Browsing by Author "Lwoga, E. T"

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Knowledge management approaches in managing agricultural indigenous and exogenous knowledge in Tanzania.
(Emerald Group Publishing Limited, 2010-08-02) Lwoga, E. T
The purpose of this study is to assess the application of knowledge management (KM) models in managing and integrating indigenous and exogenous knowledge for improved farming activities in Tanzania, by examining the management of indigenous knowledge (IK), access and use of exogenous knowledge, the relevance of policies, legal framework, information and communication technologies (ICTs), and culture in KM practices in the communities. Design/methodology/approach – Semi-structured interviews were used to collect qualitative and quantitative data from 181 farmers in six districts of Tanzania. Four IK policy makers were also interviewed. Findings – The study demonstrated that western-based KM models should be applied cautiously in a developing world context. Both indigenous and exogenous knowledge was acquired and shared in different contexts. IK was shared within a local, small and spontaneous network, while exogenous knowledge was shared in a wide context, where formal sources of knowledge focused on disseminating exogenous knowledge more than IK. Policies, legal framework, ICTs and culture determined access to knowledge in the communities. The study thus developed a KM model that would be applicable in the social context of developing countries. Research limitations/implications – The study necessitates testing the developed model against existing KM models, in a specific context such as local communities of the developing world, to determine whether it is better at explaining the link between KM principles and KM processes. Originality/value – The proposed KM model provides a deep understanding of the management and integration of agricultural indigenous and exogenous knowledge in the rural areas of developing countries. Previous KM models were developed in the context of an organizational environment, and thus failed to address the needs of rural communities. The proposed model thus advances the theory of KM in developing countries, and provides linkages between KM processes and KM principles.
The role of universities in creating ICT awareness, literacy and expertise: experiences from Tanzanian public universities
(Makerere University, Uganda., 2016) Lwoga, E. T; Sife, A.S; Busagala, L.S.P; Chilimo, W.
This paper discusses, analyses and gives a way forward on the creation of ICT awareness, literacy and expertise through public universities in Tanzania. Relevant literature and websites were reviewed and interviews with key persons were conducted to establish the current situation as well as potential in Tanzanian universities. The study limited to practical experiences of two public universities in Tanzania found the two to be actively addressing the challenge in various ways; formulation of policies and strategic plans, collaboration with institutions, agents and governments from developed countries, ICT based curricula, establishment of ICT infrastructure, ICT units, elearning environment, ICT short courses, computer science degree programmes, organization of workshops, seminars and public lectures, use of media such as television, radio, newsletters and websites. The paper, based on this study, recommends that universities should review the methods used to enrich their communities with ICT awareness, literacy and expertise in order to bridge the digital divide gap.