title: A mentoring approach to learner centred education in Tanzania : a case from the grass roots

authors: Collin, Anney

subjects: Mentoring

abstract: Over the past twenty years there has been an attempt to reform classroom pedagogy in Tanzania by implementing a learner-centred model of education. Even though government policy and curriculum design provide the policy conditions for implementing Learner Centred Education, research suggests that many teachers continue to implement teacher-centred approaches. This study reports on the findings of an instrumental case study that aimed to identify the strategies used by six mentor teachers to support teachers to effectively implement learner-centred education. The findings of this study revealed five strategies that mentors used to support the implementation of pedagogical change. These include; 1) supporting the development of teacher identity, 2) modelling flatter power relationships, 3) developing reflective practice, 4) modelling a learner centred environment and 5) engaging teachers in continuing professional development. The research also identified some of the challenges that mentors experienced, such as large class sizes, lack of resources and incongruent assessment and inspectorate policies.
These findings suggest that if learner-centred pedagogies are to be successfully implemented in Tanzania, an ongoing continuing professional development program based on a mentoring model provides an effective strategy for enabling the implementation of LCE.

text: A mentoring approach to learner centred education in Tanzania : a case from the grass roots Over the past twenty years there has been an attempt to reform classroom pedagogy in Tanzania by implementing a learner-centred model of education. Even though government policy and curriculum design provide the policy conditions for implementing Learner Centred Education, research suggests that many teachers continue to implement teacher-centred approaches. This study reports on the findings of an instrumental case study that aimed to identify the strategies used by six mentor teachers to support teachers to effectively implement learner-centred education. The findings of this study revealed five strategies that mentors used to support the implementation of pedagogical change. These include; 1) supporting the development of teacher identity, 2) modelling flatter power relationships, 3) developing reflective practice, 4) modelling a learner centred environment and 5) engaging teachers in continuing professional development. The research also identified some of the challenges that mentors experienced, such as large class sizes, lack of resources and incongruent assessment and inspectorate policies.
These findings suggest that if learner-centred pedagogies are to be successfully implemented in Tanzania, an ongoing continuing professional development program based on a mentoring model provides an effective strategy for enabling the implementation of LCE.

year: 2019

title: Seen but not heard: Women's experiences of educational leadership in Solomon Islands secondary schools

authors: Akao, Shalom Maiasi

subjects: women

abstract: This study is concerned with the representation of women in leadership positions in Solomon Islands. In particular, it explores the educational leadership experiences of women working in Solomon Islands' secondary schools. While much research to date has been carried out in the developed and developing countries, very little has been undertaken in Melanesian countries. As such, we know very little about women's experiences in educational leadership in Melanesia. 
Research data was gathered using qualitative methods. Specifically, interviews were conducted with eight women, five were deputy principals and three were Heads of Departments. All the participants were teaching in schools in an urban centre. Data gathered were analyzed using the thematic analysis approach. The data gathering was conducted in the Solomon Islands in October 2007.
The key findings revealed a number of issues that impacted on the women's leadership in their respective schools. Findings include lack of self confidence, difficulties in balancing work and family, discriminatory attitudes and the influence of the cultural patriarchal norms on the attitudes towards women in leadership positions. Other key findings related to the nature of the organization, in this case, the school. This included a lack of initial preparatory and on - going professional development programmes and a lack of consultation in the decision making process. This study also found that while the women embraced the collaborative approach to leadership, the structural barriers through the hierarchical organization of the schools meant they could not lead the way they would like to.

text: Seen but not heard: Women's experiences of educational leadership in Solomon Islands secondary schools This study is concerned with the representation of women in leadership positions in Solomon Islands. In particular, it explores the educational leadership experiences of women working in Solomon Islands' secondary schools. While much research to date has been carried out in the developed and developing countries, very little has been undertaken in Melanesian countries. As such, we know very little about women's experiences in educational leadership in Melanesia. 
Research data was gathered using qualitative methods. Specifically, interviews were conducted with eight women, five were deputy principals and three were Heads of Departments. All the participants were teaching in schools in an urban centre. Data gathered were analyzed using the thematic analysis approach. The data gathering was conducted in the Solomon Islands in October 2007.
The key findings revealed a number of issues that impacted on the women's leadership in their respective schools. Findings include lack of self confidence, difficulties in balancing work and family, discriminatory attitudes and the influence of the cultural patriarchal norms on the attitudes towards women in leadership positions. Other key findings related to the nature of the organization, in this case, the school. This included a lack of initial preparatory and on - going professional development programmes and a lack of consultation in the decision making process. This study also found that while the women embraced the collaborative approach to leadership, the structural barriers through the hierarchical organization of the schools meant they could not lead the way they would like to.

year: 2008

title: The Impact of Colonisation on the Maori community: An exploration of the attitudes and perspectives held by Maori in relation to the active reclamation of Maori sovereignty/tino rangatiratanga.

authors: Baty, Tina Amy

subjects: Maori

abstract: Whāia te iti kahurangi ki te tūohu koe me he maunga teitei
Seek the treasure you value most dearly: If you bow your head, let it be to a lofty mountain
The purpose of my research was twofold. I first sort to explore the attitudes and perspectives held by Māori in relation to the active reclamation of Māori sovereignty, tino rangatiratanga. I further wanted to know how Māori sovereignty, tino rangatiratanga could lead to the improvement of Māori health.
My research collected information pertinent to these two inquiries from current literature and from interviews I conducted with five Māori individuals from different iwi, hapu groups. All whom were actively engaged with the Māori community in some form. My research data found that colonisalism has and continues to negatively impact the Māori community. This negative impact manifests in a variety of behaviours that effect Māori health and leads to poor outcomes for Māori. Māori sovereignty, tino rangatiratanga was thought of as the solution to overcome and neutralise the negative effects of colonialism experienced by Māori. Māori sovereignty, tino rangatiratanga was found to be related with Māori idenity and instrumental in all things pertinent to the Māori communities.
My research found that Māori sovereignty, tino rangatiratanga can be identified as existing on a philosophical level, governance-structural level, and on a day-to-day basis. This research found that the reclamation of Māori sovereignty, tino rangatiratanga is a process that is currently in motion. Finally, the exercising of Māori sovereignty, tino rangatiratanga in relation to Māori health provides a well-established argument that it can produce positive health benefits to the Māori community, because it is responsive to Māori and better meets the needs of our Māori community simply because it is a Māori way of being, doing and knowing.

text: The Impact of Colonisation on the Maori community: An exploration of the attitudes and perspectives held by Maori in relation to the active reclamation of Maori sovereignty/tino rangatiratanga. Whāia te iti kahurangi ki te tūohu koe me he maunga teitei
Seek the treasure you value most dearly: If you bow your head, let it be to a lofty mountain
The purpose of my research was twofold. I first sort to explore the attitudes and perspectives held by Māori in relation to the active reclamation of Māori sovereignty, tino rangatiratanga. I further wanted to know how Māori sovereignty, tino rangatiratanga could lead to the improvement of Māori health.
My research collected information pertinent to these two inquiries from current literature and from interviews I conducted with five Māori individuals from different iwi, hapu groups. All whom were actively engaged with the Māori community in some form. My research data found that colonisalism has and continues to negatively impact the Māori community. This negative impact manifests in a variety of behaviours that effect Māori health and leads to poor outcomes for Māori. Māori sovereignty, tino rangatiratanga was thought of as the solution to overcome and neutralise the negative effects of colonialism experienced by Māori. Māori sovereignty, tino rangatiratanga was found to be related with Māori idenity and instrumental in all things pertinent to the Māori communities.
My research found that Māori sovereignty, tino rangatiratanga can be identified as existing on a philosophical level, governance-structural level, and on a day-to-day basis. This research found that the reclamation of Māori sovereignty, tino rangatiratanga is a process that is currently in motion. Finally, the exercising of Māori sovereignty, tino rangatiratanga in relation to Māori health provides a well-established argument that it can produce positive health benefits to the Māori community, because it is responsive to Māori and better meets the needs of our Māori community simply because it is a Māori way of being, doing and knowing.

year: 2018