Search

The 1998 UNESCO World Conference on Higher Education in Paris recommended that global higher education institutions should internationalize and reduce inequalities between developed and emerging countries. Since then, universities strive to incorporate an international dimension in their service. The aim was initially guided by the 20th century understanding of internationalization being just, fair, and an equitable process that promotes peace and mutual understanding. However, under the influence of the General Agreement on Trade in Services and competition, internationalization changed focus and became less inclusive. This paper explores inclusive international education in East Africa using narrative review methodology. Findings suggest that rather than promoting access and equity in higher education, internationalization, for example, excludes economically disadvantaged, disabled, and adult learners. Thus, in addition to internationalization at home, inclusive internationalization abroad strategies should be devised. Internationalization of higher education is more valuable if it translates into fair, just, and peaceful social systems.

Medical education in Africa is in desperate need of reforms, evident in widespread diseases, and an inability to mobilise and train the required medical workforce to deal with these health issues. However, the exponential rise in the use of mobile technologies due to the spread of the Internet and increased telecommunication networks offer an opportunity for the transformation of medical education and practice through the deployment of mobile devices as a medium for learning and conveying health care services to the remote and resource-constrained locations of Sub-Saharan Africa (SSA). This paper reviewed articles on the affordances of m-learning for distributed medical education in SSA published between 2010-2018. Results from 18 articles identified in the review revealed a slow-paced ascendancy of practice and research in the field; it further exposed competing priorities, infrastructural deficit, and chronic workforce shortages as the bane of m-learning implementation in the subregion. This paper makes recommendations that will enhance the growth of mobile-based distance medical education and practice in SSA.

Drawing on an ethnographic study of academic literacy practices in the applied social sciences, this paper builds on research which seeks to make visible the increasingly complex linguistic diversity in English-dominant universities (Universities in the Anglophone Centre: Sites of multilingualism. In L. Wei (Ed.). Applied linguistics review (Vol. 2, pp. 121-145). Berlin/New York: De Gruyter Mouton) by offering a detailed reading of the multilingual repertoires reported by students who identify with London's African migrant communities. The paper analyses data selected from in-depth interviews with under-graduate students who identify as speakers of English, but also Swahili and the other non-prestige language varieties comprising their complex repertoires (Blommaert, J., & Backus, A. (2011). Repertoires revisited: "Knowing language". In Superdiversity (Working papers in urban language and literacies 67). London, England: King's College). These repertoires are intertwined with life experiences and we argue that there is a need for a more nuanced faculty understanding of this. While the scope of multilingual repertoires poses some challenges for employing plurilingual pedagogies in curriculum spaces separate from linguistically-oriented programmes, namely the applied social sciences, we suggest that faculty initiatives such as teacher training courses could have a role in raising awareness of hidden repertoires.

Student learning outcomes assessment examines whether programs cover the material stated in their learning goals, whether students are learning the material, and the impact on student retention, graduation, post-graduation outcomes, and institutional accreditation, with the aim of providing faculty with data that can be used to help programs evolve or improve. While there is a plethora of research regarding effective methods of assessment used in the United States, little has been written regarding cross-national comparisons of assessment methodologies. This paper examines the current state of assessment in several nations and regions, and draws parallels in practices across countries. A literature search using the term "outcomes assessment" yielded 228 articles, of which, only 35 described practices outside the United States. Generally, searches on the terms "outcomes assessment" and "global" tend to return studies of outcomes assessment of teaching about global issues as it is practiced in the United States, rather than results about outcomes assessment practices used in other countries.

The ideals of education in Ujamaa philosophy as enunciated by Julius Kambarage Nyerere, the founding president of Tanzania, are neglected phenomena in African education. In about fifty decades of offering education in Africa, from the end of colonialism to the present, education has not enabled Africans to be self-reliant and to live peacefully as brothers and sisters. The paper analyses Nyerere's ideals embedded in Ujamaa philosophy and realises that African education portrays a neglect of the ideals of Nyerere and this does not auger well for the continent. The continent requires education that can make it self-reliant in economics, politics and cultural practices. It calls upon African educationists to rethink and revisit Nyerere's ideals with a view to charting appropriate education for the continent. Three action plans to be carried out by African philosophers of education that focus on constant reviews on interpreting Nyerere's ideas, political participation and forming organisations which specifically deal with African philosophy of education are posited. It is recommended that more interpretation of Nyerere's ideas should be a continuous process. What also warrants further research is combining academic work with vocational training.

This paper shares analytical insights on the position, challenges and potential for promoting Open Educational Resources (OER) in African Open Distance and eLearning (ODeL) institutions. The researchers sought to use a participatory research approach as described by Krishnaswamy (2004), in convening a sequence of two workshops at the Open University of Tanzania (OUT) as a strategy for collecting data to obtain the aforementioned insight. The principal workshop objectives were to analyse the existing status of OER at the OUT and subsequently to share lessons learned in OER creation and production, integration and use, and hosting and dissemination. Other objectives were to discuss the rationale for an institutional OER policy and identify a suitable work-flow process for developing OER at the OUT. The workshop participants were purposively selected for their experience in co-developing OER materials with various outside organisations. The study included 28 representatives of the OUT academic units, and one facilitator from OER Africa. Research techniques used to collect data included a questionnaire, focused group discussions, presentations, and panel discussions. Results indicated that OUT staff were willing to engage with OER but had limited awareness, skills and competencies in the creation, integration and use of OER. The outcome of the study was the development of nine draft OER resolutions expressing needs that include the development of a comprehensive institutional OER policy related to existing institutional policies in order to guide, support and promote research and sustainable OER practice via holistic participation. Enabling strategies included capacity building, increased internal and external collaboration, and enhanced access to and visibility of OER via the institutional repository.

This article deals with the fact that most children in Africa are taught in a language neither they nor their teachers master, resulting in poor education outcomes. While there are also donor interests and donor competition involved in retaining ex-colonial languages, as well as an African elite that may profit from this system, one of the main reasons why teaching in ex-colonial languages persists lies in the fact that a large proportion of the general public still believes that the best way to learn a foreign language is to have it as a language of instruction. By contrast, research studies conducted in Africa, as well as examples from Asian countries such as Sri Lanka and Malaysia, have shown that children actually learn mathematics and science much better in local and familiar languages. Though the recent World Bank Education Strategy policy paper is entitled "Learning for All," it does not specify which language learning should take place in. A claim one often hears in countries of so-called Anglophone Africa is that English is the language of science and technology, and that teaching these subjects through English (instead of teaching English as a subject in its own right as a foreign language) is best. The monolingual island of Zanzibar is in fact about to reintroduce English as the language of instruction in maths and science from grade 5 onwards in primary school. The author of this paper suggests that when it comes to language policy, some African and some Asian countries could learn from each other.

This paper reports research on the initial teacher training and continuing professional development of teachers in six African countries (Ghana, Kenya, Mali, Senegal, Tanzania and Uganda). The focus of the research was on the teaching of early reading and mathematics. The curriculum of both these areas was analysed in terms of (i) implementation by providers such as Colleges of Education, and (ii) impact in schools. The study found that there were many and deep gaps in the curriculum taught and consequently in teacher knowledge and skills in these two crucial subject areas. The paper sets out a series of recommendations for addressing this problem including an overall alternative approach to teacher education that emerges from the research findings as a whole. (Contains 1 note, 11 tables, and 10 figures.)

UNICEF states that in 88 countries studied "more than 13 million children currently under the age of 15 have lost both parents to Aids, most of them in sub-Saharan Africa" (UNICEF 2002). The impact of this Aids pandemic cannot be overstated. Indeed the long-term impact of such statistics is scarcely imaginable and has not been experienced in the world to date. Sustainable, indigenous technology may be a way of providing a meaningful educational experience for such marginalised young people. However the concept of sustainable, indigenous technology is not always clearly defined. This paper seeks to discuss this concept in relation to education and in particular considers the impact of the HIV/AIDs pandemic in Tanzania. The paper will outline: (1) The impact of the Aids pandemic on children under 15; (2) The difficulties in engaging marginalised youth in education; (3) Sustainable indigenous technology education approaches; and (4) How sustainable indigenous technology education can reengage marginalised.

This paper discusses the potentiality of Kiswahili in accelerating social, political, economic and cultural integration within the Great Lakes Region. Presently, Kiswahili is a "de facto" lingua franca spoken by almost 100 million people in the world (Ntakirutimana, 2000). This is an indication of its viability in promoting unity among people with different linguistic backgrounds. In fact, the recommendation of the Organization of African Unity (OAU) to adopt Kiswahili as a working language of the organisation in 1986 was motivated by this linguistic and cultural ability of the language. The paper discusses the reasons for the failure to implement these recommendations, and argues that the development of trade within and across borders will be hindered where communication is based on different ethnic languages, or on foreign languages that are not understood by all. The logical basis for making Kiswahili the appropriate tool in facilitating unity and motivating socioeconomic integration in the Great Lakes region is outlined, and recommendations are made for the empowerment of Kiswahili adequately to meet this challenge.

Copyright of Disasters is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children's household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children's learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.

In Dar es Salaam, Tanzania, small-scale and everyday disasters are a manifestation of the multidimensional inequalities faced by residents of informal settlements. The co-production of knowledge about disaster and other risks, bringing together residents with local NGOs and local government representatives, is a potential entry point for addressing inequalities. This paper reports on such a co-production process in two informal settlements, carried out by the Centre for Community Initiatives with the Tanzania Urban Poor Federation and local government at the Mtaa level, and it looks at how community assessments of risks travel into local governance and policymaking. The involvement of Mtaa officials in this process has led to incremental changes in local governance, for example better linking of local budgets with disaster risk reduction (DRR) priorities and the representation of civil society on the municipal disaster management committees. The paper also points to the challenges of achieving integration of DRR and development activities at the local level. [ABSTRACT FROM AUTHOR]

• This paper addresses an acknowledged knowledge gap by exploring both impact and risk in an African cultural context. • This paper is the first to assess the same methodology at two very different site types in two very different regions. • This paper presents a bottom-up, values-based and community focused approach to understanding climate risk. • This paper presents an approach to embed sustainable change, with a strong focus on capacity building and knowledge exchange. Climate change is a major threat to global heritage and many sites are already experiencing impacts from climate change and related hazards. Recent studies have indicated that this challenge is especially acute in the African continent. Climate vulnerability assessment is increasingly a key tool in periodic reporting and ongoing site management and an essential first step in climate adaptation planning. This paper presents results from climate vulnerability assessments undertaken at two UNESCO World Heritage (WH) properties: The Ruins of Kilwa Kisiwani and Ruins of Songo Mnara in Tanzania; and the Sukur Cultural Landscape in Nigeria. These assessments each applied a version of the Climate Vulnerability Index (CVI), a values-based, science-driven and community-focused technique. A values mapping exercise identified key heritage and socioeconomic values, including key attributes associated with the Outstanding Universal Value (OUV) of the WH property. Downscaled climate projections were used to identify key hazards over selected emissions scenarios and timeframes, before weighing potential impacts against local adaptive capacities. Based on the timeframes and emissions scenarios, the project found OUV Vulnerability was Moderate at the Ruins of Kilwa Kisiwani and Ruins of Songo Mnara and Low at the Sukur Cultural Landscape, whilst the Community Vulnerability was Low for both properties. The paper will conclude with some wider observations on the application of climate vulnerability assessments in an African context and a focus on lessons learned. [ABSTRACT FROM AUTHOR]

It is widely acknowledged that in order to improve the quality of education in primary schools in developing countries there is a need to place pedagogy and its training implications at the centre of teacher education reform. Like many countries in Eastern and Southern Africa, Tanzania has introduced various initiatives and reforms to improve the quality of teacher education at the pre- and in-service stages. Drawing on evidence from a baseline study of primary teacher interactional and discourse practices, and a review of teacher training colleges, this paper explores the training needs of teacher educators in Tanzania who, in the light of recent reforms to teacher education, will be responsible for education and training at the pre and in-service levels. (Contains 3 tables and 3 figures.)

Purpose: This paper seeks to assess the extent to which learning and Web 2.0 technologies are utilised to support learning and teaching in Africa's higher learning institutions, with a specific focus on Tanzania's public universities. Design/methodology/approach: A combination of content analysis and semi-structured interviews was used to collect data. Semi-structured interviews were conducted with ICT personnel from six of the eight public universities in Tanzania in 2011. Findings: The study found that the adoption of e-learning and Web 2.0 technologies is still in its infancy in Tanzania's public universities. However, there was much enthusiasm amongst respondents for developing the potential of e-learning and Web 2.0 tools in their universities. Practical implications: The study seeks to promote academic inquiry about the need for innovative Web 2.0 technologies in learning and teaching and the adoption of these emerging technologies in Africa's higher learning institutions. Originality/value: The study provides empirical findings on the use of e-learning and Web 2.0 for higher education, specifically in the Tanzanian context. The study provides a basis for further research on the use of Web 2.0 technologies in higher education.

Since 1995 I have been engaged in consultancies and since 2001 in research dealing with the language of instruction policies in Africa. To what extent are the policies being implemented? What is the role of research and consultancy when it comes to language policy? What happens when researchers or consultants come up with recommendations which do not please donors or the people of power? My paper builds on a consultancy on the language policy of Namibia from 1995, the stock-taking exercise of ADEA/GTZ/UIL of 2006, as well as on research results and experiences gathered within the LOITASA (Language of Instruction in Tanzania and South Africa) project. In the first part of the article I give two examples where the policy recommendations by the consultants/researchers have not been followed up. I give an example of a consultancy that has had some impact on the policy formulation in some African countries. Recommendations from only one of the four studies/consultancies looked at have been thoroughly followed up. These recommendations were in line with what the donors wanted, but did not logically follow from the research done. In the second part of the article I deal with the challenge of making policy research relevant for those most greatly affected by the policy. This means working for a paradigm shift in the research and consultancy on language policies in Africa. It also means looking at the power of misconceptions held by lay people. Towards the end of the article I discuss changing a belief system which has become common knowledge. I show examples of how Tanzanian colleagues in the LOITASA project are trying to do this.

Purpose: The purpose of this paper is to present an overview of the principal preparation programming available to school leaders in Kenya and Tanzania. Design/methodology/approach: The authors analyzed information about the educational leadership programmes offered by a range of public and private institutions in East Africa. Data were gathered primarily through document analyses based on publicly available information describing certificate, diploma, and degree programs related to principal preparation in Kenya and Tanzania. Findings: A description is offered of the intended client group for leadership preparation programmes along with an overview of programme content, structure, delivery modes, and credentialing. Gaps were noted in the areas of instructional leadership, educational technology, and visioning. Further, the authors noted the insufficient capacity of educational institutions in East Africa to prepare new principals or to offer ongoing professional development. Research limitations/implications: The study was limited to publicly available documents. There is a marked need for more detailed empirical reports of principal preparation in sub-Saharan Africa. Practical implications: The suitability of the content of existing principal preparation programs warrants closer examination. Originality/value: This report contributes to the understanding of principal preparation in sub-Saharan Africa in terms of its capacity, content, and delivery modes. (Contains 1 table.)

The authors present a conceptual framework that is considered useful for investment studies and consultancy activities on international technology transfer (ITT). Thoroughly elaborated investment studies--by which possible risks and constraints can be identified--can provide valuable support to decision makers in an ITT project. There appears to be no readily available methodology for the assessment of international technology transfer projects, and for mapping the essential factors that have an impact on them. This paper describes the principles of a conceptual framework which forms the basis of a comprehensive methodology for investment studies and consultancy activities to support ITT projects. This "Technology Mapping Methodology" brings in the technological dimension, which has been absent in most conventional socioeconomic analyses and investment studies. The results of the application of this methodology in a number of ITT projects, such as the Tanzanian project described here, demonstrate its usefulness for technology transfer policy and management. (Contains 1 table and 1 figure.)

Discussion of the formulation of national information policy in eastern and southern African countries describes the UNESCO guidelines on national information policy. Case studies of efforts to formulate an information policy in Botswana, Zambia, and Tanzania are presented; issues raised by these case studies are discussed; and elements of successful policymaking are listed. (27 references) (MES)

Fiscal and local content policies aimed at promoting linkages between mining and other economic sectors have been informed by theories built on historical observations dating back to the 1950s. This paper contends that there is a need to rethink theories about mining-based economic linkages and the prospects for structural change based on an improved understanding of existing and potential inter-sectoral linkages. Using the input–output tables for Tanzania and Botswana, we apply the Partial Hypothetical Extraction Method within the Leontief and Gosh input–output frameworks to examine the linkages between the mining and quarrying sector and other economic sectors within these two economies. We find that, for Botswana, possible linkage pathways lie in scaling-up coal, soda ash and salt mining and investing in glass, polymer, and chemicals manufacturing. For Tanzania, opportunities for linkage pathways lie with the mining and manufacturing of non-metallic and construction materials as well as metallic minerals and natural gas. For both countries, the prospects for transforming their economies away from a heavy reliance on mineral extraction hinges on leveraging extractives for infrastructure, innovative technology, and technical skills, as well as capturing business opportunities, knowledge, and financial returns to invest in more diversified economic activities. [ABSTRACT FROM AUTHOR]

Background : A key factor driving the development and maintenance of antibacterial resistance (ABR) is individuals' use of antibiotics (ABs) to treat illness. To better understand motivations and context for antibiotic use we use the concept of a patient treatment-seeking pathway: a treatment journey encompassing where patients go when they are unwell, what motivates their choices, and how they obtain antibiotics. This paper investigates patterns and determinants of patient treatment-seeking pathways, and how they intersect with AB use in East Africa, a region where ABR-attributable deaths are exceptionally high. Methods: The Holistic Approach to Unravelling Antibacterial Resistance (HATUA) Consortium collected quantitative data from 6,827 adult outpatients presenting with urinary tract infection (UTI) symptoms in Kenya, Tanzania, and Uganda between February 2019- September 2020, and conducted qualitative in-depth patient interviews with a subset (n = 116). We described patterns of treatment-seeking visually using Sankey plots and explored explanations and motivations using mixed-methods. Using Bayesian hierarchical regression modelling, we investigated the associations between socio-demographic, economic, healthcare, and attitudinal factors and three factors related to ABR: self-treatment as a first step, having a multi-step treatment pathway, and consuming ABs. Results: Although most patients (86%) sought help from medical facilities in the first instance, many (56%) described multi-step, repetitive treatment-seeking pathways, which further increased the likelihood of consuming ABs. Higher socio-economic status patients were more likely to consume ABs and have multi-step pathways. Reasons for choosing providers (e.g., cost, location, time) were conditioned by wider structural factors such as hybrid healthcare systems and AB availability. Conclusion: There is likely to be a reinforcing cycle between complex, repetitive treatment pathways, AB consumption and ABR. A focus on individual antibiotic use as the key intervention point in this cycle ignores the contextual challenges patients face when treatment seeking, which include inadequate access to diagnostics, perceived inefficient public healthcare and ease of purchasing antibiotics without prescription. Pluralistic healthcare landscapes may promote more complex treatment seeking and therefore inappropriate AB use. We recommend further attention to healthcare system factors, focussing on medical facilities (e.g., accessible diagnostics, patient-doctor interactions, information flows), and community AB access points (e.g., drug sellers). [ABSTRACT FROM AUTHOR]

What are the impacts of expanding mobile broadband coverage on poverty, household consumption, and labor-market outcomes in developing countries? Who benefits from improved coverage of mobile internet? To respond to these questions, this paper applies a difference-in-differences estimation using panel household survey data combined with geospatial information on the rollout of mobile broadband coverage in Tanzania. The results reveal that being covered by 3G networks has a large positive effect on total household consumption and poverty reduction, driven by positive impacts on labor-market outcomes. Working-age individuals living in areas covered by mobile internet witnessed an increase in labor-force participation, wage employment, and non-farm self-employment, and a decline in farm employment. These effects vary by age, gender, and skill level. Younger and more skilled men benefit the most through higher labor-force participation and wage employment, while high-skilled women benefit from transitions from self-employed farm work into non-farm employment. [ABSTRACT FROM AUTHOR]

The concept of industrial symbiosis (IS) offers enormous potential for more sustainable manufacturing processes. This paper sets out to explore the IS forms occurring at a case study of the Kilombero Sugar Company Limited (KSCL), the largest sugar refinery in Tanzania; and identify the underlying factors based on the data collected through key informant interviews, observational site visits, and relevant documentary reviews. Findings reveal an evolving IS network at KSCL involving physical exchanges of bagasse, molasses, filter cake, and boiler ash and utility sharing among seven co-located units. Through these modest internal IS arrangements, KSCL has optimized resource use, thereby minimizing negative environmental impacts inherent from emissions, as well as generating additional revenues from resource recovery, in particular the alcohol distillery unit. Results also show that KSCL's industrial ecosystem is fragile due to limited functional and structural diversity. We identify several drivers and barriers as possible leverage points. The lessons from KSCL are expected to provide a valuable reference for IS development in Africa. [ABSTRACT FROM AUTHOR]

Private rental markets accommodate a significant share of Africa's rapidly growing urban populations. The vast majority of tenants are accommodated in rental housing supplied by private landlords. Few studies offer insights on the dynamics and logics shaping the supply and production of private rental housing in the context of African cities. This paper contributes to fill this remarkable knowledge gap with a study of the supply and production of private rental housing by self-builder households in Dar es Salaam and Mwanza, two of the largest and fastest growing cities in Tanzania. This paper examines the motivations and aspirations of self-builder landlords, the type and quality of rental housing they supply and the logics shaping their investments in housing quality and tenants' access to services. The paper argues that housing policies should acknowledge the significance of private rental housing in accommodating growing urban populations and the contribution of small landlords, such as the self-builders in Dar es Salaam and Mwanza, in the supply and production of private rental housing. Furthermore, any policies seeking to increase the availability and quality of affordable rental housing should be informed by in-depth understanding of the perspectives of such landlords. While concerns regarding lack of protection of tenants' rights and sub-standard accommodation are often justified, great care is needed, as policies promoting tenants' rights or enforcing minimum standards could undermine the supply of new rental housing or make rents wholly unaffordable for the poorest tenants. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to show why and how the "ride-along" can add great value to qualitative research. Design/methodology/approach: The paper is primarily based on ethnographic research into food systems that the author carried out in Tanzania and draws on other research experience and existing literature on the "go-along" and "walk-along". Findings: Transport choices are made in all social science research and therefore deserve greater attention in research design. Transport will influence how the researcher is perceived and what they will experience and find. The ride-along, when done well, minimises the risks and adds value to qualitative research. Practical implications: Researchers need to be reflexive about transport choices and give them greater consideration in research design and practice. The examples from field experience and the considerations identified in this paper will assist researchers and their supervisors in this process. Originality/value: Despite the ubiquity of mobility in social science research, there is surprisingly little literature on the subject, especially related to the use of different modes of transport. The originality is in elaborating the importance of the ride-along and the value is in the clearly identified lessons for qualitative research methodology teaching and practice. [ABSTRACT FROM AUTHOR]

In this paper we bring together ethnographic research carried out during two clinical prevention trials to explore identities, relations and political imaginations that were brought to life by these different technologies. We highlight the ways in which critical anthropological engagement in clinical trials can help us radically reconsider the parameters and standards of medical research. In the paper we analyse the very different circumstances that made these two trials possible, highlighting the different temporalities and politics of HIV and Ebola as epidemics. We then describe four themes revealed by ethnographic research with participants and their communities but mediated by the specific sociopolitical contexts in which the trials were taking place. In both countries we found materiality and notions of exchange to be important to participants' understanding of the value of medical research and their role within it. These dynamics were governed through social relations and moral economies that also underpinned challenges to Western notions of research ethics. The clinical trials offered a language to express both disaffection and disillusionment with the political status quo (often through rumours and anxieties) while at the same time setting the foundations for alternative visions of citizenship. Attached to these were expressions of 'uncertainty and hope' steeped in locally distinctive notions of destiny and expectations of the future. [ABSTRACT FROM AUTHOR]

The hitherto monospecific genus Pleonoporus is revised based on the syntypes of P. robustus Attems, 1938, housed in Naturhistorisches Museum Wien (NHMW), as well as on specimens of what we interpret as a new species of the genus, Pleonoporus tanzanicus sp. nov., collected in Tanzania and housed in the Museum of Nature - Zoology, Leibnitz Institute for the Analysis of Biodiversity Change (ZMH) for more than a century. Both species are described based on habitus and gonopod structures and illustrated with micrographs, whereas scanning electron microscope images are also provided for the new species. This paper further highlights the importance of natural history collections for taxonomic research and studies on species diversity in general. [ABSTRACT FROM AUTHOR]

Background: Every Newborn Action Plan (ENAP) coverage target 4 necessitates national scale-up of Level-2 Small and Sick Newborn Care (SSNC) (with Continuous Positive Airway Pressure (CPAP)) in 80% of districts by 2025. Routine neonatal inpatient data is important for improving quality of care, targeting equity gaps, and enabling data-driven decision-making at individual, district, and national-levels. Existing neonatal inpatient datasets vary in purpose, size, definitions, and collection processes. We describe the co-design and operationalisation of a core inpatient dataset for use to track outcomes and improve quality of care for small and sick newborns in high-mortality settings. Methods: A three-step systematic framework was used to review, co-design, and operationalise this novel neonatal inpatient dataset in four countries (Malawi, Kenya, Tanzania, and Nigeria) implementing with the Newborn Essential Solutions and Technologies (NEST360) Alliance. Existing global and national datasets were identified, and variables were mapped according to categories. A priori considerations for variable inclusion were determined by clinicians and policymakers from the four African governments by facilitated group discussions. These included prioritising clinical care and newborn outcomes data, a parsimonious variable list, and electronic data entry. The tool was designed and refined by > 40 implementers and policymakers during a multi-stakeholder workshop and online interactions. Results: Identified national and international datasets (n = 6) contained a median of 89 (IQR:61–154) variables, with many relating to research-specific initiatives. Maternal antenatal/intrapartum history was the largest variable category (21, 23.3%). The Neonatal Inpatient Dataset (NID) includes 60 core variables organised in six categories: (1) birth details/maternal history; (2) admission details/identifiers; (3) clinical complications/observations; (4) interventions/investigations; (5) discharge outcomes; and (6) diagnosis/cause-of-death. Categories were informed through the mapping process. The NID has been implemented at 69 neonatal units in four African countries and links to a facility-level quality improvement (QI) dashboard used in real-time by facility staff. Conclusion: The NEST360 NID is a novel, parsimonious tool for use in routine information systems to inform inpatient SSNC quality. Available on the NEST360/United Nations Children's Fund (UNICEF) Implementation Toolkit for SSNC, this adaptable tool enables facility and country-level comparisons to accelerate progress toward ENAP targets. Additional linked modules could include neonatal at-risk follow-up, retinopathy of prematurity, and Level-3 intensive care. [ABSTRACT FROM AUTHOR]

Several porcupine taxa are reported from the middle Miocene to the early Holocene in the Old World. Among these, five species of the subfamily Hystricinae occurred in Africa approximately in the last 6 Ma: the extinct Hystrix makapanensis, Hystrix leakeyi, and Xenohystrix crassidens and the still living Hystrix africaeaustralis and Hystrix cristata. The large-sized H. makapanensis is reported from numerous sites in East and South Africa between the early Pliocene and Early Pleistocene. In this paper, we describe a new mandible of H. makapanensis from the world-renowned Tanzanian paleontological and archeological site of Olduvai Gorge (HWK West; lowermost Bed II; ca. 1.8–1.7 Ma). The discovery of the new mandible triggered a comprehensive review of the entire African record of H. makapanensis. In particular, we describe or re-analyze the samples from South Africa (Makapansgat Limeworks, Gondolin, Kromdraai, Swartkrans, and Sterkfontein), Tanzania (Olduvai and Laetoli), Ethiopia (Omo Shungura and Hadar), and Kenya (Chemeron), enriching the quantity of specimens confidently referable to this species and above all improving the information on its craniodental anatomy. On this basis, we: (1) propose an emended diagnosis of H. makapanensis; (2) point out the morphological and biometric differences between H. makapanensis and other African Hystricinae (also in terms of body mass); and (3) broaden the knowledge on the geographical and chronological distribution of this extinct species. [ABSTRACT FROM AUTHOR]

Taking into account an imperfectly operating labor market, this paper measures and contrasts average and marginal returns on secondary education in two adjacent East African countries (Kenya and Tanzania) with very similar economic structures. The marginal rate of return seemed somewhat lower than the average rate of return. Includes three tables and 13 references. (MLH)