School of Education

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Factors influencing increasing social demands for secondary education in Tanzania: a case study of Bukoba District
(University of Dar es Salaam, 198) Muzo, F. M. R
The purpose of this study was to explore the factors influencing increasing social demand for secondary education in Tanzania. The study aimed at finding out if parents and their children defined education beyond the view of terminality. It was also expected to reveal novel expectations of parents and their children about secondary education which might not necessarily conform to the factors which previous researchers have obtained. The objective of this research was thus to detect factors influencing increasing social demand for secondary education in Bukoba district. It was an attempt to see the changes which had taken place in the ideas of the people about the value of education. This was done by investigating the views of those who educate and why they educate. Bukoba district was selected for an intensive case study of the problem. Eight secondary schools situated in Bukoba district (5 public and 3 private) and six divisions were visited for data collection on the problem. Both pupils and parents who enroll their children into secondary schools were involved. Out of 259 pupils in the district 164 pupils (63%) and 46 (28%) of their parents were randomly selected and questionnaires and interviews were administered to them. The study showed that: (1) Parents with less than Standard VII education or without formal education constituted 60 per cent of the parents who enrolled their children into Form I. (2) Most of Form I pupils came from poor families. Seventy per cent of the women and 46 per cent of the men who were educated were either mere peasants or retailers in unreliable businesses. (3) Christians formed 95 per cent of the pupils in Form I while Moslems formed 5 per cent of the pupils. (4) Most pupils came from traditionally rival chiefdoms like Kiziba (32%), Kihanja (29%), Kyamutwara (19%) Bugabo (10%), and Misenye and Maruku (5%) each. (5) Parents educate their children because (i) Secondary education for boys and girls was believed to be important in the development of the community and in enhancing family status. (ii) Inter-chiefdom rivalry was highly supported as a cause to educate by 60 per cent of the parents. (iii) Most parents (52%) did not believe that there was unemployment or that it would be there in future. (iv) Some pupils (31%) and their parents (63%) viewed education as a tool for solving all problems in life. (v) The idea of education for wage employment was rejected by both parents (60%) and pupils (85%). The study indicated that the parents and their children do not accept the idea of terminality of primary education. Their view is that secondary education is necessary for an individual to be self-reliant even without obtaining wage employment after schooling. At a general level, the findings suggest that: (1) The manpower approach to educational planning as applied in Tanzania may not be used to limit the expansion of secondary education because parents’ and pupils’ objectives for secondary education are not limited to wage employment. (2) There is need for planners to get more involved in assisting the efforts of parents in opening secondary schools through Grants-in-aid. (3) The practice of free education at primary and secondary school levels should be abandoned by the government because parents’ efforts in financing education show that the policy is already impracticable.
The views of students in Teachers' Colleges in Tanzania on the teaching of religion in schools.
(University of East Africa, 1968) Francis, Michael David
The survey reported here was first conceived as part of the effort to improve religious teaching in educational institutions in Tanzania by Voluntary Agencies engaged in education. The existing problems in the teaching of religion are analysed into five main headings … justification and reasons for giving the teaching, content of the lessons, and the problems of instructors, finance and status… and a questionnaire was constructed to determine the views of some students in Teachers’ Colleges about them. A 20 percent sample was chosen from the entire student population of the senior Teachers’ Colleges in the country, and the students were requested to indicate whether they agreed or disagreed with each of 125 statements about the teaching of region in schools. A set of hypotheses was suggested as a basis for the interpretation of the results. Contrary to expectations, the students showed a great interest in, and concern for, the teaching of religion in schools. They regarded the lessons from an educational rather than a narrowly religious point of view and consequently emphasized modern methods of teaching, a broader syllabus and a more open ended approach. The responses of the students were also analysed according to sex, year in college and religious affiliation. Men were found to be more interested than women in the academic side of religious instruction and second year students were shown to have a more understanding and sympathetic approach than first year students. Muslims tended to disagree with Christians on anything specific to Christianity and to generally rank the subject to Christianity lowest as a school activity. Protestants and Catholics were generally found to be basically in agreement, but Catholics tended to be the more extreme and dogmatic in their views and Protestants more tolerant. The survey revealed, therefore, that despite the adverse conditions in the schools, students still considered religious instruction, a necessary and legitimate part of a child’s school experience and had a deep concern for improving the teaching. This study arose out of efforts by the Protestant Churches in Tanzania to improve the teaching of religion in schools.
The development of education administration in Kenya, 1846-1963
(University of Dar es Salaam, 1971) Mutua, Rosalind W
Until recently it was a common feature of Western Literature to present Colonial Dependencies in Africa as peoples without history or culture. Such a statement makes nonsense of history and culture. For where there are people events must occur. By the same taken where there are people a culture must emerge, for history and the day-to-day occurrences among a people are the basis of culture. Nevertheless, unless these events and occurrences are recorded in contemporary and widely accepted form they are in danger of being lost sight of or being ignored. To-day Kenya, in common with the rest of Black Africa in trying rediscover her history and her culture, to rejoin the mainstream of her cultural heritage from the diversion necessitated by the Colonial period. But this period has also become part of our heritage and has made a great impact on the African society. It is necessary therefore that this heritage should be studied and presented in its proper perspective as seen by the Africans. Any history of Africa has previously been written by Europeans both for a European readership and propaganda among the Africans. It has therefore tended to exaggerate the good that the Europeans did and the hardships that they had to overcome. It is necessary to correct this bias and the only way to do this is to study this heritage and re-interpret it from an African point of view. We must re-examine our present position in the light of the past and re-appraise the legacy bequeathed to us by the British Colonial Government. One aspect of this inheritance is a complex system of educational administration and, as Kenya is to-day building her educational system on the foundations laid by the British during their educational system on foundations laid by the British during their Colonial rule. It is of great value for the people engaged in the planning and administration of our present educational system to understand the foundations on which they are building. But, as far as the writer is aware, few attempts have been made to put the available material on this subject into a comprehensive volume which can be used by such planners and administrators as a guide in their work. Few people have any clear knowledge of the problems that face administrators and how they go about solving them. The little knowledge that exists is mainly based on hearsay and is therefore subject to misinterpretation and can often be misleading. It is therefore, the writer’s view that a study of the interaction of the major forces that affected educational administration during the Colonial period in Kenya will be a contribution to the written history of Kenya and will be of benefit to those who are interested in the historical background from which our present system of educational administration developed.
The decision to educate in rural Tanzania.
(University of Dar es Salaam, 1972) Mbilinyi, Simon M.
The decision to Educate in Rural Tanzania explores the major factors that determine the decisdion to educate; the relationship between the formal educational system and stratification in rural areas and peri-urban centres; and educational opportunities for girls. Part 1 includes a discussion fo the major problems with respect to education, stratificaation and sexism in Tanzania and an historical analysis of the evaluation of Tanzanian educational policy. Section I1 is concerned with the theoretical framework of the investigation, and includes an analysis of decision-making and rationality, the peasant economy in Tanzania, the role of women in changing Tanzanian society, and household decision-making. Section III focuses on the empirical investigation: the theoretical models, research design, study areas, and the findings based on cross-tabulation analysis as well as regression analysis. Part IV analyses the theoretical and historical significance of the findings and presents some tentative policy implications. The findings indicated that there is differential enrolment of children in school depending on the stratum level of the household. Households were found to discriminate against girls with respect to school enrolment, especially those at the middle and low levels. Attitudes (towards children, education and women) were found to have an independent influence on the dicision to educate at all stratification levels. Educational opportunity depended upon the community in which a household was situated. The major policy implication is the need to intensify the industrialization and collectivization of the rural sector. An alternative educational structure to the one in force now is suggested. The most important conclusion is that peasant behaviour is rational, and that the major obstacles to economic development in Tanzania are not peasant attitudes or other psychological attributes, but rather the social and economic conditions which determine the situation in which peasants live and work.
The training and functions of full-time and professional adult educators in Tanzania: a case study of graduates of the diploma course in adult education of the University of Dar es Salaam
(University of Dar es Salaam, 1973) Kassam, Yusuph O.
The main purpose of this study was to investigate the nature of duties and functions of a new and emerging cadre of professional adult educators in Tanzania who had attended the Diploma Course in Adult Education of the University of Dar es Salaam. The professional adult educators examined in this study totaled 52, comprising the total population of all the ex-students of the second and third Diploma course in Adult Education during the 1970/71 and 1971/72 academic years respectively. The data were collected through a mailed questionnaire; through interview with the respondents in their respective places of work; and through documents and records made available by the respondents. The first part of this study which is in the form of a descriptive survey shows that all the respondents were involved with the function of planning and administering adult education programmes. The pattern of functions varied with the respective nature of the different jobs of these adult educators. As to the problems faced by the respondents in carrying out their various functions, lack of adequate transport and shortage of teaching materials and stationery were the major ones affecting the majority. The second part of this study was in the form of an evaluative survey showing: (I) the relationship between the respondents functions in the field and the subjects of the Diploma Course (ii) the amount of stress that each of the subjects was given in the Diploma course in relation to their functions in the field. Four of the twelve subjects were assessed by the respondents as being almost “very useful” while nine of the subjects were rated as having been “adequately stressed.” The skill of audiovisual methods was the least used by the majority. The third part of the study is also in the form of an evaluative survey on the extent to which some of the skills or procedures in programme planning are used by the respondents. Data has shown that only about 57% were actively engaged in identifying needs in adult education and only about 37% evaluated their programmes using different methods.
An investigation into the understanding of black and white photographs by secondary school pupils in Tanzania with special reference to geography teaching
(University of Dar es Salaam, 1973) Connelly, Elizabeth M
The subject of this investigation is the ability of secondary school pupils in Tanzania to interpret the kind of photograph used in geography lessons. In Chapter 1 the importance of photographs in secondary school geography is considered. The work of previous investigations has suggested that school children frequently have difficulty with photograph interpretation skills. In Chapter 2 the tests which were devised to test the hypothesis the sample of school children tested, and the procedures for analyzing test data are described in detail. Pupils were asked to describe three photographs of Tanzanian scenes in their own words, and then asked to answer questions testing specific aspects of their understanding of the photographs. 793 pupils, 453 from Form 1 and 390 from Form 4, were tested. Information about their home backgrounds, frequency of visits to the cinema and fathers' education was also collected. In Chapter 3 and 4 the results of the tests are described. In Chapter 3 photograph interpretation skills are considered, and environmental influences on test scores are the subject of Chapter 4. Deficiencies in photograph interpretation skills were found, particularly among Form 1 pupils. An expected and highly significant difference between boys’ and girls’ test scores was recorded. In Chapter 5 an analysis of this difference is made, and an attempt is made to investigate possible sex differences in the factors apparently influencing test scores. Girls paid less visits to the cinema than boys, and performed less well on average than boys on a geography test. In Chapter 6 the results on the investigation are summarized and discussed, and some tentative conclusions are drawn. It is suggested that while deficiencies in photograph interpretation skills do exist, they are not generally of a fundamental nature, and are found significantly less among Form 4 than Form 1 pupils. More experience with pictures appears to be of considerable importance in providing pupils with the skills they lack. It appears however that their problems are not purely perceptual. They also have difficulties selecting geographically significant material from the photograph and recording what they see in a systematic way. Guidance in this respect improved responses to the photographs in the test, and, it is suggested, is a necessary part of any visual education.
Towards effective teaching of adults by correspondence education methods in Tanzania
(University of Dar es Salaam, 1975) Chale, Egino Michael Mgubani
The central problem in this study is that of deriving teaching methods that will maximize desired consequences among correspondence students in Tanzania. Basically, this study first makes a descriptive reappraisal of teaching practices by the method of correspondence education in the case of post primary adults in Tanzania, and then suggests area for improvement in the light of national needs and goals and of the knowledge of the course consumers. Introducing and defining the problem for study Chapter I contends that correspondence education as a mass medium in the country has not as yet been fully and properly utilized to achieve its inherent purpose. This is discussed and explained within the context of previous studies already done at international levels. Since it is hypothesized that correspondence education is ineffectively provided in the country, Chapter II defends the contention within the philosophy and history of the educational system, Tanzania as the case in point. Provision of equal educational opportunities formal non-formal is one of the challenges an ex-colonial country committed to egalitarian ideal like Tanzania has got to face the chapter makes critical and analytical surveys of correspondence educational services of both government and non-government sponsored institutions. In this study, it is unequivocally contended, too, that since in correspondence education face-to-face tuition is not a normal feature, there is danger for institutions to place over emphasis on the production of mere subject oriented educational programmes. On concrete knowledge of Tanzanian correspondence students and their social, political, and cultural environmental predicaments, chapter V presents suggestions for improving correspondence education courses in Tanzania. The last chapter first ties up the assumptions it set off to prove, and secondly, recommends ways and means for improving services by the method of correspondence education in Tanzania. In recommendations it is stressed that production of correspondence courses should take into account intrinsic national qualities, ethos, and ideological aims and principles as embodied in Tanzania’s philosophy of Socialism and Self-Reliance. Areas for further research are also suggested.
A proposal of an adult learning model and its application to a comparison between programmed learning and face –to-face instruction among adult students
(University of Dar es Salaam, 1975) Maganga, Cajetan. K
This study identified two related problems in adult education one is the lack of coherent and comprehensive adult learning structural framework to guide research and studies on the phenomenon, and the need for developing such a theoretical structure. The second problem is to find out how programmed learning as a method of instruction compares with the conventional face –to-face instruction method in its effects on learning outcomes among adult learners. The two problems are linked by the fact that effects of instructional methods on learning outcomes are difficult to isolate from the effects of some other factors influencing adult learning outcomes. A sufficiently comprehensive adult learning model could help to identify the main factors that influence adult learning, and their relative or combined effects. Methods of instruction would be just one such factors in the model while past experiences, age, learning ability, for example, would be some of the other factors influencing adult learning. If an adult learning model, or a structural framework, were developed to include all these factors, it could then be the basis for designing experimental and other types of studies to control the various factors, or hold them constant , while the effects of, say, the methods factors is assessed. In comparing two or more methods on their effects on learning outcomes, the other influencial factors could be controlled so that only the effects of the methods under comparison may be assessed. After a review of selected learning theories, the study has identified a number of factors influencial to adult learning. These have been presented in a proposed adult learning model. The proposed model has identified some eight main factors influencial to adult learning outcomes, as well as two main kinds of adult learning outcomes. It has, in addition, proposed interrelationships between the factors and the learning outcomes which are assumed to be indicated by the existence of a simple or multiple correlations between them. An experimental study was carried out to test some of the main propositions of the model. The results of the study have shown that six out of the ten null hypotheses were rejected, indicating the existence of significant correlations’ between the factors assumed to be influencial to adult learning and the learning outcomes. The results showed that face-to face instruction method did not differ significantly in its effects on learning outcomes from the effects produced by programmed instruction method. This was interpreted to mean that the two methods were equality effective as adult education methods of instruction; either of them could be substituted for the other in adult education instructional situations without affecting the learning outcomes significantly. The results moreover showed that the combination of programmed instruction with face-to-face instruction resulted in higher achievement mean scores than those effected by face-to-face instruction method alone. This suggested that adult learners are likely to benefit more if distant teaching methods such as programmed instruction are used in combination with the face –to-face instruction methods. The study gives some of the implications of the findings for the adult education programme planners, administrators and tutors, in view of optimising the adult learning situation. Further research toward a comprehensive theory of adult learning is also suggested.
The teaching profession in Uganda, 1877-1972
(University of Dar es Salaam, 1975) Tiberondwa, Adoniya
This thesis is an analytical study of the policies which have directed the teaching profession in Uganda from 1877, the year when the European missionaries first came to Uganda to 1972. The research was exploratory and it involved the collection, compilation and interpretation of historical data about the teaching profession and the policies which have governed it during the period discussed. This thesis, therefore, gives a detailed account of the policy changes which have taken place in the teaching profession and presents a documented discussion of how and why these policy changes took place and what their results were. The aspect of teachers for exclusively European or Asian schools was not directly investigated. In order to give meaningful interpretation to the data collected, the development of the entire education system in Uganda between 1877 and 1972 and the relevant areas of the country's social, political and economic systems were also studied. In this study, the term 'education' is used in reference to both Western education which was introduced by European missionaries and to the African indigenous education or "traditional education" which was present in Uganda before the arrival of the European missionaries. Formal education as introduced by the European missionaries was basically evangelical and aimed mainly at converting the "pagans" into literate Christians who assisted the colonial government by performing clerical and other junior occupations. The introduction of western education in 1877 is crucial in the educational history of Uganda and forms the starting point for the investigation of this study. However, as a background to this study, certain aspects traditional education in Uganda during the precolonial period have been investigated. African indigenous education was not only a process of transmitting culture from one generation to the next but it also covered every aspect of life and equipped young people with specific skills for an active and relevant role in their changing society. It was organised both in an informal general way and in a formal way. Although western education discouraged traditional education, some elements of the latter are still practised in many parts of the country. Since the missionaries introduced Western education in Uganda, the colonial government, and later the Uganda Government, have periodically introduced education policies aimed at providing solutions to political, social and economic problems. These education policies have provided recognisable stages which follow one another chronologically and constitute the basis on which the thesis is divided. ARRANGEMENT OF CHAPTERS The thesis is divided into seven chapters: CHAPTER ONE: INTRODUCTION: The first part of this chapter is an outline of Uganda's main features and the second part is a summary of the structure of the country's education system in 1972. The main part of the chapter is a theoretical background to the thesis discussing the pressures which made it necessary and possible for changes to take place in the teaching profession.CHAPTER TWO: MISSIONARY EDUCATION 1877-1972 .The first part of this chapter deals with ''teachers'' of African indigenous education during the pre-colonial period. The second part deals with the early missionary period which starts from 1877, the year when the Christian missionaries from Europe first arrived in Uganda. It examines the historical background and the interplay between the European and the Ugandan cultures and the resultant conflicts. which led to bloodshed in the 1880's. Then it discusses. the methods, the successes and the failures of the Christian missionaries in the field of education in general and in teacher education in particular; analysing the role of the European missionary as a church teacher and as a school teacher, first training the indigenous people to assist him and later to act on his behalf. The chapter also highlights the gradual decline of the role of the traditional teacher and the systematic replacement of traditional education by the Western education. CHAPTER THREE: COLONIAL EDUCATION POLICIES: 1925-1952: This chapter covers the period during which the British colonial government formalised its control of education. It examines the background of the AngloAmerican cooperation in the Phelps-Stokes Commission (1922 and 1924), the 1925 Memorandum on Education Policy in the British Tropical Africa. and the government Department of Education which was formed in Uganda in 1925.In 1951, the achievements of the years 1925 -1950's were reviewed by the Nuffield (Binns) Commission of 1951 which led to the appointment of the locally based De Bunsen Committee of 1952. The changes which took place in the teaching profession as a result of various policy decisions between these periods discussed. CHAPTER FOUR: THE PRE- INDEPENDENCE PERIOD: 19531962: This chapter covers the immediate pre- indepe-ndence period. It deals with he developments following the De Bunsen Committee report (1953) which recommended several changes involving the re-organisation of primary, secondary and higher education. Inevitably, these changes called for changes in the training of teachers. This chapter also deals with the effects of the 1961 Addis Ababa Conference on African Education which recommended many changes considered suitable for meeting the challenges of the newly independent African countries and for those that were about to be independent. It also examines the recommendations of the 1961 Lawrence Report on teachers' salaries and other conditions of service. CHAPTER FIVE: THE FIRST DECADE OF INDEPENDENCE: 1963-1992: This chapter covers the developments in the teaching profession in Uganda's first ten years of independence. It deals with velopments following the Castle Commission report (1963) which recommended further changes in Ugandas' education and in the training and the conditions of service for teachers. This chapter also analyses the Uganda Education Act (1970) which defined more clearly the em of the teacher.CHAPTER SIX: PROFESSIONALISM IN TEACHING - deals with teachers' conditions of service, status and unions. It examines the teachers' strugg e, through unions, to improve their status and conditions of services. CHAPTER SEVEN: CONCLUSIONS and suggestions based an the findings reported in chapters ONE to SIX.
The introduction of Kiswahili as a medium of instruction in Tanzanian secondary schools: a diagnostic and evaluative study
(University of Dar es Salaam, 1975) Mohamed, Mohamed A
At present, the medium of instruction in Tanzanian primary schools is Kiswahili but in secondary schools and other institutions of higher learning, the medium of instruction is English. It seems that when pupils enter secondary schools, they experience language problems resulting with the change from Kiswahili to English medium of learning. The purposes of this study are to survey Tanzania language policies since colonial period and to investigate the situation of Kiswahili teaching materials for various subjects in Tanzanian secondary schools. Other purposes include investigating the causes of the delay in introducing Kiswahili as a medium of learning in secondary schools and also finding out attitudes of students, teachers and other educators towards the use of Kiswahili as a medium of instruction in secondary schools in Tanzania. While Kiswahili borrowed words from foreign languages such as Portuguese and Arabic, it has remained fundamentally and structurally a Bantu language. During the colonial period, this language was promoted by the Germans both in administration and education. On the other hand, it seemed that the British language was relatively higher than that of Kiswahili. This seemed to have suppressed the potentials of Kiswahili to develop in that period. It is becoming clear to African educators and politicians that language and culture are intimately related. If African culture is to be protected and developed, a native language should be encouraged in all activities. This school of though led the Tanzanian Government to promote Kiswahili after independence. Thus, in 1963, members of Parliament were allowed to speak either in Kiswahili or English. In 1967, a directive was issued from the second Vice President requesting Ministries, District Councils, Co-operative Unions and parastatal organisations to use Kiswahili in their day to day business. In education, Kiswahili has also been promoted. For example, in 1967, Kiswahili became the medium of instruction in primary schools. Currently, the language is used as a medium of instruction at colleges of National education for Grade A and C courses. As it has earlier been stated, English is still the medium of instruction in secondary schools. This is due to the shortage of Kiswahili teaching materials for use in various subjects and the presence of a good number of non Kiswahili-speaking teachers in the case of Science subjects. Nevertheless, there is no data on the magnitude of these practical problems and attitudes of school population towards the use of Kiswahili as a medium of instruction. The data for the present study was collected through questionnaire, interview, documentary sources and observation of classroom language behaviour of teachers and students. The interviews were held with teachers and officials dealing with Kiswahili language in the country. The students responding to the questionnaire were from Form Two, Four and Six. A total of 625 students and 92 teachers responded to the questionnaire. The questionnaire had four categories of statements. Category 1 includes statements 1-7 dealing with teachers’ medium of instruction. Category 2 consists of statements 8-14 dealing with teachers’ and students’ opinions about the ability of secondary school teachers to use Kiswahili as a medium so instruction. Category 3 includes statements 15-20 dealing with teachers’ and students’ attitudes towards the importance of English as a language and as a medium of instruction. Finally, category 4 consists of statements dealing with teachers’ and students’ evaluation of Kiswahili as a national language. The results indicate that teachers are more positive minded than students regarding the introduction of Kiswahili as a medium of instruction in secondary schools. Also, the findings show that while some respondents favour the introduction of Kiswahili as a language for teaching, others seem to have reservations on its implementation in higher levels or schooling and in science subjects in particular. However, it is argued that this pattern of results I due to the shortage of Kiswahili written teaching materials and the presence of a good number of non speaking Kiswahili Science teachers. In addition, the results indicate that girls are slightly more in favour of English medium than boys. This may be due to the type of jobs they traditionally aspire for. It is concluded that Kiswahili, as a medium of instruction is quite possible provided that the Ministry of National Education takes the necessary measures such as the preparation of teachers and teaching materials.
Integration of the primary school and the community in Moshi district
(University of Dar es Salaam, 1975) Kweka, Aikaeli Ndesamburo
The aim of this study was to explore the problems and prospects of integrating the primary school with the local community. The study was supported by a case of one primary school and its local community in Moshi District. In 1973 the Ministry of National Education proposed the establishment of new community education centres for both children and adults with the following purposes. a) To arouse people’s political awareness and use it for their own development. b)To help rural communities raise their economic productivity. c) To help the people improve their standard of living. The idea of integrating the school and the community is not new in Tanzania. It started with the British policy of educational adaptation in1925. Despite the efforts made in issuing policy documents from London and Dar es Salaam the intended integration did not take place. The British educational system was critized by Tanzanian educators after independence as divorcing the individual from the community he is supposed to serve. In Part I, Chapter One, the British colonial policy of educational adaptation is examined for the purpose of finding out why it failed to integrate the school and the local community. A lot of ideas were discussed at the top but they never got to the masses. The bureaucratic administrative structure did not allow for mass participation. Chapter Two deals with policy documents related to school and community integration after 1967, the year of Arusha Declaration with its statement of intent for socialist transformation. Reference is made to Education for self-reliance, TANU Guidelines (Mwongozo), Decentralization and other documents which aim at transferring power from the bureaucracy to the people so that people at the local level can consider, plan and implement their development projects. Various documents from the Ministry of National Education have emphasized the idea of integrating the school with the local community. Part II, Chapter Three, gives a descriptive survey of the community. The history, economy, socio-political conditions and administrative structures of the community were studies as factors which could explain community action towards their developmental institutions. Chapter Four describes the methodology of the study. Interviews, Questionnaires and Observations were used to find out information on the following areas:- a)The community and its history, economy, administrative structure and problems. This included people’s knowledge of their community and the policy of socialism and self-reliance. 104 people gave information on various aspects of this section. b) The school and the amount of integration. This included the study of the attitudes of community people, school teachers and pupils towards integration. There were 94 respondents in this section. c) Information system. This included interviews with 15 leaders and Ministry of National Education officials to find out what part they played in promoting school and community integration. Chapter Five shows and discussed the findings of the people’s views and attitudes towards school and community integration, and Chapter Six draws conclusions and recommendations on the findings. The study revealed that there were to some extent minor elements of integration in the following areas:- (a) School committee (b)Parents’ contribution towards maintenance of the school. (c) Information to parents on the progress of their children in school. (d) School “open days”. (e) Adult education for literacy. These activities stem from the fact that most of the schools in the district were built by the parents. Their reasons for building schools can be explained by their views towards school, which were given in the following order:- (a)A good school sends many children to secondary school. (b) The school should teach more manual skills. (c) The school teaches good behaviour. The school is therefore seen as an institution preparing children for further education and if it fails in this it should teach them manual skills which will enable them to earn a living. The school should at the same time teach them good behaviour. The parents want to know what the school is doing to achieve this through the school committee, “open days” and information from teachers on their children’s performance at school. The economy of the community coupled with land shortage and the traditional land tenure act as a hindrance to the absorption of youth into agriculture. Therefore the parents see that the school should prepare children for out-of-farm employment in the community or out of the community. The parents did not see that they could participate in running the school since this could not contribute to the achievement of those aims. The parents liked their school and were against teachers’ participation in various village committees or pupils’ participation in community projects because this would “interfere” with school learning. The school teachers agreed that the school should be an integral part of the community but they did not want the community people to tell them what should be taught or how the school taught them relevant skills which could be put to use after they left school and 21 out of 43 said that they would remain in the village as farmers. Pupils were not against having parents decide what should be taught aft school but they were against having parents participate in selecting pupils for further education because they said there were dangers of nepotism. The individual ownership of the means of production especially land and business enterprises are inducing the formation of class structure in the community and unless this trend is rectified integration of the school and community cannot be for the interest of the masses. The information system and the bureaucratic administrative structure are poor in that the people have not understood the Party policy on socialism and self-reliance and there was no forum for thorough discussion of the policy documents which could arouse the political consciousness of the masses. In addition to this, the Ministry of National Education personnel did not encourage teachers in the effort to integrate the school and the local community. A number of recommendations have been given with the aim of ensuring that the Party policy documents reach the masses for discussion and implementation.
The impact of middle school curriculum in community development in Moshi District
(University of Dar es Salaam, 1976) Maina, Stephen John
The aim of this study is to investigate the role and function of Middle Schools as they operated during the short span of eight years (1952-1959). This innovation was introduced in Tanganyika at the time when the colonial rule was showing signs of disintegration. It was argued by the colonial administration that the Middle Schools, together with the provisional curriculum, were introduced in African education for “African development”. The official statements about the education for Africans that are found in the colonial documents motivated me to find out the truth of the matter. I wanted to find out whether the practical and theoretical activities introduced by the colonial authorities reflected the life and the developmental needs of the locality in which a Middle School was situated. The findings of this study will highlight the extent to which the Middle School was part and parcel of the community development process, also the extent to which the Middle School curriculum was related to the needs of the community. Further, the study is intended to assess the extent to which the Middle School curriculum sufficiently prepared pupils to go back to the land so as to play a more useful part in the development of the locality where they lived. Finally, it will be possible to assess the extent to which the community was involved in planning and implementing projects that involved the school and the community. Chapter I traces the historical development of education in Tanganyika in general and in Moshi District in particular. It shows how the education offered early in the colonial period was instrumental to the perpetuation of master-servant relationships. The education provided to Africans was discriminatory in the sense of chiefs and schools for the rest of the African population, worst still, the education provided was racially discriminatory as it was offered to Africans, Asians and Europeans on a racial basis. As a result, the education intended for “African development” was inadequately planned, lacked sufficient involvement on the part of the local community and did not make use of the skills, knowledge and experiences available in the local community. Chapter II surveys Moshi District in terms of social, economic and cultural characteristics to enable the readers to know the background of the area of study. It is observed that the local people were mainly farmers growing such crops as coffee, maize, bananas, yams and beans and kept cattle, sheep and goats. A few were employed as traders, shopkeepers, civil servants and parastatal workers. While the land tenure system was based on customary law and fovoured first-born and last-born sons as inheritors of the land which was normally fertile and well developed, the middle-born sons had to move to the plains to open up the undeveloped land. This was the only land available for expansion. By the same, most of the Middle School leavers could not acquire land because they were too young and had to wait till they were married. This is a principal reason why the Middle School leavers could not take up farming soon after leaving school. The Middle School education in the 1950’s is discussed in Chapter III. I pointed out the reasons that led to the founding of Middle School and why they failed after being in operation for only eight years. It was observed that the Middle School curriculum stressed improved agricultural techniques and technical skills with the intention of making a few a pupils go on for further education while majority were to stay with their parents in the rural areas. It was expected that the school would be an agent of change to help the local people increase cash crop production. Unfortunately, this did not necessarily come true; and this is verified in a specific case study of a school (Chapter IV). I wanted to find out the extent to which the Middle School helped to change the social, cultural and economic conditions of the people living around the school. The result of the case study show that the pupils who completed Std. VIII between 1955-1959 were one hundred and eighty out of whom one hundred and four pupils went for further education to Secondary schools and training institutions. This represents 57% of pupils. Also seventy three pupils were not selected for further education but were employed directly in government offices, companies and private enterprises. The pupils who remained permanently at home to work with their parents were only three and this represents 1.6% of Middle School leavers (1955-1959). These figures show that Middle School leavers did not want to remain with their parents on the land but instead they went out to urban areas to look for paid employment. The details of the distribution of pupils who completed Std. VIII at Kilema Middle School are found in this Chapter. Chapter V looks at the school-community relations. This is an analysis of the school and the community in terms of their actual social, economic, cultural and technological exchanges and how they have been involved in projects both in the community and in the school. The findings reveal that the people were not involved in making decisions regarding the type of education provided. This information was collected from former Middle School teachers, parents, former Middle School pupils and local leaders. Out of the twenty two parents interviewed, thirteen said that the local people were not consulted regarding the type of education provided to their children, This represents 59.2% of the respondents. People mentioned that those involved in deciding on the type of education were the Bishop and the District Education Office. The people were asked about the ways in which the local skill, knowledge and experiences were utilised. Out of the twenty two parents interviewed, nineteen said that the local skills and experiences were not utilised in this school. This represent 86.4% of the total respondents. On the question of involving the community in planning and carrying out projects that concerned the school and the community, it was observed that these projects were done in isolation. The school carried out projects on their own while the community did the same thing. There were only a few occasions when both school and the community participated in joint projects. The actual planning was usually done separately without involving the other party.
Place of primary schools leavers in the development of the rural areas-occupational problems and prospects
(University of Dar es Salaam, 1976) Mnyawonga, Msawulile Clement
For a considerabic account of time, Tanzania has been discoursing the employment problem of the youths coming out of the primary schools. The national policy of “Education for self -Reliance" demands that the youths coming out of the schools should work in the rural areas where the majority of the people live. The parents and the children on the other hand think that the solution to the employment problem does not lie in the rural vocation but wage employment and secondary education or training which leads to wage employment. the study believes that though the attitudes of the children and the parents may be a hindrance to the implementation of the policy, the real problem lies in the underdeveloped nature of Tanzanian's economy in general and the rural sector in particular. the study holds that it is presumptuous to believe that the youths will stay in the rural areas if no plans are in hand to change the rural economy to accomodate them. The purposes of the study therefore were to examine the activities which 50 of the Kibakwe (Mpwapwa) primary school leavers of 1973 and 1974 were doing in their ecological areas after coming out of school. On the basis of the data obtained it would be possible to assess the economic viability of these activities and the efficiency of resource utilization. the study also aimed to examine the parents' and children's attitudes to schooling and the rural vocation so as to gain an insight into how the policy is accepted by them. Instly the study purported to examine the family characteristics of the school leavers engaging in different activities. It was found that the parents' and children's aspirations were for wage employment or further education. This was manifested by children repeating classes, joining vocational training and entering private secondary school. About three quarters of the school leavers left the villages for other places to look for jobs or places in schools where they could repeat classes. At the time of the study, 48% of the children were in agriculture, but their production records and those of their parents were very low. The economy of the villages was found to be generally poor. The villages had no plans to utilize neither the school leavers nor the local natural resources on cooperative basis. The failure to merge the manpower coming out of the school and the existing economic possibilities of the villages did not provide a sound economic environment in which the children could stay and earn a comfortable living. Hence they were aspiring for wage employment. The problem of the school leavers was found to be reinforced by a lack of administrative capacity to mobilize the existing human and natural resources of the rural areas. The study concludes that the problem of the school leavers is a part of the whole question of an underdeveloped economy with its imbalances between the rural and town in Tanzania on one hand, and Tanzania and the developed countries on the other in favour of towns and the developed countries. It then suggests ways of disengaging from the world system of underdevelopment.
The teaching and learning of English in Tanzania Primary schools
(University of Dar es Salaam, 1976) Katigula, Barnabas A
This dissertation is an evaluative study about how well English is taught and learnt in primary schools of Mainland Tanzania. It examines a number of key factors such as pupils’ attitudes towards the English language, their motivation and opportunities to learn it, teachers’ competence in the subject, the appropriateness and effectiveness of teaching methods and classroom techniques, and the quality of teaching materials. The research was of four weeks duration, conducted in two primary schools (one urban, the other rural) of Mwanza Region. It was expected that the urban category would have more opportunities to learn and would therefore show better achievements in the English language. It was further expected that pupils in both types of school would generally show a low motivation to learn English due partly to the national language policy with its emphasis on the extensive use and exaltation of Kiswahili, and partly due to the assumption that they wouldn’t have much need of it after school, except for those who would go to secondary school. The findings of the study indicate that most pupils have a positive attitude towards English and are highly motivated to learn it. They however demonstrate a very low achievement in the English language due to very poor teaching to which they are subjected a factor which puts both types of school on same level of ability and competence in the language. Based on these findings, a recommendation is made that teacher quality should be improved through in service courses (for the serving teachers) and through an improved teacher training programme. Also there is an urgent need to combat teacher apathy by improving their working conditions and showing appreciation of teachers who work hard instead of treating them uniformly with the “bad lot” who don’t perform their work diligently or who do not do any work at all. A revision of the English course books is also recommended. The dissertation is divided into five chapters. Chapter 1 sets the problem of the study in a historical context for a closer examination of socio-economic factors as dictated by our colonial heritage factors whose effects continue to be felt and to affect English learning to date. It also discusses pedagogical issues such as different methods of language teaching. Chapter 2 describes the methods that were used to carry out the investigation and how data were collected. Chapter 3 gives the findings of the investigation, analyses them and discusses them briefly. Chapter 4 interprets these findings and further discusses some of their implications. Chapter 5 is a general conclusion of the study, giving some recommendations and suggestions for further investigation.
Policy planning and administration of educational innovations in Tanzania
(Mosha, H.I.J (1976) Policy planning and administration of educational innovations in Tanzania, Masters dissertation, University of Dar es Salaam. Available at (http://41.86.178.3/internetserver3.1.2/detail.aspx?parentpriref= ), 1976) Mosha, Helme Ikute Joseph
This study is aimed at surveying the theoretical framework of introducing innovations into Tanzania Educational System, with a view of discovering the pattern which has been used in the country. So answers are sought for two specific problems. One being what is the procedure of introducing educational innovations in Tanzania. Secondly whether the procedures followed were consistent with the objective goals of promoting human development as spelt out in Mwongozo i.e., the involvement of the masses in decision making at policy formation, planning and administration level, and arousing their political consciousness, and promoting their creativity. Four basic methods were used in gathering the information. These were documentary review, interviews, questionnaires and participant observation. The sample constituted all the thirty-one (31) principals for the newly established Folk Development Colleges. Mailed questionnaires were sent to them. The sample also included 67 interviewees 14 of whom were Ministry officials at the headquarters, region and district; 7 heads of schools and colleges surveyed; 9 teachers 16 students randomly selected from the schools and colleges surveyed. The interviewees also included 5 TANU leaders, 3 being TANU chairmen for kwamsisi, Mlowa Barabarani and Mpunguzi and the remaining 2 being key NEC of TANU members randomly selected. Lastly 12 villagers and 4 Masons and Carpenters randomly selected. The findings based on the three case studies reflected that Educational innovations in Tanzania particularly after 1967 had basis in the Arusha Declaration. Most of the policy issues on educational innovations stem from party policy being taken as deliberate move in an attempt to solve some political, social and cultural problems of the Tanzanian Community. The masses were democratically represented in party organs. However as policy issues got to government organs for planning the implementation strategy the masses at the grassroots level were not represented. Ideas on implementation were drawn mainly from foreign experts. A number of Tanzania Educational innovations were heavily dependent on foreign aid. Since foreign aid included in some instances supply of experts their dominating role was felt mainly in the administration of the innovations. It was thus discovered that there were in many instances closer ties between the Ministry of National Education and foreign bodies or countries in the process of financing, administration and implementation of programmes than was there between the Ministry of National Education and other Ministries, or between one directorate in the Ministry and another directorate in the same Ministry. Communication was also poor between the Ministry headquarters and the region or district especially when it came to introducing innovations. The masses were only brought into picture when it came to mobilising them for implementation. The study relates that the consciousness of the masses has barely been raised. People were called to implement innovations whose objectives and outcomes were not understood to the majority. Some educators were also faced with the problem of interpreting and understanding the rationale of the different innovations properly. In addition to these it was discovered that the relationship between the school and the community was diffuse. The school had failed so far to provide incentives that would attract the community to learn from it. On the contrary the vacancy for the product of the innovations had not been created in the villages and if it was there, there were factors hampering the student from taking it up. Upon these findings it was concluded and recommended that the Ideal Model for Innovating in Socialist Aspiring Tanzania could act as a clue to some of the problems on poor communication and lack of involving the masses at different levels of policy formation, planning, financing, administration and implementation of educational innovations. The following were recommended as possible lines of action in light of the findings. (a) the need for baseline survey to ascertain feasibility of the project/programme (b) Group and Committee discussion of problems (c) Need to involve parents more in school activities (d) Need to change the reward system even more in favour of rural areas (e) Strongly felt that there was need to raise the consciousness of educators and parents through seminars, extensive use of mass media and active participation in joint endeavours. The study also points out the need for involving the party more actively in the planning and administration of the education innovations. Areas for further research are then recommended. For more illuminating ideas on educational innovations in Tanzania the text provides answers to some of the irking questions.
Study of workers in a factory in Tanzania
(University of Dar es Salaam, 1976) Mgaya, Mary H
The purpose of the study is to look at the conditions of workers in one of Tanzania’s industries. The study is focused on a special group of women workers of the middle and lower position. It also looks at how the women workers of the above categories assess themselves to find out whether they are aware of their actual problems, and if they know what to do, to try to solve those problems. The data for this study was collected through observations, interviews and documentary sources. The interviews were hold with both individual respondents as well as in groups in the form of discussions. The male respondents in the stratified sample of 76 people were chosen because they are directly involved with workers. The nature of the study and the categories of workers in the chosen factory necessitated a stratified sample. The nature of the study and the types of people in the study also made it necessary use interviews. The questions used in the interview were unstructured, so that those in the appendices are just guiding questions. The questions were grouped into the following items: - work, education, workers problems i.e. transport, housing, child care and health. The results of the study indicated that, the workers of the middle and lower positions are alienated. That there are two classes of people in the factory, e.i. the manual workers who constitute the majority of the workers, and the intellectual workers who possess the scientific knowledge but do not share it with workers directly. This is a common phenomenon in any capitalist institution, but as Tanzania aspires to turn socialist there arises the need to merge theory and practice. Secondly, the results indicated that women workers of the middle and lower position are discriminated against job, training, promotions and leadership positions. The causes to the above problems are the women’s dual roles of home and work which are believed to originate from the traditional sexist divisions of labour. Education is also one of the major causes of the women’s discrimination especially in jobs and training. The study then concludes that there is a need for radical changes in the social structure, prevailing attitudes and education for women. The Government and the institutions should work together with U.W.T to build more child care centre’s, dispensaries and provide houses near the work place or provide transport for all workers. Finally, education for girls should be improved and science streams should be increased at all levels.
The case for the decentralised primary education: problems of implementing projects in Iringa District (rural).
(University of Dar es Salaam, 1976) Mfikirwa, Abbas Shaabani Dahabu
When Tanzania got her independence from the British in 1961, she inherited a partnalistic structure of government and a situation where there was no viable planning mechanism. She immediately realized how the situation would never enable her to make a reality her promise to bring about better socio-economic and political conditions for the masses of the people in the rural area. Since independence therefore the history of political practice in Tanzania has been characterized by efforts to change and modify the interested colonial structure as well as to introduce an effective planning apparatus that would make possible the realization of the, above promise. The same promise made the party and government still to search for a better way of doing things and eventually there emerged the policy of socialism and self Reliance with which the people will not only bring about development in a socialist way but will do so through their own effort. With the introduction of this policy it was lend niter some experience that the changes in the administration and Planning structure so far made up to that stage were still not adequate. Lastly it was decided to decentralize the Admin. and Planning Structures. This study tries to examine one of the decentralized departments - Primary Education in order to assess to what extent some of the administrative objectives of the policy of decentralization is being achieved viz. effectiveness and Efficiency, in the light of implementing of the national goal to expend Primary education opportunities. The focus is on the construction of classroom for more intake of Pupils. An attempt is being made to compare the situation at present with the past to see if there has been any improvement and therefore two years have been chosen: 1970/71 and 74/75. The criteria along which administrative performance is being assessed as well as the atmosphere which stir stimulated the decentralization measures are outlined in the first introductory chapter. The 2nd reviews in detail the growth of the old administrative and planning structures and draws our attention to its pros and cons. The other part is devoted to the new system and its reforms. In the 3rd Chapter we outline efforts to expand primary education in Iringa District Since 1970-75 where the lopsidedness in favour of the town as against the rural area is clearly seen. Problems of implementation of classroom construction projects at district level begin to be introduced here. The focus of the whole study is in fact on three case studies at local level: these are :-Kiololo, Tanangozi and Nduli Primary Schools. They are dealt with extensively in chapter 4. The findings tend to show that a number of factors outside the centre of the system such is lack of funds, assets etc, seem to interplay to frustrate the achievement of some of the objectives of the decentralized system. Lack of an ideal institution at the village level it is argued, makes difficult the mobilization and organization of the people for self-help activities. All these conclusions are embodied in the fifth chapter where some suggestions are also made.
The performance of grade of grade IIIC teachers in Mathematics: a comparative analysis of the performance of residential and non-residential (UPE) teachers in Iringa district
(University of Dar es Salaam, 1976) Galabawa, Justinian Chrinton Joseph
The main purpose of this study was to make a comparative analysis of the performance of non-residential (UPE) grade IIIC teachers and residential grade IIIC teachers in mathematics in Iringa District. The secondary purpose was to investigate both the general academic and classroom teaching performances of Grade IIIC teachers. The data were collected by 1) A constructed mathematics test 2) An observation schedule 3) Evaluation rating forms. The first part of this study which used a constructed mathematics test showed that both groups of teacher’s academic performance in mathematics was below average. Out of maximum possible points of 33, the mean scores for resident’s teachers was 13.50 and that for UPE rural teachers was 13.0. When the mean-scores were subjected to an analysis of variance technique the differences between the means were found not to be statistically significant at either p = 0.01 or p = 0.05. The pattern of performance on the test as shown by the item analysis technique did not differ significantly for the two groups of teachers. The study suggested that residential teachers scored higher than UPE Teachers in the following mathematics topics (1) set-theory (2) proportions (3) decimals and percentages (4) numeration in different bases (5) algebra. The UPE teachers scored higher than residential teachers in the following topic (1) statistics (2) geometry (3) probability theory. Rural-urban differentiation appeared to be a factor on the performance of teachers. In both programmers rural teachers scored higher than their urban-counterparts. However this difference was attributed more to sex differentials than rural-urban differences because 70% of the teachers in urban schools who eat for the test were females. The second part of this study which used self-evaluative rating forms on the ten topics of the test showed that the self-ratings from the two groups of teachers did not repreant statistically significant different opinions by used the chi-square technique at either p = 0.05 or p = 0.01. However the self-ratings of the teachers in the ten topics of mathematics contradicted their performance on the test. The UPE teachers rated themselves higher than the residential teachers on topics (1) number theory (2) fractions (3) decimals (4) numeration in different bases (5) algebra (6) geometry (7) probability theory.The overall relationship of ranking by level of mastery of the ten topic used in the study was found to be statistically significant. The correlation coefficient for these ranks was found to be 0.88, p = 0.01 indicating a relationship this much did not occur by chance. In the third part of the study which involved classroom skills the UPE teachers were rated high in the following skills (1) knowledge of subject matter (2) methods and principles of teaching (3) use of materials of instruction (4) relating classroom materials to other fields of study. The residential teachers were rated higher than UPE teachers in (1) command of language (2) skill in evaluation (3) planning lesson procedure and (4) techniques of instruction. However these differences in the classroom skills were found not to be statistically significant and thus did not represent a split of opinion regarding the classroom performance of the teachers. The classroom performance of the teachers as shown by data from the observation schedule suggested that the teachers have act attained the mastery level of the following classroom skills (1) relating classroom materials together fields of study (2) used of materials of instruction (3) skills in leading group discussion (4) methods and principles of teaching. These skills had bigger standard deviations indicating also that the teachers differed greaty with some having high ratings and others having low ratings. This part of the study suggested that traditional methods are still present in the education system twelve years after the adoption of policy of education for self-reliance. The chi-square value for ratings on skills 10 relating classroom teaching to other fields of study was significant at p = 0.05 in favour of UPE teachers. While the UPE teachers were exceptionally capable in correlating materials studied to other areas of learning the residential teachers occasionally demonstrated the relationship of subject matter to other subjects or outside classroom activities. The study did not suggest major performance differences between teachers from the two programmers.
Student participation in Tanzania secondary school classrooms
(University of Dar es Salaam, 1976) Mbise, Akundaeli Safari
Classroom interaction in Tanzania lacks a well developed literature which can enable the teachers, and to some extent other educators to understand the processes of teaching and learning. Even though learning is greatly a consequence of the interaction between teachers and students, the different roles played by the teachers and the students in the classroom have not yet been systematically studied. Knowledge of these roles is vital if innovation is to be introduced in the classroom, especially as called for in the Education for Self Reliance (1967) paper. The Problem for investigation in this study was thus to find out systematically, through observation, the different roles the teacher and the students play in the teaching and learning processes in live classrooms in Tanzania with emphasis on student participation. The method of inquiry was through direct recording and observation of the classroom in action. Four Form Three classes and four teachers, two teachers in Political Education and the other two in History, were observed over a period of two months. Twenty lessons equally divided for political Education and History were taped, transcribed and analysed to give tabular results. The Bellack’s Classroom Language Analysis model was used for classifying and analysing the data. The observations showed that despite the 1967 call for more student centred teaching where student participation would be maximized, teaching was still teacher centred and that student participation needed motivation. The predominant teaching method was the lecture teacher talk student listen. In average teachers made 67 per cent of all the pedagogical moves and students in the classroom shard the remaining 33 per cent. Similarly, teachers communicated 59.0 per cent of the pedagogical meanings while students shared the 41.0 per cent. The meanings dominated by the teachers were the substantive logical and the instructional logical type. Thus, teachers dealt with the explanatory and interpretational aspects of the lessons. Classroom management was done by the teachers. They also assigned and evaluated student activities without students taking part. The amount of control exerted by the students on instruction and classroom management was very limited. Therefore to achieve greater student participation, one of the ideals in democratizing instruction, activities which stimulate student discussion need to be sought so that students are not merely answering the teachers’ questions. The medium of instruction too needs to be clearly mastered by the learners. The evidence from the research indicated that students were uncertain of whether Kiswahili or English should be the medium of instruction. The ambivalence suggested that both languages could still be used interchangeably in the classroom and yet the ambivalence is difficult to be accounted for.
Diffusion of a planned innovation: a case study of introduction and diffusion of cattle artificial insemination in Usangi- Pare,Tanzania
(University of Dar es Salaam, 1977) Mshana, Samuel Abduel
The purpose of this study was to investigate various factors which determined the diffusion of the planned innovation of cattle artificial insemination in Usangi Pare, Tanzania. Along with this the study attempted to examine the factor which was most in influencing the adoption of the innovation. The data for the study were mainly collected in December 1976 through documentary study, field observation and personal interviews. Political leaders at Divisional, Ward, Village and Cell levels as well as the Veterinary Officials at national, regional, district, and particularly the division level were interviewed. Most of the data were obtained from the eighty four householders of Usangi Pare who were interviewed. They included 34 full-time peasants, 18 craftsmen, 17 businessmen, and 15 civil servants. In order to facilitate interpretation of the data in most cases the percentage was calculated and in other cases Chi-Square was also computed. The findings revealed that there were many environmental and human factors which influenced the adoption of the innovation which included antecedent factors, origin of the innovation and innovation decision, change agents, attributes of the innovation, time effect, spatial distance from the innovating centre and effect of the results. But occupation was the most important factor which differentiated the early and later adopters and which discriminated the adopters and non- adopters. The effect of education was only seen where it was associated with occupation. The way the planned innovation was introduced, contrary to the policy of promoting equality in the country, favored the businessmen and civil servants. Among the recommendations which are summarized at the end of the report are: (a) That the economic structure of the country must be changed to equalize the income of the full-time peasant with that of the businessmen and civil servants if we are to seriously build socialism. (b) That our development objectives require that we follow multi-sector and integrated approach so that the dependent, supportive and related inputs go together. (c) That the people concerned must be involved in planning and implementing their development so that it becomes easier to reduce dependency. (d) That careful study of the natural endowments of the people’s area including resource assessment, climate, land use, human occupations and other environmental and human aspects can facilitate and better the planning and implementation of development projects. This includes making research on relevant issues. (e) That co-operative ownership of cattle farms and grass fields, vehicles for transporting feedings and milk, milk shops, dips, sprays etc would solve most of the problems and at the same time promote equality. (f) That every member of a family must do his equal share of work without discrimination to avoid, among other things, the exploitation of woman by man

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