Browsing by Author "Silayo, Ephraem Epafra"

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    Access to use of agricultural information in poverty alleviation: a case of agropastoralists in Kilosa and Monduli districts, Tanzania
    (University of Dar es Salaam, 2016) Silayo, Ephraem Epafra
    The study examined the extent to which access to and use of agricultural information facilitates poverty alleviation among agropastoralists in Kilosa and Monduli districts in Tanzania. The objectives of the study were to determine agricultural information needs of agropastoralists, to examine the types of agricultural information channels that are accessible to agropastoralists in Kilosa and Monduli districts, to determine factor influencing access to agricultural information in poverty alleviation among agropastoralists and to assess the extent to which agropastoralists in Kilosa and Monduli Districts use agricultural information channels to alleviate poverty. Multistage and purposive sampling techniques were used to obtain respondents. Data were collected through questionnaire, Focus Group Discussions, key informant interviews (Klls), and non-participant observation. Whereas quantitative data were analysed using SPSS, qualitative data were analysed thematically through content analysis. Findings of the study show that the majority of the respondents have large unmet agricultural information needs. Most of the popular channels used for accessing agricultural information were interpersonal communication channels, mobile telephone and the radio. The study findings further indicate that access to agricultural information is influenced by demographic and socio-economic factors which, in turn, dictated variations in the achievement of poverty alleviation indicators. Prominent also are improved housing conditions, food security, income, and capability to support attainment of quality education. Based on the study findings, it is concluded that agricultural information for better livestock and crop farming is inadequately met because agropastoralists were unable to consistently interact with different communication channels available for agricultural purposes. Based on these findings, it is recommended that Theatre for Development Technique (TFD), participatory information sharing networks, library services in rural settings and agricultural trainings should be established and used to empower agropastoralists to understand their agricultural information needs and relevant channels and use them for accessing such information. Moreover, adult education programmes in rural settings should also integrate language and information literacy training to empower agropastoralist with agricultural information search skills and techniques.
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    An investigation into ICT training needs of teachers in selected secondary schools in Tanzania: a case study of Dar es Salaam region
    (University of Dar es Salaam, 2008) Silayo, Ephraem Epafra
    This study investigated ICT Training needs of Teachers in Secondary schools in Tanzania.68 randomly and purposively selected respondents participated in this study. They included secondary school teachers, school inspectors and MoEVT officials. The study was conducted in Dar es Salaam. Structured and standardized questionnaires with open and closed -ended questions were used to collect data for this study. Interviews and observations were also conducted to supplement the questionnaire. Key findings of this study revealed that a majority of the teachers were not information literate and as a result could not effectively implement the secondary school computer studies syllabus let alone integrate ICT in teaching and learning due to lack of training opportunities. Based on the key findings, the study recommends that the Ministry of Education and Vocational Studies should embark on capacity building in order to enhance teachers' information and ICT literacy skills. It is further recommended that, MoEVT should allocate adequate resources for strengthening school libraries and development of ICT infrastructure. Similarly, ICT policy guidelines should be created specifically for secondary schools to support implementation and application of ICT in schools. Furthermore, each school should hire at least one ICT Technical support person in order to promote effective use and integration of ICT into teaching and learning