Tanzania: Revisiting Eastern and Central African Education Systems

Anangisye, William A. L.; Fussy, Daniel Sidney

doi:10.5040/9781472593504.ch-015

Cited by 5 publications

(4 citation statements)

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“…These children were made up of different Tanzania tribes as well as Asian children living in Tanzania. Regarding the findings, consideration should be given to the fact that in the 1960s children of African, Asian and European descent would have been racial segregated owing to the colonial education system operating in Tanzania at that time (Anangisye & Fussy, 2014). The findings showed that when looking for any significant difference in scores there were none between different Tanzania tribes or Asian community sub-groups.…”

Section: Open Accessmentioning

confidence: 92%

Assessing intellectual potential in Tanzanian children in poor areas of Dar es Salaam

Humble

Dixon

Schagen

2016

Assessment in Education: Principles, Policy & Practice

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The research set out in this paper attempts to identify whether one of three conventional IQ tests is more capable of identifying intellectual potential amongst poor children in Dar es Salaam. To this end 1857 children from 17 government schools in poor districts of Dar es Salaam were asked to complete a questionnaire and undertake a range of tests. The study included teacher, peer and self-nomination. It has been noted that static testing may not fully elicit the abilities of African children. It has been suggested that dynamic testing might provide a more fair and equitable means of assessment. Therefore 101 students took part in a control and intervention group in order to investigate. The findings show a significant correlation between IQ test scores and other test outcomes. Those with larger families and older children perform less well on IQ tests. Peer ability and selfconfidence positively influence test scores.

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Section: Open Accessmentioning

confidence: 92%

Assessing intellectual potential in Tanzanian children in poor areas of Dar es Salaam

Humble

Dixon

Schagen

2016

Assessment in Education: Principles, Policy & Practice

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“…Newly-independent Tanzania inherited an elitist education system which provided book knowledge unrelated to the needs of Tanzanian society (Anangisye & Fussy, 2014). Virtually all government educational policy documents since that time describe education as an instrumental (Anangisye & Fussy, 2014, p. 385).…”

Section: Tanzaniamentioning

confidence: 99%

Purpose-Driven Education System Transformations: History Lessons from Korea and Japan

Crouch¹,

Spindelman²

2023

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This paper is an essay in comparative educational history and its possible relevance to educational development today. It addresses the question of whether Japan and Korea’s history in using educational development to further national development can be useful as (partial) models for dealing with the educational challenges of today’s lower- and lower-middle income countries. The hypothesis of the paper is that there is much to learn from these countries, but that the lessons one could learn are not at all obvious or superficial, and are only partially about what was done (specific education policies) and are more importantly about how it was done (the high purpose and thoroughness of policy engagement). The paper first characterizes educational development, especially in terms of the intense emphasis on equality of high achievement in Korea and Japan, in quantitative terms, to demonstrate that these countries possess certain admirable characteristics. Caveats regarding learner stress and rote learning are dealt with by looking at the relevant statistics. A framework for assessing the quality of policy borrowing processes is built, based on the literature on this subject. The paper then analyzes the historical development of education as a means of resisting Western colonialist probes into Japan and Korea (end of the 19th C), but also Japan itself into Korea (first half of 20th C). How both countries borrowed from the West, but in a contested and very deep manner, and as part of a resistance to being colonized, is documented. The paper also shows that part of the healthy, contested borrowing was the involvement of teacher groups and civil society. The paper concludes by taking into consideration the fraught issue that potentiating the role of education in national development could be seen as tantamount to using education for nationalism. The paper links to the possibility that there may be a more inclusive and rights-oriented use of the concept of the nation to foster human well-being, and that education could play a role in such processes. Some practical suggestions for taking these ideas forward, or at least exploring them in more depth, are made at the very end.

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“…An earlier report by the Ministry of education equally mentioned that Namibian teachers dominate copy down the l (MoE, 2009, p. 11). The envisaged impact of the student-centred teaching approach seems to have equally failed to be realised in South Africa, Tanzania, the USA, and Turkey (Spreen and Vally, 2010;NRC, 2011;TIE, 2011;Anangisye and Fussy, 2014;Gurses et al, 2015;Tilya and Mafumiko, 2018).…”

Section: The Impact Of Research On Teaching Approachesmentioning

confidence: 99%

A Critical Analysis of the Impact of Research in Education: A Systematic Review

Katukula¹,

Kambeyo

2021

NJRST

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Background: Many studies have demonstrated the impact of research in many spheres of life. With the scientific knowledge on the rise, we postulated that impact of research is evident in different scientific fields, which includes education. It is not easy to provide a scholarly definition of the term impact of research as it lacks a standard definition and has various applications. Its uses ranges measuring specific measures to measuring different phenomena. However, impact of research is a demonstrable contribution outside academia. It is a benefit that society gets because of research activities and one way of archiving this benefit can be through the addition of value and improvement of the quality of life as a consequence of research. From the education perspective, the meaning of the impact of research may include the development of skills, knowledge, values, and cultural norms of a people. It is equally alluded to the ability to transform the art of teaching, which might lead to useful lessons that explain the curriculum to the benefit of the students. The impact of research can also mean the ability to influence the modification of educational policies to align them with the global educational trends. This critical systematic review addresses the gap in knowledge about the impact of research in basic education. It further provides a broader understanding of how the research impact affects teaching approaches, education policy, and how it influences education management. Method: the authors carried out a systematic literature review of peer-reviewed journal articles about the impact of research. Results: it has been demonstrated from the reviewed literature that research has an impact on the teaching approaches, education policy, and education management. Keywords: research, impact, output, evidenced-based, teaching-approaches Paper type: A systematic literature review

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Tanzania: Revisiting Eastern and Central African Education Systems

Cited by 5 publications

References 0 publications

Assessing intellectual potential in Tanzanian children in poor areas of Dar es Salaam

Assessing intellectual potential in Tanzanian children in poor areas of Dar es Salaam

Purpose-Driven Education System Transformations: History Lessons from Korea and Japan

A Critical Analysis of the Impact of Research in Education: A Systematic Review

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