http://repository.mocu.ac.tz/xmlui/handle/123456789/53 2026-04-07T12:44:27Z 2026-04-07T12:44:27Z Ntunga, Gideon E. Tweve, Julius T. Kazungu, Isack Macha, Nancy E. Mushi, Lidya J. http://repository.mocu.ac.tz/xmlui/handle/123456789/2018 2025-06-17T09:22:37Z 2024-01-01T00:00:00Z

Scaling up the Pedagogy Model Ntunga, Gideon E.; Tweve, Julius T.; Kazungu, Isack; Macha, Nancy E.; Mushi, Lidya J. Active teaching and learning in a manner that engages industry in students learning processes is viewed as a solution to the challenge of skills mismatch. Many academic institutions in the world are therefore shifting from traditional teacher-centrered learning to this mode of teaching and learning. Tumaini University Dar es Salaam College (TUDARCo) is one of the higher learning institutions in Tanzania that has remarkable success in this endeavour. Through the IRIS project TUDARCO has developed and insitigated an active teaching and learning approach which is a blend of the Tanzanian and Finnish approaches named the FinTan pedagogy model. This chapter focuses on the scaling up of this model. It discusses the background of the development of the model as part of the IRIS project and the scale up processes as part of a subsequent project called SUSIE in two other universities in Tanzania, Mwenge Catholic University (MWECAU) and Moshi Cooperative University (MoCU). It also highlights the experiences and feelings of the stakeholders who used the model.

2024-01-01T00:00:00Z Kulindwa, Yusuph J. Mhina, Bahiya A. Timothy, Neema Tira, Sinyati http://repository.mocu.ac.tz/xmlui/handle/123456789/2017 2025-06-17T09:22:05Z 2024-01-01T00:00:00Z

Active Methods in Online and Blended Learning Kulindwa, Yusuph J.; Mhina, Bahiya A.; Timothy, Neema; Tira, Sinyati The world is currently characterised by volatility, uncertainty, complexity, and ambiguity. It is therefore imperative for individuals and institutions to develop capacities that can counteract the situation and eventually turn challenges into opportunities. Across all sectors and industries, there is a growing need for creativity, resilience and innovative problem-solving skills, coupled with the ability to manage rapid changes, make high-risk decisions, and quickly respond to problems (OECD, 2016). In order for Higher Education Institutions (HEIs) to be able to respond to these needs, the teaching and learning focus should not only be on guiding students to acquire specific technical knowledge and subject-related skills, but also on helping them develop skills relevant for working life, fostering innovation and improving their employability

2024-01-01T00:00:00Z Anania, Paulo Schrader, Ted http://repository.mocu.ac.tz/xmlui/handle/123456789/1863 2025-02-03T07:12:38Z 2024-01-01T00:00:00Z

Formalize or Not? Anania, Paulo; Schrader, Ted This paper discusses the possible transformation of the paddy/rice food system, with a focus on the semi-formal Mkombozi Water Users’ Association (WUA). The current situation, challenges and opportunities are set in the context of production potential, market demand, power relations, external support, internal strife and the role and power of diverse formal and informal actors. The case shows that farmer empowerment requires more than just supporting farmers or a farmers’ organisation; it requires power analysis and anticipation of changing (informal and formal) actor configurations.

2024-01-01T00:00:00Z Massawe, Fatihiya A. Sife, Alfred S. http://repository.mocu.ac.tz/xmlui/handle/123456789/1389 2024-08-27T05:34:18Z 2020-01-01T00:00:00Z

Gendered Analysis in Academic Career Advancement Massawe, Fatihiya A.; Sife, Alfred S. Aims: Despite notable success in reducing gender disparity in some sectors, the problem still persists in many higher learning institutions in Tanzania. Using fifteen years data of staff employment from Sokoine University of Agriculture (SUA), this study assessed gender disparity in employment and career advancement among academic staff. Study Design: The study adopted the descriptive research design by describing the current situation using SUA as a case study. Place and Duration of Study: The study was conducted at Sokoine University of Agriculture between March and May 2017 using data of academic staff. Methodology: The Publish or Perish software was used to retrieve data on scholarly publications of individual academic staff between 1985 to 2017 for cohorts employed between 1985 and 2011. Descriptive analysis was employed to establish gender disparity in staffing and publication productivity Results: The findings show female academic staff increased from 5.3% to 20.78% only between the academic year 2000/2001 to 2015/2016. Likewise, gender gaps are observed across all academic ranks since the majority of staff are at the lower academic ranks where women were less in each aspect. Age-wise, the university is composed of aging senior academic staff where among 33.22% of all professors almost 15% (13.5% M & 1.1%F) were above 60 years old. On scientific publications, findings reveal female staff to be below the cohort/ group average for almost all years against their counterparts. Conclusion: There is a clear disparity between male and female staff based on age, academic qualifications, ranks and publication productivity that implies the existence of some obstacles.

2020-01-01T00:00:00Z