Thesis (Ed.D)--Teachers College, Columbia University, 1990. / Includes appendices. Typescript; issued also on microfilm. Sponsor: William C. Sayres. Dissertation Committee: Paul Byers. Bibliography: leaves 208-222.

Thesis (Ph. D.)--Rutgers University, 2007. / "Graduate Program in Geological Sciences." Includes bibliographical references (p. 219-232).

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)

In Zanzibar, in 1995, opportunities for professional development in environmental education were minimal. Yet the demand for professional development was high, especially because of an emphasis on formal qualifications in the country. Credibility was afforded to forms of professional development, aimed at creating more ‘experts’. Ongoing environmental education practice was not achieving its objectives. Into this setting, which was culturally and socio-politically different from the South African context where it was developed, I introduced the Rhodes University Certificate and Gold Fields Participatory Course in Environmental Education (RU/GF); a non-formal, counter-hegemonic course which encouraged critical reflection on the dominant orientations to environmental education practice – including professional development. I used critical ethnographic and action research methods to explore my praxiological interest, the adaptation of the RU/GF curriculum to the Zanzibar context. During the research process, a decision was made to formally accredit the RU/GF course. This decision did not alter the course orientation or the learning process but opened up possibilities for future curriculum development processes. It allowed the students both a formal qualification necessary for status and promotion, and participation in a learning process that challenged the dominant paradigm on professional development and status from within the socio-political context. The research took on a reflexive orientation to research and environmental education. Through a dialectical development of theory, method and results, several important issues emerged. These deal with the ‘distances’ encountered in attempting to address some of the perceived dichotomies in professional development in environmental education through semi-distance learning: the distances between status and learning; the need for career upgrading and the type of learning considered appropriate for professional development in environmental education; the non-quantifiable aims associated with a reflexive orientation to professional development and formal assessment demands for measurable criteria; the democratisation of open-entry courses and the elitism of restricted access; the focus on individual growth and the attainment of a normative grade; theory and practice; and finally distances between learner, text and language. The research supports similar findings emerging from evaluation of the RU/GF course in South Africa and resonates with, and contributes to, issues concerning professional development in environmental education being considered internationally.

Philosophiae Doctor - PhD / Over the course of the past three decades bi-lateral and multi-lateral donor agencies, academics and practitioners have expressed the conviction that decentralisation of administrative and political authority to the local level is of central importance to public sector reform programmes in developing states both as a means to improve service delivery and to deepen democracy. However, many states in Africa have had disappointing experiences with decentralisation which have variously been attributed to the underfunding of local governments, a lack of administrative capacity and corruption. In the light of this, a number of scholars have argued that decentralisation in Africa has achieved little in the delivery of basic services and in the deepening democracy at the local level. This has raised concerns that decentralisation, whilst necessary, is not a sufficient condition for ensuring local socio-economic development and participatory governance. This thesis sets out to examine the process of administrative and political decentralisation in Tanzania since it attained independence in 1961, paying particular attention to the current local government reform programme which consists of a parallel system of devolved and de-concentrated government authority implemented through the Tanzania Social Action Fund (TASAF). This hybrid model of decentralisation, which is heavily reliant on donor aid, has been in place for over a decade and a half. The thesis considers the extent to which the combination of decentralised and de-concentrated forms of administration represents an accommodation between the neo-liberal agenda of donors (concerned with the diminution of central state power) and the policy interests of the Tanzanian government (concerned about a lack of local capacity and domestic politics). Based on a case study of three municipalities (Tanga city, and the Lindi and Morogoro district councils) the thesis examines the extent to which the hybrid model is meeting its stated objectives of strengthening local government, improving service delivery, and promoting effective citizen participation. In so doing it examines the particular role of TASAF and the extent to which its activities are supporting the development of effective local government. Empirical evidence, which was generated through a mixed methods approach based on both quantitative and qualitative research, suggests that, notwithstanding the concerns of some local politicians that the model has undermined the authority of local councils, the v combination of local administrative coordination and the technical and financial support of TASAF, has led to significant improvements in the delivery of social services since the reform programme was launched. The thesis also found that the majority of respondents believed that the hybrid model had served to deepen local democracy to a far greater extent than decentralisation reforms of the past. It also concluded that, in spite its evident potential, the future of the hybrid model in Tanzania is highly uncertain, given that it remains heavily reliant on donor funding and is subject to the aid conditionalities imposed upon it. Unless the government is able to increase its own funding of TASAF, the hybrid model is likely to collapse due to the changed funding priorities of bi-lateral and multilateral donor agencies.

This research goes beyond the traditionally studied intricacies and contentions within northern Tanzania’s community-based conservation by looking at how the state’s engagement, through wildlife tourism, with local communities in and around protected areas impacts the country’s development and conservation of its wildlife. It draws heavily on Tanzania’s Development Vision 2025 and how the wildlife tourism industry feeds into achieving its objectives. This research looks through the theoretical lens of political ecology, the theory of access, and the powers of exclusion. It applies a qualitative content analysis by coding different types of existing literature in NVivo, and includes semi-structured interviews with key respondents. The research concludes that the government’s recentralization of wildlife management is working opposite to its development ambitions as per Vision 2025, and it is doing very little to address the crisis within its ecosystems and to enhance wildlife conservation. Ultimately, it is through the government’s efforts to protect Tanzania’s ecological uniqueness that both conservation and development have faced increased challenges in its efforts to improve.

This is not yet another ordinary primary school in Tanzania. This is an idea about a new way of learning where architecture and its materiality create inspiring spaces. Set in between 3 small villages in an area heavily affected by AIDS and Malaria the aim is to make good quality education viable for everyone.The idea is to learn by doing. The compound will have several workshops for practical education and music and dance will play a central role. With a smaller scale and more intimate green in-between spaces it resembles more of a small village than an ordinary Tanzanian school. Smart solutions with green roofs solve the over heating problem by the strong sun, as well as filter rain water that is collected for use. A semi-open bamboo facade on the inner walls of the compound create natural ventilation as well as let daylight in. / Det här är ingen vanlig ny skola i Tanzania. Det är en ide om ett nytt sätt av lärande där arkitekturen och dess materialitet skapar inspirerande miljöer. Med en position mellan tre små byar som är starkt utsatta för AIDS och Malaria är tanken att skolan ska göra god kvalitativ undervisning tillgänglig för alla. Här lär man sig genom praktisk undervisning. Skolområdet kommer att ha flera verkstäder för praktisk undervisning och dans och musik kommer att spela en central roll. Med en mindre skala och mer intima gröna rum mellan byggnaderna påminner skolan mer om en liten by än en vanlig Tanzaniansk skola. Smarta lösningar med gröna tak löser problem med överhettning av stark sol och filtrering av regnvatten som samlas upp i behållare för att användas. En uppluckrad bambufasad på områdets innerväggar skapar naturlig ventilation och insläpp av dagsljus.

Background: Wounds have existed at all times and have always been feared because of the risk of infection leading to prolonged bed rest, and risk of complications such as amputation and even in some cases death. Pressure ulcers are included in the group of secondary healing wounds, which means that they heal from the inside only after that the wound is filled by granulation tissue. As a nurse one of the main work assignments is to promote health and care by showing professional liability to meet the patient's needs. In this study, the focus will be to describe the challenges for nurses in Tanzania in preventing and early detection of pressure ulcers. Aim: To describe the challenges for nurses in Tanzania in preventing and early detection of pressure ulcers Method: A descriptive qualitative design was chosen for this study as the aim was to explore nurses’ experiences of preventing and early detection of pressure ulcers. A qualitative design is most suitable when the researcher seeks to understand the phenomenon under study. Results: There were indeed challenges for the nurses in preventing and early detect pressure ulcers. The findings could be divided into three sub-themes: a) Structural challenges and varying educational level among health care personnel, b) Insufficient resources – challenges and strategies, and c) Patients unable to pay for health care Discussion: The discussion addressed that education is one of the main strategies for preventing pressure ulcers and is not always a financial issue. Understaffed wards and patients that are not able to pay for healthcare are factors that are ongoing issues at a hospital financed by the government. It also addresses the frustration some nurses expressed towards the problem and often felt helpless concerning patients health.

No description available.

Background  Maternal health is described as the health a woman experiences during pregnancy, delivery and after the baby is born. Every year an estimation is made that 210 million women are pregnant and 140 million babies are being born. However, the care around pregnant women and during deliveries varies depending on what country a woman is located in. Above all, science shows that pregnant women in Sub-Saharan regions have a 46 times higher risk of suffering from maternal morbidity and mortality compared to women in high-income countries. Tanzania is a country within the Sub-Saharan region with the highest numbers of births, yet with limited access to both hospitals and staff which affects mothers and children. Limitations are caused because of poverty, for instance the majority of Tanzania's population live in rural areas where no healthcare is accessible, if the healthcare does not go to those areas.  Aim  The aim was to describe healthcare workers' experiences of reproductive and maternal health at Nkinga Referral Hospital in Tanzania.  Methods  This study was based on a Minor Field Study [MFS] in Tanzania. The chosen method was a qualitative study design with an inductive approach. The interview questions were of semi structured character and in total eight healthcare workers were interviewed at Nkinga Referral Hospital. The data was analyzed with the help of a manifest content analysis.  Findings  The data analysis resulted in three main categories and eight subcategories that reelected the healthcare workers' experiences. Overall, healthcare workers described the preventive work, experienced difficulties, maternal healthcare in general as well as the wishes regarding possible changes in today's reproductive and maternal health.  Conclusion  The healthcare workers' experiences regarding the provision of care for pregnant women differ. Existing deficiencies that have been discovered within reproductive and maternal health are insufficient economic resources as well as equipment. While this unavailability, the healthcare workers experienced the care provided was remarkably affected and the inability to provide good quality care. Because of this, the provision of resources is essential for the ability of healthcare workers to provide good quality care to pregnant women. / Bakgrund  Mödrars hälsa beskrivs som den hälsa kvinnan upplever sig ha under graviditet, förlossning och efter födseln. Varje år uppskattas det att cirka 210 miljoner kvinnor blir gravida och att 140 miljoner nyfödda föds. Däremot ser vården kring den gravida kvinnan och under förlossningen olika ut beroende på vilket land kvinnan befinner sig i. Framförallt visar forskning att gravida kvinnor i Sub-Sahara Regionen har en 46 gånger så hög risk att drabbas av maternell sjukdom och död jämfört med kvinnor i höginkomstländer. Tanzania är ett land i Sub-Sahara som har höga födelsetal, dock med en begränsad tillgång till både sjukhus och personal vilket påverkar mödrar och barns hälsa. Begränsningen beror bland annat på fattigdom, men också på grund av att större delen av befolkningen lever på landsbygden där ingen hälso- och sjukvård finns att tillgå, om inte hälso- och sjukvården tar sig till dem.  Syfte  Syftet var att beskriva sjukvårdspersonalens upplevelser av reproduktion och mödrahälsovård på Nkinga Referral Hospital i Tanzania.  Metod  Denna studie baserades på en Minor Field Study [MFS] fältstudie i Tanzania. Den valda metoden var en kvalitativ studiedesign med induktiv ansats. Intervjufrågorna var av semistrukturerad karaktär och sammanlagt intervjuades åtta hälso- och sjukvårdspersonal på Nkinga Referral Hospital. Datan analyserades med hjälp av en kvalitativ manifest innehållsanalys.  Resultat  Dataanalysen resulterade i tre huvudkategorier och åtta subkategorier som återspeglade hälso- och sjukvårdspersonalens upplevelser. Sammantaget beskrev hälso- och sjukvårdspersonalen det preventiva arbetet, upplevda svårigheter, den generella mödrahälsovården samt vilka önskningar de upplevde skulle kunna förändra dagens reproduktion och mödrahälsovård.  Slutsats  Hälso- och sjukvårdspersonalens upplevelser av att vårda gravida kvinnor skiljer sig åt. Befintliga brister som uppdagats inom reproduktiv- samt mödrahälsovård är bristfälliga ekonomiska resurser likväl som redskap. När detta var otillgängligt upplevde hälso- och sjukvårdspersonalen att vården som gavs till de gravida kvinnorna påverkas avsevärt då en vård av god kvalitet inte kunde tillhandahållas. Således är det av stor vikt att resurser finns tillgängliga så att hälso- och sjukvårdspersonalen kan erbjuda en kvalitativ vård till de gravida kvinnorna.