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Thesis (M.Ed.) -- University of Adelaide, Dept. of Education, 1976.

The aim of this research is of limited scope; it intended to examine how secondary school teachers experience the implementation of the competency-based curriculum in Tanzania. The study employed a descriptive case study design where eight participants provided in-depth data through face-to-face interviews, non-participant observation and document analysis. The in-depth data was gathered in natural school settings, an aspect which enhanced the study’s validity. After transcribing the interviews, an open coding process was undertaken and a theme comparison approach applied. The findings indicated that the participants had a limited understanding of the curriculum: they were happy in their teaching profession regardless of competence-based curriculum challenges; they were experiencing multiple challenges, the key ones being lack of participation in curriculum design and implementation; lack of quality text books and lastly, they were not motivated to implement the competency- based curriculum. The study concludes by providing relevant recommendations to various stakeholders including the teachers themselves, the Tanzania Institute of Education (TIE), the Ministry of Regional Administration and Local Government (MORALG). / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The aim of this research is of limited scope; it intended to examine how secondary school teachers experience the implementation of the competency-based curriculum in Tanzania. The study employed a descriptive case study design where eight participants provided in-depth data through face-to-face interviews, non-participant observation and document analysis. The in-depth data was gathered in natural school settings, an aspect which enhanced the study’s validity. After transcribing the interviews, an open coding process was undertaken and a theme comparison approach applied. The findings indicated that the participants had a limited understanding of the curriculum: they were happy in their teaching profession regardless of competence-based curriculum challenges; they were experiencing multiple challenges, the key ones being lack of participation in curriculum design and implementation; lack of quality text books and lastly, they were not motivated to implement the competency- based curriculum. The study concludes by providing relevant recommendations to various stakeholders including the teachers themselves, the Tanzania Institute of Education (TIE), the Ministry of Regional Administration and Local Government (MORALG). / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

This master thesis concerns a library in Eastern Africa and the users of that library. The aim is to describe the situation and try to assess what the users' needs and wants are. It was my belief that different cultures need different libraries. We need to ask ourselves: can we help if we do not understand the needs? There is a chapter on what has been written on libraries in Africa and African literature, including one section devoted to giving a broad background on Tanzania and the Tanzania Library Service, including history and a quick glance at Swahili and Arusha. The chapter on Arusha Regional Library makes use of the statistics from the library regarding the number of visits and the number of members. In the next chapter there is a presentation of the results of a questionnaire grouped around the different areas - literature both written and oral as well as libraries and attitudes toward literature and libraries. Followed by a section on the point of view of the library staff. They express some opinions that are contradictory both to what some of the users think and what the statistics say. In the conclusion, I bring up the fact that there are many library service needs that remain unsatisfied. The financial situation has forced Tanzania Library Service into solutions that are less than ideal. Furthermore, I make some suggestions based on my observations and on the comments made by the respondents of the questionnaire. / Uppsatsnivå: D

Min uppsats är en teorikonsumerande studie där fokus ligger på att identifiera problem för tillämpning av den konsociala demokratimodellen i Burundi på grund av svårighet att särskilja etniska grupper i landet. Jag har undersökt etnicitet ur tre olika teoretiska perspektiv: Essentialism, socialkonstruktionism och postkolonialism teori. Resultatet har visat att etnicitet i Burundi kan definieras ur postkolonialistisk teori, vilket medför problem att tala om etnicitet ur ett vetenskapligt synsätt: burundiska folk har samma kultur, pratar samma språk, tillhör samma religioner, bor utsprida i landet, m.m. Denna problematik har gjort det svårt för applicering av konsocial demokrati, som är den demokratimodellen som används i Burundi sedan nationell självständighet. Etnicitet används av politiker för att erövra och behålla makten. Jag har också i denna uppsats diskuterat vilka alternativa demokratimodeller som fungerar i splittrade samhällen som kan vara bättre för Burundi. Mitt resultat har visat att de olika modellerna också skulle påträffa samma hinder - alltså den etniska problematiken.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

<p>The study findings were thematically grouped into three themes including the coordination and partnerships, culture and implementation challenges. Poor coordination and failure of systems in place appeared to characterise the many challenges. Gender inequalities and masculine dominated cultural practices like polygamy and widow inheritance are associated with consequences of ill health among women / including high HIV/AIDS prevalence, early marriage, high teenage pregnancies and high maternal mortality. Although these practices are in favor of men, they hardly protect them from the wrath of poor RH like STDS, HIV/AIDS, stressful big families and vast poverty. Hence, Tanzanian men are also victims of their own behavior.</p>

<p>The study findings were thematically grouped into three themes including the coordination and partnerships, culture and implementation challenges. Poor coordination and failure of systems in place appeared to characterise the many challenges. Gender inequalities and masculine dominated cultural practices like polygamy and widow inheritance are associated with consequences of ill health among women / including high HIV/AIDS prevalence, early marriage, high teenage pregnancies and high maternal mortality. Although these practices are in favor of men, they hardly protect them from the wrath of poor RH like STDS, HIV/AIDS, stressful big families and vast poverty. Hence, Tanzanian men are also victims of their own behavior.</p>