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Vuzo, Mwajuma – International Review of Education, 2018
Research has been conducted on the detrimental effects of using a foreign language for learning in Tanzania's secondary schools. While most studies recommend the use of a familiar language for instruction, the use of a foreign language in secondary education in Tanzania has been maintained. This has many consequences on the quality of education,…
Descriptors: Secondary Schools, Secondary Education, Language of Instruction, Second Language Learning
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Brock-Utne, Birgit – International Review of Education, 2018
This article has its basis in the author's own growing annoyance at so-called "sandwich" programmes, where young academics from developing countries study and learn theories at universities in the Global North, then go to their own countries for fieldwork -- only to return to the host country to fit their data into the theories of the…
Descriptors: African Languages, African Culture, Ethnography, Foreign Countries
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Halvorsen, Torill Aagot – International Review of Education, 2018
A white person from the Global North, referred to in Kiswahili as a mzungu, can hardly conduct research anonymously, observe unnoticed or merge with staff and students in the context of African university classrooms. This article builds on the author's six years of research at the University of Dar es Salaam (UDSM) in Tanzania, examining staff and…
Descriptors: Higher Education, Foreign Countries, College Faculty, Whites
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Babaci-Wilhite, Zehlia – International Review of Education, 2017
This article addresses the importance of teaching and learning science in local languages. The author argues that acknowledging local knowledge and using local languages in science education while emphasising inquiry-based learning improve teaching and learning science. She frames her arguments with the theory of inquiry, which draws on…
Descriptors: Language of Instruction, African Languages, Inquiry, Science Instruction
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Qorro, Martha A. S. – International Review of Education, 2013
The issue of language of instruction (LOI) and its effects on education in Tanzanian secondary education has been widely researched since the early 1980s. In 2009, the Ministry of Education and Vocational Training proposed a new education and training policy that allows English to be used as LOI from nursery school to tertiary education. The…
Descriptors: English (Second Language), Foreign Countries, Language of Instruction, Nursery Schools
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Halvorsen, Torill Aagot – International Review of Education, 2012
The national language of Tanzania is Kiswahili. However, Tanzania has two official languages: English, introduced in colonial times, and Kiswahili, the actual "lingua franca" spoken by 99 per cent of the population. Kiswahili websites and internet content are gradually increasing, and equipment is becoming more affordable. The research…
Descriptors: African Languages, Higher Education, Educational Research, Official Languages
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Brock-Utne, Birgit – International Review of Education, 2012
This article deals with the fact that most children in Africa are taught in a language neither they nor their teachers master, resulting in poor education outcomes. While there are also donor interests and donor competition involved in retaining ex-colonial languages, as well as an African elite that may profit from this system, one of the main…
Descriptors: Language Planning, Second Language Learning, Language of Instruction, Foreign Countries
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Feinstein, Sheryl; Mwahombela, Lucas – International Review of Education, 2010
The purpose of this survey was to acquire descriptive information regarding corporal punishment in Tanzania's O-level secondary schools. 448 individuals participated in the study: 254 teachers and 194 students, all from government or private secondary schools in the Iringa Region of Tanzania. In addition, 14 students and 14 teachers were…
Descriptors: Secondary School Students, Secondary School Teachers, Foreign Countries, Punishment
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Heneveld, Ward – International Review of Education, 2007
This article describes a methodology that local educators can use to conduct structured analytic research on the quality of primary education. The methodology has been developed by four twenty-person teams of local educators who carried out studies in rural regions of Madagascar, Mozambique, Tanzania and Uganda. In addition to describing the…
Descriptors: Primary Education, Academic Achievement, Foreign Countries, Methods
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Brock-Utne, Birgit – International Review of Education, 2007
This article, drawing on a set of studies conducted in the framework of the Language of Instruction in Tanzania and South Africa (LOITASA) research project, shows how well African students express themselves if they are allowed to use a familiar African language, and conversely the difficulties they have when forced to use a foreign language, a…
Descriptors: African Languages, Second Languages, Language of Instruction, Foreign Countries
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Sifuna, Daniel N. – International Review of Education, 2007
This article shows how interventions to provide Universal Primary Education (UPE) from the 1970s into the twenty-first century affected efforts to improve the quality of primary education in Kenya and Tanzania. While the interventions have made significant differences in the lives of many communities by increasing access to education of children…
Descriptors: Primary Education, Foreign Countries, Access to Education, Educational Quality
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Ishengoma, Johnson M. – International Review of Education, 2005
This study argues for the integration of African oral traditions and other elements of traditional learning into the modern school curriculum. It thus contributes to supporting the increased relevance of education to local communities. In particular, using the example of riddles collected from one of the main ethnic groups in Northwestern…
Descriptors: Foreign Countries, Ethnic Groups, Oral Tradition, Indigenous Knowledge
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Roy-Campbell, Zaline M. – International Review of Education, 2001
Focusing on Tanzania and the United States, this article examines the fallacy of a monolingual, English-only policy in education. It also examines the philosophy surrounding this debate and considers the detrimental effects upon students of attempting to impose a monolingual policy. Discusses the role of educational language in the quest for…
Descriptors: Colonialism, Educational Policy, Elementary Secondary Education, English
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Maliyamkono, T. L. – International Review of Education, 1980
Describes two Tanzanian reform programs: Education for Self-Reliance and Decentralization. The first supports programs to make education relevant to rural life, correct elitist biases, and improve students' attitudes toward rural living. The second, already instituted in primary and adult education, seeks to promote community participation in…
Descriptors: Community Change, Community Control, Decentralization, Developing Nations
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Rogers, Alan – International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education, 2000
Examines the issues surrounding the cultural transfer of educational practices and institutions between industrialized countries and developing societies. Pays particular attention to adult education. Suggests that such transfers are most successful when the receiving society takes control of the transfer and comes to own it and to adapt it to…
Descriptors: Adult Education, Comparative Education, Cultural Exchange, Developed Nations
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