1,720,958 research outputs found
Improvising Learning Technologies to Increase Women Access and Success in Higher Education and Manage Family Roles for Development
Get PDFMy paper explains a double achievement accomplished by Tanzanian women through improvising “learning technologies” to combat women learning difficulties. // Mhehe (2002) research, “Women’s Enrolment and Participation Issues at the Open University of Tanzania (OUT)” indicate women education barriers to originate from communities’ social cultural factors: poor educational and social background, cultural expectations for girls and women, women only issues, lack of support for girls education, lack of role models for girls in society, and control of women lives. // In my research achieving OUT Women Focus Group comprehend that only women can tell strategies for enabling women effective learning. This standpoint was reached when the Group noted that despite Tanzania’s declaration to develop Tanzanians through education the Participation ratio of women was much less that of men. // The Group knowing that education is “key” to people’s livelihood, and that President Mkapa (1995) inaugurating extra OUT offices at TIRDO premises urged women to invest their intellects in ODL for it is their only hope for attaining higher education, they dedicated efforts to liberate underachieving women through better education access and success for their development. They formed a women students’ NGO with a Community Education Support Service Center Circle in Dar-Es-Salaam to help coordinate and resocialize by mentoring educationally, socially and economically underachieving women and girls countrywide towards this realization. // Burge and Haughey (2001) explained use of “learning technologies” to encompass not only use of tools such as audio, print, video, and computer applications, but also their wider concept involving their creative and informed applications and social effects. This links well with the Women Focus Group idea of creating the Women Community Education Support Service Center Circle as “Learning Technology” to enable women to manage better their education access and success and their family roles
Women in ODL Building Community Based “Women Friendly Education Support Service Circles” to Efffectively Combat Women Gap in Higher Education: The Case of the Open University of Tanzania (OUT)
Get PDFPCF3 // This paper discusses a vision and mission of the OUT female students (who were involved in the Women Focus Group of my Ph.D. study) in establishing “Women Friendly Education Support Service Circles” in the communities they live. The paper also describes the pilot study of the vision/mission conducted in Dar-Es-Salaam to establish possible challenges that might interfere with the mission implementation. // The 28 OUT female students, participants as Women Focus Group (WFG) founded an NGO – the “Open University of Tanzania Women Students Organization” (OUTWSO) on July 11, 1999. The aim for forming the organization is to enable all other OUT female students in the country participate in the WFG vision/mission, so that together they may participate in building the “Women Friendly education Support Service Circles” to help OUT sensitize and empower more women to enroll and participate more effectively with studies at the OUT. // The main objective of OUTWSO is to assist OUT find ways to help more Tanzanian women to qualify and be willing to enroll studies with the OUT, empower them to cope better with studies, while they continue with their family and nation building roles. OUTWSO’s vision is building “Women Friendly Education Support Service Circles” through “women-helping other-women” (KULEANA process) on face-to-face basis and/or through the help of ICTs. “KULEANA” is Kiswahili word simply meaning “taking care of each other.” Through KULEANA a woman would volunteer (where possible) to help mitigate another woman’s need, barrier, or problem that is educationally, socially, or economically limiting. Through KULEANA supported by use of ICTs OUTWSO will be able to link together all Tanzanian women who are educationally, socially, or economically successful, and together they will work to help mitigate the unfavorable social-economic learning and study conditions most women experience in their families, communities, educational institutions, work places, and society at large
Women Overcoming Barriers to Distance Learning at The Open University of Tanzania
No full textNo Abstract Availabl
Women Overcoming Barriers to Learning by Distance at the Open University of Tanzania
Get PDFPCF2 // Working paper presented by Edith Mhehe at the Second Pan-Commonwealth Forum on Open Learning (PCF2) in Durban, South Africa. /
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Women's Enrolment and Participation Issues at :the Open University of Tanzania
No full textThis study investigated difficulties faced by Tanzanian women considering or participating in higher education through the Open University of Tanzania and identified ways the University can enhance the participation of women by focusing on the questions: What barriers keep women from enrolling for higher education with the OUT? What difficulties do women students experience while studying with the OUT? What can the OUT do to enhance the enrollment of women? What can the OUT do to improve the learning conditions and study experiences for the women students?
A qualitative interview study was employed in seventeen regions in Tanzania with OUT women students and their non-student women friends, and OUT staff. Data were gathered from interviews, discussions, observations and documentation, while analysis of data occurred throughout the research period. The study demonstrated that women experience institutional and societal barriers. The institutional barriers related to OUT funding shortfalls, and lack of publicity including adequate information about studying at a distance. The societal barriers were linked to cult.ural expectations and religious influences regarding woman's roles, including the marginalization of omen's concerns, patriarchial control, early marriages, and little societal support. The study also demonstrated that women experienced personal difficulties and problems
with OUT operations. The personal difficulties linked to societal lack of support, competing and conflicting family concerns and social discouragement. Operational concerns involved the OUT course delivery model, delays in assignments and feedback, limited access to resources, physical and social isolation from support services and other female students, uncertainty, lack of confidence.
Recommendations include more extensive publicity and orientation sessions, a redesign of the course delivery model and support services, increased gender awareness
for OUT staff and funding partnerships to introduce new communications technologies
Variations on the Author
Get PDF“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
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Women Overcoming Barriers to Distance Learning at The Open University of Tanzania
No full textNo Abstract Available
Huria: Journal of the Open University of Tanzania Vol.5 2003:58-6
- …
