title: Secondary education expansion in Tanzania:  Policy and practice implications for teachers’ sense of efficacy

authors: Lawrent, Godlove

subjects: Enactment plan

abstract: Since the introduction of Tanzania’s secondary education expansion policy in 2004 student performance has declined significantly. This trend led me to hypothesise that there may have been a decline in teacher efficacy. The present study investigated the influence of the policy and its implementation on teachers’ self-efficacy beliefs, because these beliefs impact on the quality of teaching. The study used a mixed-method approach, with a focus on case studies. Interviews, questionnaires and documentary reviews were used for gathering data. Ninety-nine secondary school teachers from four schools in the Iringa region of Tanzania participated in this research. Social cognitive theory was employed as a conceptual framework for the project. While inductive procedures were used for analysing the interview data, the questionnaire data were analysed via the Statistical Package for Social Sciences Software (SPSS) before being tabulated and graphed. 

Findings indicated that strategies intended to ensure the successful enactment of the expansion policy were not fully implemented nor targets met. In a number of ways this adversely affected the ability of teachers to go about their work and, consequently, educational outcomes for students. Overall, evidence from this study suggests that the manner in which the expansion policy was enacted and implemented contributed to the erosion of teacher professional identity and social standing, particularly in relation to self-efficacy. This produced further vicious cycles of effects and consequences. Factors associated with school staffing, school infrastructures, resources for teaching, relationships with the community and poor academic standards of enrolled students emerged as central contributors to this negative situation. An analysis of quantitative data strongly suggested that the expansion policy was implemented poorly, which was detrimental to teacher efficacy and, ironically, undermined the policy itself. 

This research adds to a growing body of literature on the sources of teachers’ self-efficacy. Firstly, the study identifies evidence which indicates that social persuasion is one of the most important contributors to social self-efficacy. It also identifies factors which reinforce a view of mastery experiences as the most influential source of self-efficacy. Secondly, the study points out the causes of teachers’ negative emotional states, including factors outside of the school environment. Thirdly, the study found that certain factors which were emphasized by Bandura as having impact on only one specific source of self-efficacy actually have an impact on more than one source of self-efficacy. 

Analysis of the research findings generated three major policy recommendations for helping teachers develop self-efficacy: promoting professional learning; empowering parents and education authority figures; and improving teaching and learning environments. The study also indicates areas for further research in factors related to teacher efficacy in Tanzania. These include: teaching practices in new schools created under the policy; the extent to which the curricula of university teacher education courses influence self-efficacy in professional practice; and how the policy impacts upon the self-efficacy of students as learners.

text: Secondary education expansion in Tanzania:  Policy and practice implications for teachers’ sense of efficacy Since the introduction of Tanzania’s secondary education expansion policy in 2004 student performance has declined significantly. This trend led me to hypothesise that there may have been a decline in teacher efficacy. The present study investigated the influence of the policy and its implementation on teachers’ self-efficacy beliefs, because these beliefs impact on the quality of teaching. The study used a mixed-method approach, with a focus on case studies. Interviews, questionnaires and documentary reviews were used for gathering data. Ninety-nine secondary school teachers from four schools in the Iringa region of Tanzania participated in this research. Social cognitive theory was employed as a conceptual framework for the project. While inductive procedures were used for analysing the interview data, the questionnaire data were analysed via the Statistical Package for Social Sciences Software (SPSS) before being tabulated and graphed. 

Findings indicated that strategies intended to ensure the successful enactment of the expansion policy were not fully implemented nor targets met. In a number of ways this adversely affected the ability of teachers to go about their work and, consequently, educational outcomes for students. Overall, evidence from this study suggests that the manner in which the expansion policy was enacted and implemented contributed to the erosion of teacher professional identity and social standing, particularly in relation to self-efficacy. This produced further vicious cycles of effects and consequences. Factors associated with school staffing, school infrastructures, resources for teaching, relationships with the community and poor academic standards of enrolled students emerged as central contributors to this negative situation. An analysis of quantitative data strongly suggested that the expansion policy was implemented poorly, which was detrimental to teacher efficacy and, ironically, undermined the policy itself. 

This research adds to a growing body of literature on the sources of teachers’ self-efficacy. Firstly, the study identifies evidence which indicates that social persuasion is one of the most important contributors to social self-efficacy. It also identifies factors which reinforce a view of mastery experiences as the most influential source of self-efficacy. Secondly, the study points out the causes of teachers’ negative emotional states, including factors outside of the school environment. Thirdly, the study found that certain factors which were emphasized by Bandura as having impact on only one specific source of self-efficacy actually have an impact on more than one source of self-efficacy. 

Analysis of the research findings generated three major policy recommendations for helping teachers develop self-efficacy: promoting professional learning; empowering parents and education authority figures; and improving teaching and learning environments. The study also indicates areas for further research in factors related to teacher efficacy in Tanzania. These include: teaching practices in new schools created under the policy; the extent to which the curricula of university teacher education courses influence self-efficacy in professional practice; and how the policy impacts upon the self-efficacy of students as learners.

year: 2018

title: Social integration and public relations: Global lessons from an Israeli experience

authors: Toledano, Margalit

subjects: social integration

abstract: This article looks at the origins and evolution of social integration in Israel. Developing a cultural roots approach, it considers the promotion of social integration as one of the most challenging goals on the agenda of the Zionist institutions and the government of Israel. It tracks the role played by a Jewish public sphere formed in the Diaspora even before the 20th century and to confirm the continuity between that history and formation, the article then examines later stages of the process through interviews with media and public relations practitioners who were involved in campaigns that took place after the establishment of the State of Israel. Finally, it offers lessons for social integration projects elsewhere in the world.

text: Social integration and public relations: Global lessons from an Israeli experience This article looks at the origins and evolution of social integration in Israel. Developing a cultural roots approach, it considers the promotion of social integration as one of the most challenging goals on the agenda of the Zionist institutions and the government of Israel. It tracks the role played by a Jewish public sphere formed in the Diaspora even before the 20th century and to confirm the continuity between that history and formation, the article then examines later stages of the process through interviews with media and public relations practitioners who were involved in campaigns that took place after the establishment of the State of Israel. Finally, it offers lessons for social integration projects elsewhere in the world.

year: 2007

title: The Application of the "Best Interests" Principle to Maori Children's Collective Cultural Rights: A Conceptual Shift for the New Zealand Family Court?

authors: Macbeth, Steven Alexander

subjects: "collective cultural rights"

abstract: Indigenous Peoples assert their collective rights in a world where Western liberal theory and individual rights dominate. International human rights law, however, increasingly recognises Indigenous Peoples collective rights in addition to their members’ individual rights. In 2007 the United Nations General Assembly adopted the United Nations Declaration on the Rights of Indigenous Peoples, which represents the most comprehensive acknowledgement of Indigenous Peoples collective rights within international law. In 2009 the Committee on the Rights of the Child issued under the United Nations Convention on the Rights of the Child General Comment No. 11 “Indigenous children and their rights under the Convention”. The Comment references the United Nations Declaration on the Rights of Indigenous Peoples as providing important guidance on the rights of indigenous children. The Comment provides authoritative guidance to State Parties that the application of the “best interests” principle to indigenous children under the Convention requires the assessment of indigenous children’s collective cultural rights and their need to exercise such rights collectively with members of their group, in addition to the indigenous children’s individual rights. Only then can the best interests of indigenous children be determined. 
As a State Party, New Zealand is obliged to implement the United Nations Convention on the Rights of the Child through legislation, judicial determinations and administrative processes. The best interests principle is already the paramount consideration and touchstone for judicial decision-making under the Children, Young Persons, and Their Families Act 1989 and Care of Children Act 2004. The Family Court of New Zealand (while making some inroads in the 1980s and 90s) has yet, however, to develop a coherent and robust approach to the assessment of Maori children’s collective cultural rights when applying the best interests principle as it is obliged to do. General Comment No. 11 and the United Nations Declaration on the Rights of Indigenous Peoples assist by providing authoritative guidance. They augment New Zealand’s family legislation, common law and social policy, which already acknowledge cultural rights and the collective nature of Maori familial relationships.
This paper looks beyond children’s individual rights and the universal application of such rights. It considers the assessment of Maori children’s collective cultural rights in addition to their individual rights under the best interests principle. Further, it analyses the relevant international and domestic authority the Family Court of New Zealand must consider when applying the best interests principle to Maori children, and the practical realities the recognition of Maori children’s collective cultural rights present. A conceptual shift by the Family Court and counsel is required. This paper urges the Family Court to develop the application of the best interests principle under the Care of Children Act 2004 and the Children Young Persons and Their Families Act 1989 to include the assessment of Maori children’s collective cultural rights in addition to their individual rights. In so doing the common law will reflect New Zealand’s unique history and circumstances, and comply with the United Nations Convention on the Rights of the Child. If it fails to do so, the Family Court risks being the subject of criticism for breaching the Convention, being out of sync with international human rights law, domestic legislation and social policy, and increasingly losing relevancy.

text: The Application of the "Best Interests" Principle to Maori Children's Collective Cultural Rights: A Conceptual Shift for the New Zealand Family Court? Indigenous Peoples assert their collective rights in a world where Western liberal theory and individual rights dominate. International human rights law, however, increasingly recognises Indigenous Peoples collective rights in addition to their members’ individual rights. In 2007 the United Nations General Assembly adopted the United Nations Declaration on the Rights of Indigenous Peoples, which represents the most comprehensive acknowledgement of Indigenous Peoples collective rights within international law. In 2009 the Committee on the Rights of the Child issued under the United Nations Convention on the Rights of the Child General Comment No. 11 “Indigenous children and their rights under the Convention”. The Comment references the United Nations Declaration on the Rights of Indigenous Peoples as providing important guidance on the rights of indigenous children. The Comment provides authoritative guidance to State Parties that the application of the “best interests” principle to indigenous children under the Convention requires the assessment of indigenous children’s collective cultural rights and their need to exercise such rights collectively with members of their group, in addition to the indigenous children’s individual rights. Only then can the best interests of indigenous children be determined. 
As a State Party, New Zealand is obliged to implement the United Nations Convention on the Rights of the Child through legislation, judicial determinations and administrative processes. The best interests principle is already the paramount consideration and touchstone for judicial decision-making under the Children, Young Persons, and Their Families Act 1989 and Care of Children Act 2004. The Family Court of New Zealand (while making some inroads in the 1980s and 90s) has yet, however, to develop a coherent and robust approach to the assessment of Maori children’s collective cultural rights when applying the best interests principle as it is obliged to do. General Comment No. 11 and the United Nations Declaration on the Rights of Indigenous Peoples assist by providing authoritative guidance. They augment New Zealand’s family legislation, common law and social policy, which already acknowledge cultural rights and the collective nature of Maori familial relationships.
This paper looks beyond children’s individual rights and the universal application of such rights. It considers the assessment of Maori children’s collective cultural rights in addition to their individual rights under the best interests principle. Further, it analyses the relevant international and domestic authority the Family Court of New Zealand must consider when applying the best interests principle to Maori children, and the practical realities the recognition of Maori children’s collective cultural rights present. A conceptual shift by the Family Court and counsel is required. This paper urges the Family Court to develop the application of the best interests principle under the Care of Children Act 2004 and the Children Young Persons and Their Families Act 1989 to include the assessment of Maori children’s collective cultural rights in addition to their individual rights. In so doing the common law will reflect New Zealand’s unique history and circumstances, and comply with the United Nations Convention on the Rights of the Child. If it fails to do so, the Family Court risks being the subject of criticism for breaching the Convention, being out of sync with international human rights law, domestic legislation and social policy, and increasingly losing relevancy.

year: 2015