Search filters

Improving the contextual impact of ICT education in Southern Tanzania

Project date Head of research Language
Summary
This research was carried out at Tumaini University, Iringa University College (IUCO), Iringa, Tanzania, and the Science Park at its campus. The objectives of the research are rooted in IUCO’s recently launched contextualized ICT undergraduate program. The aims of the research were to: to design a formative improvement mechanism for the ICT undergraduate program, to analyze the impact of the contextualized ICT undergraduate program and to improve contextualized ICT education in general
Team
Prof. Erkki Sutinen, Dr. Matti Tedre

ICT Supported Community-engaged Forestry Education in Kenya

Project date Head of research Language
Summary
A clear need for strengthening forestry education in Kenya has been identified by local and international stakeholders due to increasing demands of sustainable management of natural resources and fast developments of learning technologies. The key objectives of the project are to strengthen the educational capacity and societal role of University of Eldoret in Kenya within the area of sustainable natural resource management by enhancing (a) curricula and subject-specific capacity, (b) pedagogical and ICT capacity, (c) community engagement, and (d) administrative and networking capacity.
Team
Sari Pitkänen, Javier Arevalo, Jarkko Suhonen, Jaakko Helminen, Myriam Munezero

Development of research culture and capacity building at College of Business Education, Tanzania

Project date Head of research Language
Summary
According to our experience most of the African Universities still focus on education, while research outputs are generally low. We have identified two main reasons for this. First, it is common that faculty members of higher education institutions are master degree holders. This means that faculty members usually lack research experience and they do not have basic knowledge and skill to conduct research. Secondly, those faculty members who have interest and skills to do research are often heavily loaded with teaching and administrative responsibilities. Thus, developing a research culture is an important direction for the future of African universities. The joint initiative between between College of Business Education (CBE) and edTeach group at School of Computing, University of Eastern Finland (UEF) aims to improve research culture and capacity of CBU and to strengthen the research, development and innovation environment for business informatics in Tanzania. The concrete first step is to provide doctoral training to CBE faculty members. Five faculty members of CBE start their doctoral studies in online IMPDET-LE programme at UEF in 2014. At the same time, UEF and CBE work together in order to develop the overall research culture of CBE. We expect that these activities will in the long run improve the research contribution of the college.
Team
Prof. Emanuel Mjema, Dr. Calkin Suero Montero, Dr. Abbi Nangawe, Prof. Erkki Sutinen, Dr. Jarkko Suhonen, Dr. Mikko Apiola

Learning from REDD+: An Enchanced Global Comparative Analysis Multilevel governance and carbon management at the landscape scale

Project date Head of research Language
Summary
The overall aim is to improve the design of multilevel institutions and processes to overcome economic and policy barriers to REDD implementation and other low carbon land use policies. The research on governance is conducted by CIFOR. VITRI is in charge of estimation of future carbon stocks on landscapes based on scenarios developed in participatory workshops.
Team
Syed Alam, Harold Gordillo, Markku Larjavaara

United in Diversity: Monumental Landscapes, Regionality, and Cultural Dynamism in Pre-Columbian Western Amazonia

Project date Head of research Language
Summary
The "United in Diversity: Monumental Landscapes, Regionality, and Cultural Dynamism in Pre-Columbian Western Amazonia" (2011–2015) is a multidisciplinary project focusing on cultural dynamics of the prehistoric indigenous populations in the southwestern Amazon. The geometric earthworks connected by road systems, identified by Brazilian and Finnish researchers in the Upper Purus River Basin, have contributed to formulate a new perspective of Amazonian civilizations. The primary objectives of our project are to reconstruct the cultural, economic, ethnic, and demographic processes involved in the occurrence of the geometric earthwork tradition in the Brazilian states of Acre and Amazonas. The project is sponsored by the Academy of Finland.
Team
Martti Pärssinen, Sanna Saunaluoma, Pirjo Kristiina Virtanen, Denise Schaan, Alceu Ranzi, Antonia Barbosa, Sidney da Silva Facundes + foreign contributors

CONSERVING BIODIVERSITY AND WATER RESOURCES IN THE WESTERN AMAZON BASIN: ALTO MAYO BASIN, PERU AND ORITO, MOCOA, GUINEO AND ORTEGUÁZA BASINS, COLOMBIA

Project date Head of research Language
Summary
General Objective: Promote ecosystems conservation through watershed management to improve human well-being and conserve high biodiversity Amazonian areas of Peru and Colombia. Geographic location: The project will focus on five basins, the Alto Mayo River Basin in Peru, which includes the development of payment-for-water ecosystem services (PES) schemes in the Moyabamba, Rioja, and Yuracyacu subwatersheds, and the Orito, Mocoa, Guineo and Orteguáza River Basins in the Amazonian Piedmont in Colombia. Project Area: The total area the project will cover in both countries is 1,408,317 has; The Orito, Mocoa, Guineo and Orteguáza River basins, cover 93,448 ha, 68,851 ha, 36,532 ha and 428,768 respectively, for a total area of 627,599 ha. The Alto Mayo River Basin covers approximately 780,718 hectares. Beneficiaries: The project will benefit a total of approximately 460,000 people; 238,000 people in the Orito, Mocoa, Guineo and Orteguáza River basins and 221,642 inhabitants in the Alto Mayo River basin. Duration: July 2012 – July 2017 (5 years)
Team
Ulla Helimo, Erwin Palacios, Eddy Mendoza, Milagros Sandoval, Carmen Noriega, Claudio Schneider, Alonso Castro, Ivo Encomenderos, Jose Rodriguez, Arturo Rivas and varios consultants and experts.

Injury prevention and safety promotion in the East African region

Project date Head of research Language
Summary
Injuries, whether intentional or unintentional, are among the most important threats to public health and development in the African region. However, few institutions whether public or private are currently engaged in safety promotion efforts and far too few countries in the region have policies concerning the control of avoidable injuries. Injuries sustained in the traffic environment, burns, poisonings, drownings and interpersonal violence represent significant healthcare costs in what are already overburdened healthcare systems. Individuals who do survive life-threatening injuries, may remain with permanent disabilities which can drive households deeper into poverty as they struggle with the loss of a main breadwinner or must borrow money for basic necessities.
Team
Hamisi Kigwangalla, Erin Lewis, Karen Celedonia, Andrea Dunlavy

The Determination and Implementation of Strategic Objectives in Higher Education: The Balanced Scorecard as a Performance Management Framework for Higher Education in Cameroon

Project date Head of research Language
Summary
The research is done in towards a doctoral dissertation. The study is focused on the Cameroon higher education system. The objective is to identify the strategic objectives of higher education in Cameroon; how they are determined and implemented at the system and institutional levels. The balanced scorecard (BSC) approach will then be used to show how the determination and implementation and evaluation of strategic objectives can be facilitated by the BSC approach.The endpoints would be to: -Highlight the feasibility of the BSC approach to the Cameroonian higher education -Determine the structural capacity of the Cameroonian Higher Education System to use the BSC in determining, implementing and evaluating its strategic objectives. -Outline a System and Institutional BSC for Cameroon based on the data from interviews and document reviews. To achieve this, policy document reviews and qualitative semi-structured interviews are conducted with policy makers and then one higher education institution.
Team
Bilola Theresia S.Doh

Educated Girls and Women in Tanzania - Socio-cultural Interpretations of the Meaning of Education

Project date Head of research Language
Summary
The multidisciplinary research project explores achievements and challenges of educational equity policies, processes and practices in Tanzania. The project focuses on socio-cultural interpretations of the meaning of education for girls and women, including girls and women with disabilities. The studies analyse experience and perceptions of girls and women, who have succeeded to continue their educational path up to secondary and higher education, on the meaning of education in their lives. The project aims at providing a research-based complementary perspective to the education sector development process in Tanzania, and enhancing the role of research in stakeholder dialogue on education, gender and inclusive education.
Team
Team leader Elina Lehtomäki, Adjunct Professor/Docent, University Researcher, Ph.D. (Education)Adviser Research Advisor Commissioner, Prof. Eustella Bhalalusesa, Ministry of Education and Vocational Training, Tanzania Researchers: Ms Magreth Matonya, Ms Mari-Anne Okkolin, Ms Hanna Posti-Ahokas

(In)visible toddlerhood? Global and local constructions of toddlers' places in institutions

Project date Head of research Language
Summary
This research project approached one to three-year-old children’s everyday life and well-being from a multidisciplinary perspective (childhood geographies, sociological childhood studies, and developmental psychology). The main objective of the project was to address the dynamic interplay in between the culturally constructed meanings, ideals and expectations of (good) toddlerhood, the local level of practices, and the toddlers’ construction of places (lived-through-experiences). The project was based on a qualitative case study approach. In addition to analysis of Finnish curricula and guiding documents for ECEC, the project included ethnographic fieldwork in one daycare centre. The questions were: how are (good) toddlerhoods and the 'best interest of the child' narrated and materialized in everyday practices, and how do toddlers engage in construction of lived spaces (places)? In addition, with a comparative qualitative data from Brazil, two different cases were investigated to interpret how the commitment to the 'best interest of the child' was translated into local, culturally diverse practices in child care institutions.
Team
Professor Katia de Souza Amorim and research group CINDEDI (Centro de Investigação sobre Desenvolvimento e Educação Infantil); Elisa Tanner; Kaisa-Reeta Laitila; Sirja Hannula; Salla Jokinen