Small, Micro, and Medium Enterprises (SMMEs) and their related entrepreneurship are the focus of considerable policy and research interest as they contribute to mobilization of resources, job creation , and poverty alleviation , the total effect of which is GDP growth, economic development, and other socioeconomic benefits. Emerging research in developing countries seems to further confirm that, despite the problems and limitations facing the SMME sector, it is currently the most effective job creator, when many large firms are downsizing and retrenching labour. This study takes a closer look at the impact of human capital on the performance of Tanzanian Small and Micro Manufacturing Ventures (SMMVs) over the period 1997 - 2001. It involves a random sample of 200 ventures from 18 regions , grouped into the five zones of Mainland Tanzania. Of the surveyed entrepreneurs, 20% had tertiary education, 58% were exposed to some training , 54% had some occupational experience, and 60% had high need achievement (nAch) levels. With regard to employee human capital, 67% of the ventures had employees who attended some kind of training between 1997 and 2001, 49% had employees with less than 7 mean-years of schooling and 51% had employees with more than 7 mean years of schooling. Employee experience in their current firm varied: 50.5% of ventures had mean-employee experience between 1 and 6.25 years, while 49.5% had between 6.3 and 30 years. Examining the influence of employee and entrepreneur human capital on Tanzanian SMMVs gives the following main findings: • Entrepreneur need achievement (nAch) level is positively correlated with business performance, but its impact on the number ofjobs created, sales, and profit does not seem to be significant, other things remaining equal. • Entrepreneur education appears to have a significant impact on performance in terms of the number ofjobs created and sales. • Entrepreneur training appears to impact positively on the firm's sales and profit. • Employee expenence III the current firm appears to have a significant influence on performance in terms of sales and levels of profit. • Employee education and training appear to have significant and positive impacts on sales and profit. Further, business conduct was considered in terms of recruitment practice, training of employees, keeping of business records, and access to bank financing. The findings show that: • SMMVs with educated and trained entrepreneurs are better in all the conduct attributes tested in the study, that is, recruiting an educated workforce, keeping records, access to bank financing, and owning of another business. • Ventures with trained and educated employees are likely to keep more business records, and access more finance from banks than their untrained and uneducated counterparts. • It has also been found that the capacity to generate jobs between different enterprises is not equal. Edible food processing is likely to generate more jobs than other business activities in the study. Lastly, by regressmg a Cobb-Douglas production function on the data from Tanzanian SMMVs, physical capital, human capital of entrepreneur, and of labour are found to be significant predictors of output performance. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

No abstract available. / Thesis (M.Env.Dev.)-University of Natal, Pietermaritzburg, 2003.

Sports have recently been incorporated into international development agendas in a bid to 'empower' women and foster gender equality. Considered a masculine domain, sports are argued to empower women by challenging the status quo and their 'traditional' positions in societies. This thesis examines the use of sport in an athletic training camp for female distance runners located in Arusha, Northern Tanzania. Like other similar camps throughout East Africa, this training camp provides financial support for athletes, recruited from isolated rural areas, to live and train full time in the city. The camp was founded and is run by a Tanzanian couple, known as Gwandu and Mama Gwandu, but it has recently begun receiving financial support from an American development organisation. The director of this organisation, Karl, aims to empower the young women training in the camp by enabling them to use their sporting talent to further their education. This directly contradicts Gwandu and Mama Gwandu's goals, however, and they strive to enable the girls to improve their lives by earning money from running. The girls themselves perceive running as a unique opportunity to migrate to Arusha and distance themselves from their natal villages. The idea of earning money from running is secondary, for the girls, to the aspiration of settling permanently in the city. Although running provides a common link between the goals of the development organisation, those of Gwandu and Mama Gwandu, and those of the female athletes themselves, the overlap between these goals is only partial. Pragmatic constraints in each case mean the goals remain always unattainable and partially unachieved, and are continually readjusted to fit changing constraints and perceptions of what is possible. In discussing the different aspirations held by those involved in the training camp, this thesis highlights the multiple ways in which notions of 'modernity' can be understood and enacted. Modernity is a central theme in contemporary African anthropological literature, as is the notion of 'multiple modernities', often used to refer to the culturally diverse interpretations of the meaning of modernity and subsequent efforts to 'become modern'. Using key authors including Ferguson (1999), Snyder (2002; 2005) and Schneider (1970), this thesis argues that, drawing on different influences to enact different cultural styles, the girls, Gwandu and Mama Gwandu imagine and perform 'modernity' in different ways. Gwandu and Mama Gwandu are shown to draw on notions of maendeleo to construct a localist cultural style, which they attempt to enforce on the athletes in the camp. By contrast, the girls are argued to draw inspiration from what they perceive as the 'city' lifestyle maintained by Malkia – one of Tanzania's most successful female athletes – to construct a cosmopolitan cultural style they gradually gain performative competence in throughout their time in the camp. While both visions emphasise the importance of urbanisation, Gwandu and Mama Gwandu's localism condemns particular practices they conceive of as characteristic of "city life", including the value placed on commodities and modes of consumption that is central to the girls' cosmopolitanism. The clash between Gwandu and Mama Gwandu's goals and those of the girls is most pronounced at the beginning of their time in the camp. The girls’ compliance with camp rules increases with their time spent in the camp, as their vision increasingly overlaps with that of Gwandu and Mama Gwandu. I argue that the clash between their goals is once again pronounced after the girls have left the camp, and attempt to perform the cosmopolitan cultural style in which they have increasingly gained competence during their time in the camp. This discussion raises questions about the ways in which women can be 'empowered' through sports such as running. I argue that it is not running itself that empowers women like Malkia but, rather, the opportunity running affords them to acquire the material resources required, to perform the cosmopolitan style towards which they aspire.

Introduktion: I Tanzania lever mer än var femte innevånare i fattigdom och endast hälften har tillgång till rent vatten. Den orala hälsan tas sällan om hand på rätt sätt och behovet av orala hälsoprogram är stort. Landet har också problem med höga fluorhalter i grundvattnen vilket har förödande konsekvenser för tänderna.  Syfte: Att studera förekomsten av dental karies och dental fluoros samt vilka munvårdsvanor barn 6-18 år har i Tanzania Frågeställningar: Vilken är förekomsten av dental karies bland barn 6-18 år i Tanzania? Vilken är förekomsten av dental fluoros bland barn 6-18 år i Tanzania? Vilka munvårdsvanor har barn 6-18 år i Tanzania? Metod: En litteraturstudie Resultat: Studierna visade att kariesförekomsten i de studerade åldersgrupperna var låg. Vanligast med karies i det permanenta bettet är i djupa fissurer och andra molaren i underkäken. En ökad risk för dental fluoros genom intag av magadi och ökad fluorhalt i dricksvattnet. Dental fluoros ökar risken för ett nedsatt välbefinnande. En studie (2010) visar även på att tandborstningsfrekvensen och användning av tandkräm är mer frekvent än förr (1994, 1998). Besök hos tandläkaren sker inte kontinuerligt. Konklusion: Litteraturstudien visade på ett omfattande behov av munhälsoprogram i Tanzania samt olika åtgärder mot dental fluoros.

There is no abstract available for this thesis. / Department of Urban Planning

While the struggle for independence in African nations has been complicated by interracial rivalry and tribal wars, Tanzania, with its predominantly African population and substantial minorities of Asians and Europeans, has provided an example of what is possible. Though Tanzania is not a rich country it shows considerable potential for development. The Tanzanians have been receptive to innovations in education, agriculture, and commerce, which have helped improve their standard of living as a nation. Within the primary education curricula attention has been focused on specific changes in teaching methods and techniques, teacher ratings, and curriculum planning. A great deal of research and experimentation has been done in this field, but primarily on the level of higher education which contrasts sharply with the emphasis given to this problem in primary school education. The purpose of this study was to 1) discover and analyze some of the curriculum problems facing primary education in Tanzania, 2) investigate the evolving elements in primary school curricula, K-VII, by comparing the pre-independence educational programs with the present ones, and 3) suggest possible solutions to these problems as derived from current studies and practices in Tanzania. In addition to examining the present evolving curriculum offerings in meeting the needs of today's students, the study also examines administrative and environmental practices related to keeping pace with societal demands.Related literature from 1961 was reviewed to ascertain the basic objectives relative to primary school curricula and Tanzania and to assist the researcher in refining and updating the study. The data were classified in relation to current attitudes toward curriculum offerings and curriculum changes in Tanzanian primary education. Finally, a letter was sent to the Ministry of Education in Tanzania asking for current information on primary education since 1961. The first chapter includes historical background of education, government, people, and economy. Chapter two discusses organization and planning with emphasis on curriculum making and instruction. An evaluation of the trends and problems with emphasis upon the causes of the problems and limitations of the existing primary curricula comprises chapter three. Innovations in the primary school organization are discussed in detail emphasizing ways of bettering primary education. A summary of emerging programs pertinent to Tanzania's educational objectives, significant conclusions, and recommendations for further study are presented in the final chapter. The people of Tanzania have patterned their educational system in a flexible manner after the English system with the objective of developing programs and curricula which will meet the needs of the Tanzanians.Tanzania's educational needs include: 1) technical schools which will provide students with the necessary skills in metalwork, technical drawing, woodworking, and craftsmanship; 2) instruction in typewriting, shorthand, bookkeeping, and other business skills; 3) improved methods in agriculture. The major tasks of education in Tanzania are: to prepare the individual with basic skills which will equip him for special needs in life; to help the citizens realize that it is up to them to remedy the shortcomings of education in Tanzania. Since the most pressing need is to improve methods in agriculture, some crafts, and practical arts, especially among secondary school need. Practical training in agriculture, veterinary science, forestry, and business, and first-hand activities in industrial technology such as pluming, engineering, and teaching would be of great benefit to students in grades four through seven enabling them to more successfully handle life situations. It is hoped that through education of this type the people of Tanzania can relate classroom learning to social and economic problems outside the classroom, thereby improving not only the educational system but also alleviating some of the problems facing Tanzania as a young, developing nation.

The school library system is the most valuable facility of the school and an integral part of the educational process and a tool for teaching and learning. This study explored the status and role of secondary school library resource centres in resource-based learning in Iringa and Njombe regions of Tanzania. The role of the secondary school library resource centre in the education process has not fully been prioritized and exploited to support resource-based learning and foster the development of deeper understanding, critical thinking and independent learning through the provision of accessible resources in Tanzania. The problem that this study attempted to investigate was the status and factors influencing the condition of school library resource centres which are essential for resource-based learning and consequently affecting the quality of education that learners receive. Given this problem the study examined the current condition of school library resource centres, factors affecting such conditions, the role of secondary school library resource centres in resource-based learning, and measures which should be taken to curtail the problems that secondary school libraries face. This was done to ascertain whether the practices followed by secondary school library resource centres were in line with the Tanzanian Education (School Library Resource Centre) Regulations of 2002, and to establish what strategies could be adopted to overcome the weaknesses of secondary school library resource centres in Tanzania. The study was informed by the resource-based learning model developed by Manitoba Department of Education and Training. The study used a mixed methods approach and a cross-sectional descriptive survey design. The study involved 140 heads of secondary schools, 36 school librarians, eight District Education Officers for secondary schools, a Zonal Inspector of Schools and a Regional Public Librarian. The types of secondary schools studied included public (community and central government), private, and seminary. The data were collected using questionnaires and semi-structured interview guides. The study found that a majority of secondary schools, 89 (62.1%), had no libraries and of those with libraries, 53 (37.9%), the status regarding infrastructure, staffing, information resources, funding, and services was poor. Such poor conditions are a result of inadequate funding, absence of library committees and collection development policies, failure to implement the education policy and the Education (School Library Resource Centre) Regulations, absence of a national school library resource centres’ policy, standards, and an inspectorate at the Tanzanian Ministry of Education and Vocational Training to coordinate and inspect the school libraries. This study has also found that the secondary school library resource centres were vital in providing adequate and quality resources and professional expertise to enable teachers and learners to effectively use the resources and services to foster critical thinking and lifelong learning. However, their role in the educational process has been hindered by their poor condition and the consequent undermining of resource-based learning.Remedial strategies suggested by the study to address the challenges faced by secondary school library resource centres, included political will and government support in terms of funding, legislation, policy, standards and the establishment of an inspectorate for coordinating and managing secondary school library resource centres in Tanzania. The strategies are reflected in a new model developed for Tanzania. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2014.

No description available.

Background: The number of children under the age of five who dies of malaria per thousand births is sixteen in Tanzania. Even though improvements have been made there are still many challenges in the care of malaria infected children. Aim: The aim of this study was to investigate the experiences that nurses and relatives to malaria infected children have regarding the pediatric malaria care at Kilimanjaro Christian Medical Centre, Tanzania. Method: Semi structured interviews were conducted among three nurses and three relatives to malaria infected children within a pediatric ward at Kilimanjaro Christian Medical Centre, Tanzania. The interviews were recorded, transcribed and then analysed. Result: All the nurses agreed that the major challenge in the care of malaria infected children is the lack of knowledge from the relatives about prevention of malaria. This results in a lack of adherence among the relatives concerning prevention. The relatives agreed about their lack of knowledge about malaria and they wished for more education. They also considered the workload to be an issue for the nurses at the ward. The availability for the child to get treatment depends whether they are from a rural area or city. Conclusion: To continue the fight against malaria among children it is of great importance to focus on the relatives lack of knowledge about malaria, the workload issue and the long distance to hospital.