DOCSLIB.ORG

Craving for Quality Education in Tanzania: Dispelling the Myths

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Craving for Quality Education in Tanzania: Dispelling the Myths Journal of Educational Issues ISSN 2377-2263 2016, Vol. 2, No. 1 Craving for Quality Education in Tanzania: Dispelling the Myths John Fungulupembe Kalolo (Corresponding author) Psychology and Curriculum Studies Unit, Faculty of Education Mkwawa University College of Education, Tanzania E-mail: [email protected] Received: October 29, 2015 Accepted: January 4, 2016 Published: January 23, 2016 doi:10.5296/jei.v2i1. 8506 URL: http://dx.doi.org/10.5296/jei.v2i1.8506 Abstract There has been widespread concern about the provision of quality education (QE) for all learners in all contexts, but research evidence to inform this debate is quite divergent and in most of cases the question about achieving this desire seems to be full of myths. This paper examines a selection of embedded myths about QE in Tanzanian education sector. The paper specifically aims at identifying the myths, their effects in education practice, and the appropriate ways to address them. The researcher’s own experiences and voices from secondary school teachers, parents, and students were merged to inform the study. Merging of these voices helped this paper to have a major contribution towards a better understanding of myths and their adverse influence in education practice, and spotting some alternative modes of practice towards addressing them. Keywords: Myths, Educational myths, Quality education 1. Introduction Tanzania is one of the countries in the Southern African Development Community (SADC) region which has made clear her intentions to provide quality education in all schools. It is almost five and a half decades since Tanzanian independence, the period which marks the beginning of efforts to improve the quality of education Tanzania. Examples of such efforts include the devotion of more resources to schools, expanding choices and competition in education, increasing accountability for students and teachers, making professional development and teacher credentials more rigorous, easing entry into the teaching profession, curricular reforms, and others related to these (United Republic of Tanzania {URT}, 1995). Though these initiatives might have been in place for quite some time, myths remain to be issues of discussion in any education practice at any context because they tend to shape how 57 www.macrothink.org/jei Journal of Educational Issues ISSN 2377-2263 2016, Vol. 2, No. 1 people think and behave (Clark, 2004; Jay & Marcus, 2005; Shokpeka, 2005). As important components of educational practice myths happen to shape the individual expectations and the value attached to education, the role which suggests the fact that the contemporary status of the Tanzanian education sector has a lot to do with what the stakeholders believe in (i.e. the myths attached to what they believe in education). In an attempt to trace the origin of myths, Combs (1979), Greene (2005), Harmes, Huijser and Danaher (2015) argue that myths arise from man's attempt to externalize and communicate his inner intuitions and they survive not because they are true but because they are emotionally satisfying aids to contentions which are difficult or even impossible to justify on coldly rational grounds. In this context myths are described to communicate several different, divergent, and sometimes contradictory meanings about a particular phenomenon. In addressing the mythical impacts in education it is evident that they happen to shape the educational thoughts, policies and practice (Clark, 2004). In so doing, they negatively influence understanding of the nature of problems in schools and play a great role in providing directions of practice on how to act against certain dilemmas (Marcella, Kyalo, Kadenyi, & Kegode, 2009). Despite such limiting impacts of myths in the education practices, stakeholders still hold these negative views as a result of what they believe to be true even when it is not true (Greene, 2005). The evidence from the classical scholars reveals that the question of defining myths seems indeed to be difficult and therefore avoided (Des Bouvrie, 2002; Halpé, 2010). Some scholars have considered myths as meaningless and abandoned them altogether (Jay & Marcus, 2005; Marcella, Kyalo, Kadenyi, & Kegode, 2009). Though myths may seem to be not important in education practice, they remain to have a powerful response in education if the stakeholders accept them as valid and meaningful (Morales, 2013). This means that to people who accept them, myths are usually used as means to cope with difficulties of life as they create an idealized picture of whatever aspects of life they talk about (Miller, 2014). At some points myths are identified as being based on fictions and sometimes based on lies (Miller, 2014; Zaidi, 2008). Although myths seem to be untrue lines of thoughts that are loosely based on concrete facts, they appear to communicate some very real truths to the people who accept it as a living metaphor (Hirschheim, & Newman, 1991). As such myths are neither judged by whether they cannot factually be proven true nor are they judged based on literal accuracy but rather myths seem to be judged basing on their power to move us emotionally; to challenge or reassure us intellectually; to shape, reshape, or reaffirm the way we experience the world (Cohen, 1969; Shokpeka, 2005). In contrast to other views Lincoln (1999) considers myths as both untrue and true narratives. This view identifies the concept of myths as beliefs that people adopt because they have an air of plausibility, believed to be true, occupy an enduring powerful position in practice, and they are consistently surviving even if there is no pieces of evidence (Claude, 1981; Hirschheim & Newman, 1991). In the same line of view different literatures identify myths as sorts of lens through which a certain particular community not only sees the world but also is able to tell the following: what can be accepted as factually true and what must be considered 58 www.macrothink.org/jei Journal of Educational Issues ISSN 2377-2263 2016, Vol. 2, No. 1 false; what to pay attention to and what to ignore; how to interpret the daily experiences; and how can the truth can be viewed (Chernus, 2012; Cohen, 1969). While in some ways myths are considered as traditions or accustomed accounts of truth that have been passed down from generation to generation as beliefs; in a rationalist sense anything mythical is considered absolutely untrue. It can therefore be argued that the analysis of debates about myths appears to be divided into three major categories including: a) Those that seek to challenge and transform persistent myths with the aim of dispelling stereotypes (e.g. Hawes, 2014). b) Those focusing on interrogating myths which in this context “myths” are considered as popular misconceptions in education (Clark, 2004; Luft, 1999). c) Those that are based on conceptualizing the concept of myths for the sake of understanding their nature, and their impacts in education practice (Des Bouvrie, 2002; Halpe, 2010; Jay & Marcus, 2005). Generally, the debate about myths ranges from analysis to deconstruction and from challenging the myths to dispelling them by appropriate mode of thought or practice. Arguably, the discussion about myths seems to fall into areas of faith, beliefs, and unexamined opinions that happen to guide a certain practice or thought. In the context of this paper it appears that the efforts to address the myths in education might not be successful if a careful study about their nature, origins, dimensions, and impacts in education practice is not done properly. 1.1 Myths in Education Similar to other influential issues in education, myths have emerged in form of ideas and approaches of practice in education, the occurrence which seem to gain popularity in education practice, even when there is little factual support for their plausibility (Luft, 1999). Some scholars have warned that although these ideas tend to explain phenomena, they seem to: use a common language, and considered plausible in educational practices; adversely influence education practice and limit the correct understanding of what quality education should offer (Combs, 1979; Greene, 2005). Similarly, Luft (1999), and Clark (2004) have mentioned that the impact of the prevailing myths in education remains to be a challenging concerns that require immediate solution. Different attempts including international conferences, individual authors, and social gathering have been done attempting to understand the nature, dimension and impacts of myths in education (Alhaidari & Bhanegaonkar, 2012; Combs, 1979; Greene, 2005). Despite such attempts the literature has identified that no one has yet been able to come up with a simple definition of myth that includes everything the definer regards as myth and excludes everything else (Caldwell, 1989; Zaidi, 2008). As such it appears very difficult to arrive at a single definition of myth as they happen to have multiple forms in that: while on one hand myths seem to behave like stories about ancient events that define and sustain notions of 59 www.macrothink.org/jei Journal of Educational Issues ISSN 2377-2263 2016, Vol. 2, No. 1 present community; on the other hand they appear as fabrications or acts of false speech, yet, ideologically persuasive. In closing the difficult to address myths in education Trice and Beyer (1984, p. 655), and Clark (2004) identify myths as unquestionable beliefs about the practical benefits of certain techniques and behaviours, which although they are not supported by demonstrated facts they able to provide ways of classifying and organizing reality. In this line of view myths are therefore are viewed as plausible lines of inquiry that provide explanations, reconcile contradictions, and help resolve dilemmas. Despite having the function to explain, express, maintain solidarity and cohesion, legitimize and communicate ideas, mediate contradictions, and provide narrative to anchor the present to the past experiences in education; they are known to distort images and misdirect attention (Trice & Beyer, 1984). These functions are carried out with various forms of myths which are discussed in the section that follow.
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]
  • 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]
  • 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]
  • United Republic of Tanzania; World Data on Education, 2010/11
    World Data on Education Données mondiales de l’éducation Datos Mundiales de Educación VII Ed. 2010/11 IBE/2010/CP/WDE/TZ World Data on Education. 7th edition, 2010/11 United Republic of Tanzania Revised version, August 2010. Principles and general objectives of education The United Republic of Tanzania is comprised of two former sovereign states, namely Tanganyika (currently Tanzania Mainland) and Zanzibar, which merged to form the Union Government in 1964. The Union Government operates under the Union Constitution and has full responsibility for some main sectors (i.e. foreign affairs, home affairs, defence) and some subsectors such as higher education. The general aims and objectives of education in Tanzania Mainland are the following: • to guide and promote the development and personality enhancement of the citizens of Tanzania; • to promote the acquisition and appreciation of the culture, customs and traditions of the peoples of Tanzania; • to promote the acquisition and appropriate use of literacy, social, scientific, vocational, technological, professional and other forms of knowledge, skills and understanding for the development and improvement of the condition of man and society; • to develop and promote self-confidence and an inquiring mind, understanding and respect for human dignity and human rights, and readiness to work hard for personal self-advancement and educational improvement; • to enable and expand the scope of acquisition, improvement and upgrading of life skills needed to meet the changing needs of industry and the
    [Show full text]
  • Tanzania Education Authority | Annual Report 2008/09 | Iii WE ARE COMMITED to the FOLLOWING VALUES
    Improving quality, equity and access to education Vision To be a pioneer in sustainably securing and deploying resources for improvement of quality, equity and increasing access to education Mission • To be a flexible, compact and transparent organization. • To sustainably secure resources for the Education Fund. • To effectively and efficiently deploy the funds to support educational interventions. • To stimulate public awareness and participation in education development. • To supplement stakeholders’ efforts in financing education in Tanzania. TABLE OF CONTENTS 1 Letter of Transmittal 2 Chairperson’s message 7 Corporate Governance 9 Statement of the Director General 14 Major Activities 2008/09 22 Other activities 25 Staff Training 26 Auditing 27 Independent Auditors Report 52 List of Contributors 2008/09 56 List of Fund Assisted Educational Projects 2008/09 Tanzania Education Authority | Annual Report 2008/09 | iii WE ARE COMMITED TO THE FOLLOWING VALUES Transparency We exercise our duties with openness and accountability Objectivity We make decisions objectively based on facts Equitable treatment We treat all stakeholders equally and fairly all times. Integrity We practice and advocate truthfulness, honest and are responsible to all our actions Courtesy We are tolerant, courteous and respectful to our stakeholders and clients. Professionalism We are proud of exhibiting professionalism in service delivery. Tanzania Education Authority iv | Annual Report 2008/09 | Letter OF TRANSmittaL Hon. Prof. Jumanne A. Maghembe (MP), Minister of Education and Vocational Training, P. O. Box 9121, Dar es Salaam. In accordance with section 16(4) of the Education Fund Act No.8 of 2001, I have the honour, on behalf of the Board of the Tanzania Education Authority to submit the Annual Report for the year ended 30th June 2009.
    [Show full text]
  • Education Budget Brief 2018 Tanzania
    Photography: © UNICEF Tanzania/Rob Beechey/2017 EDUCATION BUDGET BRIEF 2018 TANZANIA Key Messages and Recommendations » The education sector was allocated 4.71 trillion Tanzanian and to 89,379 continuing students in FY 2017/2018.1 The shillings (TSh4.71 trillion) in Fiscal Year (FY) 2017/2018. Government has initiated the process of collecting the This marks a decline of TSh63.99 billion (1.3 per cent) loans from previous beneficiaries. compared to FY 2016/2017. The education sector accounts for 15 per cent of the total budget and 3.9 per cent of Gross » While the share of development budget in total remains Domestic Product (GDP). This falls short of the Global small, it has entered a growth path (an increase of 8 per Partnership for Education (GPE) target, which encourages cent in the FY 2017/2018 budget and of 65 per cent in FY countries to commit at least 20 per cent of the national 2016/2017). The increase in the development expenditure budget to education. was driven by the growing amount of development funds available to Local Government Authorities (LGAs). » Overall the education sector budget experienced a declining share in the total national budget from 20 per cent to 15 per » The teacher-pupil ratio at primary schools in Tanzania cent between 2014/2015 and 2017/2018. remains high at 1:43, higher than the sub-Saharan average and the number commonly referred to as the international » Share of education recurrent spending has declined from standard of 1:40. 84 per cent to 76 per cent between FY 2015/2016 and FY 2017/2018.
    [Show full text]
  • Tanzania Post-Colonial Educational System and Perspectives on Secondary Science Education, Pedagogy, and Curriculum: a Qualitative Study
    DePaul University Via Sapientiae College of Education Theses and Dissertations College of Education Fall 11-2014 TANZANIA POST-COLONIAL EDUCATIONAL SYSTEM AND PERSPECTIVES ON SECONDARY SCIENCE EDUCATION, PEDAGOGY, AND CURRICULUM: A QUALITATIVE STUDY Eugenia Lucas Wandela DePaul University Follow this and additional works at: https://via.library.depaul.edu/soe_etd Part of the Education Commons Recommended Citation Lucas Wandela, Eugenia, "TANZANIA POST-COLONIAL EDUCATIONAL SYSTEM AND PERSPECTIVES ON SECONDARY SCIENCE EDUCATION, PEDAGOGY, AND CURRICULUM: A QUALITATIVE STUDY" (2014). College of Education Theses and Dissertations. 71. https://via.library.depaul.edu/soe_etd/71 This Dissertation is brought to you for free and open access by the College of Education at Via Sapientiae. It has been accepted for inclusion in College of Education Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. DePaul University College of Education TANZANIA POST-COLONIAL EDUCATIONAL SYSTEM AND PERSPECTIVES ON SECONDARY SCIENCE EDUCATION, PEDAGOGY, AND CURRICULUM: A QUALITATIVE STUDY A Dissertation in Education with a concentration in Curriculum Studies By Eugenia L. Wandela ©2014 Eugenia L. Wandela Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education November 2014 We approve the dissertation of Eugenia L. Wandela. ~ ,~,..t'I~(r Date G~-yle Min es, Ed.D. Professor, Early Childhood Education DePaul University .~ _~?":~=~(wf Karen Monkman, Ph.D. Date Professor, Educational Policy Studies & Research DePaul University < .. ~c~> Richard Kozoll, Ph.D. Associate Professor, Elementary Education DePaul University iii ABSTRACT The development of technology and innovation in any country depends on a strong investment in science education from the lower to the upper levels of education.
    [Show full text]
  • Post-Basic Education and Poverty in Tanzania
    Post-Basic Education and Poverty in Tanzania RUTH WEDGWOOD Post-Basic Education and Training Working Paper Series - Nº1 July 2005 Centre of African Studies, University of Edinburgh - 1 - CONTENTS CONTENTS..................................................................................................................................... 2 ACRONYMS................................................................................................................................... 3 EXECUTIVE SUMMARY ............................................................................................................. 4 POST-BASIC EDUCATION AND POVERTY IN TANZANIA .................................................. 6 Tanzania as a Case Study on Education and Poverty Reduction............................................ 6 Educational Development in Tanzania: an historical overview ............................................. 7 Poverty in Tanzania ................................................................................................................ 9 The Current State of Education............................................................................................. 12 What is Basic Education in Tanzania?.................................................................................. 14 Education in Poverty Reduction and Development Policies ................................................ 15 Donor Influences in Education ............................................................................................. 18 Returns to Education
    [Show full text]