No description available.

No description available.

No description available.

Yes / This paper explores how using mobile money services affects food security and nutritional status of households in Tanzania. This study uses data obtained from three waves of the Tanzanian National Panel Surveys and the instrumental variable (IV) approach. The evidence from this paper shows that using mobile money services resulted in household's enhanced nutritional and food security status. Households' receipt of remittances is the main pathway in which using mobile money services influences the food security and nutritional outcomes among households in Tanzania.

In the last century, many mobile pastoralists have transitioned to more sedentary lifestyles. Mobile people can be both pushed into a more settled existence by environmental or political forces, or pulled by new economic opportunities. While researchers have examined the causes and consequences of growing sedentarization, few contemporary studies have examined the patterns of settlement among mobile groups who are shifting to sedentary lifestyles and how these patterns may be related to socio-economic outcomes. This research examines settlement site selection by using GIS and remote sensing techniques to quantify settlement patterns in four Maasai villages in northern Tanzania, exploring the environmental and infrastructure correlates of settlement locations. A subset of these geographic variables is used with social survey data for 111 Maasai households in the study site to test the hypothesis that settlement location impacts livelihood strategies and economic outcomes by creating and constraining access to important resources and infrastructure. Landscape level evaluation of settlement pat-terns show that certain soil types limit occupation and the potential for agricultural expansion in 30% of the study area. Settlement density and existing agriculture are also clustered in certain parts of the landscape. The spatial models support the hypothesis that proximity to roads and village centers plays an important role in shaping overall settlement patterns. However, models that combine these factors with environmental and geophysical elements show improved explanatory performance, suggesting that competing factors are at play in influencing settlement patterns. Spatial models also indicate that agricultural development may be limiting land available for settlement in some parts of the study area. Results of the household level outcomes are more ambiguous, with few relationships between geographic variables and household livestock holdings, land under cultivation, annual income. Rather, these factors are influenced largely by demographic variables such as household size, age of the household head, and asset allocation. However, there appears to be less income diversity in households more distant from permanent water sources. / Master of Science / Around the world, many people who traditionally have moved from place to place on a seasonal or annual basis have become much more settled, often no longer moving at all. These formally mobile people can be both pushed into a more settled existence by environmental or political forces, or drawn by new opportunities presented by being more settled. While researchers have studied the reasons for these changes and how being more settled affects people, not many studies have examined the patterns of settlement of people who are becoming more settled or how these patterns may be related to how people do economically once they become settled. This study is focused on settlement patterns in four Maasai villages in northern Tanzania. The study used geographic information systems and data collected by satellites to map the location of Maasai households, called bomas, in the four villages, and the environmental characteristic of where people do and do not live on the landscape. This study also looked at measures of income and economic activity for 111 households to see if the location of a household on the landscape effects people’s economic choices and outcomes. This study found that certain environmental factors in the area do influence where people live, particularly soils types and climate, but did not find that where people live has strong influence on how they do economically.

This paper reviews the long-term economic performance of Tanzania since independence using long-term series of key economic and social indicators constructed from a variety of sources. The disastrous export performance for most of the period under consideration can be attributed partly to domestic policy failures and partly to a hostile external environment. However inconsistent donor support to a highly aid dependent economy at times exacerbated the constraints imposed by persistent foreign exchange shortages. Greater stability in funding and a more flexible policy dialogue are needed. The extent to which a small and poor economy with a weak indigenous private sector can rely on foreign private investment to finance investment in the early stages of adjustment is questioned. Investment in human capital beyond primary school level is also needed if growth is to be sustained.

Approaches to projects and development have undergone considerable change in the last decade with significant policy shifts on governance, gender, poverty eradication, and environmental issues. Most recently this has led to the adoption and promotion of the sustainable livelihood (SL) approach. The adoption of the SL approach presents challenges to development interventions including: the future of projects and programmes, and sector wide approaches (SWAPs) and direct budgetary support. This paper `A Review of Approaches to Development Interventions in Tanzania: From Projects to Livelihood Approaches¿ is the third in the series of the project working papers. This is the output of a literature review and semi-structured interviewing in Tanzania. / Department for International Development

The purpose of this study was to examine Nyerere's educational thought in relation to his four reform proposals: integration of the educational system, education for manpower and for self-reliance, and the decentralization of school decision making. Also, it was intended to determine the extent to which these proposals could be a potent force in changing the Tanzanian society. Using government records and case studies, these reform policies were analyzed in terms of their intended and unintended policy effects on the structure, content and governance of Tanzania's educational system. The analysis revealed that despite increases in school enrollment at all levels, the notion of "self-help" in education has not created the type of schooling that is consistent with the diverse needs of those who have been affected by its programs. The educational system seemed to be limited in changing the Tanzanian society. Political, social and economic factors are more important in fomenting social change than factors within the educational system. But the efforts of Nyerere in using his four reform proposals in education in changing the Tanzanian society should not be interpreted in terms of the failures of a scholar but in terms of the progress made by a politician who had to satisfy many competing self-interest groups: parents, students, bureaucrats and professional educators. In this connection, the effort to eliminate racial discrimination in the educational system was successful, but because of the self-serving interests of various groups, deep-rooted ethnic biases, regional imbalances, and the insidious effects of the ill-distribution of wealth, disparities still remain in the system. The number of trained personnel has increased from 10,000 in 1967 to 30,000 in 1976. But low-wage jobs were not provided for the masses, the majority of Tanzanians. The Universal Primary Education Scheme has increased the number of graduates but it has also heightened their unemployment and migration from rural to urban sectors. The emphasis on alternative self-help programs only in the rural sector has the effect of reinforcing a dual system of education that would stream pupils in the urban sector into mental jobs while those in the rural sector into manual jobs. The policy implications of these developments for Tanzania were considered in the light of creating alternative self-help education programs that are rich and diverse in order to motivate all those to be affected by these programs. / Ph. D.

Yes / This paper analyses the impact of household adoption of mobile money services on child labour and schooling in Tanzania. The paper uses data drawn from the Tanzania National Panel Surveys (TNPS), for the survey periods as follows: 2008/09, 2010/11, 2012/13, and 2014/15. The TNPS are national representative surveys conducted by the National Bureau of Statistics of Tanzania in collaboration with the World Bank Living Standards Measurement Study-Integrated Surveys on Agriculture (LMSA-ISA). The surveys collect detailed information on individual, household, and community-level characteristics. The panel nature of the TNPS allows for the same households to be interviewed over time. The study uses a difference-in-differences approach, and instrumental variables strategy to investigate the nexus between mobile money adoption and child labour and school enrolment in Tanzania. The findings of this study reveal a positive and significant effect of mobile money adoption on school enrolment, but a negative effect on children’s labour market activities. Moreover, the study identifies heterogenous impacts across child’s gender and age; and remittances receipt and education expenditure are the potential pathways through which mobile money adoption affects child labour and school enrolment. Overall, the results suggest that policies that enhance financial inclusion such as the introduction of mobile money can be effective in improving child’s school enrolment and a decline in the incidence of child labour.

One gender related issue addressed in the Education and Training Policy of Tanzania is the thrust to ensure that gender equality prevails in the schooling process. One way of implementing gender equality is the elimination of gender role stereotyping in school textbooks. Tanzania scholarship on gender shows that there is knowledge gap on how gender roles are depicted in textbooks. Furthermore there are no adequate mechanisms to ensure the production of textbooks that are free from gender stereotyping. Based on a Liberal Feminist Framework, the study using content analysis method has examined the extent to which gender roles had been portrayed in the 40 textbooks in the six subjects taught in Tanzanian government primary schools. Further, employing interviews, the study examined mechanisms instituted by the Ministry of Education and Culture (MOEC) and Publishers to ensure that the production of textbooks is not gender biased. The findings of this study include the following:  Female compared to male characters were being under represented in:  Frequency of appearance and power related aspects such as leadership, ownership of property and association with technology,  leisure and sports activities;  The depiction of reproductive and productive roles is biased into traditional femininity and masculinity;  Gender biased language is minimal; and  Personality traits are differentiated between traditional masculinity and femininity groupings; and  The mechanisms to eliminate gender stereotyping in producing textbooks are inadequate as the emphasis is on producing textbooks that matched with the official curriculum. The Hidden Curriculum Theory and the corresponding Social Learning Theory instruct that gender biased hidden messages in textbooks are acquired by students through socialization. Gender biased hidden messages have the negative impact of creating a society that disrespects gender equality. While both boy and girl learners are negatively affected by these messages, girls are more affected in not building positive self-esteem, have less career options and few role models. The study concludes with recommendations to stakeholders in textbooks production to produce non-sexist textbooks. The recommendations are intended to generate awareness on the importance of producing textbooks that are non-sexist. This is coupled with recommendations for further studies. / Educational Studies / D. Ed. (Comparative Education)