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The teacher's role in primary schools in Tanzania: a case study of Mbinga district
(University of Dar es Salaam, 1977) Komba, Nathaniel Nicholas
The aim of this study is to explore the role of the teacher in primary schools in Tanzania today. Of late, the teacher’s role at this level of the educational system has become increasingly criticized from many quarters. This has been specifically so since Independence in 1961. The critics of the primary school system have argued that the quality of the role of the teacher in those schools has deteriorated. The fall in quality in teaching has been a subject of discussion by the critics in various circles, such as the National Assembly, at Party Conferences, and educational seminars. It seems that the fall in the quality of teaching has been obviously noticed, but the question as to what forces are influencing this process of education decline has not been thoroughly investigated with an attempt to suggesting remedies. This has, mainly, motivated me to find out in this study, the possible forces that may be at work. The teacher’s role has been viewed in various lights that of a fatherly figure, a pastor of souls, a community leader an examples to be imitated. These suggest one reality that there are, at one and the same time, a number of expectations and demands on the teacher. But one professional expectation on the teacher is that he is responsible for the intellectual development of pupils under his charge and , in such a position, the teacher is expected not only to be knowledgeable but also an efficient and effective teacher. This is the special role of the teacher that this study will take into account when considering the forces that impede pupils’ learning and negatively affect the teachers role. When the critics say that the quality of education has fallen they must have sensed that the school system has not performed to the expected goals set by the society. Quality in education can, therefore, relate in some way to such a criterion of all round understanding of theses goals. It may be noted here that different aspects of quality are relevant at different stages of development. \that is why the primary school system emphasises different aspects of quality. Good quality of primary education, would at least, include two criteria: (a) knowing ‘facts’ and mastering a body of knowledge, and (b) understanding principles and theories which provide backing to knowledge of facts and mastery of the body of knowledge. This pre-requires that the basic skills of reading, writing, and counting have to be acquired. Any deficiency in the above criteria would result into dissatisfaction of the quality of education given. Also, if teaching resources for instance, teachers, teaching materials, equipment (includings), textbooks, children’s writing materials, and the like are so thinly spread that only few learners advance, then it can be said that the quality of education is low. The findings of this study will serve to explore and indicate the weaknesses of the role of the teacher in present-day primary schools. These, in turn, may monitor the ways and means of improving the teacher’s role at this level; or may help to give some insight in further exploration of the problem. In the first part of this study the problem of the study is defined. What the primary school teacher is expected to do by the society is dealt with at some length. The real problem for the primary school teacher is the failure to satisfy the majority of the pupils in seeing to it that by the time they leave school they are fully literate in the sense of being able to read and write fluently in the national language and in the sense of putting into practical use the knowledge they have gained at school. This has been a difficult task for the teacher, especially at present when the demand is presently even more pronounced. It has been pointed out in Chapter I that there has been growing concern about teaching by many teachers in primary schools, and indicators have been cited in an attempt to elucidate the existence of the problem in Tanzania. Chapter II describes the nature and rational of the methods and instruments that were used in the field investigations. It has been recognized that the measuring was in fact difficult for the teaching learning process involves, to a greater extent, emotions which cannot be systematically or easily measured. As well as emotions, it involves human values. Inspite of the possible limitations, however, the research technique used yield result that five some realistic picture of the state of affairs in the area of study, and generally in the whole country. Both a questionnaire of teachers and some primary school standard 7 leavers, and an interview with parents were used complemented by school inspectors’ reports. It was hoped that through these tools, at least something could be revealed that could further contribute towards solving the problem. Chapter III details the findings of the study and these are discussed in detail in Chapter IV. The study found that teachers in primary schools know and understand the educational objectives of the education system, hence the philosophy of primary school education. This was tested against the assumption that without clear knowledge and understanding of these objectives, teaching might have been affected negatively; but this is no case in this respect. It was also noted by the study that there were some teaching methods that were avoided by teachers in primary school in spite of their verbal insistence that these were of great help. The reason for doing so is yet to be explained. The study further indicated that the emotional classroom climate was in no way an impediment to teaching, the findings showing that the climate in classes was warm and thus suitable for the teaching learning process. But is was found that shortages of teachers in the schools and teaching materials contributed greatly to the decline in the quality of teaching in the schools. As well as that, big class sizes that are a common sight in many schools do have a negative influence on the teacher pupil interaction, which tends to be alienated and de-personalized. Sometimes teachers would prefer to teach one subject rather than another, and as a primary school teacher is not expected to do so, these “unilateral” decisions leave some important subjects untaught. This creates gaps in the teaching learning activities and thus weakens the system. It was also found that teachers do not cover the syllabi in any one academic year. This has the same consequences as the above weakness, gaps between content areas in a subjevt are created and the learning is not continuous and results in ineffective teaching and learning. There are many and varied reasons for not covering the material. The material was not covered either because of the slowness of the pupils, or because of lack of time. Time was consumed by activities that were not allotted time in the time-table, notwithstanding their great importance in the primary school curriculum. The attitude of non-co-operation between teachers and parents was found playing part in unsatisfactory teaching process. In order that the teacher effectively interacts with learners, he has to know the environment of the children. Chapter V summarises and gives suggestions for improvement of teaching in primary schools. There are also suggestions for further study. Careful consideration of the recommendations is important because, first, some of the short comings in teaching are outside the teacher’s direct control, and secondly, bad teaching wastes a great deal of effort and spoils many lives which might have been otherwise very useful and helpful. The recommendations would be helpful to educational planners, administrators and teacher trainers.
The effect of intercropping maize (Zea mays L.) genotypes with soyabean (Glycine max (L.) merrill) cv IH/192 and its implication on maize breeding for intercropping
(University of Dar es Salaam, 1977) Marandu, Wilson Yauke Fathael
Two trials were grown to investigate the effect of intercropping maize genotypes with the soya bean cultivar IH/192 and its implication on maize breeding for inter cropping. Genotype x Cropping systems interactions were low. It was thus considered possible to select maize genotypes for intercropping under either monoculture or intercropping with little lass of precision. Maize genotypes which are prolific, early Bilking and with long grain filling periods were considered suitable for intercropping with the soya bean cultivar. There was, in maize genotypes, a positive correlation between plant height and grain yield. Positive correlations were also observed between grain yield and either ear height or top height; but these correlations were not independent of plant height. Although the cultivar of soya been used in these trials appeared to have adjusted its yield components more or less in the same way under different genotypes, it was considered soya bean grain yield could be increased by using short maize genotype for intercropping.
Improvement of low quality roughages by alkali treatment under Tanzanian conditions
(University of Dar es Salaam, 1977) Urio, Ndelilio Athanas
A study was undertaken on the improvement of the nutritive value of maize stover and Hyparrhenia grass by alkali treatment. Two chemicals, sodium hydroxide (NaoH) and sodium carbonate (Na2CO3) were used as far as 3 x 3 factorial design. Three levels of each chemical i.e. Og. 3g and 6g per 100g of roughage were tested Eighteen black head Persian entire male sheep were used for the studies. In vivo digestibility and intake studies were carried out on maize stover supplemented with a protein, minerals and vitamins source. In vitro suties were conducted on maize stover as such and on Hyparrhenia grass. Both alkalies in increased the in vivo dry matter and organic matter digestibilities of the maize stover based diets. A significant interaction between the action of NaOH and Na2CO3 was observed in all the paramenters studied. There was no significant differences between the use of either NaoH or Na2CO3 in the digestibility studies. However, in the intake studies where feed was offered ad libitum intake was higher for the NaOH than Na2CO3 treatments.. Similarly in the in vitro studies, better results were obtained with NaoH than with Na2CO3 treatments. The action of Na2CO3 appears to be more effective in vivo than in vitro. It is suggested that the logner treating times for Na2CO3 might give equally good results as those of NaoH treatments. Due to the low cost of Na2CO3 and its abundance in the country in the form of ‘Magadi’ it is recommended that more studies be done on its use as well as making more detailed studies as to the origin and extent of its interaction with other chemicals.
The growth and development of vocational education in mainland Tanzania and its relationship with cottage and modern scale industries (1860-1975)
(University of Dar es Salaam, 1977) Omari, Charles Sembe Luboko
The purpose of this study was to survey the growth and development of vocational education in mainland Tanzania for the years (1860 - 1975). It was also to find out what relationship there may have been (as regards manpower training, production, and establishment and development of small scale industries) between vocational training and cottage and modern small scale industries.The study is divided into six chapters. Chapter one states the problem with some background details given to see the problem in its proper political and economic setting. The significance of the study is given in this chapter. This is that of giving an organised and evaluative thread of historical development of vocational education in mainla nd Tanzania for the period (1860 - 1975); and of contributing to the discussion on industrialisation as a strategy for economic development in Tanzania from education and training angle and as applied to small scale industries, Definition of terms and concepts used in the study are to be found in this chapter.Chapter two reviews literature relevant to the study ranging from pre colonial crafts and craft education vocational education in missionary and colonial times to vocational education in post independence Tanzanian, choice of technology and the role of vocational education in the development of small scale industries for economic development.Chapter three deals with details of the methods used. The historical nethod was the major method used for the study, Data was collected through reading relevant literature in the Library and elsewhere, This was supplemented by brainstorming sessions and interviews with interview schedules. The brain storming sessions were held in October and Novembers, 1976 (three in all) with some senior staff in vocational education at Chang'ombe vocational training centres, Dar es Salaam, and with some senior staff at the Small Industries Development Organisation (SIDO) headquarters in Dar es Salaam. The issues raised in these sessions were for example the role of vocational education, the role of small scale industries in economic transformation of a developing country like Tanzania. Like literature survey, brainstorming sessions had the objective of clarifying the authors own views on the study taking note of the reactions of experts in the field as well as to give pointers for the formulation of meaningful hypotheses. The interviews were held in December, 1976 and early January, 1977 with senior staff of fourteen institutions located in five regions - Dar es Salaam Morogoro, Iringa, Ruvuma and Kilimanjaro. Chapter four gives the growth and development of vocational education in mainland Tanzania in a historical setting for the period (1860 - 1975) with particular reference to and analysis of pre-colonial craft education missionary and colonial vocational education and vocational education in post independence Tanzania up to 1975. Some implications and conclusions regarding this education are made here and there in the chapter. Chapter five looks at the role of vocational education in industrial development. This is linked with also looking into the role of small scale industries in the country's industrial.isation strategy. As a decision on industrialisation goes with it a decision on choice of technology, the question of appropriate technology for developing country is discussed here: The chapter concludes by looking at the relationship that there has been. or that there should be between vocational education and the establishment and development of small scale industries. Chapter six summarises the study, makes conclusions and points some imp;ications based on the conclusions and recommends some lines of action. The main conclusions (findings were that: (i)In pre-colonial times, cottage industries were found in almost every household, The more specialised industries of blacksmithing which could not be found in every house-hold would still be found within easy reach of each village. Training and production were done at the same centre - the cottage industry. (ii)The coming of slave trade, missionaries, & colonial governmentent led to the decline of local crafts and craft skills throughout the country disrupting the development of indigenous technology. (iii) For political and economic reasons the Africans reacted against the colonial and missionary vocational education. (iv)Post independence Tanzania continued giving vocational education not very much different from that given in the colonial tines namely that this education had practically no relationship with the development of rural small scale industries either in content or in detailed planning and co-ordination for productive employment of those who received the training. After the issuing of the Party Directive in April, 1973 on the establishment and development of small scale industries various organisations started craft training centres. But there is as yet lack of effective co-ordination between. The various training centres and as well with small scale industries. Based on these findings it has been recommended that: Trainining of craftsmen should be related to their being absorbed in productive activities upon completion of their training. This requires knowledge and co-ordination on such issues as marketing, types of industries to be established transportation and storage and financial arrangements. Research at village level is needed in these fields. Production: each vocational training centre should have a production wing, to act as an example of running a small scale industry; to generate funds to offset some running costs of a centre; and thirdly to instill the idea that training is for porduction; finally to increase the number of small scale industries and hence increase in goods manufactured in the general economy of the country. Coordination: SIDO being well placed by law should co-ordinate all the vocational training related to the establishment and development of small scale industries in the country. They should also co-ordinate the establishment and development of these industries and the absobtion of the trainees in productive employment. To properly and effectively execute this function, SIDO needs big help in finances and expertise.Further Research. Researches into the technology used in such African crafts and industries as the iron industry, salt making have been undertaken by people like J.E.G. Sutton and M.D. Roberts. More of this type of research is needed in the other crafts to help in the understanding of the content of indigenous vocational education.1See bibliography for the tittles of their works 3n this field.
UNICEF- Village technology unity:guide for improvement of traditional granary
(Fosbrooke, 1977) Fosbrooke, H. A
This pamphlet shows a method for making storage jars using cement plaster, with cloth bag for mold. the methos described is for a jar of about 250 litres capacity(65gals) using about 1/2 bag of cement, 11/2 cement bags of fine dand and 103m*3m( 3yrd*48") of storage cloth. Measurement are given for guidance only and not critical. The original idea come from the Siam cement co. Bangkok After harvesting grain nearly half can be lost to rats and insects. A few simple steps can improve the traditional grain store to cut down this loss.
Imperialism and regional integration in the third world; East African association with EEC: a case study
(University of Dar es Salaam, 1977) Farage, Fawzi Hassan
There have been numerous definitions of economic unions and diverse classifications of the different forms of such integration in the available literature on the subject, each carrying a different area of stress depending primarily on whether the writer is an economist, a politician or a lecturer. In this paper, the author has attempted to look at economic unions from a cross section of this group. Regional integration has in recent times come to be increasingly regarded as the possible answer to the Third Worlds' development problems and a potential instrument for narrowing the widening gap between the industrialized nations and underdeveloped countries. The attention of Western writers on the subject has been focused on Customs Unions. This is so because a complete political union is considered unacceptable to the Third World countries sense of sovereignty and independence, and especially so, following, as it does, the traumatic experience of colonialism. At the other end of the pendulum are the looser forms of union such as a free trade area, where a wider spectrum of decisions is left to the individual member states. This type of union has been discredited for being incapable of rectifying the imbalances among the member states, and at times, in fact, intensifying such imbalances. The necessity for integration, however, has never been the question and the move towards it has been gaining momentum in the Third World in general and the African continent in particular. The reasons for such enthusiasm in the less developed countries are numerous:- scarcity of capital; the need avoid duplication of industries; better bargaining powers vis-as-vis the developed countries; protection of infant industries, etc. The customs Union seems to be the acceptable and practical machine in the achievement of these goals. The central thesis of this paper is that such a view is untenable on a closer examination of the facts. It is argued that the continuing link with finance capital would neutralize any attempt to assert any form of control by the underdeveloped countries over their development. It is therefore urged that even where a customs union succeeds in the bourgeois sense it will be so only in the sense that it makes the exploitation of the LDC members more efficient. This situation, needless to say can have no worthwhile degree of permanence or stability. Finally, therefore, the paper urges a re-assessment of the concepts of development, and concludes that the move towards a break with finance capital can be the only permanent solution. Regional arrangements should merely be tools toward this end.
Industrial growth 1920-1967, a study of medium size industries in Dar es Salaam
(University of Dar es Salaam, 1977) Bendera, Stella
This is a study on the development of medium sized industries in Dar es Salaam. The thesis begins with an introductory chapter where the critical framework of the main work is discussed; the question of merchant capital and that of a dependant colonial economy are all discussed. The first chapter looks at the whole economy of Tanzania during the pre-colonial period and tries to establish the development of productive forces and their progressive transformation and later their stagnation mainly due to the coming of cheap mass produced goods from the metropole.The second chapter looks at the various factors both social and economic which led to the lopsided development of industries in Dar es Salaam. The period covered here is between 1920 and 1945. The thesis examines here aspects such as sources of capital and the type of industries established. The work also tries to show how during the period of Second World War and the Great Depression, the colonies struggled for self-sufficiences. The third chapter discusses the developments in the 1945 to 1960 period and the effects of the Multinational Corporation in these industries. The fourth and last chapter deals with the industrial developments in Dar es Salaam. This is a case study whereby the specifics of the various developments are studied. This chapter has tried to review the operations, of these industries, their output values, raw material used and the profitability of each branch of industry studied. The conclusions reached are based on the material discussed in the previous chapters. The reader will discover that this work is an attempt to show some of the limitations that confronted industrial growth in Dar es Salaam. Some of these were manifested by the nature and operations of merchant capital itself and the dependence on the metropolitan economics. The study relied on both oral sources and industrial surveys. This was supplemented by work done in the Tanzania National Archives (TNA), the Registrar of Companies, and the Central Bureau of Statistics.
Policy implementation in workers education in Tanzania: case study of two factories
(University of Dar es Salaam, 1977) Kondo, Kassim Khalifa
The purpose of this study was to evaluate the implementation of the workers’ education policy in Tanzania. An attempt was made to compare policy statements and the actual operation of the policy in the workplaces. Two factories had been selected to serve as case study areas. Factory (X) was a paratatal enterprise and factory (Y) was a government ministry enterprise. In each of the two case study areas, a stratified sample was selected. In factory (X), a total number of 43 people were interviewed. In addition to the sample mentioned above, the researcher interviewed headquarters and regional officials of the Ministry of labour and Social welfare, education section, the Ministry of National Education, adult education section, and the National Union of Tanganyika Workers (NUTA). Two types of instruments were used in collecting data namely, the structured interview schedules and the interview check lists which were used for the unstructured interviews. In addition to the interviews, documentary sources and participant observations were also used. The data collected had been analysed through content analysis, and processed manually. The statistics used in analysis, and interpreting the data were described in frequencies and percentages. The results of the study showed that there were similarities as well as differences in the experiences of implementation between the two factories studied. A variety of workers’ education programmes were organized in factory (Y), while in factory (X), there was mainly one programme, literacy classes. It was also discovered that in factory (Y) since late 1973 up to 1976, an hour daily was set aside within the working hours for study purposes. In factory (X), time was not found the working hours to be used for workers’ education activities. The results of the study had further revealed the following: (a) There was variation of policy interpretation among the workers, the management and the agencies which were supposed to promote and co-ordinate workers’ education activities. (b) In factory (X) there was no registration and attendance records; workers’ education classes were being run without proper records; in factory (Y), registration and attendance were compulsory and therefore every worker attended the programmes organized at the factory. (c) Since the directive on the implementation of the workers’ education policy became effective in July, 1973 up to 1976, during the research period, factory (X) did not employ a qualified workers’ education officer, but factory (Y) did have qualified personnel to organize workers’ education programmes. (d) There was a problem of funds. In factory (X) the funds which were available were not used properly to promote workers’ education at the factory. In factory (Y), there was no
Problems of science teaching in primary schools in Tanzania
(University of Dar es salaam, 1977) Besha, Moses Paul
This study investigated problems encountered in teaching science in primary schools in Tanzania, being a case study Arumeru district. In particular the study investigated the following aspects of science teaching all of which are considered important in teaching the subject: the teachers’ understanding of the primary science syllabus i.e its objectives, content ect; and whether the time allocated for science teaching is sufficient to cover the syllabus adequately. Also whether evaluation of both the programme and pupil achievement is done and whether teachers find the syllabus easy or difficult to teach. Other aspects included problems, if any, experienced in teaching science in Swahili. Also the availability of facilities, equipment, apparatus, books and other reading materials in science. The study also investigated the teachers’ science background, whether teachers receive in-service courses and seminars on science teaching. Three methods were used to collect information. These were a questionnaire – the main instrument used, interview with teachers and district education officials and thirdly observation schedule. The questionnaire covered most of the aspect investigated, while interviews were meant together information on aspects not covered in the questionnaire and some data n the teachers. Observations were made of the equipment and apparatus available in the schools and of actual teaching sessions. The findings showed that primary science is still plagued with several problems. Most teachers did not understand the primary science syllabus. Teachers often devote little time to science teaching because of a heavy teaching load per week in many subjects. In addition where as evaluation of pupils’ achievement appeared to be done frequently by teachers, evaluation of the science syllabus itself had not been done since it was introduced back in 1973.Many teachers appeared to find the science syllabus difficult to teach; in particular the use of Swahili as the medium of instruction appeared to pose problems in teaching primary science. The chemistry and physics sections of the syllabus seemed to be ones teachers felt most difficult to teach. There were very scarce facilities, equipment and apparatus in the schools. Most teachers in the study reported that none or less than quarter of the required equipment and apparatus were available in their schools. In addition, however, teachers did not make use of resources available in their areas. Thus for example, few teachers made their own teaching materials and few appeared to borrow equipment and apparatus from other institution having them. Furthermore, equipment and apparatus found in the schools were often underutilized if not completely unused. Similarly there appeared to be very few text books and other reading materials for both teachers and pupils. The shortage of equipment, apparatus books and
Preliminary report of a study of prehistoric cultures of the Serengeti National Park
(Fosbrooke, 1977) Bower, John R. F.
During a six-week period in July and August of 1977, Iowa State University, represented by the author, and the Department of Antiquities (Ministry of National Culture and Youth), represented by Mr. John Kang'wezi, conducted an initial archaeological exploration of the Serengeti National Park. The work was authorized by a Research Clearance from the Tanzania National Scientific Research Council (ref. no. NSR/CONF/RC of 5th July, 1977) and an Excavation License from the Antiquities Department (ref. no. UTV/ DMK/4021/11/199, dated 9th July, 1977). The following report is a preliminary summary of the results of the research so authorized.
Wafanyakazi na ujamaa Tanzania
(NUTA Press Ltd, 1977) Nyerere, Julius Kambarage
United Nations Conference on desertification
(Fosbrooke, 1977) Fosbrooke, H. A
What does tree worship in North Western India have in common with traditional Iraqi farming practice of using irrigated land for fallow grazing every alternate year
Homonymy , synonymy and antonyms in Kiswahili: lexical study
(University of Dar es Salaam, 1977) Gibbe, Abel Gregory
This is a synchronic study of Kiswahili homonyms, synonyms and antonyms. Diachronic consideration will be utilized as a practical short-cut. The study is basically lexical; it is a deliberate attempt to acquaint the researcher with Kiswahili lexemes and their semantic interrelationship to prepare him for lexicographical work. Syntactical aspects are not within the scope of this study. They are utilized where it is unavoidable. The study, adopting a critical stance attempts to examine some of the theoretical formulations in the light of Kiswahili data. It does not pretend to explore every detail about the issues under discussion; what it certainly does is to reveal various relationships and processes as far as lexical homonymy, synomymy and antonymy are concerned. It also tries to provide some approaches to the study of these concepts in Kiswahili. Indeed it is important to be clear of these issues as they are among central ones in lexicography
The desert made by man
(Fosbrooke, 1977) Fosbrooke, H
The 1977 state of the Word Environment Report, issued by the UN Environment Program in Nairobi warns that the area of cultivated land per person in the word may be halved by the end of the century.
Studies on the development of vesicular-arbuscular mycorrhiza in cowpeas (vigna unguiculata(L.) Walp)
(University of Dar es Salaam, 1977) Gunze, Cornelius Makobe Bakilana
The present study was undertaken to investigate the effect of host metabolism on fungus development. Cowpea (Vignaunguiculata (L.)Walp,), Sunflower (Mellianthusannus (L.) and fingermillet (Eleusinacoracana (L.)Gaertn.)were selected as test plants representing a leguminous and non-legumonous dicot and a monocot respectively. The source of in oculum in all experiments was an unsterilized sandy loan taken from a garden at Ubungo on the University of Dar Es Salaam main campus in which cowpea and rice had been grown for some years previously. The experimental period was from 29 June 1976 to 19 December 1976. Grown in pot cultures with unsterilized garden soil, the development of V-A mycorrhiza was studied. The resulting infection was attributed to a complex of fungi of which Gigasporagilmorei Trappe and Gerd may have been the predominant species. Chlamydospores of a Glomus sp. Were found on some roots of cowpea. In conclusion, it is proposed from the investigation that arbuscule development is inversely related to carbohdrate levels in the roots while vesicle formation seems to be directly related to nutrient availability. In addition, auxin appeared to stimulate arbuscule formation but had no effect on vesicles. Whether the hormone acts directly on the fungus or indirectly through nutrient supply or some other aspect of host metabolism remains uncertain and requires further investigation and assessment of auxin levels in the roots
Report on natural resources and environmental education in Malawi
(University of Malawi, 1977) Reed, M.L
90% of the population of Malawi lives in traditional village areas and many of those in other areas retain strong ties with the land. There is a growing awareness in most parts of Malawi of the need to conserve, by every means possible, the vital natural resources of water and soil, e.g. an important aspect of the Lilongwe Land Development Scheme is that it is based on land use planning and the protection of arable lands with physical water- and soil-conservation measures. But in many other areas a great amount of damage continues to occur as a result of run-off water and splash erosion.
Primary schools operating as adult education centres in Tanzania
(University of Dar es Salaam, 1977) Ilagi, Gei L
Primary schools in Tanzania have been operating as centres for adult education since the adoption of the Tanzania Second five-year Plan in 1969. The schools have been gradually transformed into people's schools by using their staff and facilities for both children`s education, adult education and non-formal education general. The main purpose of this study was to examine the work of adult education performed by and in the Tanzanian primary schools as they operate as adult education centres. The role of the teachers the learner characteristics the extent to which the schools have been used, the kinds of adult programmes offered and the way the community needs were identified were the main aspects studied. Secondly the study made a general survey on the implications of the Adult Education Policy stated in the Second Five-Year Plan (1969-1974). A general assessment of the implications of policy and practice of the above mentioned plan was investigated. Sixteen primary schools, five each from the Dar es Salaam and Morogoro Regions and six from the Kilimanjaro Region constituted the total sample of the study. There were eleven urban schools and five rural schools. It was assumed that all the sixteen sampled schools operated as centres for adult education and that there was close co-operation between the primary school staff and officers from the other departments, parastatals and other organizations like CCM Youth League and various religious groups. It was also assumed that the policy of Adult Education was implemented in the primary schools. The findings of the research revealed that most of the sampled primary schools operated as adult education centres.Out of the total sample ten schools [about 62 percent] operated as adult education centres three of them (about 19 percent ) rendered staff assistance and for provided school facilities for adult education' one school (just over 6percent) was a craft school and two schools (about 13 percent) did not operate as adult education centres nor did they provide staff assistance and school facilities for adult education. The main problems faced by the schools in their operation as centres for adult education were as follows:(a) increased primary school enrollment caused by efforts to achieve Universal Primary Education.by the end of 1977 which resulted in many schools introducing mult-streamed classes. (b) teachers complained that they had been overworked; (c)shortage of teaching materials and (d) the learners complaints about short-sightedness and late finishing of adult classes. The following conclusions and suggestions are drawn from the findings of the study: (a) It is concluded that most primary schools in the three research regions as well as regions outside the research regions operate as centres for adult education. (b) The most crucial problem of overburdening the school staff by working in the mornings and afternoons for children education and for adult education after the afternoon children`s class hours implies that the work of schools both for children`s education and adult education of is ineffective. The problems of shortage of teaching materials for adult education also contributes to the implication made on the ineffectiveness of adult education provided at the primary schools which operate as adult education centres. (c) The frequent use of identifying community needs by asking the adults present in the classes is possibly be one of the causes of low attendance in adult class. The methods used were inadequate because they take into account the needs of the minority of the total community population. It is suggested that committees are established in the schools who would go around the community members after every six months to find out the people's needs and problems upon which the adult programmes can be mounted. Chapter one describes the problem, purpose and limitations of the study and the conceptual background of Tanzanian adult education. Related literature to this study is reviewed in Chapter two. A number of country case studies of the kind of work performed by primary schools community schools and rural schools in adult education are reviewed. Chapter three has discussion on the study sample, methods of data collection and analysis the study design assumptions and the definition of terms. Chapter four deals with the discussion of the research findings. In the fifth chapter, the main elements of the study are summarized and conclusions drawn. Suggesting for further research are also made in this last chapter. The Adult Education section of the Tanzania Second Five-Year Plan (1969-1974) and the actual instruments used for data collection are in Appendices (1) and (2) respectively.
The impact of Ujamaa production on adoption of new farming practices: a case study of Morogoro district Ujamaa Villages
(University of Dar es Salaam, 1977) Tilumanywa, Adolf
Tanzania is an agrarian country which depends mainly on agriculture for its national development. To achieve rapid rural development the government and party decided after gaining independence to embark on a villagization policy which aims at bringing peasant farmers together in villages for co-operative production using modern methods. The social and economic environment in the villages is expected to make introduction and adoption of improved farming techniques easier. But while the villagization programme is now ten years old, conflicting views exist about its success in introducing new farming practices through communal production. Some people claim that government assistance channelled to villages in the form of agricultural inputs is a waste of resources since it is often not properly utilised. Meanwhile others claim that Ujamaa villages have been successful in introducing new innovations on communal farms and that cash inputs and mechanisation are in fact over- utilised. This study therefore investigated the extent to which farming practices on individual and communal farms differ and what factors account for this difference or the lack there off. A case study was made of five villages in Morogoro District by interviewing village leaders, extension workers and randomly sampled farmers. The study specifically examined maize and cotton production practices. The study found that farming practices on individual and communal plots differ, with ujamaa village groups tending to follow recommended farming practices. Maize production practices widely adopted by ujamaa groups include: use of improved seed, monoculture, planting during the long rains, row planting, thinking, and application of insecticide. However, they failed to plant maize early and to weed plots properly. Cotton production practices followed by ujamaa groups include correct spacing, thinning, and insecticide spraying. They planted and picked cotton late and failed to weed properly and to spray eight times. Individual farmers planted maize in the early short rains, used Ilonga maize seed, intercropped maize, thinned to three plants or not at all; did not use fertilizers and insecticide, and harvested maize before it has dried properly. Most individual cotton growers planted cotton early, followed correct spacing, thinned and weeded properly, picked cotton early and burnt cotton remains on time. They however failed to spray eight times. The difference in adoption of farming practices between individual and communal plots was found to be due to: free government assistance to ujamaa groups, labour availability (commitment), felt need of recommendations, group-decision making and village leadership, extension services, and force. Ujamaa groups adopted recommended practices because of free inputs and to please government officials in order to continue receiving government assistance even though they were not convinced that the practices were sound. Government assistance is detrimental, leading to loss of self-reliance. The standard blanket recommendations frequently are inappropriate and individual farmers refuse to adopt them because they conflict with traditional farming systems and the local ecological environment. Crucial operations such as planting and weeding are neglected on the communal plots because of low commitment by members to communal production, reflecting the small return realized from such undertakings. Members instead concentrate on their individual plots. Dishonest and corrupt leaders at times have demoralised members, leading to their abandoning the communal farm. Incentives for work should be increased on the communal farm and village economic plans and leadership needs to be improved. Force from local leaders has contributed to adoption of recommended cotton practices by individual farmers, and most cotton recommendations have visable benefits. Although the practices which are enforced are technically sound, persuasion is a better policy to get sustained acceptance. The extension services are geared towards communal plots only, thus neglecting individual farmers. Extension workers rarely visited individual plots except cotton plots grown in blocks. Village leaders and extension workers supervise various operations on the communal plots grown in blocks. Village leaders and extension workers supervise various operations on the communal plots an practices used on the communal plots are decided by the village agricultural sub-committee whose members must ensure that the recommendations are followed. Meanwhile individual farmers are free to follow any practices they please.
Root deformation in Pinus Patula: effects and possible causes at Turbo, Western Kenya
(University of Dar es Salaam, 1977) Arap-Konuche, Paul Kipkoviv
An evaluation of possible effects of root deformation on survival and growth of 9-year old Pinus petals was carried out. In 51 cluster plots, 391 trees were examined for root deformation, and 100 of the trees were excavated. Factors associated with root deformation were noted. The results showed that of the trees examined, 53.7 percent had deformed roots. However, only 0.77 percent had toppled over (wind damaged at root collar region). The damage was not, apparently, increasing with age. The trees with deformed roots did not appear liable to wind throw in the remaining 6 years before harvesting. There was a negative correlation between root deformation and survival. Trees with deformed roots had their mean height, d.b.h. and volume reduced by 4.3, 10.3 and 28.0 percent respectively. The reductions in d.b.h. and volume were significant. It was estimated that more than twice the mean annual increment in volume per tree at this age, had been lost because of root deformation. Root deformation was also significantly associated with leaning trees. The most likely causes of root deformation, acting singly or in combination, are polythene tube containers, poor nursery practices, and bad planting methods or practices. The basal stem snap or stem breakage at root collar is associated with some coiling roots and enlargements of root crown. The swollen root crown is possibly caused by the coiling roots impeding the flow of carbohydrates and growth hormones from the stem to the growing regions of roots. Pinus patina is susceptible to wind breakage at root collar when there is a weak connection between the stem base and the root crown. Among the suggestions made for minimising root deformation are: the use of smaller planting stock and the need to increase the size of planting holes.
The university op Dar es Salaam department cp sociology it as a productive force bt the Tanzanian rural society
(University of Dar es Salaam, 1977) Ngalula, Theresia K.F
Although every individual was joined to his fellows by human respect, there was in most parts of Tanzania an acceptance of one human inequality, Although we try to hide the fact that and despite the exaggeration which our critics have frequently indulged in; it is true that the women in Traditional Society were regarded as having a place in the Community which was not only different but was also to some extent inferior. It is impossible to deny that women did and still do, more titoa their fair share of the work in the fields and in the homes. By virtue of their sex they suffered from inequalities which had nothing to do with their contribution to family welfare. Although it is wrong to suggest that they have always been an oppressed group; it is true that within the traditional society ill-treatment and enforced subservience could be their lot. This is certainly inconsistent^ with our socialist conception of the equality of all human beings and the right of all to live in such security and freedom as is consistent with equal security and freedom for all others# If we want our country to make full and quick progress now, it is essential that our WOMEN live in terms of full equality with their fellow citizens who are men. The above long quotation from President Nyerere - book, Socialism and Rural Development sort of justifies the need to examine the role of women in the Rural Economy. Since T/omon are part and per cel of the community they could not be studied in isolation. And hence the main focus of the study was to compare and contrast the relative roles of women and men (husband/wif e) in the development process in the rural society. Inorder to understand the role of women in rural economy ninety (90) households were randomly selected and both husband and wife/wives were interviewed The methods used were the structured questionnaires, documentation, and participant observation. The quantitative evidence provided in this study substantiates the fact that agricultural production ox foodcrops in subsistence fanning is predominantly female farming. However, man do take an active role in cash crop production. Besides their participation in farming women maintained the so called "female jobs1’ such as domestic work and childcare of which men hardly take part with the exception of the example of ten single men in this study# However, when it oame to outside jobs, such as charcoal burning, fishing, carpentry, etc about 3? men out of 80 took part in these activities. On the part of women, about 15 out of 85 understudy took part in such activities like weaving, embroidery, pottery which are part time activities (see Table 3.5). This is self—explanatory that men have more time than women since they do not participate in housework and childcare activities (as women do). Regarding ownership of the means of production, men are the sole owners of property like livestock, inheritance too favours men and women have always to Telly on the mercy of the inheritors who are the- their brothers or sons. Also, in the distribution of income, though there were no records to show this, there was enough evidence to show that, it -was not equally distributed among men and women. This was shown in the things pur chased in the household for example cattle, bicycles, etc which were mainly owned by men# £he most owned properties by women were clothes end few pots. Therefore, from the above summary of findings we learn that a woman as producers in the rural economy does not own the means of production through under ujamaa policy they normally belong to the social unit. Furthermore, they do not enjoy the returns from their labour as men do. This is the type of inequality which is still existing in most rural Tanzania to date And inorder to be in line with the policies of socialism equality between men and women, should be the goal in all aspects including division of labour and inheritance

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