Tanzania is ranked among the world’s poorest nations despite her enormous natural resource base, enviable tropical climate and geographic location as the gateway into several landlocked African countries. This abject poverty is particularly pronounced in the rural areas where almost ninety per cent of the population live. In this study, the researcher sought to unravel the complexity of participation with regard to Tanzania’s rural community development and thereby provide insight into possible policy guidelines that will result in more effective and sustainable community development. Since independence, grandiose government policies, political manifestos, different socio-political ideologies, astronomical budgets of national and donor funding as well as bona fide efforts have made little difference in the eradication of poverty in Tanzania’s rural communities. The researcher opines that Tanzania’s failure to meet its development goals and its dismal economic performance are a result of the rural communities’ lack of participation in development projects. Social inclusion as a concept and the game theory of participation were explored as dynamic and innovative analytical tools to understand the participatory process in community development. The framework was tested against the analysis of participation in multiple health, education and water projects in rural Tanzania. The key findings of this study indicate that the community members’ lack of participation has hindered development efforts but there are mitigating circumstances. The community members are, for the most part, willing to participate in development projects. However, they find themselves socially excluded by variables which include government policies, bureaucratic obstacles, conflicts arising from political alliances and deeply-entrenched corruption. Based on the findings and conclusion of this study, this study makes recommendations for the implementation of more meaningful community participation in rural Tanzania includes having more women and youth representatives at every leadership level especially at the grassroots level and giving local government autonomy. The researcher concluded that, for participation to be effective, it has to be accompanied by well-structured empowerment programmes. Wherever possible, participation by beneficiaries should be solicited from the initial stages of a project. Participation is therefore synonymous with the inclusion of all groups. The researcher’s conclusive thesis is that, should the government adopt this participatory approach, the stalled growth will gain traction and pull the nation from its position among the world’s poorest countries and place it on the path towards sustainable progress. / Development Studies / D. Litt. et Phil. (Development Studies)

Thesis (MPhil (Sustainable Development Planning and Management))--Stellenbosch University, 2008. / This thesis used the Logical Framework Approach to create a project proposal for the establishment of a community-driven educational and training model for sustainable community development based in the Western Soutpansberg in the Limpopo Province. The project aims to provide much-needed socio-economic upliftment to this area, which is characterized by many large poor local communities with relatively few employment opportunities. The proposed programme focuses on the formation of the Soutpansberg Centre for Sustainable Development. This Centre is intended to be a demonstration model for land and agrarian reform based on sustainable development principles, indigenous knowledge and appropriate technologies. It would serve as a working example of how the reform process could be accelerated thus making a significant impact particularly on the lives of the rural poor and landless in the surrounding area. The research that was undertaken for this proposal entailed assessing and building on available primary data and information. It was informed by existing documentation, research and interviews with key stakeholders. The intention is for this project to become a reality in the near future and therefore it was necessary to create a document that is both viable and practical taking into consideration and assessing the various elements involved in such a sustainable development initiative.

Thesis (MA)--Stellenbosch University, 2015 / ENGLISH ABSTRACT : It has been suggested that the complex needs of children with neurodevelopmental disorders are best addressed with a family-centred approach. As this approach has been increasingly incorporated into healthcare systems over recent years, most children with disabilities are now able to remain at home as opposed to living in institutions or group homes. Many parents have thus been forced to adopt the role of a primary caregiver for their child that has been diagnosed with a disability or chronic condition. This study aimed to investigate the experiences of caregivers for children with cerebral palsy in rural communities of the Western Cape, with a specific focus on the barriers and facilitators that they encounter. An exploratory qualitative design was employed and 15 individuals (aged 27-62), who were identified as caregivers for a child with cerebral palsy through purposive sampling were interviewed. Thematic analysis was used to analyse and generate themes from the semi-structured interviews that were conducted with participants. A number of barriers to caring emerged including the personal consequences of caregiving, difficulty adjusting to caregiving duties, environmental conditions, lack of access to healthcare services, lack of respite services, and negative perceptions towards disability. Various facilitators to caring were also identified, namely personal coping methods, personal transformation, social support, relationship with one’s child, community resources, child’s crèche, and financial assistance. The five levels of the Social Ecological Model were used to conceptualise the discussion of these findings and links were made to the existing literature on the caregiver experience in the developing context. In this process it was found that participants often encountered similar barriers and facilitators to caregivers for individuals with other types of conditions, such as HIV/AIDS, autism, mental illness, cancer, and neurological disorders. This could suggest that caregivers residing in developing countries share similar experiences, regardless of the condition of the care receiver. Although participants received support from a number of sources that aided them with their caregiving duties, it is evident that they still encountered gaps in the provision of a number of important services, including lack of information from healthcare professionals, lack of community programs to reduce stress and promote empowerment, and lack of disability-friendly facilities. It is vital that caregivers have access to these services to ensure their child’s well-being as well as their own. There is thus a need to explore how these services can be made more accessible to caregivers in rural communities. / AFRIKAANSE OPSOMMING : Daar word voorgestel dat die komplekse behoeftes van kinders met neuro-ontwikkelingsversteurings die beste aangespreek word deur ‘n familie-gefokusde benadering. Aangesien hierdie benadering meer geredelik geïnkorporeer is in die gesondheidsorg sisteem oor die afgelope paar jaar is meeste kinders met gestremdhede nou in staat om by die huis te kan bly in plaas daarvan om in inrigtings of groepshuise te woon. Baie ouers is dus geforseer om die rol as primêre versorger aan te neem vir hulle kind wat gediagnoseer is met ‘n gestremdheid of kroniese toestand. Hierdie studie se doel was om die ervarings van versorgers van kinders met serebrale gestremdheid in landelike gemeenskappe van die Wes-Kaap, te ondersoek, met ‘n spesifieke fokus op die hindernisse en fasiliteerders wat hulle ondervind. ‘n Ondersoekende kwalitatiewe ontwerp is gebruik en onderhoude is gevoer met 15 individue (ouderdomme 27-62) wat deur doelgerigte steekproefneming geïdentifiseer is as versorgers van ‘n kind met serebrale gestremdheid. Tematiese analise is gebruik om die semi-gestruktureerde onderhoude wat met die deelnemers gevoer is te analiseer en temas te genereer. ‘n Aantal van die hindernisse tot versorging het na vore gekom en sluit die persoonlike gevolge van versorging, probleme om aan te pas by die versorgingspligte, omgewingstoestande, tekort aan toegang tot gesondheidsorg dienste, tekort aan verligting dienste en negatiewe persepsies teenoor gestremdhede in. Verskeie fasiliteerders tot versorging is ook geïdentifiseer, naamlik persoonlike hanteringsmetodes, persoonlike transformasie, sosiale ondersteuning, verhouding met hulle kind, gemeenskapsfasiliteerders, kind se speelskool en finansiële hulp. Die vyf vlakke van die Sosiale Ekologiese Model is gebruik om die bespreking van hierdie bevindinge te konseptualiseer en verbintenisse is gemaak met bestaande literatuur wat handel oor die versorger se ervaring in die ontwikkellende konteks. In hierdie proses is gevind dat deelnemers dikwels dieselfde hindernisse en fasiliteerders ondervind as versorgers van individue met ander tipe toestande, soos MIV/VIGS, outisme, geestesiektes, kanker en neurologiese versteurings. Dit kan moontlik beteken dat versorgers wat in ontwikkellende lande woord dieselfde ervarings deel, ten spyte van die toestand van die persoon wat die versorging ontvang. Alhoewel deelnemers ondersteuning van ʼn aantal bronne ontvang het wat hulle help met hulle versorgingspligte, is dit duidelik dat hulle steeds gapings ervaar in die voorsiening van ʼn aantal belangrike dienste, insluitende ʼn tekort aan inligting van gesondheidsorg werkers, ʼn tekort aan gemeenskapsprogramme om stres verligting en bemagtiging te bevorder en ʼn tekort aan gestremdheid-vriendelike fasiliteite. Dit is baie belangrik dat versorgers toegang het tot hierdie dienste om die welstand van hulle kind en hulself te verseker. Daar is dus ʼn behoefte om te ondersoek hoe hierdie dienste meer toegangklik gemaak kan word vir versorgers in landelike gemeenskappe.

Thesis (PhD (Curriculum Studies))—University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The rural nature of most parts of Mpumalanga Province poses a number of human resources development challenges to the people in the rural communities of the province. The high rate of black African people aged 20 years or older who had no schooling (32% in 1996 and 30.1% in 2001) in the province is one such a challenge. The overall unemployment rate in Mpumalanga increased from 18.6% in 1996 to 23.1% in 2001 and 26.3% in 2007 (Statistics SA, 1996; 2001 & 2007), while for black Africans in particular it increased from 20.3% in 1996 to 24.6% in 2001. Since Mpumalanga is a rural province that is populated mainly by black Africans, the conclusion may be drawn that most of the people who are affected by unemployment live in the rural communities of the province. Research was carried out to investigate the role of the University of South Africa in the development of human resources in the rural communities of Mpumalanga. The institutes/bureaus of the University of South Africa were identified as the target population for the research. A questionnaire was administered to the managers of 21 sampled institutes/bureaus of the University of South Africa. The colleges at the University of South Africa offer the non-formal, non-subsidised and need-driven training programmes through the institutes/bureaus which are regarded as the delivery arm of those programmes. The research found that the institutes/bureaus of the University of South Africa had no significant contribution to make towards the development of human resources in the targeted communities and that most of the programmes presented were not targeting the critical developmental needs of the people in rural communities. The role and involvement of the University of South Africa and other higher education institutions in rural communities should be directed by the genuine developmental needs of people in these communities. The training providers targeting rural areas should be informed by both theoretical and practical considerations towards the provision of training intervention programmes. The identification of training and developmental needs is crucial to a successful intervention for the development of human resources in rural communities. iii The research concluded, among others, that the University of South Africa is lacking in observing the stakeholder role and the strategic partner role of a university in the development of human resources in rural communities. It is however focusing, to a certain extent, on the service provider role. Furthermore, the University of South Africa is not carrying out the service learning practice through which the university students could participate and contribute to the development of human resources in rural communities. Universities have the knowledge base, expertise, networks and, in most cases, the required resources to make a contribution to the development of human resources in rural communities. The universities should therefore commit themselves to this aspect in order to assist in the development of rural communities. The practice of social responsibility implies that universities should become involved in community development activities in the needy rural communities without a profit intent, but with a community development rationale. Many poor people from rural communities would benefit from the practice of social responsibility by universities. / AFRIKAANS OPSOMMING: Vanweë die landelike aard van die grootste deel van Mpumalanga ervaar die plattelandse bevolking in hierdie provinsie talle uitdagings met betrekking tot die ontwikkeling van menslike hulpbronne. Een so ʼn uitdaging in die provinsie is die groot persentasie swart mense bo die ouderdom van 20 jaar wat geen skoolopleiding ontvang het nie (32% in 1996 en 30.1% in 2001). Die totale werkloosheidsyfer in Mpumalanga het van 18.6% in 1996 tot 23.1% in 2001 en 26.3% in 2007 gestyg (Statistics SA, 1996; 2001 & 2007), en vir swart mense in hierdie provinsie in die besonder het dit van 20.3% in 1996 tot 24.6% in 2001 toegeneem. Aangesien Mpumalanga ʼn landelike provinsie is wat hoofsaaklik deur swart mense bevolk word, kan die afleiding gemaak word dat die meeste van die mense wat deur werkloosheid geraak word in die landelike gebiede van die provinsie woon. Navorsing is gedoen om ondersoek in te stel na die rol van die Universiteit van Suid-Afrika in die ontwikkeling van menslike hulpbronne in die landelike gemeenskappe van Mpumalanga. Die institute/buro’s van die Universiteit van Suid-Afrika is as die teikenpopulasie van die navorsing geïdentifiseer. Die bestuurders van 21 institute/buro’s van die Universiteit van Suid-Afrika wat as steekproef gedien het, het ʼn vraelys voltooi. Die Kolleges aan die Universiteit van Suid-Afrika bied die nie-formele, nie-gesubsidieerde en behoeftegedrewe opleidingsprogramme aan deur die institute/buro’s wat as die vertakking beskou word wat diens moet lewer ten opsigte van hierdie programme. Die navorsing het bevind dat die institute/buro’s van die Universiteit van Suid-Afrika ten tyde van die ondersoek nie in staat was om enige beduidende bydrae te maak tot die ontwikkeling van menslike hulpbronne in die geteikende gemeenskappe nie en dat die meeste van die programme wat aangebied is nie op die kritieke ontwikkelingsbehoeftes van die mense in landelike gebiede gerig was nie. Daar word aanbeveel dat die rol en betrokkenheid van die Universiteit van Suid-Afrika en ander hoëronderwysinstellings in landelike gemeenskappe deur die werklike ontwikkelingsbehoeftes van die mense in hierdie gemeenskappe gerig word. v Voornemende verskaffers van opleiding in landelike gebiede behoort beide teoretiese en praktiese oorwegings in ag te neem wanneer hulle intervensieprogramme vir opleiding beplan en ontwerp. Die identifisering van opleidings- en ontwikkelingsbehoeftes is van kritieke belang in die daarstelling van ʼn suksesvolle intervensie vir die ontwikkeling van menslike hulpbronne in landelike gebiede. Op grond van die navorsing is tot die gevolgtrekking gekom dat UNISA nie sy belanghebberrol en sy rol as strategiese vennoot as universiteit in die ontwikkeling van menslike hulpbronne in landelike gemeenskappe nakom nie. Daar word wel in ʼn mate aan die eise van die diensverskafferrol voldoen. Voorts kom die toepassing van diensleer, waardeur studente deel kan word van en bydra tot die ontwikkeling van menslike hulpbronne in landelike gemeenskappe, nie tot sy reg nie. Universiteite beskik oor die kennisbasis, kundigheid, netwerke en, in die meeste gevalle, oor die nodige bronne om ’n bydrae te maak tot die ontwikkeling van menslike hulpbronne in landelike gemeenskappe. Universiteite behoort hulle dus te verbind tot hierdie aspek van hulle sosiale verantwoordelikheid ten einde ’n bydrae te maak tot die ontwikkeling van landelike gemeenskappe. Die toepassing van sosiale verantwoordelikheid impliseer dat universiteite, sonder winsmotief, betrokke behoort te raak by gemeenskapsontwikkelingsaktiwiteite in die arm, landelike gemeenskappe. Baie arm mense in landelike gemeenskappe sal deur die toepassing van sodanige sosiale verantwoordelikheid deur universiteite baat vind.

Health Studies / M. P. H.

Made available in DSpace on 2016-04-25T20:21:45Z (GMT). No. of bitstreams: 1 Myrt Thania de Souza Cruz.pdf: 1638665 bytes, checksum: daba94bb90ca2caf5224730795b080fc (MD5) Previous issue date: 2007-03-12 / The objective of this thesis is to comprehend the process of disarticulation threat and dissolution of communities in the semiarid region of the Chapada Diamatina plateau. A systematic study was made, using as an example an area denominated Cercado, situated on top of the Serra do Cigano, following the horse trail that leads to the San Francisco River. The study seeks to reconstruct the history of the colonization of that region, strongly marked by despotism, materialized through the phenomena of bossing and coerced votes. From the local residents, tales of the fight for existence and life maintenance in that region were retrieved. Eminently verbal, the narratives were based on the memory of those still in the region and others that have left. The social relations reproduction process under the shelter of the merchant world has brought serious consequences to the rural communities of the Chapada Diamantina plateau which live in a mere subsistence agrarian economy, degrading their way of life and not rarely leading to their dissolution. The continual struggle of these people in search of ways to satisfy their needs promotes solidary practices that make viable to live in the semiarid nature, although this does not guarantee the preservation of their ways of life in the face of the transformations generated by modern times. As a consequence of the difficulties imposed by the disarticulation process, the singularity of their life experience makes them active historical agents in their settlement, in working the land, in putting together their tasks and in the resistance to maintain their knowledge about medicinal plants, folklore costumes and their religiousness / Esta tese objetiva compreender o processo de ameaça de desarticulação e dissolução de comunidades do semi-árido da Chapada Diamantina. Foi feito estudo sistemático tomando como exemplo uma localidade denominada Cercado, situada no topo da Serra do Cigano, às margens da trilha cavaleira que dá acesso ao rio São Francisco. O estudo procura reconstruir a história do processo de povoamento da região, fortemente marcado pelo coronelismo materializado através dos fenômenos de mandonismo e voto de cabresto. Junto com seus moradores, recupera narrativas sobre a história da luta pela existência e manutenção da vida no lugar. De cunho eminentemente oral, as narrativas foram viabilizadas a partir da memória dos que lá vivem e também dos que migraram. O processo de reprodução das relações sociais, sob a égide do mundo da mercadoria, tem trazido sérias conseqüências para as comunidades rurais da Chapada Diamantina que vivem numa economia agrária de subsistência, degradando seu modo de vida e, não raro, conduzindo para sua dissolução. A incessante luta das pessoas em busca da satisfação de suas necessidades fornece consagração de práticas solidárias que viabilizam a convivência com a natureza semi-árida, mas não garante a manutenção dos modos de vida face às transformações decorrentes da modernidade. Frente às dificuldades impostas pelo processo de desarticulação, a singularidade de suas vivências os inscreve como agentes históricos ativos na construção de fazeres, no enraizamento e lida com a terra e na resistência pela manutenção dos conhecimentos das plantas medicinais, festejos, costumes e religiosidade

Made available in DSpace on 2016-04-26T14:56:11Z (GMT). No. of bitstreams: 1 Myrt Thania de Souza Cruz.pdf: 1638665 bytes, checksum: daba94bb90ca2caf5224730795b080fc (MD5) Previous issue date: 2007-03-12 / The objective of this thesis is to comprehend the process of disarticulation threat and dissolution of communities in the semiarid region of the Chapada Diamatina plateau. A systematic study was made, using as an example an area denominated Cercado, situated on top of the Serra do Cigano, following the horse trail that leads to the San Francisco River. The study seeks to reconstruct the history of the colonization of that region, strongly marked by despotism, materialized through the phenomena of bossing and coerced votes. From the local residents, tales of the fight for existence and life maintenance in that region were retrieved. Eminently verbal, the narratives were based on the memory of those still in the region and others that have left. The social relations reproduction process under the shelter of the merchant world has brought serious consequences to the rural communities of the Chapada Diamantina plateau which live in a mere subsistence agrarian economy, degrading their way of life and not rarely leading to their dissolution. The continual struggle of these people in search of ways to satisfy their needs promotes solidary practices that make viable to live in the semiarid nature, although this does not guarantee the preservation of their ways of life in the face of the transformations generated by modern times. As a consequence of the difficulties imposed by the disarticulation process, the singularity of their life experience makes them active historical agents in their settlement, in working the land, in putting together their tasks and in the resistance to maintain their knowledge about medicinal plants, folklore costumes and their religiousness / Esta tese objetiva compreender o processo de ameaça de desarticulação e dissolução de comunidades do semi-árido da Chapada Diamantina. Foi feito estudo sistemático tomando como exemplo uma localidade denominada Cercado, situada no topo da Serra do Cigano, às margens da trilha cavaleira que dá acesso ao rio São Francisco. O estudo procura reconstruir a história do processo de povoamento da região, fortemente marcado pelo coronelismo materializado através dos fenômenos de mandonismo e voto de cabresto. Junto com seus moradores, recupera narrativas sobre a história da luta pela existência e manutenção da vida no lugar. De cunho eminentemente oral, as narrativas foram viabilizadas a partir da memória dos que lá vivem e também dos que migraram. O processo de reprodução das relações sociais, sob a égide do mundo da mercadoria, tem trazido sérias conseqüências para as comunidades rurais da Chapada Diamantina que vivem numa economia agrária de subsistência, degradando seu modo de vida e, não raro, conduzindo para sua dissolução. A incessante luta das pessoas em busca da satisfação de suas necessidades fornece consagração de práticas solidárias que viabilizam a convivência com a natureza semi-árida, mas não garante a manutenção dos modos de vida face às transformações decorrentes da modernidade. Frente às dificuldades impostas pelo processo de desarticulação, a singularidade de suas vivências os inscreve como agentes históricos ativos na construção de fazeres, no enraizamento e lida com a terra e na resistência pela manutenção dos conhecimentos das plantas medicinais, festejos, costumes e religiosidade

Cette thèse a pour objet la grande énigme scolaire de la Révolution française : l’échec de l’école publique et le succès des écoles privées (cette dichotomie publique-privée ayant été créée par la Révolution). Loin de s’expliquer d’abord par le conservatisme politique et religieux des classes populaires, ainsi que les historiens l’ont affirmé depuis la fin du XIXe siècle, la déroute du projet scolaire républicain, n’est en réalité ni évidente de partout (en ville, l’école publique n’est pas en échec), ni linéaire (elle ne survient pas avant le printemps 1795 dans les campagnes). Pour la comprendre, il importe surtout de l’inscrire dans une histoire au long cours : depuis les années 1760, l’école élémentaire (celle où l’on apprend à lire, écrire et compter) a été appropriée par les communautés villageoises, au point de devenir une véritable « institution de proximité », contrôlée dans les faits par le groupe des co-résidents, malgré toutes les règles édictées par la monarchie et l’Église catholique afin d’en confier la direction aux évêques et aux curés. « Institution de proximité », l’école l’est d’autant plus aisément devenue que les enseignants de la fin de l’Ancien Régime (presque tous laïcs) accomplissaient au village (mais pas en ville) un ensemble de services extra-scolaires essentiels à l’affirmation de cet « esprit de localité » que l’on sait être si prononcé dans les communautés rurales du XVIIIe siècle : ce sont eux qui sonnaient les cloches paroissiales, entretenaient l’horloge communale, arpentaient les terres de la communauté et en dressaient la carte, chantaient la messe lors du culte, assuraient l’entretien de l’église et assuraient les fonctions de secrétaire-greffier de la collectivité locale. Au sein du village, l’enseignement dispensé par le maître d’école était du reste lui même perçu comme un lieu de perpétuation de la « personnalité collective locale » : au cours du second XVIIIe siècle, les pratiques pédagogiques des régents d’école ont en effet fini par intégrer le vaste complexe des « coutumes » locales. À ce titre, les communautés rurales imposaient aux enseignants qu’elles recrutaient (et qu’elles regardaient comme leur « serviteur ») qu’ils se conforment en tous points aux pratiques scolaires traditionnelles du village, freinant ainsi l’introduction dans les campagnes des innovations pédagogiques pensées par la Réforme catholique (La Salle, Démia, etc.) et par les Lumières. Bien avant 1789, les collectivités locales ont donc appris à éviter les prescriptions scolaires extérieures au village pour administrer l’école en fonction de leurs propres attentes.La Révolution, bien plus qu’elle ne contrarie cette emprise du local sur l’école, contribue au contraire à accentuer ce processus au long cours, malgré ses ambitions, tôt affirmées et maintes fois rappelées, d’imposer un « État instructeur » – comme l’avaient réclamé les Lumières depuis l’expulsion des Jésuites. À partir de 1789 et jusqu’en l’an II, alors que disparaissent rapidement les autorités de tutelle traditionnelle des petites écoles (évêques, intendants) et que les communautés rurales sortent parallèlement renforcées par la création des municipalités communales, les villages parviennent enfin pleinement à exercer une autorité souveraine sur l’école et ses enseignants. Tout change à partir du printemps 1795, lorsque deux nouvelles lois scolaires tentent d’arracher l’école publique de la sphère des compétences communales. Les villages se détournent aussitôt de cette dernière, pourtant massivement investie l’année précédente, et ouvrent dans le même temps de nombreuses écoles privées (autorisées par les deux mêmes lois). Au fond, il faut d’abord voir dans ce mouvement un moyen pour les collectivités locales de ne pas être dépossédées de leurs usages coutumiers de l’école. [...] / [No summary]

A descriptive survey to identify factors influencing relapse of psychiatric outpatients in the rural communities of the Eastern Cape was undertaken. A questionnaire was used to collect data from family caregivers who were relatives of psychiatric patients receiving their monthly medications from two rural clinics. Data were analysed using the Statistical Package for Social Sciences (SPSS) version 17. A total number of 92 family caregivers participated. Respondents reported side effects of psychotropic drugs, poor family role, poor referral system, lack of home visits, non-compliance and stigmatization as major factors contributing to relapse of psychiatric outpatients. Active involvement of caregivers in follow up care of their relatives is effective in fostering collaboration between the psychiatric hospitals and patients with the common goal of relapse avoidance. It is recommended that adequate provision of resources in conjunction with health education is effective in enhancing collaboration towards prevention of relapse in psychiatric patients. This would promote team work among patients, caregivers and health care providers. / Public Health / M.A. (Public Health)

Tanzania is ranked among the world’s poorest nations despite her enormous natural resource base, enviable tropical climate and geographic location as the gateway into several landlocked African countries. This abject poverty is particularly pronounced in the rural areas where almost ninety per cent of the population live. In this study, the researcher sought to unravel the complexity of participation with regard to Tanzania’s rural community development and thereby provide insight into possible policy guidelines that will result in more effective and sustainable community development. Since independence, grandiose government policies, political manifestos, different socio-political ideologies, astronomical budgets of national and donor funding as well as bona fide efforts have made little difference in the eradication of poverty in Tanzania’s rural communities. The researcher opines that Tanzania’s failure to meet its development goals and its dismal economic performance are a result of the rural communities’ lack of participation in development projects. Social inclusion as a concept and the game theory of participation were explored as dynamic and innovative analytical tools to understand the participatory process in community development. The framework was tested against the analysis of participation in multiple health, education and water projects in rural Tanzania. The key findings of this study indicate that the community members’ lack of participation has hindered development efforts but there are mitigating circumstances. The community members are, for the most part, willing to participate in development projects. However, they find themselves socially excluded by variables which include government policies, bureaucratic obstacles, conflicts arising from political alliances and deeply-entrenched corruption. Based on the findings and conclusion of this study, this study makes recommendations for the implementation of more meaningful community participation in rural Tanzania includes having more women and youth representatives at every leadership level especially at the grassroots level and giving local government autonomy. The researcher concluded that, for participation to be effective, it has to be accompanied by well-structured empowerment programmes. Wherever possible, participation by beneficiaries should be solicited from the initial stages of a project. Participation is therefore synonymous with the inclusion of all groups. The researcher’s conclusive thesis is that, should the government adopt this participatory approach, the stalled growth will gain traction and pull the nation from its position among the world’s poorest countries and place it on the path towards sustainable progress. / Development Studies / D. Litt. et Phil. (Development Studies)