Yohana, L. (2009). Potential Re-Use of Treated Wastewater from a Horizontal Subsurface
Flow Constructed Wetland for Aquaculture Production: Modeling of Nitrogen Dynamics
and Removal in Aquaculture: Pond Nitrogen Dynamics and Removal in Aquaculture
Pond. Doctoral Thesis, University of Dar es Salaam.
Abstract
The re-use of treated wastewater from a constructed wetland for aquaculture production has been
investigated. Data were collected from an experimental fish pond constructed downstream the
HSSFCW at UDSM- WSP system stocked with child fish Oreochromis urolepis. Water quality
from the treatment system, within fish pond and outlet of the fish pond were analyzed in
accordance with the Standard Methods for the Examination of Water and Waste water (APHA,
1998) and included Nitrate, Turbidity, Organic nitrogen, pH, Temperature, Dissolved oxygen,
Biological oxygen demand, Total kjeldahl nitrogen, Ammonia, Nitrite and Total nitrogen.
Furthermore, an ecological model to simulate nitrogen dynamics and removal in such a fish pond
was developed. Results show that, constructed wetland can effectively polish wastewater that can
be re-used for fishpond culture and that fish can feed exclusively on phytoplankton and grow up
to 200g in a period of 120 days. A dynamic and mechanistic mass balance model for nitrogen
dynamics in fishpond was developed and simulated using STELLA modeling software and
predicted the (r2=0.99), (r2=0.65), concentration of organic nitrogen nitrate and ammonia
(r2=0.51). Model output predicted that nitrate uptake, decaying and nitrification were the major
pathways accounting for nitrogen transformation. They all together for 62.1 % of nitrogen
account transformation. Sensitivity of model parameters indicated that average nitrogen
concentration was most sensitive to phytoplankton specific uptake rate. Further sensitivity
analysis revealed that the concentration of nitrogen in any state variable is more affected by
changes in specific parameters included in the fishpond model than other forms of nitrogen in the
pond. Model output and results of the sensitivity analysis provide insight into the magnitude and
relative importance of the processes affecting nitrogen transformations in fishponds and offer
possibilities for the most effective management intervention. It is recommended from this study
that a more complete integration of the model with respect to other nitrogen pool is required.
Also other water quality with respect to fish production
such
as heavy metals and
environmental estrogenicity be investigated.
Paul, D. I. (2011). Characterization of Solar Concentrating Systems for Photovoltaic and
their Impact Performance. Doctoral Thesis, University of Ulster.
Abstract
The use of concentrating systems has a great potential to become the lowest-cost PV option if the
high energy flux in the concentrated PV module can be utilised efficiently. In this study, a PV
module with isolated cells was designed and fabricated with the purpose of examining the
performance of each cell under concentrated (using CPC and V-trough) and non-concentrated
light. Before the experimental characterization, a detailed optical analysis for the CPC and V trough collectors was undertaken. It was found that in spite of both concentrators having the
39
same concentration ratio and aperture area, the angular acceptance and optical efficiency for the
CPC were always higher than those of the V-trough for incidence angles above ± 20° and ± 10° ,
respectively. A comparison of flux distribution on the absorber of the two concentrators indicated
that the energy flux was more uniform in the V -trough collector than in the CPC collector. The
experimental energy flux concentration for the CPC collector (at normal incidence angle) varied
from 0.9 to 3.6, with higher irradiance concentrated near the edges of the PV module. As a result,
the CPC performed better with cells located near the edges of the PV module than those at the
centre. On the other hand, the energy concentration for the V -trough collector varied from 1.3 to
2.5, with higher irradiance concentrated at the centre of the PV module. The use of the CPC and
V-trough concentrators increased the power output of a PV module by 25% and 46%,
respectively, compared to a similar non-concentrated PV module. The fabricated isolated cells
PV module was used to evaluate, theoretically and experimentally, the energy flux distribution
on the surface of a concentrated PV module under CPC and V -trough concentrators. From the
analysis, it was found that in both collectors, the experimental optical efficiency (indoor and
outdoor) results follow the theoretical ones with reasonable accuracy, especially the outdoor
experimental results. The comparison between outdoor and indoor experimental optical
efficiencies in each collector showed that there was good agreement between the two results,
both for low and high incidence angles. The effects of non-uniform illumination on the
performance of a single standard PV cell, at low and medium energy flux concentration ratios as
well as the effect of orientation, size and geometrical shapes of non-uniform illumination were
studied. It was found that the effect of non-uniform illumination on various cell performance
parameters becomes noticeable at medium energy flux concentration ratio. The results also
indicated that the performance of a single conventional PV cell depends neither on the location
and size of the non-uniform illumination nor the geometrical shape of the non-uniform
illumination. A novel hybrid PV cell consisting of low and high efficiency PV cells was designed
and fabricated. The electrical energy produced by the hybrid cell was compared, theoretically and
experimentally, with a similar low efficiency single PV (LESPV) cell in a low- concentrating
symmetric CPC suitable for facade, sloping roof, flat roof and rear side building integration.
Both results, simulation and experimental, showed that the daily electrical energy produced by a
hybrid cell for different Belfast (UK) sky conditions was higher than that of the LESPV cell, but
not to the expected value.
40
FACULTY OF SCIENCE AND ENVIRONMENTAL MANAGEMENT
PROFESSORIAL INAUGURAL LECTURE SERIES No. 1
Mbwette, T. S. A. (2010). Critical Overview of the Global Quality and Regulatory
Framework for Bottled Water and the Increasing Role of the Private Sector in the
Provision of Drinking Water in Tanzania. OUT Professorial Inagural Lecture Series No.1,
Open University of Tanzania.
Abstract
The economic impact of bottled water consumption is a subject of significance in developing
countries, where tap water is often of poor quality and where, if the quality of available tap water
may be acceptable, reliable long-term data on the tap water quality is often difficult to obtain.
The shift of drinking water users from tap to bottled water has been to some extent a result of
increase in the number of companies that produce, advertise and sell many different varieties of
bottled water and not really because of deterioration of quality of tap water or evidence of
improved quality of bottled water. To date, in developed as well as some developing countries,
one can find up to one hundred brands of bottled water in one country. Each water bottling
company claims to provide water with the most appealing taste and quality. However, when one
considers the use of water for other human needs like washing, cooking, as well as garden
irrigation; most people expect such water to come from a tap that is supplied from a conventional
water treatment plant. In this inaugural lecture, discussion of both sources of water is undertaken
including the observed apparent departure from conventional piped public tap drinking water
sources to commercially bottled water with significant private sector participation. This lecture
attempts to outline the current worldwide trend of reliance on the private sector for the
provision of drinking water. This is true whether one is considering commercial bottled water or
potable water supplied from public water sources. The author has reviewed the definition of
drinking water prior to explaining why bottled water is universally erroneously believed to be
safer even where scientific evidence for the claim cannot be established. The evolution of WHO
and Tanzanian quality standards for drinking water as well as of the Tanzanian
National Water Policy and associated legislations have altogether been alongside the presentation
of the reported analysis of results of samples of bottled water licensed by the Tanzania Bureau of
Standards between 1995 and 2009. The global review of commercial bottled water shows that
this is a very serious business venture whose value has more than quadrupled between 1988 and
2002. The survey also shows that apart from the WHO and FAO Standards, there are no other
international guidelines for bottled water quality. The survey of Tanzanian bottled water
compliance to the Tanzania Bureau of Standards shows that in most cases, only one sample is
tested for the sake of initial approval of the water quality. In many countries, there are currently
no legal requirements for periodic, annual or monthly checks to guarantee commercial bottled
drinking water quality. These legal quality requirements can best be based on quality control of
products on the shelf, by an independent body. An evaluation of seven selected UWSAs,
presented in chapter five shows the urgent need to regulate all types of private water providers
including small scale water vendors. Such a need is exemplified by the Dar es Salaam UWSA
which currently leads the league of problematic providers of urban tap water in Tanzania. In
41
chapter six, prospects and challenges are identified. Prospects include the projected increase in
demand for bottled water, anticipated wider adoption of related global standards for production
as well as monitoring quality and the existence of many untapped potential natural sources of
bottled water. Challenges include the need for clear policy and institutional capacity, paucity of
data, lack of public awareness campaigns about water pollution and the deteriorating quality as
well as the public preference for bottled water over drinking water from taps. There are also
many opportunities offered by increased participation of the private sector in improving the
quality of drinking water. The lecture demonstrates that, public supply of drinking water is no
longer a service to the society but a "business" just like any oilier business such as the sale of
fluids like oil or gas. The lecture clearly demonstrates the role of the publicprivate partnership in improvement of access to potable water through detailed assessment of its
prospects and challenges. The lecture concludes by proposing that the best solution to the water
woes is to ensure all public taps produce good quality water at all times and not to rely on
commercial bottled water. The main recommendation is for Tanzania to increase public and
private investment in the Water Sector and to provide a more conducive business environment.
There is a need to further enhance the regulatory powers of EWURA on monitoring the quality
of commercial bottled water. At the end, the lecture commends the efforts so far made and which
continue to be made to harmonize the envisaged East African Standards for drinking water.
42
FACULTY OF EDUCATION
MASTERS DISSERTATIONS
Biswalo, H. F. (1993). An Appraisal on Counseling in Distance Education in Tanzania.
Masters Dissertation, University of Dar es Salaam.
Abstract
This study was set out in order to determine the extent to which counselling was carried out in
distance education institutions in Tanzania. Since counselling has been considered to be an
important service to learners at a distance, it would be of interest to find out the extent to which it
is carried out in relation with distance education programmes in Tanzania. To highlight the
research problem, the study reviewed literature connected with counselling vis-a-vis distance
education. We observe that the level of counselling is closely linked to the paradigms of distance
education. The less the quality of distance education programme, the more counselling
programmes would be required. The study then described distance education institutions'
programmes and their clientele for whom counselling needs to be provided. Nevertheless some
empirical studies on counselling in conventional training institutions were reviewed. To
investigate the research problem, the study worked out a population sample drawn out from two
distance education institutions namely, the Co-operative Education Centre (C.E.C.) and the
National Correspondence Institution (N.C.I.). Both of these are directly sponsored by the
Tanzanian government. The respondents comprised distance learners and 21 distance tutors from
institutions mentioned above 66 both the study employed one sampling technique that is, random
sampling. It was used to select a sample that would yield generalizable research data. The
research design in this study was a combination of quantitative and qualitative approaches.
However, the survey approach was mainly adopted leading it to some description. The methods
included documentary reviews, and Questionnaire. Data analysis involved item analysis and
calculations in percentages. Results indicated that counseling was inadequately practiced in
distance education institutions specifically in relation to distance learners' problems and tutor
counseling in areas such as training. However, though a little practice of counseling, there was a
need to strengthen tutor-counseling in the two distance education institutions in Tanzania
Chilumba, J. J. (1994). Factors Affecting Occupational Status of Teachers in Mainland
Tanzania: an Opinion Survey of Tutors in Colleges of Education in the Southern Zone.
Masters Dissertation, University of Dar es Salaam
Abstract
The study intended to explore factors affecting the occupational status of teachers in Tanzania
mainland, with special reference to tutors in the colleges of education. Apart from adapting a
conceptual framework which indicates the position held by teachers In the larger community, a
variety of theories including the professional socialization theory, role theory and dual-role
43
model was used. Such theories have assisted in revealing the inherent contradictions which exist
between the teachers and the community, together with the strategies to combat them. The
sample population involved education officers, college principals, tutors and student· teachers.
Open and closed ended questionnaires, interviews and documentary reviews were the main
techniques used in the data collection. A content analysis technique was instrumental in
processing interview data, and documentary reviews. Outstanding study findings are: there are
problems in the procedure of promoting teachers, thus hinting on the inefficiency of the TSC.
Many interviewees feel that promotions ·based on seniority should be stopped. Most college
tutors think that the 50% salary increase has failed to boost the occupational status of teachers.
the teachers' new scheme of service is not viewed as realistic. Most college tutors prefer loan
incentives of purchasing house construction material. Most college tutors fail to adhere to their
profession ethics. College tutors are relatively better off in regard of the occupational status
compared to teachers who teach in primary and secondary schools. In general, the study reveals
that teachers are neither prestigious nor inferior employees in the Tanzanian society. Equally
important, the study reveals that TSC is not an institution capable of fighting for the teachers
rights. The study recommends that, in order to promote the occupational status of teachers: the
central government (Ministry of Education and Culture) should be realistic in implementing Act
No. 1 of 1989. The TSC in collaboration with the CCSD should establish a permanent special
section, for regular reviews of the teachers' pay.
Kissassi, G. M. (1994). The Analysis of the Preschool Curricular in Tanzania: Implications
for a National Curriculum. Masters Dissertation, University of Dar es Salaam
Abstract
The purpose of this study was to examine the current preschool curricular and its implications for
a broad based national preschool curriculum. The study was guided by five objectives namely to:
examine the types of existing preschool curricular; their content; the strength and weaknesses;
problems inherent in the curricular and the link between preschool activities and the primary one
curricular. The study was conducted in Dar es Salaam and Zanzibar preschools. The sample
comprised of 51 respondents including the Director of Primary Education in the Ministry of
Education, the Director of Nursery, Primary and Middle Schools in Zanzibar, Curriculum
Developers, Inspectors, heads of schools and teachers. The data was collected through
documentary analysis, interviews, questionnaires, a checklist and observation. The findings
indicated that there were nine types of curricular based on ownership. These comprised those
prepared by the Ministry of Education Zanzibar, the Aga Khan, the Tanzania People's Defence
Forces, Parents Committees, Religious groups and various individuals. There were basically two
types of curricular - the professional and non professional developed curricular. The professional
curricular included those developed by the Department of Educational Research and Curriculum
Development, the Montessori and the Aga Khan. The academic activities and skills taught by the
majority of preschool curricular were reading, writing and counting while non academic
activities were religion, general science and plays. Some of the schools used primary one
syllabuses, therefore their activities were not strongly based on early childhood principles and
structure. The varying nature of the curricular created one of the problems while the other
problem was attributed by shortage of materials and facilities. Some of the recommendations
from the study included the need for the government to ensure that preschool curricular were
44
developed professionally; that teachers should competently be trained on how to handle both
normal and handicapped children; that means of raising funds be devised to support preschools;
and that Curriculum Developers should design preschool curricular along broad principles of
child development, care, and education so as to have continuity to early primary one; and finally,
that there should be a systematic linkage between preschool activities and those in primary one
curricular to ensure continuity in the academic process.
Babirye, F. (2005). Teacher Turnover and Performance of Private Secondary Schools in
Tanzania: A Case of Dar es Salaam. Masters Dissertation, University of Dar es Salaam.
Abstract
After decades of restricting private secondary education, the Government of Tanzania embarked
on new policies in the mid 1980s to support its expansion. The private sector expanded very fast
in response to the high demand at the time and is still expanding today. However the policy
implementers did not put much consideration on the human resources that were to run these
schools. Consequently the rapid expansion of the private sector led to an increase in teacher
turnover especially from the public sector. At the same time there is also competition in the
private sector for the same pool of teachers as each school tries to attract the best-qualified
teachers so as to survive in the expanding sector. In Tanzania, all secondary school students take
standardized tests at the end of Form II and these examinations are critical for a student's further
studies and future career opportunities. Parents therefore choose private rather than state
education for different reasons but the decisions of many are influenced by the belief that a
private school with smaller classes will raise their child's examination performance.
Contemporary education theory holds that lack of scholastic materials, school environment, and
family background are responsible for a school's performance. This research investigates the
causes and effects of teacher turnover and how turnover levels affect performance of schools.
Data utilized in this investigation are from the best and worst performing schools in the National
Form IV examinations using questionnaires and interviews. The results show that the factors
causing teacher turnover are job dissatisfaction and teachers pursuing other jobs. The data shows
that in particular low salaries, inadequate support from school administration, student discipline
problems and lack of participation in school decision making all contribute to high rates of
turnover. The results further indicate that turnover has both positive and negative effects on a
school's performance. In particular high rate of turnover causes disruption and repetition of
programmes, loss of established teacher experience and burnout and drain on energies of
remaining teachers. Low turnover rates lead to inflow of new ideas from new recruits, capacity
for planning over extended period of time, and strong teamwork amongst staff. This research
suggests that teacher related issues should be addressed so as to reduce teacher turnover. This
research is valuable since it helps to explain how teacher turnover influences the performance of
schools. It is indispensable to policy makers and owners of private schools since it enlightens
them about priorities for action which when met would reduce staff turnover and improve the
performance of schools.
45
Wanjiku, K. H. (2005). Instructional Leadership and Internal Efficiency of Private
Secondary Schools in Dar Es Salaam Region, Tanzania. Masters Dissertation, Open
University of Tanzania.
Abstract
The objective of the study was to investigate the effect of manager's instructional leadership role
on internal efficiency of private secondary schools in Dar es Salaam region, Tanzania.
Specifically, the study sought to find out how the managers carry out and perceive their roles,
how the school community perceive managers roles, how the manager relates with the school
community and to investigate the problems encountered by the managers in their instructional
leadership role. Managers delegated most of their duties to other administrators but acted as
counsellors to teachers. Some teachers had a negative attitude towards class supervision while
managers had a positive attitude but majority did not engage in it. Most parents were actively
involved in school activities. In schools with good Data collection techniques included;
documentary reviews, questionnaires, interviews and observation. The findings of the study
indicated that managers, teachers and students view the instructional leadership role of the
manager as crucial in improving the internal efficiency of the school. According to the managers,
their duties included: bridging the gap between the school and the community, financial
controllers, supervisors, organisers of teaching and learning systems, organisers of staff
development programmes, role models and providers of physical facilities. Teachers viewed
managers as leaders responsible for administrative and curricular matters while students viewed
managers as the planners and decision makers in the school. Performance in national
examinations, the managers were greatly involved in instructional matters. The findings revealed
that, lack of adequate funds in schools hindered instructional leadership role of the manager.
Majority of the schools had shortages of textbooks, curricular materials and physical facilities.
Some schools had inadequate classrooms resulting to morning and afternoon sessions. Most
schools had no staff development programmes. School owners controlled the budget and school
decisions. The researcher recommended that although delegation is necessary in all
organisations, managers should know what to delegate and what not to delegate. They should
avoid delegating management work that they can do by virtue of their training, qualifications,
authority and judgment. The manager and the parent community could look for ways to generate
additional income to fees in order to achieve school goals and needs depending on the location of
school and facilities. Since managers are educators and more knowledgeable on academic issues,
the school owners should give them authority in making and implementing decisions on
instructional matters. Also, the government should organize training for all educational managers
on key areas in educational administration.
46
Sigala, R. J. (2006). The Medium of Instruction and its Impact on Students at the Open
University of Tanzania. Masters Dissertation, Open University of Tanzania
Abstract
The predominance of English - medium education in Tanzania has been under considerable
criticism by educationalists and linguists who argue that the students cannot learn effectively in a
foreign medium and hence suggest a switch- over to Kiswahili medium. The present study
investigates this problem by examining (i) the impact of English and Kiswahili on students'
performance, (ii) language difficulties encountered by students when using English on one hand
and Kiswahili on the other, (iii) students' ability to interpret questions and instructions, and (iv)
students' and lecturers' views on the language of instruction. The English and Kiswahili
assignments on a similar topic written by 34 First Year OUT students were used to determine the
impact of English and Kiswahili on the students' performance. These assignments were then
analyzed linguistically to establish the students' linguistic competence and the students' ability to
correctly interpret the questions and instructions. In addition the questionnaire method was also
used to solicit students' and lecturers' own understanding of their language competence; views on
the language in which students and lecturers would like to use as a medium of instruction; and
views on the language in which students would perform better. The t-test indicates that, the
difference between performance in English and Kiswahili is insignificant at 5% level and 1 %
level. All the same when the students' scores were examined according to University grades, it
was learnt that most students performed better in the Kiswahili test. Case studies and error
analysis of the students' assignments displayed that almost all students lacked communicative
competence when writing in English. Hence in addition to problems in essay writing, students
would also find it difficult to argue, discuss or explain competently when writing essays in
English. This, however, is not to say there were no errors in using Kiswahili as a medium in
writing essays. Few errors were detected in this language. Furthermore, it was ascertained that
students had more interpretation problems in English language than in Kiswahili. When asked to
show their language preferences, half of the lecturers (50%) were in favour of practicing
bilingual education at OUT whereas slightly more than half of students preferred to use English
medium only though they were not proficient in it. Nevertheless, most students thought that they
would perform better if they had used Kiswahili as a medium of learning. Having carefully
analyzed the study findings, the study recommends that for short- term purposes i. e. during the
transition period the OUT policy of being bilingual should be practically implemented. However
for long-term purposes the study suggests that Kiswahili should be used as a medium of
instruction and English should be retained as a compulsory subject throughout since most of the
respondents have shown an interest of learning it. To achieve this, the following are some of the
recommendations advanced: - lecturers at OUT should be trained to use Kiswahili as a medium;
teaching and learning materials must be written in Kiswahili or translated into Kiswahili and
widely disseminated to the relevant users; coining and dissemination of new Kiswahili
terminology should continue; Kiswahili academic register should be developed and taught as a
subject; A special Kiswahili program for foreign students should be devised to enable them
follow studies in the new proposed medium; and a special program aimed at changing students'
attitudes towards Kiswahili should be mounted.
47
Marwa, A. (2007). Accessibility and Use of Internet Learning Environment by Distance
Education Students: A Case Study of the Open University of Tanzania. Masters
Dissertation, Open University of Tanzania.
Abstract
Distance education institutions are moving towards adoption and use of Internet learning
environment for complementary learning, for which is a reflection of changes in use of
teaching/learning technologies. Because of its immediacy of interaction, Internet technology is
increasingly being accepted as a good information resource as well as good instructional media.
It was for this reason that the Open University of Tanzania (OUT) developed own web site and
hoisted the Learning Management Platforms as well as Internet access points for students. This
study was aimed at investigating accessibility and use of such Internet learning environments by
Distance education students of the Open University of Tanzania. This was a descriptive study,
which used purposive sampling procedures to draw a total of 84 respondents: 2 system
administrators, 2 OUT Directors and 80 OUT students from the three Dar es Salaam regional
centers. The same sample was used to draw 27 Focus Group Discussion participants. The study
sought to discuss students' perceptions on their competence level in using Internet facilities,
availability of Internet services, training and perceived major barriers in using same services.
The study used the following data collection methods: observations, a questionnaire, interview
and focus group discussions. Results revealed: lack of computer skills, which was found to be
most significant, demographic factors and information processing skills. Among demographic
influences, gender was the most leading influences while distance was the fourth most significant
influence. However, age and income were found to have no significant influence as expected.
Nsanzugwanko.V .F. (2007). Educational Provisions for Burundian Refugees in Western
Tanzania. Masters Dissertation, Open University of Tanzania.
Abstract
The aim of this study was to assess the educational provisions for Burundian refugees in Western
Tanzania refugee camps. The theories and literature covered equipped the relevant conceptual
framework for the study that considered basic components of inputs and process including
outputs. Six research tasks were used in the identification of availability of education being
provided to Burundian refugees in Western Tanzania. The same were used to examine the nature
of available educational provisions for Burundian refugees in Western Tanzania, its strengths
and limitations with regard to education policy. The study was conducted in four refugee camps
in Kibondo and Kasulu Districts in Kigoma region. The respondents included District officials,
UN agencies officials, NGO officials, teachers, pupils, school committee members, parents and
officials from the Ministry of Home Affairs.
48
Jilala, H. (2008). The Artistic Uses of Metaphors in Constructing Meaning and Messages in
New Generation Songs in Tanzania. Masters Dissertation, University of Dar es Salaam
Abstract
This study is about the artistic use of metaphors in Kiswahili new generation songs in
Tanzania. The purpose of investigating metaphors was to examine the artistic uses of
metaphors in constructing meaning and messages in new generation songs. To realize its
objectives, the study employed three methods of data collection: interviews,
questionnaire and focused discussion groups. The research was conducted in Dar es
Salaam. The researcher mainly used the cognitive theory of metaphor to identify,
categorize and analyse metaphors and the meanings and messages they construct. The study
found out that the artistic use of metaphors in new generation songs is a
complex phenomenon which cannot be seen in isolation unless it combines with other
stylistic devices such as metonym, allegory, similes, synecdoche, proverb, symbolism
and slang in constructing meanings and messages. Therefore, the audience comprehends
meaning of a metaphor on the basis of the context of use, body of "knowledge and experience
and socio-cultural relations. Furthermore, the study found that the suggestive meaning of
metaphors gravitates around certain themes of society such as HIV / AIDS, gender inequality,
role of woman, love and sexuality and socio-economy. This study therefore is anchored in
stylistics as a discipline. It draws the attention of the stylist to the question of language use in
new generation songs. It shows that meanings and messages are artistically embodied in
language devices such as metaphors. It is expected that the insights from the study will help to
deepen our understanding of the artistic uses of metaphors in constructing meaning and messages
and thus promote our appreciation of metaphors as a driving force behind the attractiveness of
new generation songs.
Kanda, S. I. (2008). Factors Affecting Enrollment of Pupils in Tanzania Primary Schools: A
Study of Mtwara Rural District, Masters Dissertation, University of Dar es Salaam.
Abstract
The study aimed at investigating the factors affecting pupils' enrolment in Tanzanian primary
school and to propose measures to solve problem. The study also examined application of
Education and Training policy, Acts, Regulations and Circulars, Which are used as directives in
pupils' enrolment in primary schools. The researcher used interviews to collect data from school
Committee chairperson, village council chairperson, parents whose children are not enrolled in
primary school and the children who are not enrolled in primary schools. Questionnaires were
used to Head Teachers, ward Education coordinators and the District Education Officer because
they can read and write. The findings revealed that several factors such as lack of special schools
and classrooms for the children with disabilities, low income child labor, and lack of family
planning and early marriages. Others were divorce, parent' death and improper application of
education Act, Regulation and circulars. The researcher recommended that: Government and
Non-government organization should increase mass mobilization and sensitization on education
issues. Government and Non government organizations should increase education budget to
cover education costs, specifically to meet requirements of the children with disabilities and
49
other marginalized groups. Also Government and Non government organizations should
advocate changes of bad cultural behaviors such as divorce, early marriages and encourage
family planning. Government and Non-government organization should take special attention to
orphans and street children by providing education serves.
Kilato, N. K. (2008). Factors Influencing Women Enrollment in Distance Education: A Case
Study of the Open University of Tanzania. Masters Dissertation, University of Dar es Salaam.
Abstract
The purpose of this research was to investigate the factors influencing women enrolment at the
OUT. The study examined the unique factors and variables which were assumed to have
influence on women participation in distance education programmes. The variables investigated
were the extent to which women characteristics, programme, study materials, support services
and attitude had influence on women enrolment at the OUT. The study was a micro one carried
out in Dar es Salaam City. Data were collected through questionnaires, observations, interviews
and content/document review. Quantitative data were tabulated into tabular, frequency
distribution and percentages. Qualitative data were subjected to content analysis. It was found
that family responsibilities, particularly child bearing, are a unique factor influencing women
enrolment at the OUT. Women characteristics, the programme and study materials, support
services and attitudes were also found to have more influence on women enrolment than on men.
It was recommended that the OUT should prepare preparatory courses for the form four failures
to improve their education qualifications. These could upgrade the majority of women's first
minimum qualifications of joining the OUT and enable' them to qualify for the OUT foundation
courses. It was suggested that a similar research be undertaken at other major towns or at the
macro level.
Mahonge, F. R. (2008). Financing Private Secondary Schools in Tanzania Mainland: The
Case Study of Tanga Region. Dissertation, University of Dar es Salaam.
Abstract
The study investigated how Private Secondary Schools (PSSs) in Tanzania mainland are
financed. The aim was to identify sources of funds for these schools. It also examined how each
source contributes to school budget and assessed the adequacy of funding in meeting of the PSSs
needs in terms of school infrastructure, human resource funding and teaching-learning materials.
Finally, the study assessed the opinions of heads of schools and managers on the challenges they
face in meeting the schools' running costs. The findings of the study indicated that the major
source of financing PSSs was Parents (School fees). Other financial sources albeit inadequate
included donations, income generation projects and fund raising. The findings show that girl'
schools spent more than boys and mixed (boys and girls) schools. They also revealed that the
high Teachers' Knowledge Stock Index (TKSI) was related to high quality teachers which also
reflected high unit costs. The researcher also observed that variations in the quality of
infrastructure, equipment, human resource and T-L materials reflected the variations in the
schools' unit costs. The researcher recommends that the government should set PSSs fees by
50
factoring in the rising costs of goods and services fuel led by inflation. It should also consider
giving support to PSSs under the envisaged Public Private Partnership. PSSs should establish
income generating projects to augment the major source of funds (school fees). The study
recommends a similar study using a larger sample to obtain results that will give the national
insight on how better PSSs can be financed.
Malingumu, W. (2008). Management of School Feeding Project for Enhancing Performance
in Tanzania: Case of Dodoma Rural District Primary Schools. Masters Dissertation,
University of Dar es Salaam.
Abstract
This study aimed at exploring the Management of School Feeding Project (SFP) for Enhancing
Performance in Tanzania. The project is implemented in Primary Schools in Dodoma Rural
District at Buigiri mission, Chinangali 'B', Uguzi, and Kambarage. The study was about
management of Primary School Feeding Project for enhancing performance by focusing on (1)
established management system, (2) knowledge, skills and techniques of school committee
members and (3) contribution of the project in improving enrolment, attendance, attention,
performance and reducing gender disparity. The study was exploratory in nature. Purposeful,
snowball and stratified random sampling techniques were used to select 89 participants for the
study. The sample included teachers, head teachers, school committee members, and Village
Education Officers, Ward Educational Officers, District Educational Officers and school
students. Questionnaires, semi-structured, interviews, documentary analysis and focus group
discussions were employed to gather information and data for this study. On the basis of the
findings, it became apparent that the project was at least well managed regardless of some
internal and external problems such as lack of proper training, orientation to school committee
members' responsibilities as well as lack of circulars and guidelines. Despite the above situation,
SFP enhanced performance because several children passed Standard Seven Leaving
Examination. Also it was disclosed that there were cases of variation in performance in some
years, when parents hid their children in other villages. It was concluded that SFP improved
performance because in the four visited primary schools there were noticeable increases in the
number of children passing Standard Seven Leaving Examinations, although there were some
variations of performance in some years, especially where parents did not fully support the
project. It was recommended that to achieve project sustainability, parents should build the
culture of contributing to the proper implementation of the project by starting farm projects from
which the products can be used for feeding children, since the food transfer was making the
program unsustainable.
51
Rwejuna, Z. R. (2008). Factors Causing Students' Dropout from Education Programmes at
the Open University of Tanzania: A Case of Tanga Region Centre. Dissertation, Open
University of Tanzania
Abstract
The study on factors causing students' dropout from the Open University of Tanzania (OUT)
focused on selected districts of Tanga Region. The selected districts are Korogwe, Handeni,
Lushoto, Muheza and Tanga Urban. The main instruments for data collection were interview
guides and focused group discussion (FGD). The result of the study showed that, students of the
OUT in Tanga region dropped out from education programmes due to students' personal factors.
Under this category, students dropped out due to failure to pay tuition fees, the need for realizing
personal objectives e.g. promotion while studying at OUT, students' lack of seriousness in OUT
studies, family barriers, students failing to write assignments and difficulty in comprehending
some of the OUT courses such as Philosophy of Education (OED102) and Calculus 1 (OMTI0l).
The second category of factors which caused OUT students' dropout in Tanga Region were those
related to work environments. Under this category, students were found to dropout of the
education programmes of education due to excessive teaching load at work places, collision of
students' duties and OUT schedule and discouraging work places culture. The OUT
administration was not found to cause students' dropout in Tanga region. This study recommends
that, the Open University of Tanzania needs to increase face-to-face sessions at least once every
month. Another recommendation was the government through its ministry of Education and
Vocational Training (MoEVT) to offer to OUT students, the necessary study requirements such
as money for buying books. Lastly, the organization managers must take into consideration the
Government Circular no.1 of 2003, which directs them to give OUT students enough time for
study
Mdachi, M. T. (2009). Assessment of Education Policies and Policy' Development Processes
for Girls' Education in Tanzania, (1995 - 2005): Case Study of Nzega District. Dissertation,
Open University of Tanzania.
Abstract
Education is universally recognized and accepted as a human right. The fulfillment of this right
is a challenge to many governments, in spite of the numerous local, regional, continental and
international commitments towards this end. In this context, governance is seen to influence
education policy direction and practices. The current state of affairs in Tanzania reveals that in
most cases, girls at primary level have not reached their full potential in the provision of quality
education, despite the acclaimed achievements drawn from implementing the Primary Education
Development Programme (PEDP). More so that, for Tanzania, basic education has been
identified as a gender issue linked to poverty and that it is also a key strategy for poverty
reduction in the overall national development. Education policy development and its
implementation, therefore, have to ensure that there is a "gender transformation" by addressing
the prevailing gender issues and concerns in the sector. For this particular research, the case
study method was used so as to acquire a rich and in depth understanding from policy
52
implementers at school level as to why the persistence and lagging behind for girls in the
provision of quality basic education at primary level. The study was conducted in Nzega District
from which the researcher believed that the data generated would offer lessons learnt to all other
districts within Tanzania Mainland implementing PEDP. The findings from the analysis of the 4
primary schools have confirmed that though education is a human right, girls in particular, have
not been fulfilled in this right. And that, effective provision of quality education can only be
acquired when all intended participants, including girls; have actively taken part in its design.
Meena, W. E. (2009). Curriculum Innovation in Teacher Education: Exploring Conceptions
among Tanzanian Teacher Educators. Masters Dissertation, Open University of Tanzania.
Abstract
The focus of the study is to understand curriculum innovation from the perspective of Tanzanian
teacher educators. It is argued that the deterioration of quality of education in schools is partly to
be attributed to the way in which teachers are educated. Curriculum innovation is considered as
an essential strategy for bringing about improvement in teacher education. Therefore, in 2000 a
new curriculum was introduced; however, right from the inception the curriculum was criticised
by teacher educators. The overall aim of the study is to investigate teacher educators' conceptions
of curriculum innovation. In the theoretical framework the main focus is on discussion about
different curriculum approaches for teacher education and innovation. In order to achieve the aim
of the study, a phenomenographic approach is employed. This approach is used in order to
identify similarities and variation in educators' conceptions of curriculum innovation. The
empirical basis of the study consists of interviews with thirty teacher educators working in eight
teachers' colleges situated in various parts of Tanzania. The findings, in brief, reveal variation in
teacher educators' conceptions of the dominant domains of innovation. Two broad conceptions of
teaching with six aspects are identified. Conceptions of educational studies are presented in four
broad categories of description with four aspects. Similarly, in methodology subjects two
conceptions are described with four aspects. On the integration of subject matter studies and
subject methods, two broad conceptions are presented with six aspects. Conceptions of textbook
prescription policy are characterized in two broad categories of description with four aspects.
With the use of modules two broad conceptions are identified with six aspects. In addition, the
study identifies four broad conceptions of future curriculum approaches with eight aspects.
Looking across the categories of description, the results indicate that educators cope with
innovation individually. Three character types of teacher educators are presented: loyal, creative
and critical. Furthermore, four types of phenomena suggesting critical areas about teacher
educators' conceptions of innovation are described: educators' prior educational background,
technical factors, student teachers' factors and shifting from teaching to learning. On the whole,
educators express a number of frame factors in the process of change towards the aim of
curriculum innovation. This indicates that the new curriculum (2000) is not implemented as
intended by curriculum developers. Constraints to the implementation are presented and
discussed in detail. From these findings, two models of educators' stance towards curriculum
innovation are presented and can be used as a framework for planning successful curriculum
innovations and analyzing practice in teachers' college.
53
Rwelamira, P. N. (2009). The Role of Teachers Resource Centres in Mara Region: A
Supportive Tool for Distance Education Learners. Dissertation, Open University of Tanzania
Abstract
Six Teachers Resource Centres (TRCs) in Mara region were purposively selected and studied.
The purpose of the study was to investigate the extent TRCs in Mararegion supported teachers in
distance education programs. Specifically the study identified types of educational support
provided by the TRCs to teachers in distance education programmes in Mara region, assessed the
adequacy of available resources in TRCs in relation to the quality of services provided to
teachers in distance learning programmes; and analyzed the effectiveness of supportive tools
from TRCs provided to teachers in distance education programmes. One hundred and five
respondents out of 345 participated into the study into which qualitative and quantitative
research designs were adopted. Research techniques such as interviews, observations and
documentary analysis were employed during data collection and were effected through the use of
research instruments such as interview questions, observation and documentary review schedule.
Content analysis was employed during data analysis. Findings of the study revealed that TRCs in
Mara region provided education support to teachers in distance education programs which
include library services, lectures in tapes and audio cassettes. Findings also revealed that TRCs
possessed different resources for supporting teachers which included physical and fiscal
resources although were not enough to support fully learning of teachers in education
programme and other TRCs users. It was also revealed from the study that available supportive
tools were effectively utilized through arrangements designed by TRCs officers.
Recommendations put forward include effective funding of TRCs by the Ministry of Education
and Vocational Training and District Councils. TRCs to be semi autonomous to be able to solicit
funds from different sources and enough skilled and competent officers to be available at all
TRCs. Recommendations for further study include: A similar study to be done in TRCs in other
Tanzania regions, effectiveness of TRCs in supporting other types of learners to be investigated
and the problems of teachers' accessing funds in Distance Learning to be investigated.
Rweyendera, E. A. (2009). The Administrative Tasks and School Effectiveness: A Case
Study of Human Resource Related Tasks. Dissertation, Open University of Tanzania
Abstract
This dissertation aimed at determining the extent to which the implementation of the
administrative tasks of teaching staff and students personnel is affecting the school effectiveness.
To realise this aim, five issues were examined; recruitment, workload and remuneration, the
effect of professional development activities, equity in distribution of resources, effect of rules
and regulations and involvement of students in the management of their affairs. Different
methods were used to collect both quantitative and qualitative data. Specific instruments that
were used include interviews, questionnaires, documentary reviews and direct observation. Data
utilized in this study were obtained from private secondary schools, central government
secondary schools and community secondary schools. Major findings of this dissertation are that
carrying out of the administrative tasks which are related to human resources (teachers and
54
students) is affected by; lack of professional development activities at school level; overcrowded
classes which make teaching' and learning process difficulty; inadequate teachers in community
schools especially in mathematics and science subjects; under qualified and inexperienced
teachers in community secondary schools; lateness as a result of poor public transport to both
teachers and students; low salaries, poor remuneration packages, delayed payments and
promotions which in turn lead to low morale and moonlighting; indiscipline students which is
widely spread in almost all schools; low coverage of the curriculum instructions due to double
sessions in schools; lack of active students 'government involvement in the management of their
affairs and school. The study recommends need for encouraging diligently, application of rules
and regulations to motivate as a solution to the problem of school administration.
Kyomo, Z. B. (2010). Application of Projects of Constructing Devices in Physics Teaching
and Learning for Tanzanian Secondary Schools. Masters Dissertation, Open University of
Tanzania.
Abstract
This study investigated the extent of application of projects of constructing devices (CDs) in
ordinary level secondary school physics teaching and learning in Tanzania. The study design was
a survey using both qualitative and quantitative methods of data collection and analysis. The
study was conducted in Dar es Salaam and Morogoro regions, where six secondary schools were
involved namely Azania, Biafra, Kambangwa, Kigurunyembe, Kilakala and Morogoro. A total
of 146 respondents were involved, including six secondary schools, 25 physics teachers and 115
Form IV students in 2008. The data were collected through questionnaires, focus group
discussion and documentary review. The findings revealed that there are reasonable numbers of
proposed projects of CDs in the 1996 and 2007 physics syllabi through which students can learn
physics by constructing devices and developing a variety of competences. It has also been
revealed in the findings that, the extent of application of projects of CDs in secondary school
physics teaching and learning to be low, due to a number of constraints including low
competence of teachers, lack of working tools, inadequate materials for constructing devices, and
lack of physics laboratory equipment and materials. The findings disclosed many benefits of
applying projects of CDs in physics teaching and learning such as making physics popular to
many students; constructing devices that can be used as physics teaching aids for own school
use; enhance students' achievement in physics tests and examinations; improve students'
confidence in studying physics; localize physics to the surroundings of the students; develop
creativity and innovative mind among students to construct other devices; develop problem
solving skills among students; and promote application of the knowledge of physics in daily life.
Based on the findings, it can be concluded that, the low application of projects of CDs in physics
teaching and learning is caused by many constraints which must be addressed by collaboration
among education stakeholders. The study recommends that, the application of projects of CDs in
physics teaching and learning should be promoted by conducting in-service training for physics
teachers and by providing to schools all the basic requirements needed for effective
implementation of the strategy.
55
Marwa, A. (2010). Accessibility and Use of Internet Learning Environment by Distance
Education Students: A Case Study of the Open University of Tanzania. Masters
Dissertation, Open University of Tanzania.
Abstract
Distance education institutions are moving towards adoption and use of Internet learning
environment for complementary learning, for which is a reflection of changes in use of
teaching/learning technologies. Because of its immediacy of interaction, Internet technology is
increasingly being accepted as a good information resource as well as good instructional media.
It was for this reason that the Open University of Tanzania (OUT) developed own web site and
hoisted the Learning Management Platforms as well as Internet access points for students. This
study was aimed at investigating accessibility and use of such Internet learning environments by
Distance education students of the Open University of Tanzania. This was a descriptive study,
which used purposive sampling procedures to draw a total of 84 respondents: 2 system
administrators, 2 OUT Directors and 80 OUT students from the three Dar es Salaam regional
centers. The same sample was used to draw 27 Focus Group Discussion participants. The study
sought to discuss students' perceptions on their competence level in using Internet facilities,
availability of Internet services, training and perceived major barriers in using same services.
The study used the following data collection methods: observations, a questionnaire, interview
and focus group discussions. Results revealed: lack of computer skills, which was found to be
most significant, demographic factors and information processing skills. Among demographic
influences, gender was the most leading influences while distance was the fourth most significant
influence. However, age and income were found to have no significant influence as expected.
The study provides the following recommendations: There should be provision of further
training for students in computer use and information processing skills, Information Technology
experts should be trained and there have to be Internet rooms appropriate to students' needs.
Further studies should asses use of various Internet services for students learning through
distance education; ascertain faculty acceptance including use of Internet Integrated teaching;
investigate in detail accessibility as well as use of Internet learning environments for different
courses. Policy issues should enhance ways on how OUT could collaborate with other
universities in East Africa to purchase a greater volume of bandwidth, which will lower marginal
costs of that bandwidth. Other measures include introducing computer courses in schools and
institute modalities for OUT students to acquire their personal computers.
Mtavangu, E. B. (2010). The Challenges of Education Managers in Enhancing Equitable
Access to Quality Secondary Education in Tanzania Mainland: A Case of Community
Secondary Schools in Iringa Region. Masters Dissertation, Open University of Tanzania.
Abstract
The purpose of this study was to critically explore and examine the challenges which Education
Managers- at Regional, District and School levels experienced in the course of enhancing
equitable access to quality Secondary Education in Tanzania. This study was conducted in Iringa
56
Region. It involved various respondents, namely- Regional and District Education Officials,
Heads of Community Secondary Schools, Education University Students, Local Government
Authority Councillors and Members from the General Public. The data were collected using
documentary reviews, open-ended Interviews, questionnaire and Focus Discussion Group
Methods. The main findings of the study were: firstly, weak: and ineffective management of
Secondary Education caused irregular attendance of students, poor teaching and lack of initiative
to procure teaching/ learning materials. Secondly, inadequate funding of Community Secondary
Schools was a root cause of many unauthorized cost sharing contributions at school settings
which affected access to secondary education of children from economically disadvantaged
families. Thirdly, political undue influence and interferences were among the main causes of
teachers' attrition in many Secondary schools and hence declining of quality of education in
schools. And fourthly, lack of legal literacy among Education Managers affected their roles in
enhancing equitable access of female students to secondary education as stipulated in Education
and Training Policy. The following were recommended: (i) Education Managers should be
empowered to commensurate with their roles in order to effectively manage education policies,
and programmes in their areas of administration. (ii) There should be proper budgetary funding
of secondary education in order to ensure that all selected students are equitably accessible to
quality education.(iii) More effective legal measures should be taken against men who deny girls
of their rights to education by having love affairs with them and eventually impregnate them. (iv)
Teachers' colleges and universities should introduce in their curricula a course in Law of
Education so that in future every teacher in Tanzania will have knowledge on how to enforce all
legal frameworks pertinent to Education career. (v) The entire management and administration of
Secondary education should be in the hands of education professionals in order to enhance
equitable access to quality education at this level.
Kabuje, A. H. (2011). Competence of Distance Upgraded Grade A Teachers in Teaching
Mathematics at All Levels of Primary Education: A Case Study of Mtwara and Lindi
Regions. Masters Dissertation, Open University of Tanzania
Abstract
This study investigated the competence of the upgraded grade B/C to A teachers in teaching
Mathematics at all levels of primary education. The sample of the study comprised; two districts
each from Mtwara and Lindi regions; one being is rural and the other urban. Respondents
comprised 39 upgraded B/C to A teachers, 19 head teachers from primary schools with upgraded
grade A teachers, 14 ward Education Coordinators and 12 District School Inspectors. They filled
questionnaires and open ended interview questions. The findings show that the upgraded grade A
teachers are incompetent in teaching Mathematics in standards V to VII due to lacking content
knowledge of Mathematics but used limited teaching strategies to teach standards I to IV. This is
an important feedback to tutors and Ministry officials to arrange for in-service courses for
capacity building academically and professionally in Mathematics. It is recommended that
candidates intending to enter the teaching profession must pass Mathematics at CSEE. For
further research, more case studies are recommended to gauge the pervasiveness of the problem
not only in Mathematics but also in English.
57
Luoga, N. K. (2011). The Challenges Facing Academic Staff in Higher Learning
Institutions: A Case Study of Lipinyapinya Institute of Education in Tanzania. Masters
Dissertation, Open University of Tanzania
Abstract
The purpose of the study was to examine the challenges facing academic staff in higher learning
institutions in Tanzania. The Lipinyapinya Institute of Education (LIE) was used as a case study
for the study. The study examined the extent to which the identified challenges affect the
performance of the academic staff. Further, the study assessed the measures taken by LIE staff
and the government to address the challenges. The study was conducted at the LIE headquarters
in Dar es Salam. The sample included 50 respondents. The respondents were LIE senior
administrators and MoEVT adult education officers who were selected through a purposive
sampling technique. Academic staff, Diploma and Bachelor of Adult and continuing Education
(BACE) students were obtained through random sampling technique. Data was collected through
qualitative and quantitative research approaches. The data collection techniques used in the study
included interviews, questionnaires, observation and documentary review. Findings revealed that
academic staff at LIE faced challenges such as shortage of teaching and learning materials and
facilities, inconducive teaching and learning environment, unattractive allowances and
unavailability of house allowance. Other challenges that were found out included unreliable
transport and lack of staff development policy. It was revealed that shortage of funds from
Ministry of Education and Vocational Training (MoEVT) and donors, mismanagement of funds,
poor application of ICT and low profile accorded to the field of adult education at the MoEVT
were some of the causes of the challenges encountered. Based on these findings the researcher
recommends that adequate teaching and learning facilities are made available, staff be facilitated
to own private transport, eligible allowances be paid, training policy be designed, funds for LIE
be increased and carefully managed.
Temba, A. C. (2011). Factors Influencing Students’ Protracted Duration for Completing
Study Programmes: The Case of OUT Students Registered Between 1994 and 2002.
Masters Dissertation, Open University of Tanzania.
Abstract
This report is the result of a study aimed at investigating factors that influence students’
protracted duration for completing their respective study programmes at the OUT. A case study
design of students registered with the OUT between 1994 and 2002 was adopted. Data were
collected through validated interviews and questionnaires and the use of unpublished
documentary materials for review. Analysis was done through absolute and relative frequencies
recorded in tables for the quantitave data and content analysis reported in themes and categories
or direct quotations for the qualitative data. The findings show that the university’s failure to
supply adequate study materials on time, mark assignments/tests and examinations and return
scripts to students on time, poor record keeping of students’ academic progress records,
58
insufficient number of tutors, and lack of organized study centers, contributed to the students’
protracted time for completion of their course programmes. Student’s failure to pay tuition fees
on time, heavy responsibility at work and at family levels, poor time management, failure to
attend orientation and face to face sessions, participation in social activities, postponement of
annual examinations and studies constituted factors that negatively influenced students
completion of study programmes. I recommend that OUT upload soft copies of study materials
on the OUT website for students to access; enhance face-to-face sessions; and undergraduates
are advised to possess laptops and/or cell phones that can be utilized to access information from
the internet. For further research I recommend that a study be conducted to assess the additional
cost for students who pay for face to face sessions with facilitators other than those organized by
OUT staff.
59