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Through qualitative research methods, this book engages in a holistic understanding of cultural, economic, and institutional forces that interact to produce the underrepresentation of women as school teachers in four sub-Saharan African countries. Comparative case studies at the national level, using a common research design, show that teaching, despite being an attractive civil service job, offers low salaries and many challenges, especially when it takes place in rural areas. Combining professional duties with demanding family responsibilities further diminishes women’s ability to stay in the teaching profession. The studies in this book attempt to bridge research findings with policy by developing action plans in cooperation with ministries of education of the respective countries. Women Teachers in Africa will be of interest to academic researchers, undergraduate and postgraduate students in the relevant fields, as well as development professionals, aid agency staff and education policy experts.
Rethinking Teacher Education: Improvement, Innovation and Change is the result of the conference organised by The Aga Khan University - Institute for Educational Development, East Africa (AKU-IED, EA) on education, in Uganda in 2017. The Conference, gathered participants from nine countries, to deliberate on a cross section of factors regarding teacher education in the region and landscaping the same on global perspectives. The choice of the conference theme was inspired by a need to consider new systems, policies, structures and reforms to help drive sustainable education for the development of nations in the East African region. A variety contributors participated from across the education landscape, and included researchers working in higher education, practitioners such as teachers in schools, tutors, instructors in colleges, and lecturers and professors at universities. Also contributing were non-governmental organisations with interests in education and student learning outcomes, civil society organisations whose interests navigate the role education plays in social and national development, policy makers and curriculum developers, librarians, publishers, booksellers and teacher trainees, all of who shared their rich experiences and perspectives on teacher education in the 21st century in East Africa and globally.
The New York City Teachers Union shares a deep history with the American left, having participated in some of its most explosive battles. Established in 1916, the union maintained an early, unofficial partnership with the American Communist Party, winning key union positions and advocating a number of Party goals. Clarence Taylor recounts this pivotal relationship and the backlash it created, as the union threw its support behind controversial policies and rights movements. Taylor's research reaffirms the party's close ties with the union—yet it also makes clear that the organization was anything but a puppet of Communist power. Reds at the Blackboard showcases the rise of a unique type of unionism that would later dominate the organizational efforts behind civil rights, academic freedom, and the empowerment of blacks and Latinos. Through its affiliation with the Communist Party, the union pioneered what would later become social movement unionism, solidifying ties with labor groups, black and Latino parents, and civil rights organizations to acquire greater school and community resources. It also militantly fought to improve working conditions for teachers while championing broader social concerns. For the first time, Taylor reveals the union's early growth and the somewhat illegal attempts by the Board of Education to eradicate the group. He describes how the infamous Red Squad and other undercover agents worked with the board to bring down the union and how the union and its opponents wrestled with charges of anti-Semitism.
Through qualitative research methods, this book engages in a holistic understanding of cultural, economic, and institutional forces that interact to produce the underrepresentation of women as school teachers in four sub-Saharan African countries. Comparative case studies at the national level, using a common research design, show that teaching, despite being an attractive civil service job, offers low salaries and many challenges, especially when it takes place in rural areas. Combining professional duties with demanding family responsibilities further diminishes women’s ability to stay in the teaching profession. The studies in this book attempt to bridge research findings with policy by developing action plans in cooperation with ministries of education of the respective countries. Women Teachers in Africa will be of interest to academic researchers, undergraduate and postgraduate students in the relevant fields, as well as development professionals, aid agency staff and education policy experts.
This study sends the reader on an exciting journey into social and political life in Africa. It gives space to the voices of Tanzanian villagers, rural associations, branches of political parties and local government officers and their views of socio-economic and political change during the 1990s. This authentic picture is combined with a thorough sociological and political economy analysis showing the dynamics in the relations between state components and social forces in the context of neo-liberal globalization. The book is not only attractive as a country case study. It contains a deep analysis of the paradigmatic shift of African political systems from post-colonial rule to governance in response to neo-liberalism and provides new insights in processes of political transformation.
This book draws on case studies from India, Mexico, and Tanzania to examine the complex processes that lead to the educational marginalization of children through differential access to teacher quality. Growing evidence indicates that access to good teachers can boost the academic success of disadvantaged children and narrow achievement gaps between more and less privileged students. Yet in many countries, stronger teachers are concentrated in the classrooms of more advantaged children. Using a teacher labor markets framework, the authors explore the actions of those who employ teachers the demand side and teachers themselves the supply side. Examining key junctures in the teacher career pipeline, from recruitment and training to retention and transfer, the authors find that the actions of the demand side often clash with teachers’ preferences to live and work in satisfactory environments or to be close to home and family. Too often, the misalignment of the demand and supply sides places marginalized children at a profound educational disadvantage.
Tanzania has been independent in 2011 for 50 years. While most neighbouring states have gone through violent conflicts, Tanzania has managed to implement extensive reforms without armed political conflicts, Hence, Tanzania is an interesting case for Peace and Development research. This dissertation analyses the political development in Tanzania since the introduction of the multiparty system in 1992, with a focus on the challenges for the democratisation process in connection with the 2000 and 2005 elections. The question of to what extent Tanzania had moved towards a consolidation of democracy, is analysed by looking at nine different institutions of importance for democratisation grouped in four spheres: the state, the political, civil and economic society. Focus is on the development of the political society, and the role of the opposition in particular. The analysis is based on secondary and primary material collected between September 2000 to April 2010. The main conclusion is that even if the institutions of liberal democracy have gradually developed, in practice single-party rule has continued, manifested in the 2005 election when the CCM won 92% of seats. Despite impressive economic growth, poverty remains deep and has not been substantially reduced. On a theoretical level this brings the old debate between liberal and substantive democracy back to the fore. Neither the economic nor the political reforms have brought about a transformation of the political and economic system resulting in the poor majority gaining substantially more political influence and improved economic conditions. Hence, it is argued that the interface between the economic, political and administrative reforms has not been sufficiently considered in the liberal democratic tradition. Liberal democracy is necessary for a democratic development, but not sufficient for democracy to be consolidated. For that a substantive democratic development is necessary.