PhD Theses

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Browsing PhD Theses by Subject "Agriculture"

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    Access to use of agricultural information in poverty alleviation: a case of agropastoralists in Kilosa and Monduli districts, Tanzania
    (University of Dar es Salaam, 2016) Silayo, Ephraem Epafra
    The study examined the extent to which access to and use of agricultural information facilitates poverty alleviation among agropastoralists in Kilosa and Monduli districts in Tanzania. The objectives of the study were to determine agricultural information needs of agropastoralists, to examine the types of agricultural information channels that are accessible to agropastoralists in Kilosa and Monduli districts, to determine factor influencing access to agricultural information in poverty alleviation among agropastoralists and to assess the extent to which agropastoralists in Kilosa and Monduli Districts use agricultural information channels to alleviate poverty. Multistage and purposive sampling techniques were used to obtain respondents. Data were collected through questionnaire, Focus Group Discussions, key informant interviews (Klls), and non-participant observation. Whereas quantitative data were analysed using SPSS, qualitative data were analysed thematically through content analysis. Findings of the study show that the majority of the respondents have large unmet agricultural information needs. Most of the popular channels used for accessing agricultural information were interpersonal communication channels, mobile telephone and the radio. The study findings further indicate that access to agricultural information is influenced by demographic and socio-economic factors which, in turn, dictated variations in the achievement of poverty alleviation indicators. Prominent also are improved housing conditions, food security, income, and capability to support attainment of quality education. Based on the study findings, it is concluded that agricultural information for better livestock and crop farming is inadequately met because agropastoralists were unable to consistently interact with different communication channels available for agricultural purposes. Based on these findings, it is recommended that Theatre for Development Technique (TFD), participatory information sharing networks, library services in rural settings and agricultural trainings should be established and used to empower agropastoralists to understand their agricultural information needs and relevant channels and use them for accessing such information. Moreover, adult education programmes in rural settings should also integrate language and information literacy training to empower agropastoralist with agricultural information search skills and techniques.
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    Enhancing farmers’ access to and use of agricultural information for empowerment and improved livelihoods: a case of Morogoro region, Tanzania
    (University of Dar es Salaam, 2008) Matovelo, Doris Siima
    This study aimed at exploring and testing an intervention that could stimulate and promote the practice of proactive information acquisition by farmers as a strategy for empowerment, reduction of poverty and improvement of livelihoods. It was conducted in Morogoro region in Tanzania in two main stages; the situation analysis survey stage in ten villages, and a longitudinal participatory action-oriented stage which was an intervention phase in four villages. The Village Information Centre (VIC) model was established, monitored and evaluated. This was preceded by the pre-intervention knowledge test in the four research villages and two control villages. Descriptive statistics and frequency distribution of variables were computed, a chi-square test and a regression. analysis for selected sets of variables were done. The majority of farmers were between 28-47 years old. Slightly more than half (56%) of all farmers had completed primary school education. Furthermore, 76% of the farmers had functional literacy, and 55% of all respondents had a habit of reading at least once in several months. Close to 90% of all respondents had some printed information in their homes, with newspapers being the most common item. The VIC was highly acceptable in all villages, but the age, level of education and gender were significant factors (p S 0.05) influencing awareness of, visits to and use of the VIC. Farmers revealed diverse and unmet information needs that were not necessarily related to their agricultural activities. The "push" phenomenon inherent in some extension approaches may have led most farmers to develop passive recipience that does not necessarily promote a "pull" phenomenon. Exposure to information is probably needed in order to stimulate a demand for information. The VIC initiative has also demonstrated the presence of reading skills that are under-utilized. This is a challenge and opportunity for information professionals. Therefore it is recommended that documentary information workers prepare a strategy, which will have a complementary role to the regular extension services, on enhancing the practice of proactive information acquisition by farmers for their own empowerment and improvement of their livelihoods.
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    Participation of librarians in university governance with special reference to curriculum development: a case study of the universities of Dar es Salaam, Malawi and Capetown
    (University of Dar es Salaam, 2013) Mwaimu, Pampil Dominic
    This study examined participation of Librarians in university governance with specific reference to Curriculum Development at three selected universities, namely the universities of Dar es Salaam, Malawi and Cape Town, and to propose strategies for ensuring full participation of librarians in curriculum development. The study focused on the extent to which librarians are represented in university curriculum matters and university governance and factors that enhance or deter their effective participation, academic status of librarians, perceptions of teaching staff on librarianship as an academic discipline. A review of related literature and theoretical framework provided a basis for deeper understanding of the linkages between curriculum development, the role of librarians in curriculum development vis a viz university governance. The theoretical framework was based on two models, the university bureaucracy model and the university as a collegium or community of scholars. A comparison of the two revealed that the university as a collegium or community of scholars model is the most popular and has been widely applied over the years, creating the impetus for expansion of teaching /Iibrary staff participation in governance matters in institutions of higher learning. An overview of university governance issues and concerns revealed the emergence of governance paradigms which challenge the long standing bureaucratic and scientific views of organizations. The new governance paradigms provide insights into how governance can be improved in institutions of higher learning through alternative methods which create meaningful governance change on university campuses. Empirical Data for this study was collected using a combination of methods (triangulation) and included a self administered structured and standardized questionnaire with both open and close ended questions and library research. A questionnaire was administered to 240 purposively selected respondents, including teaching staff, heads of departments, deans and directors, top administrators, librarians and student leaders. Key findings revealed that librarians are not involved in curriculum development or review due to a number of factors, including inadequate understanding on the role played by librarians in teaching, learning and curriculum development; the peripheral status accorded to librarians; lack of subject specialization, regular and institutionalized curriculum review committees, clear policy guidelines on who participates in curriculum development. Findings revealed that most teaching staff have misconceptions about the actual nature and process of curriculum review and beliefs that Iibrarians are not pro-active, aggressive or assertive enough in seeking serious representation and participation in such matters were common. The study also argues that existing traditional, hierarchical, centralized and bureaucratic library governance structures and leadership styles espouse control and militate against collegial style of governance. Lack of consultation and communication between teaching staff and librarians on curriculum review matters is also a major factor. In view of the above the study recommends that curriculum development and review praxis must be institutionalized and strengthened. This must be accompanied by professional awareness among teaching staff and rigorous training on conceptual and theoretical underpinnings of curriculum development and review. Similarly, a curriculum development and review coordinating committee should be set up to monitor and recommend to Senate policies and positions on curriculum matters. Furthermore, librarians must become subject specialists in order to competently and effectively serve the information needs of their users. In addition, they must be proactive and must develop sustainable links with teaching staff in teaching information literacy skills. The study concludes that university policy makers, administrators and scholars should decentralize existing organizational decision making processes and adopt collegial. Participatory academic management practices to ensure meaningful institutional change, efficiency and effective university governance.