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Page 11 of 15
151. Understandings of Education in an African Village: the Impact of information and communication technologies
  Friday, August 25, 2006  by Admin
  This is the final report of the educational research Project Understandings of Education in an African Village: the Impact of Information and Communication Technologies funded by the UK Department for International Development (DFID). The project was a case study centred on one village and involving collaboration between researchers from Africa and Europe using participatory and ethnographic methods.
152. Netherlands ups support to Tanzania
  Monday, August 21, 2006  by Admin
  The Netherlands' assistance to developing countries is within the framework of sustainable capacity building directed towards the reduction of poverty in developing countries, he explained. The Royal Netherlands government has set aside about 42.12bn as budgetary support to Tanzania.
153. Monitoring and evaluation of ICT in Education Projects – A hand book for developing countries
  Friday, August 04, 2006  by Admin
  This handbook is intended as an introduction and guide for busy policymakers and practitioners grappling with how to understand and assess the ICT-related investments underway in the education sector. It is specifically designed to meet the needs of developing countries, and it is hoped that its publication will help to stimulate further efforts in this emerging and very important field.
154. Capacity building using an online training course
  Thursday, June 22, 2006  by Admin
  This paper reports the findings of an evaluation of an online course for policy-makers in Southern Africa. The objectives of the study were to determine the appropriateness and effectiveness of the management process leading to the development and implementation of the online course; the usage of the platform and CD for online discussions, quality of the online course materials, user-friendliness of the online system, the worthiness of the different types of support systems and the learners' views of the online course. Most of the learners viewed the online course worth taking, though most were frustrated by the low bandwidth which made it difficult for them to browse and surf the Internet and download PDF files.
155. Building R&D capacity in African Information Communications Technologies
  Thursday, June 08, 2006  by Admin
  African Virtual Open Initiatives (AVOIR) aims at enabling African Universities to build capacities to design, develop and support free and open source software. AVOIR ia about connecting Africans to Africans and the world to enable the skills and knowledge that exists within the contintent to come together via the internet so that collaboratively they can contribute to development and create job opportunities.
156. USAID grants 27m/- for education project
  Thursday, June 01, 2006  by Admin
  By Guardian Reporter

The United States Agency for International Development (USAID) has granted 27m/- to support the education of 417 orphaned and vulnerable children in Dar es Salaam. The grant, would be channeled through the Comprehensive Community Based Rehabilitation in Tanzania (CCBRT).
157. The UNESCO Teacher Training Initiative for Sub-Saharan Africa
  Wednesday, May 31, 2006  by Admin
  This is a report from the meeting between the Natinoal Coordinators for UNESCO's Teacher Training Initiative for Sub-Saharan Africa which was held in March 2006. It highlights the current standards of teachers in Tanzania and the new developed initiatives in teacher education.
158. ICT Education: Content Issues as Kiswahili reigns
  Monday, May 22, 2006  by Admin
  Despite the rapid adoption of Information and Communication Technologies (ICTs) into administration, education and several other sectors of the economy, there still remains a challenge; how can ICTs be demystified to appeal to the majority of the local population.
159. Gender Mainstreaming in Development Policies and Programmes
  Monday, May 22, 2006  by Admin
  Gender refers to the social relationship/ roles and responsibilities of men and women, the expectations held out about the characteristics and likely behaviours of both men and women that are learned. This presentation highlights the rationale for gender mainstreaming and provides experiences of gender mainstreaming by the Government of Tanzania.
160. The Education for All - Fast Track Initiative
  Wednesday, May 10, 2006  by Admin
  The Fast Track Initiative (FTI) was launched as a global partnership between developing partners and developing countries to ensure accelerated progress towards achieving the 2015 Millennium Development Goal of universal primary education, among others. FTI is evolving as a good model for the country driven implementation of an MDG linked global initiative by providing a framework and a platform where the country and its donors come to an agreement that follows key principles agreed by the FTI partnership.
161. Distance education and ICTs: Policy Challenges
  Tuesday, May 09, 2006  by Admin
  The Working Group on Distance Education and Open Learning (WGDEOL) attempts to provide target-stratified and meaning solutions to groups and countries in the sub-Saharan (SSA) in achieving the Meeting Education for All goal. This paper is premised on the view that policies regarding the integration of ICTS in Distance Education need to be systematically reviewed to enable the achievement of development goals in the SSA and outlines the WGDEOL’s commitment in that respect.
162. Gender Responsive Pedagogy
  Monday, May 08, 2006  by Admin
  The quality of education cannot be achieved without addressing the gender dimension. However, FAWE, Forum for African Women Educationalists, feels that schools in sub-Sahara Africa are not gender responsive. This report book explains what Gender Responsive Pedagogy is and also proceeds to explain how to make gender responsive in the teaching process.
163. Optimizing Learning and Education in Africa - the Language Factor
  Monday, May 08, 2006  by Admin
  This document assesses comprehensively the experiences of the mother tongue and bilingual education programmes in sub-Saharan Africa. Its conclusion, Language is not everything in Education, but without Language, Everything is nothing in Education.
164. Local Research on the Characteristics of Effective Primary Schools in Singida Tanzania
  Monday, May 08, 2006  by Admin
  There has been a growing concern in Tanzania that many pupils complete primary school withough achieving satisfactory levels of training. This report is an outcome of a research conducted with assistance from ADEA, MoEC, UNESCO and CIDA to study characteristics of effective primary schools in Singida. Some results indicate that some primary schools were more effective when the teacher motivated pupils for effective learning and has the mastery of the content and methodology they are teaching.
165. The Cost of Poverty: Transaction Costs and the Struggle to Make Aid Work in the Education Sector
  Saturday, April 29, 2006  by Admin
  Most donors who fund ongoing initiatives frequently expect project sustainability or reduced transaction costs as a step towards increased aid effectiveness. This paper attempts to look at the kinds of transaction costs and see how they play out through different funding instruments to the education sector and their likely implications in the context of moves towards increased budget support.

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