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All Journal Journal of Innovation and Research in Primary Education
Madodi, Mussa
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Education For Community Transformation: The Influence of Socio-Cultural Practices Toward Schooling of Young Maasai Women of Monduli District -Tanzania Madodi, Mussa
Journal of Innovation and Research in Primary Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v3i2.842

Abstract

The Tanzanian Government has made several efforts to guarantee the accessible and equitable education to all children irrespective of their race, creed or sex. However, there are some predominant socio-cultural practices which are impediments to young women’s education. Using a case of Monduli district -Tanzania, this study explored the influence of socio-cultural practices toward schooling of Maasai Young Women. A cross- sectional research design was adopted to obtain a sample of 120 respondents. Data were collected using Questionnaires, Key Informants’ Interview (KII) and Focus Group Discussions (FGDs) methods and analysed by using IBM-SPSS. 20.0 and content analysis. Overall, the study found that, Nomadic Lifestyle, Female Genital Mutilation (FGM) and Early Marriages are tremendously affecting schooling of young Maasai women. While the two earlier mentioned practices were found to waste a lot of girls’ learning hours; the latter has been causing a substantial number of school girls to drop out. Subsequently the girls became vulnerable to illiteracy of which jeopardizes their chances to participate in community development projects as well as in decision-making process. The illiterate people are not always invited to participate because they do not understand the nitty gritty of their participation. In order to eliminate these harmful practices, it is recommended the government and other stakeholders to create or strengthening community awareness campaigns and capacity-building programs.
Assessment of Higher Education Institutions’ Social Responsibility Towards Transforming Lives of Deprived Local Communities: : A Community Engagement Approach Madodi, Mussa
Journal of Innovation and Research in Primary Education Vol. 4 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i1.841

Abstract

Despite the Tanzanian Government’s efforts in promoting its Higher Education Institutions (HEIs) to address problems facing their surrounding communities, the strategy has insufficiently institutionalized to bring the expected results. This study is an endeavor to have an assessment of Community Engagement Program which was established as among the strategies of stimulating the Community Development Training Institutes (CDTIs) and Community Development Technical Training (CDTTIs) to perform their Social Responsibilities. A cross- sectional research design was adopted to obtain a sample of 160 respondents. Data were collected using Questionnaires, Key Informants’ Interview (KII) and Focus Group Discussions (FGDs) methods and analyzed by using SPSS and content analysis. The study revealed that, financial budget allocated to facilitate the program operations is insufficient. Subsequently the insufficient budget is negatively influencing the program implementers to find shortcuts in following the program operational procedures as a result some of the felt needs of the intended beneficiaries are precluded. Moreover, the program’s undertakings are inadequately disclosed to attract support from other potential development partners. In order for the program to effectively accomplish the ideal objective of its establishment, it is recommended the government in collaboration with other stakeholders to mobilize and inject sufficient financial and other related resources.
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