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Partnership, the pre-eminent buzzword of the last two decades, is still very much the mantra in development cooperation discourse, at least in the North, as we begin the new millennium. This posthoc retrospective study is an insider's account of personal experience in participating and observing the development of Tanzania's Education Sector Development Program over a one-year period in 1998--1999. The study interrogates the workings of Donor-Government partnerships within this setting in an attempt to unravel the realities on the ground in their relationships and how the power asymmetry between these principal actors and their concomitant behaviour served to subvert the effectiveness and sustainability of the partnership. / This study in development anthropology is scaffolded by the epistemic orientation of postmodern theories. The approaches adopted for constructing and telling the stories that are narrated are borrowed from the interpretive anthropology of Clifford Geertz and the postmodern anthropology of James Clifford. Looking back and recollecting and reconstructing events required the generation of enabling memories, for which the memory-work method was adapted and used. / The study reveals that the hegemonic rituals that characterized development interventions in Tanzania bordered more on patronage than on partnership. Partnership was very much valued in principle by all parties but when the chips were down, it seemed ownership and trust, two key concepts undergirding partnership, were casualties in the complex dance of cooperation that the contending parties engaged in. They dealt with each other politely but suspicion and mistrust were mutual at the level of Donor-Government and in situ Centre-Periphery relationships. / A modest proposal is advanced for understanding the broader context of a Donor-Government relationship; it attempts to relate operational and policy horizontality to include a more vertical consultative process involving civil society at large, particularly affected communities, NGOs and the private sector as a means of engendering a more effective and sustainable partnership between donors and recipient1 countries. / 1The normative perspective in particular on North-South relations rejects recipient as an appropriate descriptive term for a developing country receiving aid. For them, it connotes a superiority complex embedded in a language of welfarism. Throughout this thesis, I use recipient simply to convey a brutal reality: development assistance involves an element of charity and in the North-South relationship, generally, one party gives and the other receives , with the giver in a much stronger position to lay down conditions for the aid being offered.

The purpose of the study was to investigate the construct validity of the Total Individual Progress Level I Pre-kindergarten Screen (TIP) for males and females. Exploratory factor analysis of the items was used to determine the underlying dimensions of TIP.The subjects were 799 students from a rural and suburban school district adjacent to a larger city in east-central Indiana who were screened prior to kindergarten entrance during the years 1977 to 1984. The sample was split to allow for cross-validation of the exploratory factor analysis results.The covariance structures of males and females were judged to be similar. Therefore, a principal components analysis using SPSS-X (Nie, 1983) was used to determine the optional number of factors to retain for males and females together in two separate samples. Judgements regarding the number of factors to retain was based on the scree plot and eigenvalue greater than one criteria (Reynolds & Paget, 1981). Both orthogonal and oblique rotations were exploredfor 3-, 4-, 5-, and 6-factor solutions using principal axis factoring with iterations.The four-factor varimax solutions for Sample 1 and Sample 2 were found to provide the best solution of TIP. The same four constructs were found in both samples and were extracted in the same order, indicating reliability of this factor solution of TIP. The factors were named, in order, Language, Visual, Gross Motor, and Speech Mechanics.The results obtained in the two samples were compared in regard to Rummel's (1970) considerations. Similarities were found in number of retained factors, configuration of the variables, complexity of the solution, variance accounted for by the factors, and communalities. In addition, results of Tucker's congruence coefficient and Cattell's salient variable similarity index indicated factorial similarity for all four factors across both samples.The four derived factors did not completely resemble the four pre-established subscales of TIP.The Concepts subscale did not emerge as a separate construct and the Hearing and communication subscale was broken into two different factors. Fewer items comprised the four-factor varimax solution. Only two of the extracted factors, Gross Motor and Visual, resembled the pre-established subscales of Motor and Vision and Visual, respectively.

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This dissertation describes an action research case study carried out at a sub-village school at Nyamakurukuru, Utete, Rufiji District, Tanzania. The study was a fully independent research activity funded and led by a female Irish environmental and community specialist who has fifteen years experience of working in rural Tanzania, five of which were in Rufiji District. The aim of the action research was to engage a community of villagers, teachers, students and district officers in a participatory process to adapt a module of a school curriculum to the local context, and teach it in order to describe one way in which contextualization, using local and indigenous knowledge and active discovery teaching-learning processes, can be done. The major research question, which I wished to answer for one specific case, was: Does integrating local environmental cultural knowledge into formal schooling contribute to curriculum relevance? If so, in what way? This document describes the background and context of the research, the motivation and the theoretical basis for the work, the methodology and methods, and the action research process itself. The results are interpreted and discussed in the light of current theoretical perspectives on education and environmental education. The main findings within the case are that: Contextualization improved relevance of education and thus its quality by: • breaking through traditional frames/barriers between teachers and students, students and elders and community and teachers, • allowing formal education to take place outside of the school, • necessitating a change in pedagogy1 to more learner-centered, discovery methods, • allowing indigenous knowledge to come into the classroom, • stimulating creativity and increased confidence, and • bringing local socio-political environmental issues into the classroom. This study provides a case example of how education processes, when engaging local cultural knowledge, can improve the relevance, and thus an aspect of the quality of teaching and learning in school-community contexts, while providing a conduit for integrating environmental education into the formal school curriculum. It provides insights into the key issue of relevance which currently faces educators of children in wetlands in Tanzania. Recommendations were made for the case studied and may be useful beyond the boundaries of the case: • Give more explicit government policy and strategic support for community involvement in educational content–epistemologies and pedagogies. • Weaken framing (hierarchical power positions) to encourage greater partnership between school, home and community to improve relevance. • Investigate the provision of education beyond schools. • Provide practical teacher and community training on use of learner-centered, discovery and active pedagogies. • Provide teacher and community education on biodiversity and the environment. • Provide relevant reference texts and research data on the ecology, biodiversity, vegetation, hydrology, agriculture, sociology, history and other relevant subjects. • Officially nurture a culture that learning should be enjoyable. • Allow the curriculum freedom, in these times of increasing risk for rural tropical wetland communities, to make the curriculum fit the local issues rather than vice versa. • Nurture critical analysis of the curriculum in local pedagogic discourse i.e., at the local contextualization level of the home, community and school.

Tanzania achieved full self-government on May 1st, 1961 and adopted its constitution on December 9th, 1962. It is a member of the British Commonwealth, the Organization of African Unity and the United Nations. Tanzania is a developing country predominantly dependent upon agriculture. Tanzania's rate of economic development, relative to other African countries, is mid-way between the wealthiest and the poorest. The economic development of Tanzania is analyzed in detail between the years from 1961 to 197. The dual policy of development adopted by the Tanzanian government called for unbalanced growth in both agriculture and industry. To a certain extent that policy was proven successful.

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Insecticide-treated nets (ITN) are an effective tool to reduce the burden of malaria in Africa. To address questions concerning the sustained impact of ITN in the face of changing transmission intensity and spreading insecticide resistance a series of four entomological investigations was undertaken in Tanzania. / First, a longitudinal survey of vector populations at different altitudes was conducted in the Hai District, Kilimanjaro Region, Tanzania. Entomological parameters relevant to malaria transmission were measured. Vector densities and entomological inoculation rates decreased dramatically with increasing altitude. Seasonal variations in the host preference and resting behaviour of Anopheles arabiensismay influence malaria transmission and control. / Second, the insecticide susceptibility status of vector populations from agricultural sites in the Kilimanjaro Region was evaluated. Malaria vectors from six sites were highly susceptible to diagnostic concentrations of pyrethroid insecticides and DDT in susceptibility tests. Permethrin tolerance in populations of An. arabiensis from an irrigated rice-growing area was not directly related to agricultural use of insecticides. Synergist bioassays indicated the contribution of a metabolic oxidase-based mechanism to the observed resistance while the knockdown resistance (kdr) mechanism was not detected. Close monitoring of resistance development in this area is needed. / Third, the biological efficacy of ITN and the insecticide susceptibility status of mosquito populations from areas with long-term use of ITN were investigated. Data were compiled from national surveys and long-term ITN projects to examine trends in resistance development in Tanzania. Anopheles species were highly susceptible to ITN and diagnostic concentrations of pyrethroid insecticides, while 'nuisance-biting' Culex quinquefasciatus displayed low susceptibility to these compounds. Low efficacy of ITN against C. quinquefasciatus has implications for user acceptance of ITN. / Finally, a novel method for kdr genotyping was developed and evaluated. Sequence specific oligonucleotide probes (SSOP) were used to identify kdr mutations in Anopheles gambiae s.l. in a high-throughput enzyme-linked immunosorbent assay (ELISA) format. Evaluation of the method on field-collected specimens detected the leucine-phenylalanine kdr mutation in two individual An. arabiensis, raising implications for the geographic spread of kdr-based resistance. The novel SSOP-ELISA method is a useful tool for high-throughput screening allowing sensitive detection of insecticide resistance.

This thesis examines the Ujamaa movement program since the Arusha Declaration. The discussion focuses on the development of villages as means of achieving popular participation in a socialist society.It analyzes the historical antecedents of physical village form in Tanzania, from traditional settlement to present Ujamaa villages. The study discusses the principle models that have been used for Ujamaa villages as well as their origins. The study explores Michaela Von Freyhold case studies in the early years of the program. Comparison is made between Freyhold's critique and the author's experience in two Ujamaa villages.Conclusion is then drawn from these two experiences by evaluating the failures and successes of the whole operation, whether the achievements are really caused by socialism or whether they happened despite national policies. / Department of Urban Planning

This study analyses how readers impute credibility to the Tanzanian investigative newspaper Raia Mwema which, as a matter of routine journalistic practice, uses a high number of anonymous sources. Against the backdrop of a strong theoretical position, espoused by media studies theorists in both Western media contexts and in Africa, in which this practice is deemed to diminish the credibility of both journalists and their stories, the study’s main purpose is to examine how readers make sense of this very prevalent practice in a country that has recently opened up to media plurality. It also investigates where they locate the source of credibility for this high-selling newspaper, if not in the traditional way through its named sources of information. The study surveys the frequency of appearance of anonymous sources in this newspaper for the period of one year from January 2011 to December 2011. Then the study considered how this practice is viewed and understood by the wider journalistic community in Tanzania as well as looking into how the journalists and owners of Raia Mwema make choices about attributing their journalism. Lastly, the study engaged with particular readers to understand what sense they make of this practice in the wider landscape of Tanzanian media and the post-repressive political situation. The study makes use of theories of the sociology of news production so as to understand the context in which Raia Mwema has routinised the practice of anonymous attribution and whether the journalistic community and newspaper readers find the practice credible. The study also employs reception analysis in order to understand to what extent Raia Mwema readers negotiate and make sense of the mainly political, and often critical, media messages they get from newspaper. In this way, it introduces the importance of the reader in the production of meaning and of assessment of credibility of journalism. The interviews – ranging from journalists working at the paper, through the wider journalistic community and taking in the readership of the paper – show that theoretical considerations of journalistic credibility must take into account the political, social and media context in which journalism is produced. Pronouncements on the overuse of anonymous sources, without understanding the way readers and journalists negotiate the complexities of an actual situation, do not tell us much about credibility and how readers understand the messages they are given. From this study, it is clear that in African countries embarking on opening media systems, credibility involves more factors than have been discussed in the literature and that readers and journalists are sophisticated consumers and producers of media messages in countries that place a host of obstacles in the way of investigative journalism and open political communication.