Mapping the Development Progress in Tanzania Since Independence
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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. -
“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]. -
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, -
TANZANIA NATIONAL AGOA STRATEGY Ministry of Industry
TANZANIA NATIONAL AGOA STRATEGY Ministry of Industry, Trade and Investment USAID EAST AFRICA TRADE AND INVESTMENT HUB NATIONAL AGOA STRATEGY FOR THE UNITED REPUBLIC OF TANZANIA Dar es Salaam, May 10, 2016 Prepared for the United States Agency for International Development/Kenya and East Africa C/O American Embassy United Nations Avenue, Gigiri P.O. Box 629, Village Market 00621 Nairobi, Kenya Prepared by Development Alternatives Incorporated, DAI 7600 Wisconsin Avenue, Suite 200 Bethesda, MD 20814 DISCLAIMER The authors’ views expressed in this report do not necessarily reflect the views of the United States Agency for International Development or the United States Government. 2 CONTENTS ACRONYMS AND ABBREVIATIONS ................................................................................................ 4 FOREWORD .......................................................................................................................................... 7 EXECUTIVE SUMMARY ...................................................................................................................... 8 SECTION ONE: INTRODUCTION ......................................................... Error! Bookmark not defined. 1.1 THE POLITICAL ECONOMY OF TANZANIA ......................................................................... 11 1.2 BACKGROUND ON AGOA AND AGOA EXTENSION AND ENHANCEMENT ACT ....... 11 1.3 SSA REGION SOCIO-ECONOMIC OVERVIEW AND IMPACT OF AGOA .......................... 13 1.4 APPROACH AND METHODOLOGY........................................................................................ -
Zanzibar: Religion, Politics, and Identity in East Africa
CAS PO 204: Zanzibar: Religion, Politics, and Identity in East Africa Timothy Longman Summer 2013 M-R 10-12, plus field trips May 27-July 3 Email: [email protected] The islands of Zanzibar have been a crossroads of African, Persian, Arab, Indian, and European cultures for two millenniums, making them a unique setting in which to explore issues of religion, ethnicity, race, gender, class, and politics in East Africa. From about 1000 A.D., the first permanent settlers began to arrive from the African mainland, and they mixed with Arab, Persian, and Indian traders who had used Zanzibar as a port for centuries. Zanzibar was linked early into the Muslim world, with the first mosque in the southern hemisphere was built in there in 1107. Zanzibar’s two main islands of Unguja and Pemba ultimately developed a plantation economy, with slaves imported from the mainland growing cloves, cinnamon, cardamom, and other spices. Zanzibar’s strategic and economic importance made it a coveted prize, as it was alternately controlled by the Portuguese, Omani, and British empires. Zanzibar became the launching site for H.M. Stanley and other explorers, the center for many missionary groups, and an important base for European colonial expansion into East Africa. This course explores the role of Zanzibar as a gateway between East Africa and the Middle East, South Asia, and Europe and the fascinating legacy of social diversity left by the many different cultures that have passed through the islands. We study the contrast between the historical development of mainland East Africa and the Swahili coastal communities that range from Mozambique to Somalia and the role of Zanzibar in the expansion of colonialism into East Africa. -
Tanzania's 'Rice Bowl'
Working Paper 034 Tanzania’s ‘rice bowl’: Production success, scarcity persistence and rent seeking in the East African Community Antonio Andreoni,1 Deograsias Mushi2 and Ole Therkildsen3 January 2021 1 UCL Institute for Innovation and Public Purpose, University College London 2 School of Economics, University of Dar es Salaam 3 Danish Institute for International Studies (DIIS) All correspondence to Dr Antonio Andreoni ([email protected]) Tanzania’s ‘rice bowl’: Production success, scarcity persistence and rent seeking in the East African Community Contents Acronyms and abbreviations 3 Acknowledgements 3 Executive summary 4 1. Introduction 6 2. The political logic of ‘scarcity’ and rent-seeking: why not all crops are the same 8 3. Scarcity in rice: production, trade and regulation 12 3.1. Rice scarcity in the EAC since the 2000s 12 3.2. Rapid increases in production 13 3.3. Rice processing and marketing 16 3.4. Official imports and exports 18 3.5. Trade informality and contradictory regimes 19 4. Rent-seeking processes: the political economies of rice 24 4.1. Rent-seeking in the value chain 24 4.2. Mis-invoicing 27 4.3. Transit, exports and cross-border trade 29 4.4. Puzzling yet persistent price trends 32 4.5. Shifting patterns of rice trade and rent-seeking 33 5. Formalising trade through collective action: an anti-corruption proposal from Tanzania to the EAC 36 6. References 40 1 Tanzania’s ‘rice bowl’: Production success, scarcity persistence and rent seeking in the East African Community Figures Figure 1. The Tanzania ‘rice bowl’ 9 Figure 2. -
KENYA Public Disclosure Authorized
RESTRICTED Report No. AF-26a FILE COPY This report was prepared for use within the Bank and its affiliated organizations. Public Disclosure Authorized They do not accept responsibility for its accuracy or completeness. The report may not be published nor may it be quoted as representing their views. INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT INTERNATIONAL DEVELOPMENT ASSOCIATION Public Disclosure Authorized THE ECONOMY OF KENYA Public Disclosure Authorized July 10, 1964 Public Disclosure Authorized Department of Operations Africa CURRENCY EQUIVALENTS 100 EA cents = 1 EA shilling = U.S. $0. 14 20 EA shillings = L 1 sterling = U. S. $2. 80 6 1 million sterling = U. S. $2. 8 million U.S. $1 = 7. 15 EA shillings U.S. $1 million = L 357, 143 TABLE OF CONTENTS Page IIaps Charts Basic Data Suanary I. BACKGROUND . .. a 1 Country and People . .. .. .. .. .... 1 Constitutional and Political Developments . 2 II. THE EC ONOMY . a o. o. * 5 Structure and Growth . Agriculture . .. 6 Forestry . Q . .. .o . 11 Tourism and Wildlife . .. 12 YMining and Manufacturing . 12 Construction . 13 Electricity and Water ....... 13 Transportation . 13 Government Services . .. ..... 14 Foreign Trade and Payments *. .* . * .. 15 Capital Formation 0 . 0 . 17 Employment, Earnings and Prices . ... ... , . 18 Money and Credit a . C . 0 a a. - 19 Public Finances . ., a . 21 III. THE DEVELOPMEN4T PLAN . 23 IV. PROSPECTS AND CONCLUSIONS . ........ 26 STATISTICAL APPENDIX Li /- c a i: rr i4- æ r> KENYA AGRICULTURAL AREAS AND TRANSPORT C 5 ------. 4 E T H 1 O P l A.... .: S O M A L l A HoR T H E TE R H u G Au D A o" EA 5 T E R N To, ir O A s T a avar-....r...øso e. -
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. -
Mauritius's Constitution of 1968 with Amendments Through 2016
PDF generated: 26 Aug 2021, 16:39 constituteproject.org Mauritius's Constitution of 1968 with Amendments through 2016 This complete constitution has been generated from excerpts of texts from the repository of the Comparative Constitutions Project, and distributed on constituteproject.org. constituteproject.org PDF generated: 26 Aug 2021, 16:39 Table of contents CHAPTER I: THE STATE AND THE CONSTITUTION . 7 1. The State . 7 2. Constitution is supreme law . 7 CHAPTER II: PROTECTION OF FUNDAMENTAL RIGHTS AND FREEDOMS OF THE INDIVIDUAL . 7 3. Fundamental rights and freedoms of the individual . 7 4. Protection of right to life . 7 5. Protection of right to personal liberty . 8 6. Protection from slavery and forced labour . 10 7. Protection from inhuman treatment . 11 8. Protection from deprivation of property . 11 9. Protection for privacy of home and other property . 14 10. Provisions to secure protection of law . 15 11. Protection of freedom of conscience . 17 12. Protection of freedom of expression . 17 13. Protection of freedom of assembly and association . 18 14. Protection of freedom to establish schools . 18 15. Protection of freedom of movement . 19 16. Protection from discrimination . 20 17. Enforcement of protective provisions . 21 17A. Payment or retiring allowances to Members . 22 18. Derogations from fundamental rights and freedoms under emergency powers . 22 19. Interpretation and savings . 23 CHAPTER III: CITIZENSHIP . 25 20. Persons who became citizens on 12 March 1968 . 25 21. Persons entitled to be registered as citizens . 25 22. Persons born in Mauritius after 11 March 1968 . 26 23. Persons born outside Mauritius after 11 March 1968 . -
Colonialism and Economic Development in Africa
NBER WORKING PAPER SERIES COLONIALISM AND ECONOMIC DEVELOPMENT IN AFRICA Leander Heldring James A. Robinson Working Paper 18566 http://www.nber.org/papers/w18566 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 November 2012 We are grateful to Jan Vansina for his suggestions and advice. We have also benefitted greatly from many discussions with Daron Acemoglu, Robert Bates, Philip Osafo-Kwaako, Jon Weigel and Neil Parsons on the topic of this research. Finally, we thank Johannes Fedderke, Ewout Frankema and Pim de Zwart for generously providing us with their data. The views expressed herein are those of the author and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer- reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2012 by Leander Heldring and James A. Robinson. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Colonialism and Economic Development in Africa Leander Heldring and James A. Robinson NBER Working Paper No. 18566 November 2012 JEL No. N37,N47,O55 ABSTRACT In this paper we evaluate the impact of colonialism on development in Sub-Saharan Africa. In the world context, colonialism had very heterogeneous effects, operating through many mechanisms, sometimes encouraging development sometimes retarding it. In the African case, however, this heterogeneity is muted, making an assessment of the average effect more interesting. -
Oman, Zanzibar, Their Relationship – and Our Trip
Oman, Zanzibar, Their Relationship – and Our Trip http://realhistoryww.com/world_history/ancient/Misc/True_Negros/Assorted/Oman_Zanzibar_Sultanate.htm Oman and Zanzibar are separated by 2,400 of the Indian Ocean. Oman is in the Middle East (in Asia); Zanzibar part of Africa. So why is the University of Arizona Center for Middle Eastern Studies’ 2016 Fulbright-Hays Group Project Abroad combining these two regions? Historically, the two areas have been in close contact with each other and provide an interesting case study of cross-regional relations. The curriculum-development program will explore these political, linguistic, and religious ties and will develop ways to integrate the information into elementary and secondary classes. From the 1st century CE, traders from the Arabian peninsula – as well as Persia and India – were in regular contact with Zanzibar and the East African coast; such cultural and trade relations increased by the 11th century. Political ties date from the early 1500s when both Oman and Zanzibar came under Portuguese colonial rule. Nearly 200 years later, Omanis overthrew Portuguese control and took charge of both Oman and Zanzibar. The latter became a center of Arab trade in slaves, spices (particularly cloves), and ivory. Many Arabs moved to the island, bringing with them Ibadi Islam, a very small school of Islamic thought which is the main faith of Oman and an important force in Zanzibar. By the 19th century, Zanzibar had become a center of Islamic scholarship: a contact zone between Ibadi Islam and other variants of the Muslim faith. The height of Arab association with Zanzibar occurred in 1840 when Omani ruler Sayyid Said bin Sultan al-Busaid moved his capital from Muscat, Oman, to Stone Town, Zanzibar. -
The Case of Tanzania
INFORMATION TO USERS This manuscript has been reproduced frommicrofilm the master. U M I films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor. Ml 48106-1346 USA 313/ 761-4700 800/521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Order Number 9507836 War as a social trap: The case of Tanzania Francis, Joyce L., Ph.D.