title: Stakeholders' perception of their participation in environmental education in tanzania

authors: Mtaita, Upendo Yonnah

subjects: Environmental education

abstract: Environmental education (EE) has been an evolving field which came out of concern for the environment in the 1960's and 1970's. As a focus of international conferences and agreements, it impacted on school curricula in most parts of the world, although, for Tanzania, it is a new field in formal education and an often challenging one.
With the influence of contemporary focus on participation in EE, in 2004 the Ministry of Education in Tanzania suggested the integration of environmental education into every subject in the curriculum. However, little is known currently in Tanzania about the response of people who have a stake in education to this suggestion, and in particular about their participation in EE.
This study sought to explore stakeholders' views of involvement and participation in EE in Tanzania. The three specific questions in this study related to stakeholders' views on EE; stakeholders' perceptions of their roles and involvement in EE; and stakeholders' perceptions of collaboration in the implementation and development of EE in schools in Tanzania. The study adopted an interpretive methodology framework. Purposeful sampling strategy was used and the sampled participants consisted of two schools, 100 students, seven teachers, four school leaders, 56 parents, three government and two EE agencies officials, all from the Dar es Salaam region, Tanzania. The methods used for data collection included semi-structured interviews with teachers, school leaders, government, and EE agency officials and open-ended questionnaires with students and parents. Data analysis followed qualitative and quantitative procedures.
The findings of this study indicated that the views and teaching of EE amongst participants was limited to education about the environment. Little emphasis was given to education in and for the environment. Roles and involvement with EE related activities focused on teaching about the environment, and training teachers, while only a few respondents indicated involvement with activities that reflected
ii
environment action such as cleanliness, planting trees and gardening. The challenges with respect to the implementation of EE were noted to be limited time, and resources, and lack of training and funds. Participants considered that through collaboration stakeholders in Tanzania can contribute their resources in terms of time, funds and expertise and participate to enhance EE initiatives and developments, e.g. training of teachers, improving teaching, children's learning and behaviour, and supporting school-community developments e.g. take an issue-based approach to address local problems, etc. It appeared that success of collaborative initiatives depends on the participation and commitment of individuals; cooperation and coordination of resources and expertise, as well as leadership.
The findings highlight several implications and suggestions for future research such as the need for support for stakeholders in Tanzania to develop an understanding of the contemporary focus of EE; teacher support to challenge their current practices and use active teaching and learning pedagogies; leadership support to initiate and sustain collaborative culture in schools; stakeholders' collaboration in EE initiatives; flexible curricula to allow issue-based and action oriented approaches; as well as community involvement in curricula decisions and school collaborative activities.

text: Stakeholders' perception of their participation in environmental education in tanzania Environmental education (EE) has been an evolving field which came out of concern for the environment in the 1960's and 1970's. As a focus of international conferences and agreements, it impacted on school curricula in most parts of the world, although, for Tanzania, it is a new field in formal education and an often challenging one.
With the influence of contemporary focus on participation in EE, in 2004 the Ministry of Education in Tanzania suggested the integration of environmental education into every subject in the curriculum. However, little is known currently in Tanzania about the response of people who have a stake in education to this suggestion, and in particular about their participation in EE.
This study sought to explore stakeholders' views of involvement and participation in EE in Tanzania. The three specific questions in this study related to stakeholders' views on EE; stakeholders' perceptions of their roles and involvement in EE; and stakeholders' perceptions of collaboration in the implementation and development of EE in schools in Tanzania. The study adopted an interpretive methodology framework. Purposeful sampling strategy was used and the sampled participants consisted of two schools, 100 students, seven teachers, four school leaders, 56 parents, three government and two EE agencies officials, all from the Dar es Salaam region, Tanzania. The methods used for data collection included semi-structured interviews with teachers, school leaders, government, and EE agency officials and open-ended questionnaires with students and parents. Data analysis followed qualitative and quantitative procedures.
The findings of this study indicated that the views and teaching of EE amongst participants was limited to education about the environment. Little emphasis was given to education in and for the environment. Roles and involvement with EE related activities focused on teaching about the environment, and training teachers, while only a few respondents indicated involvement with activities that reflected
ii
environment action such as cleanliness, planting trees and gardening. The challenges with respect to the implementation of EE were noted to be limited time, and resources, and lack of training and funds. Participants considered that through collaboration stakeholders in Tanzania can contribute their resources in terms of time, funds and expertise and participate to enhance EE initiatives and developments, e.g. training of teachers, improving teaching, children's learning and behaviour, and supporting school-community developments e.g. take an issue-based approach to address local problems, etc. It appeared that success of collaborative initiatives depends on the participation and commitment of individuals; cooperation and coordination of resources and expertise, as well as leadership.
The findings highlight several implications and suggestions for future research such as the need for support for stakeholders in Tanzania to develop an understanding of the contemporary focus of EE; teacher support to challenge their current practices and use active teaching and learning pedagogies; leadership support to initiate and sustain collaborative culture in schools; stakeholders' collaboration in EE initiatives; flexible curricula to allow issue-based and action oriented approaches; as well as community involvement in curricula decisions and school collaborative activities.

year: 2007

title: The knowledge society and high performance workplace systems: Enhancing worker voice

authors: Cochrane, William

subjects: industrial relations

abstract: This paper focuses on an aspect of the ‘Future of Work’. The introduction of high performance workplace systems (hpws) is, in general terms, consistent with the broad thrust of the ‘knowledge society’ debate. The central thesis holds that the introduction of hpws has the potential to enhance ‘worker voice,’ especially in the context of a ‘third way’ political environment that fosters a more tripartite approach to industrial relations. The paper draws on several pieces of research, each of which has its own methodological approach. The discussion of the ‘knowledge society’ debate and the ‘third way’ political context draws on policy analyses undertaken by Law and Piercy. The body of the paper is based on a survey by Law of union members engaged in a hpws in a large NZ dairy factory. That research involved focus groups and a postal survey. Qualitative (write-in) responses were further analysed using a dynamic coding system developed by Law. The findings are consistent with the (US) work of Black and Lynch. With some qualifications, the introduction of hpws has enhanced worker participation. Active union involvement was a positive factor. For a proportion of union members, the introduction of hpws has had positive off-site effects.

text: The knowledge society and high performance workplace systems: Enhancing worker voice This paper focuses on an aspect of the ‘Future of Work’. The introduction of high performance workplace systems (hpws) is, in general terms, consistent with the broad thrust of the ‘knowledge society’ debate. The central thesis holds that the introduction of hpws has the potential to enhance ‘worker voice,’ especially in the context of a ‘third way’ political environment that fosters a more tripartite approach to industrial relations. The paper draws on several pieces of research, each of which has its own methodological approach. The discussion of the ‘knowledge society’ debate and the ‘third way’ political context draws on policy analyses undertaken by Law and Piercy. The body of the paper is based on a survey by Law of union members engaged in a hpws in a large NZ dairy factory. That research involved focus groups and a postal survey. Qualitative (write-in) responses were further analysed using a dynamic coding system developed by Law. The findings are consistent with the (US) work of Black and Lynch. With some qualifications, the introduction of hpws has enhanced worker participation. Active union involvement was a positive factor. For a proportion of union members, the introduction of hpws has had positive off-site effects.

year: 2005

title: Decolonisation through reconciliation: The role of Pākehā identity

authors: Amundsen, Diana Leigh

subjects: Pākehā

abstract: Research indicates that claiming a contemporary identity as Pākehā is being redefined by those individuals who engage closely with Te Ao Māori. This reopens the discussion of the implications for Pākehā researchers who engage across Māori research spaces. This article reports a reflective study I conducted using the transtheoretical model and its six stages of change (J. O. Prochaska & DiClemente, 1982) to understand my Pākehā cultural identity. I discuss my rationale for engaging in research with Māori, and then outline the approaches that I, as a non Indigenous researcher, adopted to appropriately engage in Indigenous research. I discuss responsibilities for Pākehā to take deliberate and conscious steps to decolonise through reconciliation and dismantle disturbing and prevailing prejudiced attitudes. Decolonisation through reconciliation takes various forms, but necessarily involves a process of actions and changes. Our challenge as Pākehā educators is to participate in this change process towards decolonisation through reconciliation.

text: Decolonisation through reconciliation: The role of Pākehā identity Research indicates that claiming a contemporary identity as Pākehā is being redefined by those individuals who engage closely with Te Ao Māori. This reopens the discussion of the implications for Pākehā researchers who engage across Māori research spaces. This article reports a reflective study I conducted using the transtheoretical model and its six stages of change (J. O. Prochaska & DiClemente, 1982) to understand my Pākehā cultural identity. I discuss my rationale for engaging in research with Māori, and then outline the approaches that I, as a non Indigenous researcher, adopted to appropriately engage in Indigenous research. I discuss responsibilities for Pākehā to take deliberate and conscious steps to decolonise through reconciliation and dismantle disturbing and prevailing prejudiced attitudes. Decolonisation through reconciliation takes various forms, but necessarily involves a process of actions and changes. Our challenge as Pākehā educators is to participate in this change process towards decolonisation through reconciliation.

year: 2018