Download or read book Educational Assessment in Tanzania written by Joyce Kahembe and published by Springer Nature. This book was released on 2020-11-04 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines teachers’ conceptions and practices of assessment in Tanzania. Adopting a sociocultural perspective, it reveals how Tanzanian teachers understand the role of assessment in relation to their classroom practices, community and other factors. The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning; it is not that teachers do not know how to implement the mandated assessment reforms. Instead, they are reluctant to adopt and embrace the reforms because they consider them to be contradictory to their teaching roles, and overly burdensome, if not implausible, given the physical, economic and cultural contexts of teaching and learning. This book argues that improving traditional assessments, rather than radically transforming them, can be more effective for cultivating practices that suit the physical, political, economic and cultural contexts of Tanzanian schools. Highlighting the significance of sociocultural factors in educators’ professional practices, while also illustrating the major challenges in implementing global reform agendas in diverse contexts, it is a valuable resource for educators and scholars interested in development and educational reform in African contexts.
Download or read book Education in Tanzania in the Era of Globalisation written by L.P. Lugalla and published by African Books Collective. This book was released on 2019-03-29 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education in Tanzania in the Era of Globalisation Challenges and Opportunities is a product of papers presented at a National Education Conference held in Dodoma, Tanzania in November 2016 and organised by the Aga Khan University-Institute for Educational Development, East Africa (AKU-IED-EA). At present, Tanzanias development direction is guided by Vision 2025, which aims to achieve a high quality livelihood for its people be attainment of Vision 2025 will depend largely on rapid socio-economic development based on several social and economic pillars including, most importantly, education. Clearly, for Tanzania, the scope and quality of education remains the single most important prerequisite to the attainment of Vision 2025 and the 17 Sustainable Development Goals (SDGs). The individual chapters in this publication, and their collective thrust, discuss the challenges in the education system in good faith and in the spirit of cooperation and collaboration guided by the belief that it is not the responsibility of the Government alone to see how these can be addressed. AKU IED EA has identd this as the responsibility of all well-meaning corporate bodies and citizens, and initiated thst conference of its type as its contribution to thore conference, as well as the publication, has to be seen as a model of good practice for universities in terms of sharing knowledge, experience, and practice with other stakeholders who are not in the academy, and more so, with politicians as well as government policy planners. The various authors of Education in Tanzania in the Era of Globalisation Challenges and Opportunities discuss issues within the context of the Tanzanian political economy against thects of globalization and seek to initiate a new kind of debate that is long overdue; a debate aimed at charting out appropriate strategies whose objective is to improve the quality of education in Tanzania so that it becomes a useful vehicle in enhancing processes of social change, transformation and development.
Download or read book Assessing Student Learning in Africa written by Thomas Kellaghan and published by World Bank Publications. This book was released on 2004-01-01 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This title reviews four aspects of educational assessment: public examinations, national assessment, international assessment, and classroom assessment, and offers suggestions for using different forms of assessment to enhance student learning.
Download or read book Preparing the Next Generation in Tanzania written by Arun R. Joshi and published by World Bank Publications. This book was released on 2015-06-19 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: Tanzania aims to reach middle income status by 2025. Since the country's economic growth will increasingly require workforce with postsecondary training and skills, the education system needs to close systemic gaps and inefficiencies at the root of its current undeperformance.
Download or read book The Rebirth of Education written by Lant Pritchett and published by CGD Books. This book was released on 2013-09-30 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite great progress around the world in getting more kids into schools, too many leave without even the most basic skills. In India’s rural Andhra Pradesh, for instance, only about one in twenty children in fifth grade can perform basic arithmetic. The problem is that schooling is not the same as learning. In The Rebirth of Education, Lant Pritchett uses two metaphors from nature to explain why. The first draws on Ori Brafman and Rod Beckstrom’s book about the difference between centralized and decentralized organizations, The Starfish and the Spider. Schools systems tend be centralized and suffer from the limitations inherent in top-down designs. The second metaphor is the concept of isomorphic mimicry. Pritchett argues that many developing countries superficially imitate systems that were successful in other nations— much as a nonpoisonous snake mimics the look of a poisonous one. Pritchett argues that the solution is to allow functional systems to evolve locally out of an environment pressured for success. Such an ecosystem needs to be open to variety and experimentation, locally operated, and flexibly financed. The only main cost is ceding control; the reward would be the rebirth of education suited for today’s world.
Download or read book Teaching in Tension written by Frances Vavrus and published by Springer Science & Business Media. This book was released on 2013-06-13 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, international efforts to improve educational quality in sub-Saharan Africa have focused on promoting learner-centered pedagogy. However, it has not fl ourished for cultural, economic, and political reasons that often go unrecognized by development organizations and policymakers. This edited volume draws on a long-term collaboration between African and American educational researchers in addressing critical questions regarding how teachers in one African country—Tanzania—conceptualize learner-centered pedagogy and struggle to implement it under challenging material conditions. One chapter considers how international support for learner-centered pedagogy has infl uenced national policies. Subsequent chapters utilize qualitative data from classroom observations, interviews, and focus group discussions across six Tanzanian secondary schools to examine how such policies shape local practices of professional development, inclusion, gender, and classroom discourse. In addition, the volume presents an analysis of the benefi ts and challenges of international research between Tanzanian and U.S. scholars, illuminating the complexity of collaboration as it simultaneously presents the outcome of joint research on teachers’ beliefs and practices. The chapters conclude with questions for discussion that can be used in courses on international development, social policy, and teacher education. “This volume, written by a multi-national team of scholar-practitioners, makes an important contribution to our understanding of learner-centered teaching and collaborative educational research. Based on an intensive investigation in Tanzania of a professional development program and teachers’ efforts to conceptualize and implement a globally-promoted pedagogical approach, the authors illustrate – and critically analyze – how these practices are enabled and constrained by cultural lenses, power relations, and material conditions. Importantly, they also examine refl exively how cultural, power, and resource issues shaped their struggle to engage in a collective praxis of qualitative inquiry. The tensions referenced in the title sparked valuable insights, which will be useful to educators, researchers, and policy makers.” — Mark Ginsburg, FHI 360 and Teachers College, Columbia University.
Download or read book Tanzania Education Sector Institutional and Governance Assessment written by Weltbankgruppe and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The Tanzania Education Sector Institutional and Governance Assessment (hereafter referred to as the report) identifies the drivers of efficient and effective basic education service delivery in Tanzania by exploring the sector's institutional and governance context. The assessment has four main components: i) the policy and institutional setting; ii) the public financial management (PFM) context; iii) decentralization and its impact on basic education; and iv) school autonomy and accountability in the delivery of education services. Viewing these through a 'service delivery lens', the report presents the key findings and recommendations for medium-term as well as immediate future programming aimed at improved learning outcomes in Tanzania. The report takes an overall systems approach where each component is viewed as part of the whole, to create a picture where interconnected systemic constraints underpin an uncertain accountability chain. This is presented as a synthesis of learnings across all four components. The picture that emerges informs the recommendations of the Report, enabling the identification of synergistic critical pathways and entry-points for effective, efficient, and accountable education service delivery and, in the longer term, improved learning outcomes.
Download or read book Special Education in Tanzania written by Unesco and published by . This book was released on 1988 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Place of Evaluation in the Tanzanian System of Education written by Michael J. Kinunda and published by . This book was released on 1975 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Problems and Needs of Educational Evaluation in Tanzania written by M. S. Muze and published by . This book was released on 1975 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Successful Schools in Tanzania written by Elisei Basil Temu and published by Institute of International Education Stockholm University. This book was released on 1995 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Applied Developmental Science in Sub Saharan Africa written by Amina Abubakar and published by Springer. This book was released on 2017-11-17 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook collates research evidence and presents the most up-to-date findings on child development in Sub-Saharan Africa. It discusses complex risk factors and medical conditions affecting childhood outcomes, and spotlights emerging programs for enhancing literacy and cognitive development. The panel of expert contributors offer needed context and knowledge to the discussion of previously understudied topics. Chapters present proven intervention strategies currently in use across the diverse region. In addition, this handbook provides guidelines for culturally sensitive and ethical research that will inform practice and help shape policy goals and initiatives. Topics featured in the Handbook include: · Fatherhood in the African context. · Sibling care-giving and its implications in Sub-Saharan Africa. · Nutritional status, infections, and child development · Diabetes in Sub-Saharan African children. · How to adapt tests for Sub-Saharan Africa. · Interventions aimed at children and caregivers. · A culturally sensitive approach to conducting research and promoting initial literacy development in Africa The Handbook of Applied Developmental Science in Sub-Saharan Africa is a must-have resource for researchers, professionals/scientist-practitioners, and graduate students in child, school, and developmental psychology, as well as pediatrics, social work, public health, and education.
Download or read book School Development Through Teacher Research written by Inger Eriksson and published by African Books Collective. This book was released on 2018-08-17 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: School Development through Teacher Research Lesson and Learning Studies in Sweden and Tanzania presents the results from a three-year-long joint research project conducted by educational researchers from Tanzania and Sweden. Even though the country contexts differ in social, economic as well as educational conditions, including teacher education and classroom standards, many recurrent education challenges are shared. These include the tendency to make educational reforms with little or no input from professionals. The new educational reforms in both countries put a much higher responsibility on teachers; teachers must be able to organise teaching that enables all students to develop required abilities/competencies. Thus, teachers need tools to develop knowledge that can contribute to their professional knowledge base. With an overall interest in issues of teaching and action research, this joint project aimed to use Lesson and Learning Study as models for developing and improving the quality of teaching and learning in schools. The research project was realised through four case studies in each country with a focus on students development of specific capabilities and values Science, Vocational Skills/Home and Consumer Studies, English as second language and Mathematics in grades 6-7. Complementing the cases School Development through Teacher Research Lesson and Learning Studies in Sweden and Tanzania offers an introductory background to Lesson and Learning Studies as models for teacher-driven research and school development. The book is written to support teachers and teacher educators wishing to reflect about learning and the struggle of learners to discern various concepts, principles and practices. As well as those who genuinely wish to see serious learning take place, rather than simply seeing content covered including curriculum designers and developers, educational researchers, educational supervisors and leaders and student-teachers as well as students of pedagogy and didactics. We dedicate the book to teacher educators, teachers and school leaders who are seriously striving to enhance students learning and understanding in different subject areas.
Download or read book Corporal Punishment in Preschool and at Home in Tanzania written by Reuben Sungwa and published by Springer Nature. This book was released on 2022-04-01 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines educators and parents’ practices of corporal punishment of preschool-aged children in school and at home in Tanzania, considering why it is that many children in Tanzania are still subject to corporal punishment. It explores the attitudes of parents, teachers, and educational leaders about corporal punishment, in the context of existing government policies, laws, and regulations, using interviews, questionnaires and observation. Corporal punishment is widely and frequently used by both parents and teachers as a way of maintaining discipline, with most regarding it favourably as a means of behavioural modification. Furthermore, the book shows that the use of corporal punishment in Tanzania is influenced by cultural norms and religious beliefs, teacher qualifications and parents’ levels of education, past experiences of corporal punishment, and related beliefs about the practice. Crucially, there has not yet been a societal-level legal framework established to protect children from the harms involved.
Download or read book Focus on Fresh Data on the Language of Instruction Debate in Tanzania and South Africa written by Birgit Brock-Utne and published by African Minds. This book was released on 2006 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a series of books from the LOITASA (Language of Instruction in Tanzania and South Africa) project. LOITASA is a NUFU-funded (Norwegian University Fund) project which began in January 2002 and continued till the end of 2006. It is, what in donor circles is known as a 'South-South-North' cooperation project which, in this case, involves research cooperation between South Africa, Tanzania and Norway. The first book, entitled Language of instruction in Tanzania and South Africa (LOITASA), focused on the current language in education situation in the two countries by providing a description and analysis of existing language policies and practices.
Download or read book A Study of the Assessment Practices in Teacher Education Programmes in Tanzania written by Rashid Abdul Aziz Mukki and published by . This book was released on 2013 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the frequency of use of the assessment practice using Assessment Practices Inventory for Teacher Education (APITE). The Rasch model and one-way MANOVA were performed to analyse the data collected through the survey. The samples were 205 lecturers who teach at teacher education programs from six universities in Tanzania. The APITE psychometric properties support the reliability and validity of the instrument to investigate assessment practices in teacher education programmes. The results revealed that performance-based assessment is the most difficult dimension while communicating assessment results to students is the least difficult. The study has found that lecturers scarcely use case studies, action research and peer assessment when assessing pre-service teachers. Multivariate results reveal that lecturers who teach education courses use more varied forms of assessment practices than those who teach science subjects and social and humanity studies. There are also significant differences between lecturers who had taken and those who had not taken an assessment course; those who had taken an assessment course significantly use assessment practices effectively than those who had not. The findings are discussed in light of the need to create awareness and training in assessment amongst academicians in teacher education programmes.
Download or read book Changing Educational Assessment written by Patricia Broadfoot and published by Routledge. This book was released on 2012-05-04 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assessment is a key area of interest and debate in education. Its increased use by governments as a powerful means of influencing educational practice are now features of the educational scene worldwide. This volume was the first major international review of such developments and it explores the impact of assessment on all areas of education, from teaching skills to policy-making. The contributors take a global perspective to spotlight the common problems facing teachers and students, policy-makers and politicians through the world as they seek to reconcile issues of equity and national development, educational imperatives and finite state resources. The contributions discuss the changing role of assessment and public examinations, and consider such specific issues as the development of a market economy in educational provision, the difficulties of measuring standards in international studies, and accreditation of absolute rather than relative competencies.
