North-South International Education Partnerships: Two Canadian Projects with Tanzania/Partenariat éDucatif International Nord-Sud: Deux Projets Canadiens Avec la Tanzanie
Bibliographic record
Abstract
AbstractThe following is a review of two Canadian-Tanzanian international partnerships working in Tanzania within the education sector. Project TEMBO (Tanzania Education and Micro-Business Opportunity) supports the development of formal and non-formal education for girls and women in collaboration with other local and international non-governmental organizations. The Huron University College/University of Dar es Salaam project is strengthening post-secondary educational opportunities in collaboration with civil society organizations and local government. Both projects are focused on literacy in the broadest sense achieve critical skills in civic engagement, poverty reduction, problem solving, decision-making and reducing gender imbalances, and as such are in line with the United Nations' Millennium Development Goals (MDGs). Achieving improved access information and educational opportunities for Tanzanians that support poverty reduction are the shared objectives of these two projects. This article will review the potential of partnership and participatory engagement of communities in strengthening educational outcomes in both formal and non-formal education settings.ResumeCet article resume deux projets educatifs qui ont lieu en Tanzanie et qui sont realises en partenariat entre le Canada et la Tanzanie. D'un cote, le projet TEMBO (sigles anglaises pour Education en Tanzanie et Creation de Micro Entreprises) encourage l'education formelle et informelle de jeunes filles et de femmes qui travaillent avec des organisations non gouvernementales, aussi bien locales qu'internationales. De l'autre cote, le projet de l'Universite du Huron et de l'Universite de Dar es Salaam renforce les possibilites d'education post secondaire en collaboration avec des organisations de la societe civile et les gouvernements locaux. L'objectif principal de ces deux projets est la litteratie au sens general, une litteratie qui cherche a ce que les citoyens s'engagent de facon critique dans la lutte contre la pauvrete, la resolution de problemes, la prise de decisions, les inegalites entre sexes et autres objectifs en conformite avec les directives du Millenaire du Developpement des Nations Unies. Ces deux projets cherchent egalement a ce que les Tanzaniens aient un meilleur acces a l'information et de meilleures opportunites educatives afin de reduire la pauvrete. Cet article examine donc le potentiel d'un partenariat bilateral qui vise a renforcer des resultats palpables dans des contextes educatifs formels et informels.Keywords: non-governmental organizations; international education; education partnerships; non-formal educationMots-clefs: Organisations non gouvernementales; education internationale; partenariats educatifs; education non formelleIntroductionTanzania is an East African country which has abundant natural resources and a young and growing population of 43 million who still strive achieve full employment and decent living conditions 40 years after independence from Britain. Since independence, Tanzania has struggled improve the literacy and education levels of its people. The first President Julius Nyerere, a teacher himself and referred with great respect as Mwalimu, father of the nation, made his pursuit of literacy for all a fundamental pillar of Tanzanian independence and nation building in the 1960s. At the time of Nyerere's birth, in 1921, only 2 % of Tanzanians attended schools (Ishumi & Maliyamkono, 1995).This article will examine two projects working with partners in Tanzania and Canada address some of the ongoing challenges facing primary, secondary and post-secondary education. Project TEMBO (Tanzania Education and Micro-Business Opportunity) is a small NGO whose mission is to provide opportunities for the girls from Longido and Kimokouwa succeed in secondary school, teacher training school and/or vocational school; and provide opportunities for women in Longido and Kimokouwa succeed in micro-business initiatives. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.012 | 0.003 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".