1,720,974 research outputs found
The use of schools for socioeconomic transformation: a study of Tanzanian secondary school students' beliefs, attitudes and aspirations toward farming and rural life
No full textPhD-ThesisPurpose
The purpose of the study was to assess Tanzanian
secondary students' beliefs, attitudes and aspirations
regarding farming and rural life, and how these relate to
school agricultural experiences and to individual and
situational characteristics of the students.
Methodology
Data were secured through a structured question
naire administered to a sample of 867 Tanzanian government
secondary school students.
The dependent variables for the study were
students' beliefs, attitudes and aspirations with respect
to farming and rural life.
The independent variables were
the school agricultural learning experiences, the sex,
grade and home location of the student, parental education
and occupation, and type of farming at home.
The analysis tested the relationship between the
independent variables and students' beliefs, attitudes
and aspirations toward farming and rural life.Ill
Findings and Conclusions
1. Students’ beliefs were mainly positive while
their attitudes were either positive or neutral, with
very few having negative beliefs or attitudes.
About one-
third of the students aspired to agricultural careers
including farming while half of them preferred working
in the rural areas.
2. Although students
who have had practical school
agricultural experiences were more likely to hold positive
beliefs, students' beliefs were more strongly related to
home background characteristics.
Students from rural
farm background were more likely to hold positive beliefs.
3. Students who have had practical school agricul
tural experiences were more likely to hold positive
attitudes.
Likewise, male and lower grade students were
more likely to hold positive attitudes.
Students’
attitudes were not related to home background character
istics .
4. Generally, school agriculture seemed to influence
students' aspirations toward rural-based agricultural
occupations.
But as students progressed up the academic
hierarchy their aspirations shifted progressively to
urban non-agricultural occupations.
Also students fromIV
less educated rural backgrounds were more Likely to aspire
to rural agricultural occupations compared to those from
more educated urban backgrounds.
5. Although school agriculture may help in
reorienting students’ expectations toward rural and
agricultural occupations, its effectiveness is severely
limited since schools continue to be the sole basis for
recruitment to elite positions and as such continue to
socialize students toward more elitist expectations,
contrary to policy objectives
Impact of agricultural research : a study of on-farm development effects of agricultural research in southern highlands and eastern zones of Tanzania
Full text linkThis study focuses on the role of agricultural research in development. In particular, the study draws on the experiences based on agricultural research conducted during the period 1980-1990 in the Southern Highlands and Eastern Zones of Tanzania. The two zones are part of a total of seven agricultural research zones of the National Agricultural Research System (NARS), managed by the Department of Research and Development in the Ministry of Agriculture and Food Security. The findings reported in this study are based on a review of earlier impact studies and fieldwork focusing on the impact of rice research programmes in the two zones. The latter, in particular, paid attention to the adoption of selected rice research-based innovations, impact of rice research on food security, and the economic costs and benefits of rice research. The review of the impact studies shows that, unlike at the international level where, since the 1990s, attention has largely focused on the poverty reducing effects of agricultural research, no similar attention has been given to the role of agricultural research in poverty reduction in Tanzania. This fits in within a broad context in which agricultural research and extension have hardly been sufficiently able to address the needs of the poor farmers. Moreover, the limited use of selected rice research-based innovations is further evidence of the inability of agricultural research to generate innovations that cater for the different categories of farmers including the poor. This study also shows a weak impact of rice research on food security. Although this could be attributed to the limited impact of rice research on crop productivity, the multiple livelihoods that farmers seek to achieve through rice production imply that food security should be understood in the context of livelihood strategies pursued by the farmer. In reference to the economic impact of rice research, besides the rates of return, which vary widely depending on assumptions informing the analysis, the study also found great fluctuation of the benefits of research reflecting the unstable nature of rice farming carried out under rainfed conditions and limited inputs
Major Agricultural Extension Providers in Tanzania
Full text linkWhile agricultural extension services in Tanzania have mostly been provided and financed by the public sector, the landscape is changing with regard to the provision of extension services in the country. Observations reveal that several non-governmental organisations (NGOs) and farmer-led initiatives have, over time, supplemented extension service delivery of the public extension services with cost-sharing, but these experiences have not been formally integrated into the extension system nor has their potential to reduce public expenditure and improve quality of extension service been considered. As the government continues to face financial difficulties, it has started to reconsider the issue of public extension service and is currently entertaining the possibilities of gradually divesting the public sector of extension, leaving the private sector and users to take an increasing responsibility. This paper brings to light major providers of extension services in Tanzania to help inform decision-makers on how various actors can support agricultural extension on a sustainable basis
Major agricultural extension providers in Tanzania
No full textJournal article: African Study Monographs, 22(4): 155-173While agricultural extension services in Tanzania have mostly been provided
and financed by the public sector, the landscape is changing with regard to the provision of
extension services in the country. Observations reveal that several non-governmental organi-
sations (NGOs) and farmer-led initiatives have, over time, supplemented extension service
delivery of the public extension services with cost-sharing, but these experiences have not
been formally integrated into the extension system nor has their potential to reduce public
expenditure and improve quality of extension service been considered. As the government
continues to face financial difficulties, it has started to reconsider the issue of public exten-
sion service and is currently entertaining the possibilities of gradually divesting the public
sector of extension, leaving the private sector and users to take an increasing responsibility.
This paper brings to light major providers of extension services in Tanzania to help inform
decision-makers on how various actors can support agricultural extension on a sustainable
basis
Major agricultural extension providers in Tanzania
No full textJournal article: African Study Monographs, 22(4): 155-173While agricultural extension services in Tanzania have mostly been provided
and financed by the public sector, the landscape is changing with regard to the provision of
extension services in the country. Observations reveal that several non-governmental organi-
sations (NGOs) and farmer-led initiatives have, over time, supplemented extension service
delivery of the public extension services with cost-sharing, but these experiences have not
been formally integrated into the extension system nor has their potential to reduce public
expenditure and improve quality of extension service been considered. As the government
continues to face financial difficulties, it has started to reconsider the issue of public exten-
sion service and is currently entertaining the possibilities of gradually divesting the public
sector of extension, leaving the private sector and users to take an increasing responsibility.
This paper brings to light major providers of extension services in Tanzania to help inform
decision-makers on how various actors can support agricultural extension on a sustainable
basis
The Role Of Education System In Preparing Youth For Agricultural Career Decisions And Aspirations: Exploring Ways To Attract More Youth To Engage In Agriculture And Agricultural Entrepreneurship in Tanzania
No full textYouth intention to pursue a career in agriculture and entrepreneurship is influenced by the knowledge they acquire through formal, informal, and nonformal settings. Changing youth perception of agriculture is essential for agriculture and youth development. The purpose of the study was to examine current youth perceptions of agriculture, solicit Tanzanian leaders' views of agriculture, and youth entrepreneurship. Understand youth intention and aspirations to choose a career in agriculture and agricultural-related fields, and the influence of the education system in shaping youth career decisions and entrepreneurship in agriculture. This study utilized a multi-method approach to examine youth and leaders perception of agriculture and the role of education systems on youth decisions on a career. The Theory of Planned Behavior (TPB) and the Social Cognitive Career Choice (SCCC) were used as the theories involve the human intention and motivation to create knowledge, which may result in changing behavior. Self-efficacy, environment, culture, and critical reflection are essential when constructing knowledge, contribute to youth decision making process and meaning-making. The Theory of Planned Behavior Constructs was used to develop a survey to understand youth intentions to choose a career in agriculture and career the influence of education pathways in youth development. Through the lens of the Theory of Planned Behavior and Social Cognitive Career Choice, unstructured interviews were used to understand (i) the influence of previous background, and the need to teach agriculture to youth at a younger age for agriculture development and (ii) the community perception (leaders, teachers, youth, etc.), on youth career in agriculture and agricultural-related fields, teaching agriculture in schools, perception of agriculture and agricultural entrepreneurship. From the stepwise linear regression analysis, the model predicts 48% of the variance in student intention to choose an agricultural career. The results show that the three predictors' attitudes, perceived behavior control, and subjective norms have an influence on youth pursuing a career in agriculture. From the interviews, participants tabled their concerns about the existence of community negative perception of agriculture, very few have the idea of the agricultural curriculum in schools. Many believed that the education system does not prepare youth in decision making or facing the world challenges when they graduate.
For the country's development, Tanzania needs more youth to engage in all kinds of agricultural practices for food security and poverty reduction, such as a career in agriculture and entrepreneurship. Youth can easily adopt new and improved agricultural knowledge due to their aggressiveness, eagerness, creativity, and ability to learn innovations. Motivation, creativity, critical thinking, and taking risks is essential in changing youth perception of agriculture. People they trust will influence their perception, intention, and attitude towards agriculture. Through youth programs, formal education, educators' knowledge, experience, effectiveness, preparation, encouragement, and interaction training youth on new or improved agriculture innovations can influence youth high level of achievement and success in agricultural practices.Doctor of PhilosophyVery few primary and secondary schools teach agriculture subjects; therefore, many youths lack agricultural knowledge at a younger age. The formal education system in Tanzania allows students to choose Technical and Vocational Education Training (TVET) after the completion of their primary and secondary education. However, in most cases, students who are selected to attend TVET, especially agricultural training institutions, are those primary and ordinary level-secondary school students who did not get good grades to go for further studies. Such as advanced level- secondary school or university. Hence it makes agriculture viewed as the last option for students and works well for those who failed. Non Formal education has the potential to contribute to youth intention to career decisions and aspirations in agriculture. Youth programs and apprenticeship can provide skills needed for youth development and entrepreneurship in agriculture.
It is essential for agriculture to be treated as a respectable profession and not for failures, retirees, or as a last result. It is my desire, in collaboration with others, to keep working with communities such as schools, youth programs, extension agents, and others in Tanzania to change people's perceptions about agriculture. The sustainability of social change requires leaders to involve diverse stakeholders that can contribute to the success of a common goal. Kuenkel (2016) Posit that "stakeholder collaboration is a form of co-creation" (p. 2). Engage youth in development programs to learn more about agriculture, youth engage in decision-making and participate in trade unions. Also, to attract more youth to become entrepreneurs and invest in agriculture. I desire to see more youth engage in agriculture and pursue a career in agriculture and agricultural-related fields. To see more youth are employed in the agricultural sector and well paid like other professionals. To see a change in policies and programs that will attract youth, especially girls, to study STEM at a younger age. To see leaders pioneer in building a positive perception of agriculture to the community, but also the education policy to change and give prestige agriculture profession by putting requirements like Medicine, Pharmacy, Engineering professions
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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