Access to assistive technology among students with visual impairment in higher education institutions in Tanzania: challenges and coping mechanisms

Access to assistive technology (AT) among students with visual impairment is highly dependent on their availability and the technical know-how of the users. This study reports the challenges students with visual impairment experience in accessing assistive technology and their coping mechanisms in Tanzania’s higher education institutions. The study used semi-structured interview and an open-ended questionnaire to collect data from17 students with visual impairment and four transcribers. The resultant qualitative data was subjected to descriptive and thematic analyses. The study has identified lack of knowledge on how to apply assistive technologies, limited ICT infrastructures, and shortage of assistive technology tools as major challenges for students with visual impairment when accessing AT in higher education institutions. Two major categories of problem-focused coping—social support networks and personal efforts—emerged. The former covers support from skilled/sighted peers and institutions in terms of training on assistive technology. The later deals with private learning through the Internet and other sources, sharing of available resources, use of smart phones, utilisation of alternative devices and borrowing of AT devices from other colleagues. Thus, the study recommends higher education institutions to provide sufficient and sustainable financial investment in AT in addition to improving their affordability to ensure that students with VI attain education equity. Similarly, students with visual impairment and their transcribers need regular training on assistive technology to enhancet heir accessing of assistive technologies

Investigation of attitudinal factors towards the transition from face-to-face to e-learning in Tanzanian higher learning institutions: a mixed methods approach

This study investigated attitudinal factors in the transition from face-to-face to e-learning in Tanzanian higher learning institutions. Five objectives guided the study: first, it examined teachers’ understanding of e-learning. Secondly, it examined teachers’ attitudes towards e-learning. Further it developed an e-learning attitude scale. It also explored barriers that can hinder the transition from face-to-face to e-learning and finally, it identified strategies that can optimise teachers’ and students’ involvement in e-learning. The Technology Acceptance Model (Davis 1986) guided this study and a Test of e-Learning Related Attitudes (TeLRA) scale was developed to assess the teachers’ attitudes. The study used a mixed methods approach under the umbrella of pragmatic philosophical assumption. It involved 269 respondents, obtained through stratified simple random sampling and purposive sampling. Questionnaires, semi-structured interviews and documentary review were used in data collection. All quantitative and qualitative data were respectively analysed using statistical package for the social sciences (SPSS) and thematic analysis. Chi-square, logistic regression and multiple regression were performed to examine the association of variables and their predictive power. Principal Component Analysis (PCA) was used to derive empirical constructs from the developed TeLRA scale. The findings revealed that teaching experience and qualifications had a statistically significant contribution to teachers’ understanding of e-learning. Computer exposure and e-learning understanding had a statistically significant contribution to teachers’ attitudes toward e-learning. Poor infrastructure, financial constraints, inadequate support, lack of e-learning knowledge and teachers’ resistance to change also had a strong influence on the adoption of e-learning. The study also showed that teacher-to-students and students-to-content interactions as useful strategies to optimise teachers’ and students’ involvement in e-learning. Findings from this study have contributed to knowledge based on teachers’ understanding of, and attitudes towards e-learning in Tanzania and assisted in developing a factorial valid and reliable attitude scale measure. It is recommended that training in e-learning needs to be provided to teachers to widen their understanding of e-learning. There is also a need to strengthen factors associated with teachers’ positive attitudes towards e-learning and to address the barriers identified in this study

Industrial production of building materials in developing countries: The case of Tanzania

This study explores alternative strategies for the development of building materials in developing countries, with special reference to Tanzania. The study examines the limits of: Import substitution industrialisation. The research examines the evolution of building materials industries in Tanzania since independence, and the economic problems associated with their development and sustainability. The main focus is on the following aspects: (a) The economic context and government policy framework for the development of building materials industries, (b) The experience and problems associated with policy on, and choice, transfer and adaptation of, technology in building materials industries, (c) Identification of scope for the restructuring of the building materials industries to reduce dependence on imported inputs. The thesis attempts to examine whether an alternative strategy could have been followed such as an Intermediate Technology and Small Scale Industries strategy. Field study data on industries are used in detail to discuss how successful or unsuccessful such a hypothetical approach could have been in the circumstances of Tanzania. The historical analysis and the hypothetical case provide a basis for determining or suggesting strategies and policies which can be followed in the building materials industries in a way that would contribute to development. The thesis outlines the need for future research in the area and the need for a detail technology policy This study suggests ways in which countries like Tanzania could evaluate resources using `opportunity cost' as a criterion to determine whether a particular industry can be established, including treatment of the opportunity cost of foreign exchange. The study demonstrates that the net use of foreign exchange cannot completely be removed (for building materials) in industrial processes of countries like Tanzania, particularly because of high energy dependence and low export potential. A context of continued scarcity of foreign exchange is assumed. The study therefore recommends directions for further research to establish what can be the minimum technical and economic conditions for industrial development. However the study is able to show that not all economic prescriptions will work for all industries. There are some factors which are specific to individual industries. Studies on building materials production have tended to approach the building materials sector as a whole. It is argued that the new approach should differentiate between the individual industries. It is established in the study that the individual building materials industries develop and perform differently, and show different potential in terms of: (a) opportunity cost test and profit test (b) opportunity costs and market price

Особенности образовательной системы Танзании

Объединенная Республика Танзания понимает, что качественное образование является основой для ее развития, поскольку именно через образование страна получает квалифицированную рабочую силу для различных секторов экономики. Суахили является официальным языком, он используется в качестве средства обучения в начальных школах и также преподается как предмет. Английский язык преподается как предмет 3-го уровня в начальной школе и является средством обучения в средней школе и высших учебных заведениях. При цитировании документа, используйте ссылку http://essuir.sumdu.edu.ua/handle/123456789/3069

Test of e-Learning Related Attitudes (TeLRA) scale: development, reliability and validity study

The Tanzanian education system is in transition from face -to-face classroom learning to e-learning. E-learning is a new learning approach in Tanzanian Higher Learning Institutions [HLIs] and with teachers being the key stakeholders of all formal education, investigating their attitude towards e-learning is essential. So far, how ever, there has been little consideration given to research that examines teachers’ attitudes towards e-learning in Tanzanian HLIs and consequently, there is no standard attitude scale that has been developed to measure this. This paper presents the development and validation of a scale of teachers’ attitude to e-learning. Whilst being initially developed to assess the attitude of teachers in HLIs the authors belief, having piloted with pre-service trainee teachers in England that the scale transfers across national boundaries. The final instrument contains 36 items with a Cronbach alpha score of 0.857. Although the developed attitude scale was intended for use in HLIs, it can also be of interest to researchers investigating attitudes on other sectors

Synthesis of proazaphosphatranes and their applications in organic synthesis

This study was aimed at finding useful applications for proazaphosphatranes in organic synthesis. We also sought more practical syntheses for this class of compounds. These objectives have been met and the syntheses of three new proazaphosphatranes are also reported;This dissertation is divided into ten chapters. Only chapters 1, 3 and 10 are not manuscripts of papers either published or in the process of being submitted for publication. The first chapter outlines background information on proazaphosphatranes. In the second chapter, the syntheses of the three new proazaphosphatranes P(Me2CHCH2NCH2CH 2)3N, P(Me3CCH2NCH2CH 2)3N, and P(Me2CHNCH2CH2)(HNCH 2CH2)2N are reported. The first two bases are strong and highly stable to oligomerization while the last is highly unstable in this regard and can be studied only in solution or within 24 h of its preparation. The third chapter deals with the modification of the synthesis of the intermediates leading to the highly basic and stable proazaphosphatrane P(MeLCHNCH 2CHL)3N. Although this chapter is not a paper, it is in the process of being submitted to Iowa State Research Foundation (ISURF) as a Record of Invention;The six chapters that follow are dedicated to the applications of the proazaphosphatranes in organic synthesis. Thus, in the fourth chapter, the use of proazaphosphatranes in the preparation of glutaronitriles from aldehydes and acetonitrile or from methylene-interrupted (beta,gamma-unsaturated nitriles in benzene is covered. In the fifth chapter, the use of proazaphosphatranes in the synthesis of beta-hydroxy nitriles in the presence of MgSO4 is reported. The preparation of (beta-nitroalkanols is described in Chapter 6. In Chapter 7, proazaphosphatranes are used to promote Wittig-like reactions and also the synthesis of coumarins. Chapter 8 covers the use of proazaphosphatranes in Michael addition reactions of alcohols, nitroalkanes and imines derived from (alpha-amino esters. In Chapter 9, the synthesis of oxazolidines with excellent anti-selectivity is disclosed. The final chapter contains a brief conclusion that outlines the objectives of the project that have been met

Outcomes of E-Commerce Adoption on Enhancing Small and Medium Enterprises Performance in Tanzania: A Case of Ilala Municipal Council

The study was carriedout examine the outcomes of e-commerce adoption on enhancing small and medium enterprises performance in Tanzania, a case study of Ilala Municipal Council. We investigated SMEs owners and operaters using online surveys. It was guided by three independent variables, namely e-commerce information quality, system quality and service quality as independent variables while e-commerce use and user satisfaction were mediating variables. The study used cross-sectional survey research design, adopted a positivist philosophy, a deductive approach, a quantitative mono-method, and a survey strategy. On examining the influence of e-commerce information quality on enhancing SMEs performance, the study has found that there is insignificant direct influence of e-commerce information quality on e-commerce use. The study has found that e-commerce use has a positive significant influence on performance of SMEs. The study also has found that e-commerce information quality has a positive significant influence on e-commerce user satisfaction. Furthermore, the study has found e-commerce user satisfaction has a significant positive influence on SMEs’ performance. On examining the influence of e-commerce system quality on enhancing performance of SMEs, the study has found e-commerce system quality has a positive significant influence on e-commerce use. The study has found e-commerce use has a significant positive mediating influence on performance of SMEs. The study also found e-commerce system quality has a positive significant influence on e-commerce user satisfaction. Additionally, the study has found e-commerce user satisfaction has a positive significant influence on performance of SMEs On examine the influence of E-commerce service quality on enhancing SMEs performance, the study has found E-commerce service quality has a positive insignificant influence on E-commerce use. Additionally, the study has found e-commerce use has a positive significance influence on performance of SMEs. The study also found e-commerce service quality has a positive insignificant direct influence on e-commerce user satisfaction. On the other hand, the study has found that e-commerce user satisfaction has a positive significant influence on performance of SMEs. This is a comprehensive study conducted in Tanzania regarding the adoption of ecommerce, and factors influencing post-adoption of ecommerce improve SMEs performance.&nbsp

Barriers and strategies on adoption of e-learning in Tanzanian higher learning institutions: lessons for adopters

Tanzanian Higher learning institutions (HLIs) are faced with challenges of adopting e-learning in education. This study involved experts in e-learning to examine barriers of adopting e-learning and the best strategies to address them. Data were gathered from a series of semi-structured interviews with e-learning experts from two HLIs in Tanzania. Five major barriers were identified: poor infrastructure; financial constraints; inadequate support; lack of e-learning knowledge and teachers’ resistance to change. The study further describes best practice approaches used by the two HLIs to address each of the challenges. It is recommended that training in e-learning needs to be provided to teachers and administrators; provide financial, technical and managerial support geared towards adoption. Successful adoption of e-learning requires a strategic approach that factors out barriers identified in this study and, which involve all education stakeholders

Planning and Review Days on Participatory Integrated Climate Services for Agriculture (PICSA) Implementation in Dodoma and Arusha, Tanzania

Since 2014, World Food Programme (WFP), CGIAR Research Program Climate Change Agriculture and Food Security (CCAFS), Tanzania Meteorological Agency (TMA) and University of Reading (UoR) have been hosting trainings of intermediaries and sharing climate information services. In Tanzania the trainings and climate related services have been offered to the three Global Framework for Climate Services (GFCS) pilot districts Kiteto, Longido and Kondoa, targeting the districts extension workers. These trainings and workshops aimed to equip stakeholders, particularly the intermediaries or extension workers, with the capacity to provide farmers with locally relevant climate, crop and livelihood information. As a part of follow up and monitoring, WFP, CCAFS and other partners on GFCS organized a three-day Planning and Review meetings in Dodoma (for Kiteto and Kondoa) and Arusha (for Longido) in November 2015. The purpose of this meeting was to assess the implementation plans since the first training of intermediaries that took place in 2014-2015. Plenary feedback from group works in Longido, Kondoa and Kitoto districts showed that trainings on Resource Allocation Maps (RAM), seasonal calendar, crop/livestock/livelihood options, participatory budget, and historical climate information, calculating probabilities and risks and seasonal forecast topics were successful, with farmers and pastoralists finding the topics relevant and useful. However, some logistical, cultural, linguistic challenges remain in training pastoralists and farmers, who need time to familiarize and understand the Participatory Integrated Climate Services for Agriculture (PICSA) approach that is very new to their community. Working groups concluded that although there were some challenges in implementing PICSA, about 935 farmers have been trained in Kondoa district, 1572 in Kiteto district, and 1453 in Longido district. Farmers have begun to make changes to their farming practices and share the information in village meetings and Ward Development Community meetings after receiving PICSA trainings

Economic vulnerability and resilience of small states

The economic vulnerability of small states has, during the past two decades or so, been explored by many analysts. The awareness that small economic size almost necessarily leads to a high degree of economic openness and export concentration has led to the conclusion that such states are very exposed to factors outside their control, and they are therefore very susceptible to external shocks. The high degree of fluctuations in GDP and in export earnings registered by many small states is considered as one of the manifestations of such exposure.peer-reviewe