Tanzania 2005 - Questionnaire

Total Page:16

File Type:pdf, Size:1020Kb

Tanzania 2005 - Questionnaire Tanzania_2005 - Questionnaire Tanzania_2005 18 July 2007, 09:38 Questionnaire QUESTIONNAIRE OPTIONS Option Setting Parent Name single item Child Name multiple items Max user text length 50 Min user text length 0 Text Conversion None WORKER (Directed) 0. Worker number (wid) - number, identifier Precision: 99999999., Size check: 99999 to 99999999 obligatory 1. Intro (Directed) 2. Job Questions (link to child) (Directed) 3. Household Questions (Directed) 4. Worker Questions (Directed) 5. Conclusion (Directed) JOB (Directed) 1. Description of activity (J1_) - menu, multiple items Single select Items Jump to Employed JE Employment Self employed JS Self-employment Unemployed (including students, housewives JU Unemployment etc) Retired End of Section 2. JE Employment (Directed) 3. Jump - jump, none jump to: "End of Section" 4. JS Self-employment (Directed) 5. Jump to end - jump, none jump to: "End of Section" 6. JU Unemployment (Directed) Education (Directed) 1. Education section (Hit OK) - message, none 2. How many years did you attend primary school? (weprim) - menu, single item Single select Items Jump to What is the highest education level you None COMPLETED? file:///Q|/...zania/TZA_2005_UHPS/TZA_2005_UHPS_v01_M/Doc/Questionnaires/2005%20Questionnaire_Tanzania_internate_based.html[10/4/2013 10:06:45 AM] Tanzania_2005 - Questionnaire 1 2 3 4 5 Next Question 6 7 8 9 10 3. Which of the following did your primary school have? (Ask about EACH option) (weschool) - ticklist, single item Ticklist: max selection = 99, min selection = 1 Items blackboard roof and walls some chairs and desks chairs and desks for all students electricity running water food provided by school 4. How many students were there per classroom? (weclasssize) - number, single item Precision: 9999., Size check: 0 to 999 obligatory 5. Did you use books in school? (webook) - menu, single item Single select Items Jump to none / only teacher had books yes, students shared books (not enough) yes, students shared books (enough) yes, all students had books 6. Was your primary school a government school or private school? (wepubpriv) - menu, single item Single select Items Jump to government private don't know 7. Did you/your family pay school fees? (wefees) - menu, single item Single select Items Jump to yes How many years did you attend school after no primary school? How many years did you attend school after file:///Q|/...zania/TZA_2005_UHPS/TZA_2005_UHPS_v01_M/Doc/Questionnaires/2005%20Questionnaire_Tanzania_internate_based.html[10/4/2013 10:06:45 AM] Tanzania_2005 - Questionnaire don't remember primary school? 8. How much were the fees per year? (T.Sh.) (wefeestsh) - number, single item Precision: 999999999999., Size check: None 9. How would you descirbe the level of school fees for your family? (wefeessubj) - menu, single item Single select Items Jump to could not pay difficult to pay costly but affordable easily affordable 10. Were students who had not paid fees turned away? (wefeesdeny) - menu, single item Single select Items Jump to yes no don't remember 11. How many years did you attend school after primary school? (wesecond) - menu, single item Single select Items Jump to What was the highest grade level you None ATTENDED? 1 2 3 4 5 6 7 8 9 10 12. Which of the following did your secondary school have? (Ask about EACH option) (weschool_1) - ticklist, single item Ticklist: max selection = 99, min selection = 1 Items blackboard roof and walls some chairs and desks chairs and desks for all students electricity running water food provided by school file:///Q|/...zania/TZA_2005_UHPS/TZA_2005_UHPS_v01_M/Doc/Questionnaires/2005%20Questionnaire_Tanzania_internate_based.html[10/4/2013 10:06:45 AM] Tanzania_2005 - Questionnaire 13. How many students were there per classroom? (weclasssizesec) - number, single item Precision: 9999., Size check: 0 to 999 obligatory 14. Did you use books in secondary school? (webook_1) - menu, single item Single select Items Jump to none / only teacher had books yes, students shared books (not enough) yes, students shared books (enough) yes, all students had books 15. Was your secondary school a government school or private school? (wepubprivsec) - menu, single item Single select Items Jump to government private don't know 16. Did you/your family pay school fees for secondary school? (wefeessec) - menu, single item Single select Items Jump to yes What was the highest grade level you no ATTENDED? What was the highest grade level you don't remember ATTENDED? 17. How much were the fees per year? (T.Sh.) (wefeestshsec) - number, single item Precision: 999999999999., Size check: None 18. How would you descirbe the level of secondary school fees for your family? (wefeessubj_1) - menu, single item Single select Items Jump to could not pay difficult to pay costly but affordable easily affordable 19. Were students who had not paid fees turned away? (wefeesdenysec) - menu, single item Single select Items Jump to yes no don't remember 20. What was the highest grade level you ATTENDED? (HH1A11B) - menu, single item Single select file:///Q|/...zania/TZA_2005_UHPS/TZA_2005_UHPS_v01_M/Doc/Questionnaires/2005%20Questionnaire_Tanzania_internate_based.html[10/4/2013 10:06:45 AM] Tanzania_2005 - Questionnaire Items Jump to Are you currently attending technical or none vocational school? std 1 std 2 std 3 std 4 std 5 std 6 std 7 form 1 form 2 form 3 form 4 form 5 form 6 Free text 21. What is the highest education level you COMPLETED? (HH1A15) - menu, single item Single select Items Jump to Are you currently attending technical or None vocational school? Primary Certificate Middle School cert. Vocational training cert. T/T Certificate Ordinary diploma O Level A Level Advanced diploma Bachelor Masters Doctorate Free text 22. Are you currently attending technical or vocational school? (HH1A17) - menu, single item Single select Items Jump to For how many years did you attend technical Yes or vocational school? Have you ever attended technical or No vocational school? 23. Have you ever attended technical or vocational school? (HH1A18) - menu, single item Single select Items Jump to file:///Q|/...zania/TZA_2005_UHPS/TZA_2005_UHPS_v01_M/Doc/Questionnaires/2005%20Questionnaire_Tanzania_internate_based.html[10/4/2013 10:06:45 AM] Tanzania_2005 - Questionnaire For how many years did you attend technical Yes or vocational school? What was the highest level of education No completed by your father? 24. For how many years did you attend technical or vocational school? (HH1A19) - number, single item Precision: 99., Size check: 0 to 10 obligatory 25. What is the highest level of technical qualification you have achieved to date? (HH1A20) - menu, single item Single select Items Jump to Was the vocational/technical school you None attended public or private? Was the vocational/technical school you NVTI attended public or private? Was the vocational/technical school you City and Guilds attended public or private? Free text 26. Was the vocational/technical school you attended public or private? (HH1A21) - menu, single item Single select Items Jump to Public Private 27. Family section - message, none 28. What was the highest level of education completed by your father? (HH3D1) - menu, single item Single select Items Jump to None Adult literacy Primary Middle/dss Training College O Level A Level Vocational/Tech Koranic University Don't know 29. What kind of work has your father done for most of his life? (HH3D3) - menu, single item Single select Items Jump to Farming Trading Office worker Construction file:///Q|/...zania/TZA_2005_UHPS/TZA_2005_UHPS_v01_M/Doc/Questionnaires/2005%20Questionnaire_Tanzania_internate_based.html[10/4/2013 10:06:45 AM] Tanzania_2005 - Questionnaire Professional/management Free text Don't know 30. What was the highest level of education completed by your mother? (HH3D2_1) - menu, single item Single select Items Jump to None Adult literacy Primary Middle/dss Training College O Level A Level Vocational/Tech Koranic University Don't know 31. What kind of work has your mother done for most of her life? (HH3D4) - menu, single item Single select Items Jump to None/housewife Farming End of Section Trading End of Section Office worker Construction End of Section Professional/management End of Section Free text Don't know End of Section JE Employment (Directed) 1. Enumerator: Was this person interviewed LAST year? (JEpanel_) - menu, multiple items Single select Items Jump to Yes No 2. Name of Employer (JE01_) - text, multiple items Max length: 50, Min length: 0, Text conversion: None 3. Are you still working for this employer? (JE02_) - menu, multiple items Single select Items Jump to Yes Next Question When did you STOP working for this file:///Q|/...zania/TZA_2005_UHPS/TZA_2005_UHPS_v01_M/Doc/Questionnaires/2005%20Questionnaire_Tanzania_internate_based.html[10/4/2013 10:06:45 AM] Tanzania_2005 - Questionnaire No employer (year)? 4. jump - jump, none jump to: "Do/Did" 5. When did you STOP working for this employer (year)? (JE03_) - number, multiple items Precision: 9999., Size check: 1900 to 2005 obligatory 6. When did you STOP working for this employer (month)? (JE04_) - number, multiple items Precision: 99., Size check: 1 to 12 obligatory 7. Do/Did (Do/Did) - calculation, none 8. do/did (do/did) - calculation, none 9. is/was (is/was) - calculation, none 10. Is/Was (Is/Was) - calculation, none 11. Does/Did (Does/Did) - calculation, none 12. does/did (does/did) - calculation, none 13. now/left (now/left) - calculation, none 14. are/were (are/were) - calculation,
Recommended publications
  • Spatial Uncertainties in Fluoride Levels and Health Risks in Endemic Fluorotic
    Groundwater for Sustainable Development 14 (2021) 100618 Contents lists available at ScienceDirect Groundwater for Sustainable Development journal homepage: www.elsevier.com/locate/gsd Research paper Spatial uncertainties in fluoridelevels and health risks in endemic fluorotic regions of northern Tanzania Julian Ijumulana a,b,c,*, Fanuel Ligate a,b,d, Regina Irunde a,b,e, Prosun Bhattacharya a,g, Jyoti Prakash Maity f, Arslan Ahmad g,h,i, Felix Mtalo b a KTH-International Groundwater Arsenic Research Group, Department of Sustainable Development, Environmental Science and Engineering, KTH Royal Institute of Technology, Teknikringen 10B, SE-100 44 Stockholm, Sweden b Department of Water Resources Engineering, College of Engineering and Technology, University of Dar Es Salaam, Dar Es Salaam, Tanzania c Department of Transportation and Geotechnical Engineering, College of Engineering and Technology, University of Dar Es Salaam, Dar Es Salaam, Tanzania d Department of Chemistry, Mkwawa College of Education, University of Dar Es Salaam, Tanzania e Department of Chemistry, College of Natural and Applied Sciences, University of Dar Es Salaam, Tanzania f Department of Earth and Environmental Sciences, National Chung Cheng University, 168 University Road, Min-Hsiung, Chiayi County, 62102, Taiwan g KWR Water Cycle Research Institute, Groningenhaven 7, 3433 PE Nieuwegein, The Netherlands h SIBELCO Ankerpoort NV, Op de Bos 300, 6223 EP Maastricht, the Netherlands i Department of Environmental Technology, Wageningen University and Research (WUR), Wageningen, The Netherlands ARTICLE INFO ABSTRACT Keywords: Spatial uncertainty caused by large-scale variation in fluoride(F ) occurrence remains a setback for water supply Groundwater authorities in the F belts of the world. It is estimated that approximately 80 million people in the East African Fluoride contamination Rift Valley (EARV) regions and volcanic areas exhibit a wide variety of fluorosissymptoms due to drinking water Probability kriging with F‾ concentrations higher than 1.5 mg/L (WHO guideline limit).
    [Show full text]
  • The Copyright of This Thesis Vests in the Author. No Quotation from It Or Information Derived from It Is to Be Published Without Full Acknowledgement of the Source
    The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgement of the source. The thesis is to be used for private study or non- commercial research purposes only. Published by the University of Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. University of Cape Town i ESTABLISHMENT OF A COMPREHENSIVE SURVEILLANCE SYSTEM FOR ACUTE PESTICIDE POISONING IN TANZANIA Elikana Eliona Lekei LKXELI001 SUBMITTED TO THE UNIVERSITY OF CAPE TOWN In fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY Faculty Health Sciences UNIVERSITY OF CAPE TOWN Date of submission: 27th August 2012 Supervisor: Prof. Leslie London School ofy Public of Health Cape & Family Medicine Town Faculty of Health Sciences Anzio Road, Observatory 7925 South Africa E mail: [email protected] Tel: 27 21 4066524 Universit Co Supervisor: Dr Aiwerasia V Ngowi Muhimbili University of Health and Allied Sciences (MUHAS) School of Public Health and Social Sciences Department of Environmental and Occupational Health P O Box 65015 Dar es Salaam, Tanzania Tel: 255 2150302-6 Ext. 236; Fax: 255 22 2150465 i ii DECLARATION I, Elikana Eliona Lekei, hereby declare that the work on which this dissertation/thesis is based is my original work (except where acknowledgements indicate otherwise) and that neither the whole work nor any part of it has been, is being, or is to be submitted for another degree in this or any other university. I empower the university to reproduce for the purpose of research either the whole or any portion of the contents in any manner whatsoever.
    [Show full text]
  • Mkoa Wa Njombe Orodha Ya Wanafunzi Waliochaguliwa Kujiunga Na Shule Za Sekondari Kidato Cha Kwanza Januari 2021 A.Shule Za Bweni 1
    MKOA WA NJOMBE ORODHA YA WANAFUNZI WALIOCHAGULIWA KUJIUNGA NA SHULE ZA SEKONDARI KIDATO CHA KWANZA JANUARI 2021 A.SHULE ZA BWENI 1. UFAULU MZURI (SPECIAL SCHOOLS) I. WAVULANA Na. NAMBA YA PREM JINA LA MWANAFUNZI SHULE ATOKAYO HALMASHAURI ILIPO SHULE AENDAYO 1 20141473414 EGAN GABRIEL NYUNJA MAMALILO LUDEWA DC KIBAHA 2 20143026593 DEUSDEDITH ADALBERT MGIMBA MAMALILO LUDEWA DC MZUMBE 3 20141421779 CLEVER KISWIGO MWAIKENDA ST.MONICA MAKETE DC MZUMBE 4 20140550889 FLOWIN VENANCE NGAILO SAINT MARYS' NJOMBE TC ILBORU 5 20141210886 MAKUNGANA ISDORY NYONI ST. BENEDICT NJOMBE TC KIBAHA 6 20141488623 GIDION HERMAN SHULI SIGRID MAKAMBAKO TC MZUMBE 7 20141488632 JOSEPH DAUD BEHILE SIGRID MAKAMBAKO TC KIBAHA 8 20140417413 OMEGA ADAMU KINYAMAGOHA IGIMA WANGING'OMBE DC ILBORU 9 20141421798 NASSAN CHRISTIAN KALINGA ST.MONICA MAKETE DC MZUMBE 10 20140821466 ABELINEGO FIDELIS MPONDA HAVANGA NJOMBE DC ILBORU 11 20140371530 KELVIN BEATUS MDZOVELA IGWACHANYA WANGING'OMBE DC ILBORU 2. SHULE ZA SEKONDARI UFUNDI Na. NAMBA YA PREM JINA LA MWANAFUNZI SHULE ATOKAYO HALMASHAURI ILIPO SHULE AENDAYO 1 20141210890 MARK - ERNEST ERNEST LUHANGANO ST. BENEDICT NJOMBE TC TANGA TECHNICAL 2 20141473370 BRIAN GABRIEL NYUNJA MAMALILO LUDEWA DC TANGA TECHNICAL 3 20141347868 ROBBY FRANK ILOMO UHURU MAKAMBAKO TC IFUNDA TECHNICAL 4 20140550884 ALPHA FAUSTINO MTITU SAINT MARYS' NJOMBE TC IFUNDA TECHNICAL 5 20141396387 MALIKI ALLY CHIEE MAMALILO LUDEWA DC TANGA TECHNICAL 6 20140156511 PETRO GODFRID MWALONGO MAMALILO LUDEWA DC IFUNDA TECHNICAL 7 20141488639 LOUIS NESTORY WILLA SIGRID
    [Show full text]
  • Northern Tanzania Embodies What Is for Many Mt Kilimanjaro the Quintessential Africa
    ©Lonely Planet Publications Pty Ltd N o r t h e r n T a n z a n i a Why Go? For many visitors to Tanzania, it’s all about the north. With Moshi..............................148 snow-capped Mt Kilimanjaro, wildlife-packed Ngorongoro Machame .......................153 Crater, red-cloaked Maasai warriors and the vast plains of Marangu ........................ 154 the Serengeti, northern Tanzania embodies what is for many Mt Kilimanjaro the quintessential Africa. But there’s much more to this ma- National Park ................ 156 jestic and mythical place and it would draw scores of visitors Arusha ............................161 even if it didn’t host these African icons. Arusha National Park ....176 Crater-capped Mt Meru is a climb that rivals its taller Tarangire neighbour, dry-season wildlife watching in Tarangire Na- National Park .................181 tional Park is as good as any other park in Africa, and the Lake Manyara desolate Rift Valley landscape between Lakes Manyara and National Park ................ 183 Natron will mesmerise you. Sleep in a coff ee plantation, Lake Natron .................. 186 hunt with modern-day nomads, ride camels, canoe with hip- Ngorongoro pos…well, you get the point. Conservation Area ........ 189 You couldn’t possibly do it all in one trip, but you’ll make a lifetime of memories no matter how much time you have. Lake Eyasi ..................... 194 Serengeti National Park ................ 195 When to Go Best of Culture Arusha » Cultural Tourism Programs °C/°F Temp Rainfall inches/mm (p 168 ) 40/104 16/400 » Lake Eyasi (p 194 ) 30/86 12/300 » Coffee Tours (p 149 ) 20/68 8/200 » The Maasai (p 178 ) 10/50 4/100 Best of Nature 0/32 0 J FDNOSAJJMAM » Serengeti National Park (p 195 ) Jan-Mar The Apr-May Rain Sep-Oct The best » The Crater Highlands (p 191 ) wildebeest turns roads time to travel.
    [Show full text]
  • Arumeru District Catherine W
    Conservation agriculture as practised in Tanzania Conservation agriculture in Africa series Series editors Bernard Triomphe Josef Kienzle Martin Bwalya Soren Damgaard-Larsen Titles Conservation agriculture as practised in Ghana Philip Boahen, Benjamin Addo Dartey, Genevieve Delali Dogbe, E. Asare Boadi, Bernard Triomphe, Soren Daamgard-Larsen, John Ashburner Conservation agriculture: a Uganda case study Paul Nyende, Anthony Nyakuni, John Peter Opio, Wilfred Odogola Conservation agriculture in Zambia: a case study of Southern Province Frédéric Baudron, Herbert M. Mwanza, Bernard Triomphe, Martin Bwalya Conservation agriculture as practised in Kenya: two case studies Pascal Kaumbutho, Josef Kienzle, editors Laikipia District Tom Apina, Paul Wamai, Philip Mwangi Siaya District Philip K. Mwangi, Kennedy O. Okelo, Tom Apina Conservation agriculture as practised in Tanzania: three case studies Richard Shetto, Marietha Owenya, editors Arumeru District Catherine W. Maguzu, Dominick E. Ringo, Wilfred Mariki, Marietha Owenya, Flora Kola, Charles Leseyo Karatu District Dominick E. Ringo, Catherine W. Maguzu, Wilfred Mariki, Marietha Owenya, Njumbo, Frank Swai Mbeya District Saidi Mkomwa, Ahaz Mussei, Remmy Mwakimbwala, Ndabhemeye Mulengera, Elimpaa Kiranga Conservation agriculture as practised in Tanzania: three case studies Richard Shetto, Marietha Owenya, editors Arumeru District Karatu District Mbeya District Publishers African Conservation Tillage Network (ACT) PO Box 14733, Westlands Nairobi 00800, Kenya tel and fax: +254 20 445 1391 website:
    [Show full text]
  • Land Use Change in Maasailand Drivers
    Title LAND USE CHANGE IN MAASAILAND DRIVERS, DYNAMICS AND IMPACTS ON LARGE- HERBIVORES AND AGRO-PASTORALISM FORTUNATA URBAN MSOFFE A dissertation submitted to the College of Science and Engineering in accordance with the requirements of the degree of Doctor of Philosophy at the School of Geosciences The University of Edinburgh August 2010 Total word count 34,783 Contents Title............................................................................................................................... i Contents ......................................................................................................................ii List of Tables ............................................................................................................. iv List of Figures............................................................................................................. v List of Plates .............................................................................................................vii Acknowledgements..................................................................................................viii Thesis Certification.................................................................................................... x Abstract...................................................................................................................... xi 1 Chapter One: General Introduction ................................................................ 1 1.1 Background ..................................................................................................
    [Show full text]
  • Effectiveness of Adult Education Programme in Promoting
    EFFECTIVENESS OF ADULT EDUCATION PROGRAMME IN PROMOTING DEVELOPMENT AMONG THE MAASAI COMMUNITY IN ARUSHA DISTRICT COUNCIL -TANZANIA Einoth Francis Mollel Thesis Submitted to the Post Graduate Studies in Education in Partial Fulfilment of the Requirements for the award of Master’s Degree in Education Administration and Planning THE CATHOLIC UNIVERSITY OF EASTERN AFRICA 2019 DECLARATION i DEDICATION This thesis is dedicated to Mollel family and to Friederike who have been very dear to me during my academic journey. ii ABSTRACT The purpose of this study was to examine the effectiveness of adult education in the promoting development among Maasai community in Rural District of Arusha, Tanzania. Four research questions guided the study: How does adult education programme promote development among Maasai community in Arusha DC? What is the attitude of the people towards the implementation of adult education programme in promoting development among Maasai community in Arusha district council? What are the challenges facing the implementation of adult education programme in Arusha District council? What suggestions can be put forward to ensure effective implementation of adult education programme to promote development among the Maasai community in Arusha District council? The study was anchored in . Andragoyg theory of adult learning. The study was guided by the Convergent Parallel Mixed Method Design. The target population was all educational officers, adult educators and adult learners in the rural district of Arusha. Purposive and snowball sampling techniques were used to select the study participants. Questionnaires and interview guide were used to collect data. Research instruments were subjected to both content and face validity. Cronbach’s Alpha Coefficient technique was used to test reliability for quantitative data and credibility dependability for qualitative data.
    [Show full text]
  • Thesis Sulumo, DJ
    Van Hall Larenstein, University of Applied Science Assessing peer educators Competencies in Mitigating AIDS impacts The case of MVIWATA Monduli A Research project Submitted to Larenstein University of Applied Sciences in Partial Fulfilment of the Requirements for the Degree of Master in Management of Development, Specialization in Rural Development and HIV/AIDS Damian James Sulumo September 2010 Wageningen The Netherlands © Copyright, Damian James Sulumo, 2010. All rights reserved ACKNOWLEDGEMENT The work of this nature would not have been possible without the considerable support from a number of individuals. It is my pleasure to acknowledge their support. I thank ALMIGHTY GOD for giving me chance and enabling me to perform this work Glory to GOD. I thank God for giving me courage, strength, and grace during my study in the Van Hall Larenstein University of Applied Sciences, Wageningen the Netherlands. I thank the Agriterra for awarding me a fellowship and the Government of Tanzania, MVIWATA Monduli for allowing me to study in the Netherlands. I sincerely thank my supervisor, Koos Kingma for suggestions; views, opinions and guidance throughout the period of doing this study were of paramount significance. The support in terms of professional inputs provided by her remains a permanent asset for undertaking other professional work in future. My unreserved gratitude goes to all lecturers in the MOD course for their important advice and encouragement during my study and in development of my research proposal and research report. Thanks for the entire Van Hall Larenstein University of Applied Sciences for their support, I will always appreciate the excellent moments we have had together.
    [Show full text]
  • Final Report
    Final Report Baseline Study for Hand in Hand Eastern Africa Program in Northern Tanzania August 2017 Table of Contents Table of Contents.................................................................................................................. 2 List of tables.......................................................................................................................... 3 List of figures ........................................................................................................................ 4 List of Abbreviations.............................................................................................................. 5 Acknowledgement................................................................................................................. 6 Executive Summary .............................................................................................................. 7 1. Introduction.................................................................................................................. 13 1.1 Overview of HiH EA Model.................................................................................... 13 1.2 HiH EA Expansion Plan for Tanzania.................................................................... 14 2. The Baseline Study...................................................................................................... 15 2.1 The Scoping Study................................................................................................ 15 2.1.1 Objectives of the Scoping
    [Show full text]
  • United Republic of Tanzania
    United Republic of Tanzania The United Republic of Tanzania Jointly prepared by Ministry of Finance and Planning, National Bureau of Statistics and Njombe Regional Secretariat Njombe Region National Bureau of Statistics Njombe Dodoma November, 2020 Njombe Region Socio-Economic Profile, 2018 Foreword The goals of Tanzania’s Development Vision 2025 are in line with United Nation’s Sustainable Development Goals (SDGs) and are pursued through the National Strategy for Growth and Reduction of Poverty (NSGRP) or MKUKUTA II. The major goals are to achieve a high-quality livelihood for the people, attain good governance through the rule of law and develop a strong and competitive economy. To monitor the progress in achieving these goals, there is need for timely, accurate data and information at all levels. Problems especially in rural areas are many and demanding. Social and economic services require sustainable improvement. The high primary school enrolment rates recently attained have to be maintained and so is the policy of making sure that all pupils who passed Primary School Leaving Examination must join form one. The Nutrition situation is still precarious; infant and maternal mortality rates continue to be high and unemployment triggers mass migration of youths from rural areas to the already overcrowded urban centres. Added to the above problems, is the menace posed by HIV/AIDS, the prevalence of which hinders efforts to advance into the 21st century of science and technology. The pandemic has been quite severe among the economically active population leaving in its wake an increasing number of orphans, broken families and much suffering. AIDS together with environmental deterioration are problems which cannot be ignored.
    [Show full text]
  • United Republic of Tanzania President’S Office Regional Administration and Local Government
    UNITED REPUBLIC OF TANZANIA PRESIDENT’S OFFICE REGIONAL ADMINISTRATION AND LOCAL GOVERNMENT WANGING’OMBE DISTRICT COUNCIL COUNCIL STRATEGIC PLAN FOR THE YEAR 2015/16 – 2019/20 Prepared by, District Executive Director, Wanging’ombe District Council, P.O.Box 64, WANGING’OMBE – NJOMBE REGION EXECUTIVE SUMMARY Wanging’ombe is a relatively newly established District council which was officially registered on 18, March, 2013. Like any other Council in Tanzania, Wanging’ombe district council operates with statutory powers and in line with legislation and regulations enacted by the parliament under the Local Government Act No. 7 of 1982. The council is given wide-ranging functions include: To maintain and facilitate the maintenance of peace, order and good governance in their area of jurisdiction, To promote the social welfare and economic well-being of all persons within its area of jurisdiction; Subject to the national policy and plans for the rural and urban development, to further the social and economic development of its area of jurisdiction. In fulfilling the Wanging’ombe district council’s functions, the district requires a comprehensive decision making to trigger sustainable local economic development through strategic planning at local level. This strategic plan will assist the District council to improve performance, to create more relevant institutional structures, to increase levels of institutional, departmental, and individual accountability; to improve transparency and communication between management, employees and stakeholders and to establish priorities for efficient and effective use of resource. This strategic plan document is divided into Five Chapters, where first chapter provides background information and strategic planning process, second chapter provides situational analysis of the district where a through diagnosis of the internal environment in 19 service areas was conducted, as well as the external environment which the district is operating under in executing this strategic plan.
    [Show full text]
  • Progress Report: GMH (#0090): an Integrated Approach to Addressing the Issue of Adolescent Depression In
    Progress Report: GMH (#0090): An Integrated Approach to Addressing the Issue of Adolescent Depression in Malawi and Tanzania August 5, 2014 Submitted To: Grand Challenges Canada Submitted By: Farm Radio International Progress against milestones for period ending July 15, 2014 MoUs signed with Ministry Health and Education in Tanzania To date, we have held two stakeholder meetings and one mental health training to secure buy-in from relevant government ministries. Representatives from the regional and district level MoE and MoH were invited to attend the meetings. We have also had one face-to-face meeting with the Director of Mental Health Services in the Ministry of Health in Dar es Salam. Representatives from the ministries have indicated their enthusiasm and support for the project, and their willingness to form a technical advisory group and to sing Memoranda of Understanding for the project. MoUs have been sent to the national MoE and MoH, and are awaiting a reply 35 schools selected for participation in target districts in Tanzania 35 secondary schools have been selected for participation in the program, and we have received clearance to conduct activities by the regional and district level representatives from the Ministry of Education. To date, we have completed a baseline survey of 350 youth from 10 schools, and will survey another 350 youth from an additional 10 schools by the end of August, 2014. Attached (annex 1) is a list of 35 schools selected for participation in the program 2 MOUs signed with radio stations We have selected 2 radio stations in the Arusha region to participate in the communication component of the program in Tanzania.
    [Show full text]