Effect of active learning teaching methodology on learner participation

The participation of learners in class activities is considered as a prerequisite for better academic achievement (Murray, 1997). This study investigated class participation of learners taught by teachers that had highly adopted active learning teaching methodology (high uptake) compared to those (teachers) that had not i.e. the effect of active learning teaching methodology on learner participation. A purposive sampling technique was used to select 42 teachers to participate in the study (21 of these, after earlier routine class observation had been categorized by school inspectors as high uptake teachers in active learning while the other 21 were low uptake). The study confirmed that on a continuum between expository and heuristic instruction approaches, teachers that had highly embraced active learning methodology adopted instruction methodologies that leaned towards the latter compared to teachers that had not fully embraced it (54.5% against 25%). The study rated pupil participation in classes taught by high uptake teachers at 90.1% while their counterparts were rated at 75%.  Pupils taught by high uptake teachers were better in recalling lesson content than those taught by low uptake teachers. Furthermore, pupils taught by high uptake teachers had superior pass-rates compared to those taught by low uptake teachers. Overall, 82.7% of pupils taught by high uptake teachers compared with 68.8% had positive attitudes about the subject, lesson, class environment and the teacher. Key words: Active learning, high/low uptake, learner participatio

Cross-national learning assessments: relationship to educational policy curriculum and capacity development in Kenya, Tanzania and South Africa

A Research Dissertation Submitted for the Degree of Doctor of Philosophy The Department of Psychology School of Human and Community Development Faculty of Humanities University of the Witwatersrand May, 2017Utilizing the theories of change and social development, this study analyzes the extent to which participation in cross-national learning assessments has influenced educational policy and curriculum reforms in three African countries: Kenya, Tanzania and South Africa. The study also interrogates structural reforms and exchange of technical capacities and evaluates the culture of learning assessment in these countries. To collect data, the researcher conducted semi-structured interviews with key informants drawn from the Ministries of Basic Education, national examinations councils, civil society organizations and curriculum development institutions in the three countries. In total, 17 key informant interviews were conducted (five in Kenya and six a piece in Tanzania and South Africa). The interviews were complemented by summative content review of policy/strategic papers. This study shows that overall, at least 18 policy/official strategic documents were formulated in these three countries (seven in Kenya and six in Tanzania and five South Africa) as a consequence of participating in the cross-national learning assessments. Five curriculum reforms attributable to the participation in the cross-national learning assessments are also recorded. However, the findings of the current study suggest that these curriculum reviews have not critically considered learning outcomes and are limited in relation to content, design, delivery mechanisms and assessment of literacy and numeracy programmes. As far as teacher capacity is concerned, the study has established that teachers in these countries lack skills in measurement mainly due to the limited training or lack of coverage on psychometrics in the teacher training curricula. Capacity to implement own national learning assessments is varied across the three countries. South Africa and to some extent Kenya have demonstrated improved capacities to implement independent large-scale learning assessments. Much progress has however been made by South Africa in resourcing and implementing independent large-scale learning assessments, an indication of commitment to sustain the culture of monitoring of learning outcomes. There is also much variation in policy and programme formulation and resource investment in literacy programmes across the three countries; at least three programmes/initiatives in South Africa and one each in Kenya and Tanzania have been launched to respond to learning challenges especially in lower grades, with at least $USD 645.2 million invested between 2010-2015. However, the programmes in Kenya and Tanzania are technically and financially donor driven. In terms of structures, South Africa and Kenya have put in place official structures that could support the sustainability of the system of monitoring learning outcomes. For sustainability, a recommendation is made that learning assessments be decentralized and collaboratively managed with stakeholders at the provincial and county/local council levels. The study concludes by discussing the social development implications of these findings.MT 201

A cholera outbreak caused by drinking contaminated river water, Bulambuli District, Eastern Uganda, March 2016.

BACKGROUND: A cholera outbreak started on 29 February in Bwikhonge Sub-county, Bulambuli District in Eastern Uganda. Local public health authorities implemented initial control measures. However, in late March, cases sharply increased in Bwikhonge Sub-county. We investigated the outbreak to determine its scope and mode of transmission, and to inform control measures. METHODS: We defined a suspected case as sudden onset of watery diarrhea from 1 March 2016 onwards in a resident of Bulambuli District. A confirmed case was a suspected case with positive stool culture for V. cholerae. We conducted descriptive epidemiologic analysis of the cases to inform the hypothesis on mode of transmission. To test the hypothesis, we conducted a case-control study involving 100 suspected case-patients and 100 asymptomatic controls, individually-matched by residence village and age. We collected seven water samples for laboratory testing. RESULTS: We identified 108 suspected cases (attack rate: 1.3%, 108/8404), including 7 confirmed cases. The case-control study revealed that 78% (78/100) of case-patients compared with 51% (51/100) of control-persons usually collected drinking water from the nearby Cheptui River (ORMH = 7.8, 95% CI = 2.7-22); conversely, 35% (35/100) of case-patients compared with 54% (54/100) of control-persons usually collected drinking water from borehole pumps (ORMH = 0.31, 95% CI = 0.13-0.65). The index case in Bwikhonge Sub-county had onset on 29 February but the outbreak had been on-going in the neighbouring sub-counties in the previous 3 months. V. cholera was isolated in 2 of the 7 river water samples collected from different locations. CONCLUSIONS: We concluded that this cholera outbreak was caused by drinking contaminated water from Cheptui River. We recommended boiling and/or treating drinking water, improved sanitation, distribution of chlorine tablets to the affected villages, and as a long-term solution, construction of more borehole pumps. After implementing preventive measures, the number of cases declined and completely stopped after 6th April

Determinants for Positioning and Promoting TVET in Tanzania: Information for Developing a Marketing Strategy

This paper highlights important determinants for positioning and promoting TVET programs in Tanzania. The paper provides information that could provide operational insight to support the development of a marketing strategy and tools to promote TVET programs. While conducting this study, we reviewed literature to gain a better understanding of the situation of TVET in Tanzania. The findings from the literature review are complemented by a qualitative field study that analyses the factors, challenges and determinants for positioning and marketing of TVET in Tanzania

Gendered politics in rural roads: gender mainstreaming in Tanzania's transport sector

This paper explores the impacts of gender mainstreaming initiatives in Tanzania's transport sector on the everyday reality of rural women's lives, including those facing multiple forms of discrimination. Using qualitative methods, including co-investigation with community members, data were triangulated from diverse sources: vulnerable women and other residents in two Tanzanian districts, road contractors, professionals engaged in supporting the country's transport programmes and staff in donor agencies. The results indicate that progress in mainstreaming has been slow. Despite government directives, few women have benefitted from employment in road construction except through two national programmes: the Village Travel and Transport Programme and the Tanzania Social Action Fund. However, most women, particularly those disadvantaged, derive benefit from road improvement, even if only as pedestrians or wheelchair users taking advantage of a smoother surface, or better travel security when vegetation is cut back. For women with the funds and independence to access the expanded transport services that tend to follow road improvements, there can be significant benefits – faster travel, improved access to farms and markets and sometimes lower transport costs. Nevertheless, women's constrained resources and prevailing cultural mores continue to militate against them directly operating transport, whether for personal or business use