2 Harber C 1989 Politics in African Education Mac Millan Publishers 3 Adeyemi

2 harber c 1989 politics in african education mac

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2. Harber C. (1989). Politics in African Education . Mac Millan Publishers. 3. Adeyemi, M.(ed) (2000). Social Studies in African Education . Hodder & Stoughton. 4. Komba W.L.M. (2000). ‘Social Studies In Tanzania’ In Adeyemi (ed). Ibid. 5. MoEC (2005). Civics Syllabus for Secondary Schools , Dar es Salaam. 6. Komba, W.L.M. (2013). Citizens’ views on appropriate civic education curricula under multi-party democracy in mainland Tanzania . Journal of Education and Practice. Vol. 4 No.3 , 27-37. 7. Eriksen (2002). Ethnicity and Nationalism: Anthropological Perspectives (2 nd ed.). London: Pluto Press. 16
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Module 1: Understanding the Philosophy and Nature of the Social Sciences Introduction This module introduces you to the basic concepts of civics, history, economics and geography, as well as the inter-relationship, similarities and differences among the related school subjects. It also provides you with a background to the teaching of each of the four school subjects: history, civics, geography and economics. In the third section you will learn about learning outcomes for the social science subjects including their implications for the delivery methods. Learning outcomes By the end of this module you will have acquired: a deeper understanding of the basic concepts of history, civics, geography and economics; a deeper understanding the history and role of social science education in inculcating responsible citizenship as well as a democratic culture among the youth in Tanzania. Learning Unit 1: Interface of the social sciences You may have wondered when, how and why this course came to exist in its present form. You may also have wondered what role the social science subjects play in the moulding of responsible citizens. It is therefore important that you get to know a little bit of the history of Social science education as well as its importance in the nurturing of a democratic culture among the youth in Tanzania. Through this module you will learn to understand better when, and why the different methods courses came to merge and how they relate to one another. Hopefully, you will also appreciate the usefulness of the subject. Social science education in its present form is a relatively new course that was designed to form part of the 2005 UDSM Senate approved three-year bachelor’s degree in education programme. It combines about four different methods courses, previously taught as separate 17
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courses, namely. History, geography, civics and economics. The decision to integrate the otherwise separate social science methods courses into one can be explained from three sets of rationales. (i) Administrative rationale Part of the reason why the four methods courses were merged relates to the whole idea of trying to be efficient in the preparation of teachers by reducing the length of time taken to graduate and join the teacher workforce. This necessitated a reduction of the number of courses studied without diluting the programme and without affecting the quality of the graduates. The 4-year programme was critically reviewed, similar courses were merged to avoid duplication of content, and new courses were designed where necessary. The methods courses in the then
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