Department of Education

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Browsing Department of Education by Subject "Climate change"

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    Comparison between the understanding levels of boys and girls on the concepts of environmental degradation, meteorology and climate change in Tanzanian secondary schools
    (2015) Kira, E. S.; Komba, S. C.
    The study aimed to determine whether there was any significant difference in understanding levels between secondary school boys and girls on the concepts of environmental degradation, meteorology and climate change. Both structured survey and focus group discussions were used to collect information from 480 students, sampled randomly from 12 secondary schools in Morogoro region. The findings indicated that boys were significantly more knowledgeable than girls on the specified environmental concepts. This implies that girls lagged behind their counterparts in understanding important environmental concepts as specified in the school curriculum. Based on the findings of this study, it is recommended that girls should be inspired and encouraged to develop interest in natural science subjects which would enable them to broaden their understanding about environmental issues.
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    Household’s vulnerability to climate change among farmers in Meatu and Iramba districts, Tanzania
    (Medwell Journals, 2017) Nyangas, J. A.; Chingonikaya, E. E.
    Understanding how the fanning households are affected by climate change is important in formulating policies to strengthen household's adaptive capacity which are instrumental in poverty reduction and increasing food security. This manuscript analysed fanning household's vulnerability to climate change in Iramba and Meatu districts. A cross sectional design was used whereby data were collected from 183 randomly selected households from 3 villages, 2 from Meatu District and one from Iramba District. Data analysis was based on indices constructed from selected indicators for exposure, sensitivity and adaptive capacity. The indicators were weighted using principal component analysis. Inter-district analysis of the vulnerability index shows that there was no significant difference in household vulnerability on based districts. However, on exposure, the results shows that Iramba was highly significant (p = 0.001) compared to Meatu. Generally, occurrence of drought contributed positively to the household's vulnerability due to the impact of climate change. According to the absolute value of the weights, occurrence of natural disaster such as drought contributes more to the exposure index compared to other indicators. Based on the results it can be concluded that, vulnerability of the framing households in the study area is low. Involvement of the household on non-farm income generating activities and unreliable rainfall were the most important determinants of a household's vulnerability. In addition, the impact of climate change on the study areas included the loss of lives, decline of both animal and crop production and loss of household properties such as damage to houses. Therefore, it is recommended that to improve the capacity of fanning households there is need to improve adaptive indicators such as improving the irrigation facilities in the local area. Similarly, creating opportunities for non-farm income to reduce the extensive dependence of the community on natural resource based livelihoods.
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    Integrating the concepts of meteorology and environmental education concepts in the certificate of secondary education geography syllabus: Tanzanian context
    (2015) Kira, E.; Komba, S.
    This article analyses the experts and teachers views to determine the adequacy and relevancy of the concepts of meteorology and environmental education (EE) in raising awareness of secondary school students’ on management of environmental problems and conservation. The study involved collection of the interview responses from the experts of environment, meteorology, forest and secondary school geography teachers that were used to analyze the content of the syllabus. It was found out that the concepts of climate change, meteorology and environmental education; are included in the syllabus but not comprehensively because they are not linked to one another and with the concepts dealing with human activities. Therefore establishing such a link is a means for raising students’ awareness on management of the environmental problems. It is recommended that some concepts of meteorology and environmental education found in the geography syllabus should be integrated with subjects such as chemistry, biology and civics.
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    Secondary school students knowledge level of the concepts of meteorology and environmental education between rural and urban Morogoro in Tanzania
    (2016-03-30) Kira, E.
    The study established if there is any significant difference in students‟ understanding levels on meteorology and environmental education concepts between rural and urban areas. A survey method was used to collect information from a sample of 480 form four students who were randomly selected from 12 schools in both rural and urban Morogoro. It was observed that urban students were significantly more knowledgeable of the basic concepts of environmental education and climate change than rural students. However, there was no significant difference in students‟ understanding between rural and urban students on some concepts of climate change and the role of man on the environment. Therefore educational stake holders need to ensure that both rural and urban environmental aspects are clearly understood by all students from the two localities for sustainable utilization of the environmental resources.