title: Prison education in Tanzania: An exploration of policy and practice

authors: Msoroka, Mohamed Salum

subjects: Correctional Education

abstract: This study is one of very few research-based investigations regarding prison education in Tanzania. It provides rich data that help to address the literature gap on prison education policies and practices in African countries, particularly in Tanzania. With its major research question: Are current policy and practices adequately meeting the needs of prisoners? the study explored the adequacy of prison education policies and practices in the Tanzanian context. Three subsidiary questions were addressed: What constitutes governmental and institutional policies on prison education in Tanzania? What existing educational programmes are available in Tanzanian prisons for inmates? and, Do current practices adequately reflect the intention and substance of the policies? These questions helped me to obtain relevant information to address the major research question. This qualitative study, within an interpretivist paradigm, was conducted in Tanzania. Five prisons were involved in the study. The participants included inmates, teachers, prison staff, ex-inmates, a senior (retired) prison officer, an adult education officer, the IAE representatives, the OUT representative, the VETA tutor, an NGO representative, and an ex-student who shared the same National Examination centre with inmates. Data were mainly gathered through individual interviews, focus group interviews, observations, and document analysis. Themes and subthemes were inductively developed through thematic analysis. Three main themes generated from the analysis constituted the discussion of three findings chapters. Four main concepts – perspective transformation, total institutions, lifelong learning, and rehabilitation – were used to interpret and discuss the findings. 
The study suggests that Tanzania has yet to fully embrace prison education as part of liberal approaches to imprisonment. Individual prisons have different informal policies regarding prison education. The main governmental prison education policy of Tanzania – the Prison Education Guide – is not rooted in the laws of the country, implying that Tanzania has yet to fully comply with the 1999 Arusha Declaration on Good Prison Practice. The Prison Education Guide was interpreted differently in every prison. Many prisoners did not have access to educational programmes, suggesting a mismatch between policy (the Prison Education Guide) and practice. Literacy education, vocational training, and general education were the main educational programmes found. These programmes suffered from a lack of resources, accentuated by the shortage of funds. Accordingly, it is concluded that prison education is not adequately practised in Tanzania; the current policy and practises are not adequately meeting the needs of prisoners. The study proposes a set of recommendations to improve prison education.

text: Prison education in Tanzania: An exploration of policy and practice This study is one of very few research-based investigations regarding prison education in Tanzania. It provides rich data that help to address the literature gap on prison education policies and practices in African countries, particularly in Tanzania. With its major research question: Are current policy and practices adequately meeting the needs of prisoners? the study explored the adequacy of prison education policies and practices in the Tanzanian context. Three subsidiary questions were addressed: What constitutes governmental and institutional policies on prison education in Tanzania? What existing educational programmes are available in Tanzanian prisons for inmates? and, Do current practices adequately reflect the intention and substance of the policies? These questions helped me to obtain relevant information to address the major research question. This qualitative study, within an interpretivist paradigm, was conducted in Tanzania. Five prisons were involved in the study. The participants included inmates, teachers, prison staff, ex-inmates, a senior (retired) prison officer, an adult education officer, the IAE representatives, the OUT representative, the VETA tutor, an NGO representative, and an ex-student who shared the same National Examination centre with inmates. Data were mainly gathered through individual interviews, focus group interviews, observations, and document analysis. Themes and subthemes were inductively developed through thematic analysis. Three main themes generated from the analysis constituted the discussion of three findings chapters. Four main concepts – perspective transformation, total institutions, lifelong learning, and rehabilitation – were used to interpret and discuss the findings. 
The study suggests that Tanzania has yet to fully embrace prison education as part of liberal approaches to imprisonment. Individual prisons have different informal policies regarding prison education. The main governmental prison education policy of Tanzania – the Prison Education Guide – is not rooted in the laws of the country, implying that Tanzania has yet to fully comply with the 1999 Arusha Declaration on Good Prison Practice. The Prison Education Guide was interpreted differently in every prison. Many prisoners did not have access to educational programmes, suggesting a mismatch between policy (the Prison Education Guide) and practice. Literacy education, vocational training, and general education were the main educational programmes found. These programmes suffered from a lack of resources, accentuated by the shortage of funds. Accordingly, it is concluded that prison education is not adequately practised in Tanzania; the current policy and practises are not adequately meeting the needs of prisoners. The study proposes a set of recommendations to improve prison education.

year: 2018

title: The age of quaternary surfaces at Waihi Beach

authors: Selby, Michael J.

abstract: The Waihi Beach surfaces were originally mapped and correlated with European surfaces of similar altitude by Kear and Waterhouse (1961). Exposures along the edges of the surfaces indicate that they are covered with volcanic ashes, the younger of which are of known age. It is the sub-ash surface which should be used for height correlations, and it is the most seaward ash-covered part of the surface which is preferred as the reference point for altitude studies. The heights of the surfaces may not correlate with positions of sea-level at the ages indicated by the ash beds.

text: The age of quaternary surfaces at Waihi Beach The Waihi Beach surfaces were originally mapped and correlated with European surfaces of similar altitude by Kear and Waterhouse (1961). Exposures along the edges of the surfaces indicate that they are covered with volcanic ashes, the younger of which are of known age. It is the sub-ash surface which should be used for height correlations, and it is the most seaward ash-covered part of the surface which is preferred as the reference point for altitude studies. The heights of the surfaces may not correlate with positions of sea-level at the ages indicated by the ash beds.

year: 1971

title: The teaching and learning of te reo Māori in a higher education context: Intensive fast track immersion versus gradual progressive language exposure

authors: Nock, Sophie

subjects: grading of students

abstract: I report here on a comparison of the course grades of Bachelors degree students who are following two different pathways towards a major in te reo Māori - a traditional pathway in which language courses at different levels are spread over three or four years, and an intensive, fast-track, language immersion pathway in which courses in te reo Māori are concentrated into the first year of the degree programme. My findings are that, overall, in terms of course grades at level three, students following the intensive, fast-track, language-immersion pathway out-perform other students in te reo Māori course assessments. Thus, so far as course grades are concerned, many students appear to benefit from the fast track pathway. Whether course grades can be related to proficiency achievements and whether immediate gains are reflected in long-term gains is something that remains to be investigated.

text: The teaching and learning of te reo Māori in a higher education context: Intensive fast track immersion versus gradual progressive language exposure I report here on a comparison of the course grades of Bachelors degree students who are following two different pathways towards a major in te reo Māori - a traditional pathway in which language courses at different levels are spread over three or four years, and an intensive, fast-track, language immersion pathway in which courses in te reo Māori are concentrated into the first year of the degree programme. My findings are that, overall, in terms of course grades at level three, students following the intensive, fast-track, language-immersion pathway out-perform other students in te reo Māori course assessments. Thus, so far as course grades are concerned, many students appear to benefit from the fast track pathway. Whether course grades can be related to proficiency achievements and whether immediate gains are reflected in long-term gains is something that remains to be investigated.

year: 2006