Education in Tanzania in the era of globalisation : challenges and opportunities

"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, Tanzania's 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 the effects 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."--Back cover Cover Title page Copyright page Contents List of Abbreviations Acknowledgements Preamble About the Authors INTRODUCTION - Stakeholder Views for Government Consideration and Action Background to the Book The Thrust of the Arguments Presented A Selection of Key Messages from the Book Conclusion References CHAPTER 1 - Strengthening Education Systems in East Africa: The Need for Actors, Structures and Processes Pulling Together Abstract Introduction and Acknowledgements Literature Review Findings from the Systems Strengthening Study Fieldwork Brief Conclusions and Recommendations References CHAPTER 2 - Fursa kwa Watoto ‘Opportunities for Children’ Programme Tanzania Abstract Research Context Rationale Research Methods Ethical Considerations Evidence Prior to Impact Evaluation Dissemination of Results References CHAPTER 3 - Inclusion and Equity in Education for People with Special Educational Needs in Tanzania: A Critical Dimension to Economic Development Abstract Introduction Conceptual Issues Equity Equality Economic Development Summary and Conclusions Recommendations References CHAPTER 4 - Industrialisation and Economic Development in Tanzania: Exploring the Role of Evidence-Based Public Policy Making in Education Policy Abstract Introduction Discussion and Recommendations Conclusion References CHAPTER 5 - New Education Policy, New Curriculum and New Government (5th phase): Opportunities and Challenges in Early Childhood Education in Tanzania Abstract Introduction Conclusion References CHAPTER 6 - Making the Link: Integrating Design Thinking, Making and STEMx in Education Overview Introduction Why We Need Our Students to Be Design Thinkers Summary References CHAPTER 7 - “Big Results Now” in Tanzanian Education: A Critical Perspective Abstract “Big Results Now” in Tanzanian Education: A Critical Perspective An Overview of the BRNiE Initiative Research Questions Theoretical Perspectives Situating the Study Research Methodology and Design Findings and Discussion Conclusion References CHAPTER 8 - Early Years Education and Development: a Need or Luxury? Abstract Introduction The Situation Are our Countries on Track? Methodology Findings of the Study Implications Conclusion References CHAPTER 9 - Assessment of Educational Opportunities and Quality for Pupils with Autism Spectrum Disorder in Selected Primary Schools in Tanzania Abstract Introduction Purpose and Objectives Methodology Results and Discussion Conclusion Recommendations References CHAPTER 10 - Modelling Initiatives and Challenges in ICT Development in Teaching and Learning in Secondary Schools: Mbeya City Abstract Statement of the Problem Objectives of the Study Research Questions Literature Review Discussion Government Initiatives on ICT in Secondary Schools Conclusion Recommendations References CHAPTER 11 - The Impact of Social Media Networks on Education in Higher Learning Institutions in Tanzania: A Case Study Abstract Introduction Research Question Research Hypothesis Theoretical Framework Methods Presentation of data Discussion Conclusions References CHAPTER 12 - Exploring the Potential of Open Door Management Policy as a New Approach to Governance of Higher Learning Institutions in Tanzania Abstract Introduction Role of ICT in Open Door Management Policy in Higher Learning Institutions Literature Review Methods and Procedures Results Leadership style Challenges Of Effecting Open Door Management Policy Discussion and Conclusion Acknowledgement References CHAPTER 13 - Students’ Characteristics and Their Engagement in Blended E-learning Environments in a Tanzanian University Abstract Introduction Literature Review Methods Data Analysis Results Tanzanian University Student Engagements in BeLEs Activities Discussion Implications, Limitations, and Conclusions References CHAPTER 14 - Education Policy and Practice in Tanzania: A Critical Conversation Abstract Introduction Education Policy in Action Before and During Colonial Rule Education after Independence (1962-1995) Educational Policy in Contemporary Tanzania References CHAPTER 15 - Community Participation in The Education Of Children In Tanzania Abstract Introduction Community Participation in a Tanzanian Context Determinant Factors for Improved Pupils’ Achievement at School Level Research Methodology Research Results Discussion of the Findings Conclusion References CHAPTER 16 - The Sustainability of Literacy Enhancement Projects in Tanzania in an Era of Globalisation Abstract The Role of Corporate Multilateral Agencies in Education: A Case of Literacy Projects in Tanzania Purpose of the Study Research Questions Methodology Review and Analysis of the Selected Literacy Projects Findings and Discussion Main Challenges, Conclusion and Recommendations Conclusion Recommendations for Policy and Practice References CHAPTER 17 - Challenges Facing the Implementation of a Competency-Based Education and Training (CBET) System in Tanzanian Technical Institutions Abstract Introduction Statement of the Problem Literature Review Methodology Findings and Discussion Conclusion and Recommendation References CHAPTER 18 - Challenges and Opportunities for Authentic Student Participation in School Governance: Lessons from Zanzibar Abstract Introduction Background Data Analysis Findings Opportunities for Authentic Participation Student participation in the participation structures Challenges for Authentic Participation Policy- related issues Issue related to policy implementation Discussion and Implications Conclusion References Index Back cover 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, Tanzania2019s 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."