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 'dominant effect' of games: Content vs. medium

authors: Schott, Gareth R.

subjects: Classification

abstract: Digital games receive an age-restriction rating based on the depiction of harmful content and its possible impact on players. Following on from film, the relationship between media content and its psychological impact on audiences is assumed to be further heightened by the interactive nature of the medium as it makes players responsible for constructing the moving-image on screen. While classification processes continue to serve as an exercise in caution, there remains little evaluation of a particular rating decision’s accuracy via any subsequent examination of the interactions between player and game text. This paper argues for the benefits of researched accounts detailing the interactive experience of games for its capacity to challenge public understanding of the medium. In doing so, the paper will introduce a research design that is currently being employed to achieve an understanding of player experiences. The intention is to produce an empirically validated model of media ‘usage,’ capable of accounting for the ‘actual’ experience of play and the ways game texts are activated under the agency of players once they enter everyday life and culture.

text: The 'dominant effect' of games: Content vs. medium Digital games receive an age-restriction rating based on the depiction of harmful content and its possible impact on players. Following on from film, the relationship between media content and its psychological impact on audiences is assumed to be further heightened by the interactive nature of the medium as it makes players responsible for constructing the moving-image on screen. While classification processes continue to serve as an exercise in caution, there remains little evaluation of a particular rating decision’s accuracy via any subsequent examination of the interactions between player and game text. This paper argues for the benefits of researched accounts detailing the interactive experience of games for its capacity to challenge public understanding of the medium. In doing so, the paper will introduce a research design that is currently being employed to achieve an understanding of player experiences. The intention is to produce an empirically validated model of media ‘usage,’ capable of accounting for the ‘actual’ experience of play and the ways game texts are activated under the agency of players once they enter everyday life and culture.

year: 2013

title: Ko Waikato-Maniapoto te iwi

authors: Ngaia, Te Ingo Karangaroa Terehia

subjects: Waikato Maniapoto

abstract: Nō te ūnga mai o Tainui waka, i Whangaparāoa, ka tīmata i reira te tautapa haere a Tainui waka i tōna rohe, i tāna tere i Te Ika-ā-Māui. Nāwai rā ka tau ki tōna tumu i roto o Kāwhia Moana, Kāwhia Kai, Kāwhia Tāngata, i te taha hauāuru o Te Ika-ā-Māui. I roto i ngā rautau i muri mai i te ūnga o Tainui waka me ngā tūpuna i tere mai i te waka, ka tīmata ngā tūpuna te mātoro haere i te whenua hou me te whakanoho i ngō rātou whānau. Ka tupu i koneki ngā hapū me ngā iwi i heke mai i ngā waka. I roto i ngā tātai whakapapa o Tainu waka, e mārama mai ana ngā kāwai heke ki ngā iwi o Waikato me Maniapoto hoki. Ka whai mana ngā rangatira o ngā iwi nei i ngō rātou kāinga me ngā pānga whenua i noho ai rātou.
I hua tuatahi ai te iwi o Waikato-Maniapoto i roto i ngā pakanga me ngā whakaipoipotanga mo ngā kāinga me ngā pānga whenua, kai, moana hoki. Nā ngā pūkenga wānanga, pakanga hoki, i whakawehe, i kotahi ai rānei ngā iwi.
I te taenga mai o te Pākehā ki te pēhi i ngā tikanga a te Māori, ka huri te aro o te Pākehā ki te whakahau me te whakawai i ngā rātou tauira hou ki runga i ngā iwi.
Ka whakaturengia ngā ingoa o ngā tikanga hou, nā te Kāwanatanga Pākehā hou nei i whakamana, ā, i whakaū ngēnei tikanga hou kia pēhia ngā tikanga taketake ake a te Māori. Ka huri a Waikato-Maniapoto iwi ki te aru i ngā tauira hou ki te whakawhanake i ngā uri whakatupu i roto i te ao hou. Hoi, i mau tonu i a Waikato-Maniapoto te wairua me ngā tikanga i heke iho ki ngōna uri.
Ka whakaūngia te wairua me ngā tikanga o ngā mātua tūpuna ki roto i te tauira hou o te Kīngitanga. Ka mahi ngātahi te Kīngitanga me te iwi o Waikato-Maniapoto ki te whakatinana i tōna kaupapa, arā, hei pupuru i te toto; hei pupuru i te whenua; ā, hei pupuru i te mana Māori motuhake. I roto i te Kīngitanga nga 
hanganga iwi hou i puta hei kōkiri i ngā rautaki whakawhanake i te iwi whānui i roto i te ao hou nei.
Huhua noa atu ngā uri o Waikato-Maniapoto i whai wāhi i runga i ngā tūranga whakawhanake i te iwi whānui mā te whakaū i te mana Māori motuhake i roto i te reo me ngā tikanga o Waikato-Maniapoto iwi me ngōna kaupapa. Ko te whakahua i ngā hononga iwi kia whai whanaungatanga, kia whai tūrangawaewae te whakatinanatanga o te whakapono ā-wairua nei ki ngā taonga tuku iho o Waikato-Maniapoto. Ka whai mana, ka tūturu te kīanga a Waikato-Maniapoto i roto i te whakamana a ngā uri i ngā kōrero whakapapa o te iwi o Waikato-Maniapoto me te whakamana i te kīanga nei i ngā reanga whakapapa.

text: Ko Waikato-Maniapoto te iwi Nō te ūnga mai o Tainui waka, i Whangaparāoa, ka tīmata i reira te tautapa haere a Tainui waka i tōna rohe, i tāna tere i Te Ika-ā-Māui. Nāwai rā ka tau ki tōna tumu i roto o Kāwhia Moana, Kāwhia Kai, Kāwhia Tāngata, i te taha hauāuru o Te Ika-ā-Māui. I roto i ngā rautau i muri mai i te ūnga o Tainui waka me ngā tūpuna i tere mai i te waka, ka tīmata ngā tūpuna te mātoro haere i te whenua hou me te whakanoho i ngō rātou whānau. Ka tupu i koneki ngā hapū me ngā iwi i heke mai i ngā waka. I roto i ngā tātai whakapapa o Tainu waka, e mārama mai ana ngā kāwai heke ki ngā iwi o Waikato me Maniapoto hoki. Ka whai mana ngā rangatira o ngā iwi nei i ngō rātou kāinga me ngā pānga whenua i noho ai rātou.
I hua tuatahi ai te iwi o Waikato-Maniapoto i roto i ngā pakanga me ngā whakaipoipotanga mo ngā kāinga me ngā pānga whenua, kai, moana hoki. Nā ngā pūkenga wānanga, pakanga hoki, i whakawehe, i kotahi ai rānei ngā iwi.
I te taenga mai o te Pākehā ki te pēhi i ngā tikanga a te Māori, ka huri te aro o te Pākehā ki te whakahau me te whakawai i ngā rātou tauira hou ki runga i ngā iwi.
Ka whakaturengia ngā ingoa o ngā tikanga hou, nā te Kāwanatanga Pākehā hou nei i whakamana, ā, i whakaū ngēnei tikanga hou kia pēhia ngā tikanga taketake ake a te Māori. Ka huri a Waikato-Maniapoto iwi ki te aru i ngā tauira hou ki te whakawhanake i ngā uri whakatupu i roto i te ao hou. Hoi, i mau tonu i a Waikato-Maniapoto te wairua me ngā tikanga i heke iho ki ngōna uri.
Ka whakaūngia te wairua me ngā tikanga o ngā mātua tūpuna ki roto i te tauira hou o te Kīngitanga. Ka mahi ngātahi te Kīngitanga me te iwi o Waikato-Maniapoto ki te whakatinana i tōna kaupapa, arā, hei pupuru i te toto; hei pupuru i te whenua; ā, hei pupuru i te mana Māori motuhake. I roto i te Kīngitanga nga 
hanganga iwi hou i puta hei kōkiri i ngā rautaki whakawhanake i te iwi whānui i roto i te ao hou nei.
Huhua noa atu ngā uri o Waikato-Maniapoto i whai wāhi i runga i ngā tūranga whakawhanake i te iwi whānui mā te whakaū i te mana Māori motuhake i roto i te reo me ngā tikanga o Waikato-Maniapoto iwi me ngōna kaupapa. Ko te whakahua i ngā hononga iwi kia whai whanaungatanga, kia whai tūrangawaewae te whakatinanatanga o te whakapono ā-wairua nei ki ngā taonga tuku iho o Waikato-Maniapoto. Ka whai mana, ka tūturu te kīanga a Waikato-Maniapoto i roto i te whakamana a ngā uri i ngā kōrero whakapapa o te iwi o Waikato-Maniapoto me te whakamana i te kīanga nei i ngā reanga whakapapa.

year: 2010