DOCSLIB.ORG

Tanzania Private Health Sector Assessment

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Tanzania Private Health Sector Assessment TANZANIA PRIVATE HEALTH SECTOR ASSESSMENT January 2013 This publication was produced for review by the United States Agency for International Development. It was written by James White, Barbara O‘Hanlon, Grace Chee, Dr. Emmanuel Malangalila, Dr. Adeline Kimambo, Jorge Coarasa, Sean Callahan, Ilana Ron Levey, and Kim McKeon for the Strengthening Health Outcomes through the Private Sector (SHOPS) project. Recommended Citation: White, James, Barbara O‘Hanlon, Grace Chee, Emmanuel Malangalila, Adeline Kimambo, Jorge Coarasa, Sean Callahan, Ilana Ron Levey, and Kim McKeon. January 2013. Tanzania Private Sector Assessment. Bethesda, MD: Strengthening Health Outcomes through the Private Sector Project, Abt Associates Inc. Download: Download copies of SHOPS publications at: www.shopsproject.org Cooperative Agreement: GPO-A-00-09-00007-00 Submitted to: Marguerite Farrell, AOR Bureau of Global Health/Population and Reproductive Health/ Service Delivery Improvement United States Agency for International Development Shyami de Silva, Private Sector Technical Advisor Bureau of Global Health/Office of HIV/AIDS United Stated Agency for International Development TANZANIA PRIVATE HEALTH SECTOR ASSESSMENT NOTE: This draft includes the final technical results of the SHOPS-Health in Africa Initiative assessment. It will be published as a World Bank report in late 2013. DISCLAIMER The authors‘ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development (USAID) or the United States Government TABLE OF CONTENTS Acronyms ................................................................................................................................ vii Acknowledgments .................................................................................................................. xii Executive Summary ................................................................................................................13 1. Introduction and Methodology ......................................................................................... 1 1.1 Background.................................................................................................................. 1 1.2 Context ........................................................................................................................ 2 1.3 Assessment Purpose and Scope ................................................................................. 3 1.4 Methodology ................................................................................................................ 4 1.5 Key Concepts .............................................................................................................. 6 1.6 Overview ...................................................................................................................... 7 2. The Private Health Sector within the Tanzanian Health System .................................... 8 2.1 A New View of the Tanzanian Health System .............................................................. 8 2.2 Tanzanian Health System Sectors ..............................................................................10 3. Policy and Enabling Environment to Mobilize the Private Sector in Health ................18 3.1 Historical Context for Public-Private Partnerships in Health ........................................18 3.2 Policy Environment .....................................................................................................20 3.3 Business Environment ................................................................................................27 3.4 Institutional Structure ..................................................................................................30 3.5 Forums to Dialogue on Public-Private Partnerships ....................................................31 3.6 Key Findings ...............................................................................................................34 3.7 Recommendations to Strengthen the Enabling Environment ......................................38 4. Service Delivery in the Private Health Sector ................................................................41 4.1 HIV/AIDS ....................................................................................................................42 4.2 Reproductive and Child Health (RCH) .........................................................................49 4.3 Tuberculosis ...............................................................................................................57 4.4 Malaria ........................................................................................................................59 4.5 Key Findings ...............................................................................................................62 4.6 Recommendations to Strengthen Private Sector Service Delivery ..............................64 5. Private Sector Human Resources for Health .................................................................66 i 5.1 The Private Sector Human Resource Crisis ................................................................66 5.2 Private For-Profit Medical Training Institutes ...............................................................68 5.3 Key Findings ...............................................................................................................71 5.4 Recommendations ......................................................................................................72 6. Access to Essential Pharmaceutical and Medical Commodities ..................................74 6.1 Overview and Structure of Tanzanian Supply Chain ...................................................74 6.2 Private Sector Supply Chains .....................................................................................77 6.3 Availability of Medical Commodities ............................................................................80 6.4 Supply and Access to Vertical Program Medical Commodities ...................................83 6.5 Key Findings ...............................................................................................................85 6.6 Recommendations ......................................................................................................86 7. The Role of Health Financing in Enabling a Sustainable Private Health Sector .........89 7.1 Health Financing Trends .............................................................................................89 7.2 Characteristics of Private Health Expenditures ...........................................................95 7.3 Public Funding of PRivate Health Providers Through Council Governments ...............96 7.4 Health Insurance and Private Providers ......................................................................99 7.5 Key Findings ............................................................................................................. 105 7.6 Recommendations .................................................................................................... 107 8. Strategic Priorities for Increased Private Sector Engagement in Health ................... 108 8.1 Making the Case for Partnering with the Private Health Sector ................................. 108 8.2 Short- and Long-Term Strategic Priorities ................................................................. 109 8.3 Strategic Investments ............................................................................................... 110 Conclusion ............................................................................................................................ 119 Annex A: Key Stakeholder List ............................................................................................ 120 Annex B: Validation and Prioritization Workshop Summary ............................................. 125 Annex C: Health Sector Roles and Responsibilities .......................................................... 130 Annex D: PPP Policy Framework and Organizational Structure in Tanzania ................... 133 Annex E: Summary of Findings on Financial Institutions .................................................. 138 Annex F: Comparison of Key Health Metrics ...................................................................... 141 Annex G: Kenya PPD Forum ................................................................................................ 142 Annex H: Bibliography ......................................................................................................... 143 ii TABLE OF TABLES Table 1.1 Economic and Health Development Indicators ........................................................... 1 Table 2.1: Legend of Acronyms for Key Actors by Sector .......................................................... 9 Table 2.2: Ranking of Zones by Total Number of Health Facilities ............................................14 Table 2.3: USAID-Supported PPPs ...........................................................................................17 Table 4.1: Total Number of Health Facilities in Tanzania ..........................................................41 Table 4.2: Provider Distribution as a % of Total Health Expenditures ........................................42 Table 5.1: Status of Health Workers by Cadre ..........................................................................66 Table 5.2: HRH Shortages in Private Facilities,
Load more

Recommended publications
  • Education in Tanzania
    Education in Tanzania “Kitanda usichokilalia humjui kunguni wake” You Cannot Know The Bugs Of A Bed Until You Have Laid Upon It Marie Yahl 1 “Mwana unleavyo ndivyo akuavo” As you Bring A Child Up, So He Will Be Imagine you are in grade school. You are about 12-13 years old, have just completed your primary education, and are about to transition into a new and exciting period of your life as you enter secondary school or high school if you are a student from the United States. You will be going to a new school and do not know what to expect, you are feeling nervous excitement. It is your first day of school and to your surprise, your classes are taught in a completely different language! You’ve had some lessons in this foreign language, but you certainly do not speak it, nor can you read it. What would you do in this situation and who could you turn to for help? Imagine how limited your opportunities would be if your education ended abruptly at the high school level because of a language barrier. This is your reality if you are a student in the Tanzanian education system. A system set up only for wealthy children to succeed and less than 30% of average students to achieve secondary education. The education system in Tanzania serves primarily the wealthy population and the large majority of Tanzanian citizens achieve at best the mandatory primary education level. The core problem with the education system in Tanzania is that children are set up to fail as they transition from primary school to secondary school, as secondary school is taught in English.
    [Show full text]
  • “I Had a Dream to Finish School” Barriers to Secondary Education in Tanzania WATCH Summary and Key Recommendations
    HUMAN RIGHTS “I Had a Dream to Finish School” Barriers to Secondary Education in Tanzania WATCH Summary anD KEy rEcommEnDaTIonS HUMAN RIGHTS WATCH | FEBRUARY I liked to study so that I could have a wide mind. There was nothing I didn’t like [to study]. I had a dream to finish school and go to college, graduate, and work as an accountant. Like millions of adolescents in Tanzania, Imani, 20, from Mwanza, a region in northwestern Tanzania bordering Lake Victoria, wanted to study as much as she could so that she could graduate, find a job, and support herself and her family. From the age of 14, when she entered secondary school, she traveled more than an hour and a half every morning to get to school: I was very tired by the time I got to school. I started arriving late all the time. When I would arrive late I would be punished. Imani’s plans changed when she was only 16 years old. She was sexually abused by her private tutor, a secondary school teacher whom her parents hired to teach her during the weekend. When Imani discovered she was pregnant, she informed the tutor. He disappeared. A nurse would carry out monthly pregnancy tests and check all girls at her school, but Imani skipped school on two occasions when the nurse conducted the tests. On the third month of her pregnancy, school officials found out she was pregnant. “My dream was shattered then,” she told Human Rights Watch. “I was expelled from school. I was expelled from [her sister’s] home, too.” Like many adolescent girls in Tanzania, Imani tried many ways to get back into education once she had her baby, who, at the time she spoke to Human Rights Watch, was three years old: I tried [to go back to school].
    [Show full text]
  • Cultivating a Culture of Success in Catholic Secondary
    CULTIVATING A CULTURE OF SUCCESS IN CATHOLIC SECONDARY SCHOOLS IN TANZANIA Dissertation Submitted to the School of Education Duquesne University In partial fulfillment of the requirements For the degree of Doctor of Education By Fr Peter Asantebwana October, 2014 i Copyright by Fr Peter Asantebwana 2014 DUQUESNE UNIVERSITY SCHOOL OF EDUCATION PROFESSIONAL DOCTORATE IN EDUCATIONAL LEADERSHIP PROGRAM Dissertation Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Education (Ed.D.) Presented by: Fr. Peter F. Asantebwana B.A., Theology, Pontifical Urbaniana University, 2001 M.Ed. and M.B.A., Walsh University, 2011 October 22, 2014 CULTIVATING A CULTURE OF SUCCESS IN CATHOLIC SECONDARY SCHOOLS IN TANZANIA ________________________________________, Chair Gary D. Shank, Ph.D. Professor, Department of Educational Foundations & Leadership Duquesne University _______________________________________, Member Rick R. McCown, Ph.D. Professor, Department of Educational Foundations and Leadership and Director, Professional Doctorate in Educational Leadership Program Duquesne University _______________________________________, Member Launcelot I. Brown, Ph.D. Associate Professor/Chair, Department of Educational Foundations & Leadership Duquesne University _________________________________________, Member Ladislaus Semali, Ph.D. Professor, Department of Learning and Performance Systems Pennsylvania State University Program Director Rick R. McCown, Ph.D. Professor, Department of Educational Foundations Leadership and Director,
    [Show full text]
  • View Guide Was Used to Interview 29 Key Informants from the District Hospitals, District Management, Regional Management, AMO Training College, and One Retired AMO
    Sirili et al. BMC Medical Education (2021) 21:72 https://doi.org/10.1186/s12909-020-02480-z RESEARCH ARTICLE Open Access “…we were like tourists in the theatre, the interns assisted almost all procedures …” Challenges facing the assistant medical officers training for the performance of caesarean section delivery in Tanzania Nathanael Sirili1* , Amani Anaeli1, Lilian Mselle2, Obadia Nyongole3 and Siriel Massawe4 Abstract Background: Training of mid-level providers is a task-sharing strategy that has gained popularity in the recent past for addressing the critical shortage of the health workforce. In Tanzania, training of mid-level providers has existed for over five decades; however, concerns exist regarding the quality of mid-level cadres amidst the growing number of medical universities. This study sought to explore the challenges facing the Assistant Medical Officers training for the performance of Caesarean section delivery in Tanzania. Methods: An exploratory qualitative case study was carried out in four regions to include one rural district in each of the selected regions and two AMO training colleges in Tanzania. A semi-structured interview guide was used to interview 29 key informants from the district hospitals, district management, regional management, AMO training college, and one retired AMO. Also, four focus group discussions were conducted with 35 AMO trainees. Results: Training of AMOs in Tanzania faces many challenges. The challenges include: use of outdated and static curriculum, inadequate tutors (lack of teaching skills and experience of teaching adults), inadequate teaching infrastructure in the existence of many other trainees, including interns, and limited or lack of scholarships and sponsorship for the AMO trainees.
    [Show full text]
  • An Evaluation of Environmental Education Programs on Pemba Island Lindsay Kingston SIT Study Abroad
    SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Independent Study Project (ISP) Collection SIT Study Abroad Spring 2013 An Evaluation of Environmental Education Programs on Pemba Island Lindsay Kingston SIT Study Abroad Follow this and additional works at: https://digitalcollections.sit.edu/isp_collection Part of the Growth and Development Commons, Natural Resource Economics Commons, Natural Resources Management and Policy Commons, and the Sustainability Commons Recommended Citation Kingston, Lindsay, "An Evaluation of Environmental Education Programs on Pemba Island" (2013). Independent Study Project (ISP) Collection. 1523. https://digitalcollections.sit.edu/isp_collection/1523 This Unpublished Paper is brought to you for free and open access by the SIT Study Abroad at SIT Digital Collections. It has been accepted for inclusion in Independent Study Project (ISP) Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. An Evaluation of Environmental Education Programs on Pemba Island Lindsay Kingston Middlebury College SIT Zanzibar, Tanzania Spring 2013 Advisor: Hamza Rijaal Academic Director: Nat Quansah Table of Contents Acknowledgements ……………………………………………………. 1 Abstract………………………………………………………………… 2 Introduction…………………………………………………………….. 2 Study Sites……………………………………………………………... 8 Methodology………………………………………………………….. 10 Limitations……………………………………………………………. 13 Results………………………………………………………………... 14 Discussion……………………………………………………………. 28 Conclusion…………………………………………………………… 35 Recommendations……………………………………………………. 36 Works Cited ………………………………………………………….. 37 Appendices …………………………………………………………... 39 Acknowledgements: I would like to thank Dr. Nat Quanash for his insight and advice from the beginning of the semester all the way to the end. A big thank you goes to Said for having answers to all my questions, solutions to all my problems and everlasting patience with not only me, but with every single student that has gone through this program. He is truly amazing.
    [Show full text]
  • Financial Crisis, Structural Adjustment, and Education Policy in Tanzania
    DOCUMENT RESUME ED 383 633 SO 024 995 AUTHOR Samoff, Joel; Sumra, Suleman TITLE Financial Crisis, Structural Adjustment, and Education Policy in Tanzania. Revised. PUB DATE Apr 94 NOTE 40p.; Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994). PUB TYPE Speeches/Conference Papers (150) Reports Research /Technical (143) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Educational Finance; Educational Planning; *Educational Policy; *Financial Policy; Foreign Countries; Long Range Planning; Master Plans; Needs Assessment; Policy Analysis; Policy Formation; *Strategic Planning; Systems Analysis IDENTIFIERS *Tanzania ABSTRACT This paper assesses educational planning in Tanzania as moving from one of hope to despair as the country becomes more reliant upon foreign aid. As the country moved from colonialism, basic education was to be accessible to all children and adult illiteracy was to be eliminated. By the 1980s financial crisis and the conditions that accompanied foreign assistance had shifted priorities for education so that it was no longer a major long-term goal for the country. This study examines those initiatives and responses in the sagging economic conditions. Although nearly all young Tanzanians were enrolled in primary schools, serious shortages were found in the numbers of textbooks, training of teachers, maintenance of the physical plant, equipment for classroom use and overall educational quality. Analyses of the basic economic plans and foreign investment policies that have governed the country for the last two decades are included. The study contends that planning in the present must pay as much attention to the conception as to the implement- on in recreating the schools upon which economic development hopes lie.
    [Show full text]
  • Kiswahili Or English: a Policy Analysis of Language Instruction in Tanzania Mari C
    SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Capstone Collection SIT Graduate Institute Spring 5-25-2017 Kiswahili or English: A Policy Analysis of Language Instruction in Tanzania Mari C. Yogi SIT Graduate Institute Follow this and additional works at: https://digitalcollections.sit.edu/capstones Part of the Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, International and Comparative Education Commons, and the Language and Literacy Education Commons Recommended Citation Yogi, Mari C., "Kiswahili or English: A Policy Analysis of Language Instruction in Tanzania" (2017). Capstone Collection. 2995. https://digitalcollections.sit.edu/capstones/2995 This Thesis (Open Access) is brought to you for free and open access by the SIT Graduate Institute at SIT Digital Collections. It has been accepted for inclusion in Capstone Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. Running head: KISWAHILI OR ENGLISH: A POLICY ANALYSIS OF LANGUAGE INSTRUCTION IN TANZANIA Kiswahili or English: A Policy Analysis of Language Instruction in Tanzania Mari Yogi SIT Graduate Institute PIM 73 A capstone paper submitted in partial fulfillment of the requirements of a Masters of Art in International Education at SIT Graduate Institute, Vermont, USA April 25, 2017 Advisor: Sora Friedman, PhD KISWAHILI OR ENGLISH ii Content to Use of Capstone I hearby grant permission for World Leaning to publish my capstone on its websites and in any of its digital/electronic collections, and to reproduce and transmit my CAPSTONE ELECTRONICALLY. I understand that World Leaning’s websites and digital collections are publicly available via Internet.
    [Show full text]
  • SITUATION ANALYSIS and RECOMMENDATIONS Antibiotic Use and Resistance in Tanzania
    SITUATION ANALYSIS AND RECOMMENDATIONS Antibiotic Use and Resistance in Tanzania The GARP-Tanzania Working Group Said Aboud, MD, PhD, Chairman Robinson Mdegela, BVSc, PhD, Vice-chairman June 2015 1 GARP TANZANIA WORKING GROUP Said Aboud, MD, PhD, Chairman, Associate Professor of Microbiology and Immunology, Muhimbili University of Health and Allied Sciences (MUHAS) Robinson Mdegela, BVSc, PhD, Vice-chairman, Professor of Veterinary Medicine, Sokoine University of Agriculture (SUA) Pastory Dulla, DVM, PGD PM, Vice chairman, Veterinary Council of Tanzania, Chairman Veterinary Pharmaceutical Committee, Ministry of Fisheries and Livestock Development Abdu Hayghaimo, BVSc, MVM, Director of Veterinary Services, Ministry of Livestock and Fisheries Development Dominick Kambarage, BVSc, PhD, Professor of Veterinary Medicine and Vice Chancellor, Julius Nyerere University of Agriculture Rudovick Kazwala, BVSc, PhD, Professor of Veterinary Medicine and Public Health, SUA Jaffary Liana, B.Pharm, Senior technical advisor and local project lead for the Sustainable Drug Seller Initiative (SDSI) program, MSH Siana Mapunjo, B.Pharm, Principal Pharmacist, Ministry of Health and Social Welfare Mary Masanja, B.Pharm, M.Ed, Drug registration, Tanzania Food and Drugs Authority (TFDA) Doreen Mloka, MSc, PhD, Lecturer, Pharmaceutical Microbiology, MUHAS Fausta Mosha, MD, PhD, Director, National Health Laboratory Quality Assurance and Training Centre (NHLQATC) Stephen Mshana, MD, PhD, Associate Professor of Microbiology and Immunology, Catholic University of Health and Allied Sciences Hamisi Nikuli, Cert. Animal Health and Production, MVSc, Coordinator Aquatic Animal and Public Health, Ministry of Livestock and Fisheries Development Balthazar Nyombi, PhD, Senior Laboratory Scientist, Kilimanjaro Christian Medical Centre (KCMC) Eva Ombaka, B.Pharm, PhD, St. John University Meshack Shimwela, MD, MMED, Medical Officer in Charge, Amana Regional Referral Hospital Richard Silumbe, B.Pharm, M.Sc.
    [Show full text]
  • Coastal Profile for Tanzania Mainland 2014 District Volume II Including Threats Prioritisation
    Coastal Profile for Tanzania Mainland 2014 District Volume II Including Threats Prioritisation Investment Prioritisation for Resilient Livelihoods and Ecosystems in Coastal Zones of Tanzania List of Contents List of Contents ......................................................................................................................................... ii List of Tables ............................................................................................................................................. x List of Figures ......................................................................................................................................... xiii Acronyms ............................................................................................................................................... xiv Table of Units ....................................................................................................................................... xviii 1. INTRODUCTION ........................................................................................................................... 19 Coastal Areas ...................................................................................................................................... 19 Vulnerable Areas under Pressure ..................................................................................................................... 19 Tanzania...........................................................................................................................................................
    [Show full text]
  • Julius Nyerere's Philosophy of Education: Implication for Nigeria's
    Julius Nyerere’s Philosophy of Education: Implication for Nigeria’s Educational System Reforms by Francis Diana-Abasi Ibanga [email protected] Department of Philosophy, Federal University of Calabar Cross River State, Nigeria. Abstract Julius K. Nyerere’s philosophy of education is one of the most influential and widely studied theories of education. Policy-makers have continued to draw from it for policy re- engineering. In this paper, the Nigerian educational system is examined in the light of the philosophy. This approach is predicated on the informed belief that there are social and historical commonalities between Nigeria and the society of Nyerere’s philosophy. To this end, it is argued that the philosophy holds some important lessons for Nigeria’s education. For this reason, there is need to inject some doses of its principles in the body polity of education in Nigeria. Therefore, the paper identifies three areas where the principles of the philosophy can be practically invaluable for Nigeria, i.e., school financing, curricula development and entrepreneurial education, in and an the final analysis, the paper identifies the linkage between national philosophy of education and national developmental ideology; and argues that a national philosophy of education of any country must be embedded in the national development ideology which the country’s philosophy of education must drive. Key Words: Nyerere, Nigeria, Philosophy of Education, Tanzania, Ujamaa, Self-reliance, Development 109 Africology: The Journal of Pan African Studies, vol.9, no.3, June 2016 Introduction Education has been defined in two broad ways. On the one hand, education has been defined as the process by which a society, through certain formal and informal institutions, deliberately transmits its cultural heritage from one generation to another.
    [Show full text]
  • FROM ANGLICANISM to AFRICAN SOCIALISM: the ANGLICAN CHURCH and UJAMAA in TANZANIA 1955-2005 by WILLIAM FABIAN MNDOLWA SN 2025109
    FROM ANGLICANISM TO AFRICAN SOCIALISM: THE ANGLICAN CHURCH AND UJAMAA IN TANZANIA 1955-2005 By WILLIAM FABIAN MNDOLWA SN 202510976 S ubmitted in Fulfilment of the Academic Requirements for the D e g r e e o f DOCTOR OF PHILOSOPHY In the Subject of THE HISTORY OF CHRISTIANITY a t t h e SCHOOL OF RELIGION, PHILOSOPHY AND CLASSICS IN THE COLLEGE OF HUMANITIES UNIVERSITY OF KWAZULU - N A T A L (Pietermaritzburg Campus) SUPERVISOR PROF. PHILIPPE DENIS PIETERMARITZBURG November 2012 DECLARATION As required by University regulations, I hereby state unambiguously that this work has not been presented at any other University or any other institution of higher learning other than the University of KwaZulu-Natal, (Pietermaritzburg Campus) and that unless specifically indicated to the contrary within the text it is my original work. ------------------------------------------------------- WILLIAM FABIAN MNDOLWA SN 202510976 29 November 2012 As candidate supervisor I hereby approve this thesis for submission ------------------------------------------------------- PROFESSOR PHILIPPE DENIS 29 November 2012 i CERTIFICATION We the undersigned declare that we have abided by the School of Religion, Philosophy and Classics in the College of Humanities, University of KwaZulu- Natal‘s policy on language editing. We also declare that earlier forms of the dissertation have been retained should they be required. ------------------------------------------------------- GARY STUART DAVID LEONARD 29 November 2012 ------------------------------------------------------- WILLIAM FABIAN MNDOLWA SN 202510976 29 November 2012 ii DEDICATION This study is first dedicated to my dear wife Chenga-Frida, and my children Msagati- Katindi, Kauye-Prisna and Tahona who endured my absence during the research period of this study. Without their sacrifice, love and support I would not have been able to achieve this great task.
    [Show full text]
  • Background of Community-Based Conservation
    Beyond Community: "Global" Conservation Networks and "Local" Organization in Tanzania and Zanzibar Item Type text; Electronic Dissertation Authors Dean, Erin Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 30/09/2021 01:23:33 Link to Item http://hdl.handle.net/10150/195624 BEYOND COMMUNITY: “GLOBAL” CONSERVATION NETWORKS AND “LOCAL” ORGANIZATION IN TANZANIA AND ZANZIBAR by Erin Dean _____________________ A Dissertation Submitted to the Faculty of the DEPARTMENT OF ANTHROPOLOGY In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2007 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by ERIN DEAN entitled BEYOND COMMUNITY: "GLOBAL" CONSERVATION NETWORKS AND "LOCAL" ORGANIZATION IN TANZANIA AND ZANZIBAR and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy _______________________________________________________________________ Date: August 14, 2007 Diane Austin _______________________________________________________________________ Date: August 14, 2007 Mamadou Baro _______________________________________________________________________
    [Show full text]