation given the declining public sector employment opportunities in Tanzania. However, to generate such employment youth need to develop a strong belief in their capabilities to use the provided knowledge and skills, and the training provided has to reflect such intention. This further means that Folk Development Colleges (FDCs) being among the training institutions need to offer employment goal-oriented education centred equally in all domains of learning. The study aimed to address two specific objectives: First, to assess the influence of agricultural training on youth farm entrepreneurial self-efficacy. Secondly, to assess the relationship between farm entrepreneurial self-efficacy and youth farm entrepreneurial intention. A cross-sectional design was used involving 300 respondents randomly selected from three FDCs offering agricultural courses. Qualitative and quantitative data were collected and analysed by using descriptive and inferential statistics. The analyses generally show a significant relationship between agricultural courses studied and youth farm entrepreneurial self-efficacy. A significant relationship was also found between farm entrepreneurial self-efficacy and youth farm entrepreneurial intention. However, resource acquisition and operational competencies self-efficacy constructs seemed to have more influence on youth farm entrepreneurial intention compared to managerial and financial competencies self-efficacy constructs. It is recommended that course contents and the teaching environment be updated regularly according to changes in the demands of the agricultural sector industry. As it stands, the whole FDC curriculum needs a review, and urgent improvements are needed in relation to financial and managerial competencies