Empathy-based stories capturing the voice of female secondary school students in Tanzania

Tanzania, like many other African countries, has experienced a rapid expansion of its secondary education sector. This has resulted in large numbers of secondary school graduates struggling to build a future through continuing education or finding employment. 1 Students are faced with the difficult task of assessing their opportunities in the face of various challenges and making plans to build a better life. The presented research uses empathy-based stories to identify which elements were considered to be important by students in determining their success in education. The analysis of narrative data represents a shared cultural meaning on the social and cultural support available to students. The findings suggest that using empathy-based stories as a methodological tool can provide valuable insights for culture-sensitive and intercultural research through its ability to widen the context of discovery.Peer reviewe

Tanzanian Female Students' Perspectives on the Relevance of Secondary Education

Secondary education is a critical concern and focus of policy interest in Tanzania as well as throughout Sub-Saharan Africa. The rapid expansion and deteriorating quality of the secondary education sector has raised questions regarding the social and personal relevance of the existing system. This study explores and presents the voices and perspectives of female students concerning critical policy issues in the development of secondary education in Tanzania. The study analyses how students perspectives can complement and contrast with both the national and international policy approach to the development of secondary education. Using a critical approach, the study focuses on the experiences, plans and aspirations of female students, who are an under-represented and under-performing group in post-primary education. The study analyses the social and cultural contexts that influence the advancement of girls and young women and which motivate them to pursue further education. The conceptual framework is drawn from theories on future orientation and on the transition to adulthood. Student voice research is applied and explored as a strategy to present the students perspectives so that they could be included in policy dialogue from which they have previously been excluded. The personal relevance of education in the lives and future orientation of 100 Tanzanian female secondary students living in the city of Dar es Salaam was analysed using qualitative methods aiming at giving students voice. Data were collected through 1) empathy-based stories and 2) a semi-structured qualitative questionnaire focusing on the plans, experiences and future orientation of students enrolled in lower-secondary education. The realised transitions from lower-secondary to upper-secondary education were followed up through 3) individual interviews (n=7). Finally, 4) a policy text analysis was conducted to reflect the critical issues brought up by students against the documented policy articulations. The results of the study emphasise the importance of personal effort and learning strategies for advancement in education in students thinking. During secondary education, and particularly the transition from the lower- to upper-secondary level, the family is a critical enabling and constraining context for female students advancement. Peers, educated seniors and religious groups also provide significant support to students, with school-related factors playing only a marginal role in the students considerations. Secondary education is given both instrumental and intrinsic value by the students, who want to continue education beyond lower-secondary school in order to reach their personal and professional goals. Education is considered a key for the transition to adulthood and to gaining a good life. The study contributes to discussions on the relational nature of aspirations, future orientation and youth transitions. Experiences with a student-centred approach show how research can be used to voice female students perspectives on critical policy concerns. The study concludes that the students perspectives provide complementary and contesting views to development of Tanzanian secondary education. Further research utilising student-centred methodologies and student voice is encouraged to include students perspectives in the dialogue on the development of education in Tanzania and elsewhere. Key words: relevance, student voice, secondary education, Tanzania, Sub-Saharan AfricaTansaniassa ja monissa muissa Saharan eteläpuolisen Afrikan maissa toisen asteen koulutus on keskeinen huolenaihe ja poliittisen huomion kohde. Toisen asteen koulutuksen nopea laajentuminen ja koulutuksen heikentynyt laatu kyseenalaistavat nykyisten järjestelmien sosiaalisen ja henkilökohtaisen relevanssin. Tässä tutkimuksessa selvitetään naisopiskelijoiden näkökulmia koulutuksen merkityksestä ja tuodaan esiin heidän äänensä koulutuksen kehittämiseksi Tansaniassa. Tytöt ja naiset ovat heikommin edustettuina toisen asteen koulutuksessa, ja heidän koulume-nestyksensä on poikia heikompaa. Kriittiseen tutkimusotteeseen nojautuen tutkimus keskittyy naisopiskelijoiden kokemuksiin, suunnitelmiin ja tavoitteisiin. Tutkimuksen tavoitteena on tuottaa tietoa, kuinka opiskelijoiden näkökulmat täydentävät kansallisia ja kansainvälisiä koulutuspoliittisia linjauksia, ja millaisia eroavuuksia on opiskelijoiden näkemyksissä ja linjauksissa Tarkastelemalla opiskelijoiden kokemuksia kartoitetaan sosiaalisia ja kulttuurisia tekijöitä, jotka vaikuttavat tyttöjen etenemiseen koulutuksessa ja joiden perusteella he haluavat kouluttautua lisää. Teoreettinen viitekehys pohjautuu koulutuksen kriittiseen tutkimukseen, sekä tulevaisuusorientaatio- ja transitioteorioihin. Tutkimus painottaa opiskelijoiden ääntä ja tuo esiin tutkimuksen strategisena mahdollisuutena sisällyttää opiskelijoiden näkemyksiä koulutuspoliittiseen dialogiin ja koulutuksen kehittämiseen. Koulutuksen koettua relevanssia tutkittiin sadan Dar es Salaamissa koulua käyvän nuoren naisen elämässä ja tulevaisuusorientaatioissa. Laadullinen tutkimusaineisto kerättiin 1) eläytymistarinoilla, 2) laadullisella kyselyllä opiskelijoiden kokemuksista, suunnitelmista ja tulevaisuusorientaatiosta ja 3) yksilöiden (N=7) seurantahaastatteluilla. Lopuksi 4) opiskelijoiden esiin tuomia kysymyksiä tarkasteltiin suhteessa keskeisiin toisen asteen koulutuksen kehittämistä ohjaaviin koulutuspoliittisiin asiakirjoihin. Opiskelijoiden näkemyksissä korostuvat oman yritteliäisyyden ja opiskelutaitojen merkitys koulutuksessa etenemisessä. Toisen asteen koulutuksen aikana ja varsinkin 11. ja 12. opiskeluvuoden välisessä kriittisessä siirtymässä perheen koetaan mahdollistavan siirtymä seuraavalle koulutusasteelle. Toisaalta perhe on myös keskeinen este naisopiskelijoiden koulutuksessa etenemiselle. Opiskelutoverit, koulutetut aikuiset ja uskonnolliset vertaisryhmät tarjoavat merkittävää tukea opiskelijoille. Kouluun liittyvillä tekijöillä on opiskelijoiden ajattelussa hyvin pieni rooli. Koulutukselle annetaan sekä välineellinen arvo että itseisarvo. Tytöt haluavat kouluttautua lisää saaavuttaakseen henkilökohtaiset ja ammatilliset tavoitteensa. Kouluttautuminen nähdään avaimena aikuistumiseen ja hyvään elämään. Tutkimus lisää teoreettista ymmärrystä nuorten tavoitteiden, tulevaisuusorientaation ja transitioiden relationaalisuudesta. Opiskelijoiden näkökulmat täydentävät keskeisiä koulutuspoliittisia linjauksia ja osoittavat opiskelijakeskeisen tutkimusnäkökulman hyödyllisyyden. Opiskelijoiden kriittisiin poliittisiin kysymyksiin tuomat näkökulmat osoittavat opiskelijakeskeisen tutkimusnäkökulman hyödyntämisen mahdollisuudet. Johtopäätöksenä voi todeta, että opiskelijoiden näkökulmat tarjoavat täydentävää tietoa koulutuksen kehittämiseen Tansaniassa. Tämän perusteella jatkotutkimus, jossa hyödynnetään opiskelijakeskeisiä menetelmiä, on tarpeellinen lisä koulutuspoliittiseen dialogiin. Asiasanat: koulutuksen relevanssi, opiskelijoiden ääni, toisen asteen koulutus, Tansania, Saharan eteläpuoleinen AfrikkaElimu ya sekondari imejaa umuhimu unaogusa mioyo, vilevile ni kiini cha shauku la kutoa mwelekeo wa sera Tanzania na Afrika Kusini mwa Sahara. Kupanuka kwa kasi na kudorora kwa ubora wa sekta ya elimu ya sekondari kumeibua maswali kuhusiana na maana halisi na umuhimu wa mfumo uliopo kijamii na kibinafsi. Utafiti huu unachungua na kuwasilisha sauti na mitazamo ya wanafunzi wa kike kuhusu masuala muhimu kisera katika uendelezaji wa elimu ya sekondari Tanzania. Vilevile unachanganua mitazamo ya wanafunzi inavyoweza kushamirishana na kutofautiana na mwenendo wa kisera kitaifa na kimataifa kuhusu maendeleo ya elimu ya sekondari. Kwa kutumia mbinu makinifu, utafiti huu umezingatia uzoefu, mipango, na azma ya wanafunzi wa kike kusonga mbele, kwani kundi lao lina uwakilishi mdogo, pia hupata matokeo hafifu wanapohitimu elimu ya msingi. Pia utafiti huu unachanganua mazingira ya kijamii na kitamaduni yanayowashawishi na kuwahamasisha wasichana na vijana wa kike kusonga mbele ili wafanikiwe kuendelea na elimu ya juu. Mfumo wa kidhana, kujenga wazo la kitafiti, umetokana na nadharia zinazogusia mwelekeo wa siku zijazo na mpito kuingia utu uzima. Utafiti wenye kuhusisha kuwasikiliza wanafunzi umetumiwa kama mkakati wa kufikisha mitazamo yao ili wajumuishwe, kinyume na hapo awali, kwenye mjadala wa kisera. Maana binafsi ya elimu maishani na mwelekeo wa siku zijazo kwa wanafunzi 100 wa kike wa kitanzania wa shule za sekondari waishio jijini Dar es Salaam ilichanganuliwa kwa kutumia mtindo wa utafiti stahilifu ili kuwapatia wanafunzi fursa ya kujisemea. Data zilikusanywa kupitia 1) simulizi za uelewa wa maono na 2) dodoso muundo-nusu zilizojikita kwenye mipango, uzoefu, na mwelekeo wa siku zijazo wa wanafunzi wa elimu ya sekondari ngazi ya kawaida. Wanafunzi saba waliofaulu kujiunga na elimu ya juu ya sekondari walifuatiliwa kupitia 3) mahojiano binafsi (n=7, kitakwimu). Hatimaye, 4) uchanganuzi wa maandiko ya kisera uliendeshwa kuashiria masuala nyeti yaliyoibuliwa na wanafunzi dhidi ya matamko rasmi kwenye nyaraka za sera. Matokeo ya utafiti huu yanakazia umuhimu wa juhudi binafsi na mikakati ya kujifunza ili kuleta maendeleo ya elimu kwenye fikira za wanafunzi. Kipindi chote cha elimu ya sekondari, hususani mpito kuingia ngazi ya juu sekondari, familia na hadhi yake ni kiwezesha muhimu sana au kizingiti kwa mwanafunzi wa kike kusonga mbele. Rika moja, wakubwa walioelimika na makundi kwenye asasi za kidini huchangia pakubwa kuwategemeza wanafunzi, huku vipengele vinavyohusiana na shule vikichangia kwa mbali kwenye nadhari za wanafunzi. Elimu ya sekondari inathaminiwa kama nyenzo muhimu ifaayo, na kiasili kama hazina halisi. Elimu inachukuliwa kuwa ufunguo wa mpito wa kuingia utu uzima, hatimaye maisha mazuri. Hivyo, utafiti huu unachangia kwenye mijadala inayogusia kiini cha shauku la kutaka kusonga mbele na kufaulu, mwelekeo wa siku zijazo, na mapito ya vijana. Uzoefu uliotokana na mlengo unaohusisha wanafunzi waonesha utafiti unavyoweza kutumiwa kuwasilisha mitazamo ya wanafunzi wa kike kuhusu masuala muhimu kisera. Hatimaye, utafiti huu unahitimisha kwamba mitazamo ya wanafunzi huwasilisha maoni yenye kushamirishana, na hata kutofautiana, kuhusu maendeleo ya elimu ya sekondari ya kitanzania. Utafiti zaidi wenye kutumia methodolojia zinazozingatia kuhusisha wanafunzi na sauti zao wapendekezwa ili kujumuisha mitazamo yao kwenye mjadala unaohusu maendeleo ya elimu Tanzania na kwingineko. Maneno maalum: sauti ya wanafunzi, elimu ya sekondari, Afrika Kusini mwa Sahara, Tanzania

The significance of student voice: Female students’ interpretations of failure in Tanzanian secondary education

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Navigating transitions to adulthood through secondary education: aspirations and the value of education for Tanzanian girls

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Enabling and constraining family : Young women building their educational paths in Tanzania

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Linking the loop : voicing dimensions of home economics

The aim of this study is to analyse how individuals working within the field of Home Economics describe the profession against the background of the Position Statement published by the International Federation for Home Economics (IFHE) in 2008 and discussion papers detailing the Position Statement published in the first issue of the International Journal of Home Economics (IJHE). This paper links individual statements on the meaning of Home Economics provided for Linking the Loop project with four key dimensions or areas of practice of Home Economics, as defined in the IFHE Position Statement, and reflects the statements against generational theory. A qualitative content analysis of 94 statements provided by Home Economists around the world provides an insight to the variety in understanding and defining the field—a process that is essential to secure a viable future for the profession.Peer reviewe

Educating professionals for sustainable futures

The recent discourse on sustainability science calls for interdisciplinary research. The home economics science approach ranges from individual actions to the involvement of communities and societies at large, and thus it can provide important perspectives on cultural sustainability. The aim of the research is to study the linkage between cultural sustainability and service sector education to support the creation of sustainable professions. In the present small-scale empirical study, the food service degree curriculum of a Finnish vocational college and teachers’ group interview data were analyzed to find how cultural sustainability is presented in the curriculum and how it is understood by teachers and integrated into teaching practices. Previous cultural sustainability research identifies four perspectives of cultural sustainability: (1) vitality of cultural traditions; (2) economic starting point; (3) diversity together with maintenance of local culture; and (4) possible influence on the balance between human actions and environment. Findings indicate that sustainability, including cultural sustainability, is integrated in the curriculum and considered important by teachers. Translating these into practice remains a challenge. The balance between human and nature was mostly understood as recycling, use of public transport, sustainable consumption, and taking trips to the nature nearby. Cultural sustainability as a concept is not well known, although themes such as multicultural issues, equality, charity, and environmental responsibility were included in teachers’ practical lessons daily. Feasts and celebrations in learning were opportunities to view cultural sustainability widely. This paper provides a way forward for the teachers to develop further their pedagogical practicesPeer reviewe

Exploring global responsibility in higher education students’ cross-cultural dialogues

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Guest Editorial : Special Issue: Teaching and Learning in Home Economics Education

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