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Innovative Strategies for Control of Coffee Insect Pests in Tanzania: A Review
No full textCoffee insect pests are one of the major factors which affect coffee production and quality. globally, coffee insect pests are estimated to cause losses of about 13%. However in Africa, yield losses can be much higher, particularly where Arabica and Robusta coffee are grown for a long time. In Tanzania the major insect pests are white coffee stem borer (Monochamus leuconatus), coffee berry borer (Hypothenemus hampei), Antestia bugs (Antestiopsis spp), leaf miner (Leucoptera spp), green scale (Coccus spp) and mealy bugs (Planococcus kenyae). Minor important pests including yellow headed borer (Dirphya nigricornis), thrips (Diarthrothrips coffeae) and berry moth (Prophants smaragdina) are reported to vary in crop losses caused. For decades industrial chemicals have been used to control the prevailing coffee insect-pests. But uses of industrial chemicals have been reported to have negative implications to the environment, animals and human health. In the recent years worldwide, efforts have been focused to researching on the sustainable control measures for coffee insect pests. For a period of over ten years Tanzania Coffee Research Institute (TaCRI) has been developing ecologically and environmentally sustainable coffee insect-pests control measures which include; use of bio pesticides, traps, parasites, attractants and biological agents. These technologies are progressively adopted by coffee farmers in the country. The potential of these innovative insect pests control measures and their impacts on management of coffee insect pests are discussed in this review paper
Tanzania Educational Outcomes Mis-Linking Employment: Failure to Attain National Educational and Trainining Target
No full textBased on research (or the implementation of Tanzania education policy concerning the education and training Targets interviewing principals, head teachers and other staff plus students in a sample of secondary education and tertiary colleges, this paper presents a national picture of the new relations (with regard to training and employment) of Vocational Training Centres (VTCs), colleges, secondary schools and schemes in the competition for students and trainees as well as employment opportunities before the inauguration of new education policy on early 2015. The article is silent on the new policy issues. It reveals common emerging patterns together with variations and relates them to the new mixed economy of the country provision of learning in 'the contracting situation'. The unlikelihood of reaching the revised national targets is related to the competition between VTCs, colleges and schools that has resulted from the new 'knowledge policy' supported by the government new approach of increasing the number of secondary schools and colleges ‘un-linearly’. In relation to the recent shift of the Departments of primary and secondary education to the Ministry of Local Government leaving employment issues under the Ministry of labour have created a jargon among the populace who are referring this situation to as a policy of 'Education Without Employment'.Â
Muundo wa Kirai Kitenzi Katika Lugha ya Kisambaa
No full textUtafiti huu umechunguza muundo wa kirai kitenzi katika lugha ya Kisambaa. Mtafiti amebainisha vipashio vinavyoandamana na vitenzi katika sentensi za Kisambaa. Matokeo ya utafiti huu yanaonyesha kuwa kitenzi cha Kisambaa kinaweza kisifuatiwe na kipashio chochote au kinaweza kuandamana na vipashio mbalimbali kama vile kirai nomino, kitenzi kisaidizi, sentensi, kirai kielezi na kirai kihusishi. Hivyo kirai kitenzi cha Kisambaa kinaundwa na kitenzi kimoja; kitenzi na kirai nomino chenye nomino moja au mbili; vitenzi viwili; kitenzi na kiunganishi tegemezi na sentensi; kitenzi, kirai nomino, kiunganishi tegemezi na sentensi; kitenzi na kirai kihusishi; kitenzi na kirai kielezi
Students’ Reasons for Selecting the Open University of Tanzania and their Perception on the Influence of the Societal Agents
No full text In this study 139 OUT active students, of both sexes and from both urban and rural areas in Tanzania, have expressed their main reasons for joining the OUT; and their respective perceptions and experiences of the influence of societal agents on their learning. The societal agents included respondents’ family members, fellow workers and employers, other OUT students and students in conventional higher learning institutions. The results indicate that OUT students have different experiences and perceptions in regard to learning while encountering these agents. Some respondents feel that some or all of the agents have a positive effect, or a negative effect or a combination of both effects on their learning. Also, many respondents have a favourable opinion on the OUT while others have an unfavourable opinion. Based on the results, it is recommended that the OUT needs to conduct qualitative studies on this subject and have in place a mechanism for maximizing the positive effects and minimizing the negative effects on the learning process of the student
Secondary School Teachers’ Knowledge Level of the Concepts of Environmental Education in Morogoro, Tanzania
No full textThe main focus of the study was to determine the knowledge level of the certificate of secondary education geography teachers when teaching the concepts of meteorology, environmental education and climate change. The study involved observing and interviewing 24 classroom teachers who were randomly selected from both rural and urban Morogoro. Teachers could demonstrate ability to present the causes, extent and effects of pollution and wastes including most of the concepts of the elements of weather and the use of power. But there was a disparity between the intended curriculum and the implemented one because of the observed teachers’ misconceptions, inability to link various environmental concepts or to contextualize examples and questions they ask. Therefore there should be well planned environmental education for both pre-service and in-service teachers specifically synchronized with the secondary school curriculum. This should go together with more comprehensive geography syllabus and teachers guide
Kuingiliana kwa Lugha ya Kiswahili na Kiingereza: Uswahilishaji wa Maneno ya Kiingereza
No full textKuingiliana kwa lugha ni taaluma katika uwanja wa isimu inayohusu lugha zinazoingiliana na kuathiriana. Kuingiliana kwa lugha sio jambo jipya katika dunia. Watu ambao ndio watumiaji wa lugha wamesababisha lugha kuiingiliana waliposafiri au kuhama sehemu moja hadi nyingine kutokana na sababu za kiuchumi, kijamii kiutamaduni na kisiasa. Vilevile lugha huingiliana pale mtu anapotumia lugha mbili au moja baada ya nyingine, kwa maana ya kuchanganya lugha.Historia ya kukua na kuenea kwa lugha ya Kiswahili inaonyesha kuwa, lugha ya Kiswahili imeingilina na lugha nyingi. Kwanza kabisa Kiswahili kiliingiliana na lugha ya Kiarabu, katika karne ya 12 wakati Waarabu walipoingia nchini kwa madhumuni ya kuendesha biashara.Baadae ikaingiliana na lugha ya Kijerumani na hatimaye lugha ya Kiingereza katika karne ya 19. Muingiliano wa lugha husababisha muathiriano katika lugha, unaojidhihirisha katika ukopaji wa maneno, athari katika fonolojia, mofolojia sintaksia kwa maana ya mpangilio ya sentensi. Ukopaji wa msamiati ndio athari inayojitokeza zaidi katika lugha zilizoingiliana kuliko athari nyingine yoyote. Uchanganyaji wa lugha kwa maana ya kubadilisha msimbo ni matokeo ya muingiliano wa lugha. Ili maneno hayo yaweze kuwa sehemu ya lugha ya Kiswahili inabidi yaswahilishwe. Kuswahilihisha hapa tuna maana ya kuyaingiza maneno yanayokopwa katika muundo wa lugha ya Kiswahili ili yakubalike kuwa sehemu ya msamiati wa lugha hiyo. Mjadala utaonyesha kuwa viwango vya uswahilishaji wa maneno ya Kiswahili si sawa. Makala itahitishimisha kwa kuangalia faida au hasara za kukopa maneno kutoka katika lugha ya Kiingereza. Makala haya yatajikita katika kujadili muingiliano wa lugha ya Kiswahili na Kiingereza tu. Data kwa ajili ya makala hii imekusanywa kutoka katika vitabu vinavohusu usanifishaji wa lugha ya Kiswahili, majarida, kamusi, magazeti na nyaraka na taaluma mbalimbali nyingin
Xala: Decoding El Hajj‟ s Symbolic Ethnicity in Ousman Sembene‟ s Anti-epic Xala: A Question of Language
No full textThis paper is both a film and literary study that examines the legacy of imperialism and the problems of decolonization through their depiction in Ousmane Sembène‟ s 1976 film Xala. It is a landmark work critiquing the tendency of the leaders of countries freed from the bond of colonialism to maintain the old order, despite equipping themselves with the trappings of their own culture, so-called symbols of ethnicity. The term „symbolic ethnicity‟ refers to a strategy of selfidentification in this case, by using objects that are identifiable as „African‟ . This paper attempts to decode this phenomenon of post-colonial Africa as it is shown in the film, and from there extrapolate larger meanings from those objects and the act of self-identification, as well as to explore how the tactic fails, why it fails, and to suggest remedies. Through the course of the exploration further questions of study along those lines also become apparent, such as the difficult coexistence of two social realities, Africanité and modernité. Â
Patterns of Swahili Verbal Derivatives: An Analysis of their Formation
No full textThis paper examines Swahili verbal derived forms in order to find out the formative suffixes which they can take and try to establish their pattern. Of interest to us here is to look at the rule governing the formation of Swahili verbal derivatives, and the extent to which such words have been activated by the speakers of the language. A verbal root is the irreducible element of a verb or the primitive radical without prefix, suffix or other inflexion. In a Swahili verbal derivational process, suffixes are inserted between the root and the final vowel. Swahili grammarians categorize productive formative verbal suffixes into applied or prepositional suffix, stative or neuter suffix, reciprocal suffix, causative suffix and passive suffix. The analysis has shown that in Swahili verb derivation it is possible to predict types of verbs that can take all formative suffixes or only some. It has also been revealed that linguistically all verbs adhere to the same rules of word formation by derivational process regardless of the origin or form of the verb. Moreover it has been shown that verbs produce latent derivatives while derivatives of active verbs are usually activated. Â
Représentations du lexique par les formateurs et les enseignants en vue de son enseignement: Cas de la Tanzanie
No full textHaving determined low level of French competency amongst the students who complete high school, we wanted to know the main causes of this situation. Our study focused on teaching of vocabulary and more particularly on the training of teachers in that domain. The study recommends to teachers some ways of teaching vocabulary.As our goal was to try to understand and explain social phenomena; teacher practices and representations the questionnaire survey and interview looked like the most suitable methods for this kind of research. However, the questionnaire survey was chosen because it is less demanding in terms of time and logistics. Ten public and private schools in Dar es salaam (Zanaki, Kisutu, Makongo, Kibasila, Azania, Academic International School, Aghakhan Secondary School, Loyola, Tusiime, Heritage Secondary school) constituted our sample and 40 questionnaires were distributed. Â The analysis of questionnaires was made by a simple calculation of percentages. Â The results showed that although the methods used in French class propose vocabulary teaching, French teachers both in public and private schools teach more grammar than vocabulary because they are not sufficiently trained for teaching vocabulary
Educational Policy Making in Tanzania – From 1967 to 2014
No full text‘Educational Policy Making in Tanzania’ identifies three major turning points in Tanzania educational policy making process. These are marked by the 1967 Arusha Declaration; the 1980s macro policies which emphasized rationalization of investment, liberalization and cost-sharing; and the Vision 2025 which sought to bring Tanzania of knowledgeable and skilled individuals to competently and competitively deal with development challenges of the time. In turn, the changes translated to the 1967Education for Self-Reliance (ESR), the 1995 Education and Training Policy (ETP) and the 2014 Education and Training Policy (ETP II) respectively. It is argued that self-reliance and decentralization in the provision of education characterize educational policy objectives in Tanzania in order to achieve access, equity and quality in the provision of education. Despite these ideals, there are serious shortfalls in the way educational data are analyzed for identification of appropriate strategies for moving to desired destination. Policy making involving the civil society, intellectuals, think tanks or policy research institutes and lobbyists is recommended in order to sufficiently deal with the dynamics of educational planning and realize the intended objectives. Â