LAPPEENRANTA UNIVERSITY OF TECHNOLOGY
FACULTY OF TECHNOLOGY MANAGEMENT
MASTERS DEGREE PROGRAM IN INFORMATION TECHNOLOGY
Evaluation of the Implementation of BSc IT
Curriculum at Tumaini University
Examiners: Professor, DSc. (Tech) Heikki Kälviäinen
Senior Assistant (PhD), Mikko Vesisenaho.
Supervisor: Senior Assistant (PhD), Mikko Vesisenaho.
Lappeenranta, 2nd September 2008
Joseph M Longino
Punkkerinkatu 5B 25.
53850 Lappeenranta
Finland
Tel. +358 449 329 652.
joseph.longino@lut.fi
ABSTRACT
Lappeenranta University of Technology
Faculty of Technology Management
Masters Degree Program in Information Technology
Joseph M Longino
Evaluation of BSc IT Curriculum Implementation at Tumaini University
Master’s degree thesis, 2008. 150 pages, 7 Figures,8 Tables, 7 appendices.
Examiners: Professor, DSc. (Tech) Heikki Kälviäinen
Senior Assistant (PhD), Mikko Vesisenaho.
Keywords: Computer Science Education, Information and communications technology, Develop-
ing Countries, Contextualization, Curriculum evaluation, Information and Communications Tech-
nology for Developing Countries.
In Tanzania computer knowledge is vital to supplement the pace fast growing economic
and development activities, which demands high and reliable level of expertise in com-
puting field. In 2006, a research carried out at Tumaini University with purpose to design
and implement a contextualized curriculum that can supplement for such needs hence
facilitate development in Tanzanian context.
A contextualized curriculum took advantage of six principles namely curriculum contex-
tualization, projects, practical, interdisciplinary orientation, international recognition and
continuous research for the program’s formative and development. Implementation of
the curriculum followed the CATI (Contextualize, Apply, Transfer, and Import) model
with emphasis on students to identify societal expectations at the early stage in learning
process, in which case the graduates will potentially cater for societal expertise needs on
ICT.
This study adopts an emergent exploratory cross-section research design, while employ-
ing a qualitative approach. This study was conducted at Tumaini University in Iringa
where by purposeful sampling was used to obtain participants such as students, teach-
ers, administrators and employers who participated in several focus group discussions,
in-depth interviews and participant observation.
The study reveals that six principles are satisfactorily met,despite of bottlenecks such
as incompatibility in pedagogical thinking and technology availability for e-learning,
learning attitudes, insufficient experts with actual skills and experience,in academic field
among the others. The study recommends that iterative longitudinal study should be car-
ried out to design for proper intervention in response to these problems which will help
in improving and stabilize the curriculum.
ii
PREFACE
This master’s thesis work was carried out at Lappeenranta University of Technology
jointly between three universities namely Lappeenranta University of Technology (LUT),
University of Joensuu both located Finland and Tumaini University of Tanzania.
Writing this masters research had been the most intricate moment of my studies. This
is due to the fact that the research incorporated modern view of Information and Com-
munications technology (ICT) which intends to promote its education and awareness in
developing countries which had to be part and parcel of it.
I wish to express my special gratitude to Prof. Dr. (Tech) Heikki Kalviainen on behalf of
the Department of Information Technology at LUT, for guidance and support I received
especially on technical constrains during this research. Also I wish to express my special
gratitude’s to Senior Assistant (PhD), Mikko Vesisenaho for directives, consultation and
arrangements that had made this research successful to completion.
I also wish to express my special gratitude to administration at Tumaini University in
Iringa, for their full support, cooperation and participation in research which rendered this
research successful. Special thanks to Prof Matti Tedre of Tumaini University College of
Iringa for wonderful assistance on research arrangements and provision of facilities which
rendered a field work very successful.
Last but one for my friends, being close to me during this research had provided me
courage to work hard tirelessly through out my masters studies. I wish to express my
special gratitude to Miss MA (Sociology) Lorraine on behalf of all my friends who have
been very close during this time.
Finally I wish to express my humble and very special thanks to my family, mother Mary,
sisters Grace, Proscovia, Mercy and brother Andrew, for the courage and financial support
during my studies. Special thanks to my father late Longino M Rwegoshora for being my
role model and may the almighty God rest his soul in peace
Lappeenranta, September 2nd, 2008
Joseph M Longino
iii
CONTENTS
1 Introduction 5
1.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.2 Objectives and Restrictions . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.3 Thesis Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2 Information and Communication Technology Curriculum for developing regions 9
2.1 Terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.2 Statement of the problem . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.3 Research Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.4 Related work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.5 Curriculum models and Development . . . . . . . . . . . . . . . . . . . 12
2.5.1 IEEE-CS and ACM (1991) . . . . . . . . . . . . . . . . . . . . . 12
2.5.2 IFIP and UNESCO . . . . . . . . . . . . . . . . . . . . . . . . . 12
2.5.3 IEEE-CS and ACM (CC2001) . . . . . . . . . . . . . . . . . . . 13
2.5.4 Distinctive Comparison ICF-2000 vs. CC2001 . . . . . . . . . . 14
2.5.5 BSc IT Curriculum for Tumaini University Tanzania . . . . . . . 14
2.6 ICT and Education in Tanzania . . . . . . . . . . . . . . . . . . . . . . . 16
2.6.1 Post Independence ICT situation . . . . . . . . . . . . . . . . . . 16
2.6.2 Development of ICT in higher learning institutions . . . . . . . . 17
2.7 Role of IT in Developing Tanzania . . . . . . . . . . . . . . . . . . . . . 18
2.7.1 Private Sector . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.7.2 Public Sector . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.7.3 Educational Institutions . . . . . . . . . . . . . . . . . . . . . . 19
2.8 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
3 Methodology 21
3.1 Case selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
3.2 Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
3.3 Research Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
3.4 Case Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
3.5 Data Collection Methods and Techniques . . . . . . . . . . . . . . . . . 27
3.5.1 Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
3.5.2 Interviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.5.3 Participant Observation . . . . . . . . . . . . . . . . . . . . . . . 29
3.5.4 Archival Records . . . . . . . . . . . . . . . . . . . . . . . . . . 30
3.5.5 Focus Group Discussion . . . . . . . . . . . . . . . . . . . . . . 30
1
3.6 Data Analysis Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.7 Ethical Consideration . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.8 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
4 Research Plan 34
4.1 Time scheduling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
4.2 Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
4.3 Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
4.4 Conquering the Challenges . . . . . . . . . . . . . . . . . . . . . . . . . 36
4.5 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
5 Study Area 38
5.1 The United Republic of Tanzania . . . . . . . . . . . . . . . . . . . . . . 38
5.2 Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
5.3 Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
5.4 Tumaini University Iringa . . . . . . . . . . . . . . . . . . . . . . . . . . 40
5.4.1 BSc IT Degree Program at Tumaini University . . . . . . . . . . 41
5.5 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
6 Case study: In-depth analysis of BSc IT Curriculum 44
6.1 Curriculum design process . . . . . . . . . . . . . . . . . . . . . . . . . 44
6.2 The need to establish BSc IT program . . . . . . . . . . . . . . . . . . . 44
6.3 Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
6.4 Inputs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
6.5 Principles as the main inputs . . . . . . . . . . . . . . . . . . . . . . . . 46
6.5.1 Practical orientation in the BSc IT Curriculum . . . . . . . . . . 47
6.5.2 Contextualization and local problem projects . . . . . . . . . . . 47
6.5.3 Interdisciplinary Orientation . . . . . . . . . . . . . . . . . . . . 48
6.5.4 International recognition . . . . . . . . . . . . . . . . . . . . . . 49
6.6 Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
6.7 Organization of BSc IT Curriculum . . . . . . . . . . . . . . . . . . . . 50
6.7.1 Program duration . . . . . . . . . . . . . . . . . . . . . . . . . . 50
6.7.2 Learning experience . . . . . . . . . . . . . . . . . . . . . . . . 51
6.7.3 Assessment process . . . . . . . . . . . . . . . . . . . . . . . . . 52
6.7.4 Field work/ Practical experience . . . . . . . . . . . . . . . . . . 52
6.8 Specialization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
6.9 Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
6.10 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
2
7 Curriculum Implementation and the Underlying Principles 56
7.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
7.2 The Interview organization . . . . . . . . . . . . . . . . . . . . . . . . . 57
7.3 Observation and participation . . . . . . . . . . . . . . . . . . . . . . . . 58
7.4 In-depth Interviews and Focus group Discussions . . . . . . . . . . . . . 59
7.5 The Interview organization . . . . . . . . . . . . . . . . . . . . . . . . . 60
7.6 Interview results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
7.6.1 Understanding the curriculum development process . . . . . . . 61
7.6.2 Discovering the age groups and gender issues . . . . . . . . . . . 62
7.6.3 Understanding the transition from B.Ed to BSc IT program . . . . 63
7.6.4 Constructing foundational use of ICT . . . . . . . . . . . . . . . 63
7.6.5 Learning by doing: Spreading ICT knowledge . . . . . . . . . . 64
7.6.6 Searching for ICT knowledge base . . . . . . . . . . . . . . . . . 65
7.6.7 Contextual framework in BSc IT curriculum . . . . . . . . . . . 66
7.6.8 Concretizing on practical orientation . . . . . . . . . . . . . . . . 66
7.6.9 Understanding technology contribution in learning . . . . . . . . 67
7.6.10 Pedagogical thinking in contextualized ICT education . . . . . . 67
7.6.11 Emphasizing on internationalization of BSc IT curricula . . . . . 68
7.6.12 Discovering the missing variables in BSc IT curriculum . . . . . 69
7.6.13 Smoothness in knowledge delivery . . . . . . . . . . . . . . . . 71
7.7 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
8 Discussion 72
8.1 Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
8.1.1 The Learning attitude . . . . . . . . . . . . . . . . . . . . . . . . 72
8.1.2 Use of internet, technology and other online resources . . . . . . 73
8.1.3 Extending learning: Overcoming knowledge limitations . . . . . 73
8.2 Lecturers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
8.2.1 Updating knowledge on the current ICT issues . . . . . . . . . . 74
8.2.2 Interactive tutoring . . . . . . . . . . . . . . . . . . . . . . . . . 74
8.3 Administrators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
8.3.1 Pedagogical design and practical sessions . . . . . . . . . . . . . 75
8.3.2 Incorporating views to improve the curriculum . . . . . . . . . . 75
9 Conclusion and future work 76
References 77
Appendices
3
LIST OF SYMBOLS AND ABBREVIATIONS
ACM Association for Computing and Machinery.
AL Algorithm Complexity.
AR Architecture and Organization.
B.Ed Bachelors in Education.
BSc IT Bachelors of Science in Information Technology degree.
CATI Contextualize, Apply, Transfer, and Import.
CN Computational Science.
CS Computer Science.
ELCT Evangelical Lutheran Church of Tanzania.
GV Graphics and Visual Computing.
HCI Human Computer interaction.
ICT Information and Communications Technology.
IEEE-CS Computer Society for the Institute of Electrical and Electronic Engineers.
IFIP International Federation for Information Processing.
IM Information Management.
IS Intelligent Systems.
IT Information Technology.
IUCO Iringa University College.
KFG Knowledge Focus Groups.
MDG’s Millennium Developmental Goals.
NC Net- Centric Computing.
NGOs’ Non Governmental Organizations.
OS Operating Systems.
PF Programming Fundamentals.
PFGs’ Pedagogy Focus Groups.
PL Programming Languages.
SE Software Engineering.
SP Social and Professional Issues .
UNESCO United Nations Educational, Scientific and Cultural Organization.
4
1 Introduction
1.1 Background
Computing is now becoming one of a vital tool in facilitating learning and development
in the world. In developing countries as it is in developed countries, computer knowledge
is highly needed to supplement for fast growing needs of economic and development
activities, which demands high and reliable level of expertise in the field of computing
[1]. In Tanzania for example, there is such a growing need in computer literacy in both
private and public sectors. This need for knowledge is not only limited to academic and
in workplaces; but it is extended to the integration between knowledge acquisition and
challenges that pose to the Developing World in the effort to provide reliable, robust,
efficient and cost effective solutions to support the growing emerging economy [2].
In response to these demands, a research was carried at Tumaini university of Tanzania
with the purpose of designing, implementing, and later evaluating an Information technol-
ogy curriculum, contextualized to cater for the needs of developing countries, Tanzania
being the prime case. The research was conducted in collaboration with other universi-
ties with more expertise in the same field. The universities participated include Joensuu
University, Finland, University of Southern Denmark, and Iringa University College in
Tanzania [1].
Resulted curriculum had been implemented in two different phases. First phase was
initially implemented between 2004 and 2005 as a contextualized programming course
at Tumaini University of Tanzania. During this phase the designed curricula aimed at
preparing students of Bachelors in Education (B.Ed.) as the future teachers of ICT. The
curriculum provided them with the knowledge necessary for them to steer in the profes-
sion. It also provide students with application oriented and innovative skills so they can
integrate knowledge acquired come up with the solutions with respect to ICT expertise
in their respective surrounding communities [3]. Second phase commenced in the year
2006, when university enrolled new students for the Bachelors of Science in Information
technology (BSc-IT). This phase was planned to take place for three years, described as
the period from when the students enrolled in the program to the time of completion of
their degree program.
The implementation of IT degree program at Tumaini University, Tanzania is based on
5
CATI (Contextualize, Apply, Transfer, and Import) model, which emphasizes mostly
early identification of societal expectations from technology. The program follows six
principles wich are Contextualization, local problems as starting points for projects, prac-
tical and interdisciplinary orientation, international recognition and continuous research
for the programme’s formative and development [1]. With reference to growing demand
of IT workforce in developing countries and globally, prospective career for graduates is
very high [2].
However, the identified prospects are not only limited to the growing private sector but
also in other areas such as governmental organizations, NGO’s, public as well as non-
profit organizations. These program extends to the facilitation of reaching the MDG’s
(Millennium development goals), of poverty eradication by building capacity knowledge
to graduates, so as to attain smooth transition from their education to self employment.
From this they might be able to establish their own firms with small startup projects, pro-
viding support of the IT services to the surrounding community in the long run providing
employment for others in their respective communities as their firms grow and expand
[4].
The purpose of this research work was to perform an evaluation of IT curriculum at Tu-
maini University, in Tanzania. This project will involve different levels of conception for
which the curriculum design aimed to achieve. Levels I dealt with in my project work in-
cluded the main objectives, for the requirement of curriculum development, participants
and parties involved in it directly and or indirectly, comparison with the existing structures
offering alternative curriculum plus the standards, contextualization of the curriculum in
use.
Considering the objectives, the research work intended to go through, finding the ob-
jectives set in the curriculum design process which extends to its identification of the
corporate goals, as well as challenges towards objectives and missing obvious from the
implementation point of view. Considering the parties and participants the project was in-
tended to interact with the targeted groups for curricula, to obtain the concise about their
feeling, readiness and challenges that they face as far as the process of curriculum imple-
mentation is concerned. The participants included but not limited to educators (lecturers),
assistants, students, employers, management and administration as well as other mem-
bers of community. Comparison with the other existing structures with pre-established
curriculum was emphasized on its own ground in this research work.
This comparative approach will aim to compare various aspects of the curriculum, with
6
reference to six principles considered during design of the curriculum in order to device
irregularities and extent to which the content will support the main set objective of cur-
riculum. The items on which the project work will concentrate includes but not limited to
the design, content, workload, as well as the key theme of the curriculum which is con-
textualized approach in the provision of ICT education at Tumaini University in Tanzania
1.2 Objectives and Restrictions
The main objective of this study is to perform an evaluation of the implementation of BSc
IT curriculum at which is currently being implemented at Tumaini University in Tanzania.
So far, the curriculum had been implemented only for one year and therefore the study
intends to observe progress through one year of implementation.
However, the study specifically was aiming at assessing such factors which are of value
in the implementation of the curriculum. This is through assessing the feeling, readiness
and challenges that implementation had been facing from the commencement of the BSc
IT degree program; assess and analyze discover the knowledge that necessitates smooth
knowledge transfer and facilitating capacity building and therefore promote sustainable
development in Tanzania and other developing regions.
Furthermore, the study intends to evaluate areas of strength of BSc IT curriculum in
the process of implementation for promoting inbound and outbound competency in ICT
knowledge and therefore be able to produce local experts who can also assume ICT duties
at the international level, and finally validate the success accomplished so far by observing
the set milestones which were set for this phase of curriculum implementation.
The scope of this study is to evaluate implementation of BSc IT curriculum designed for
Tumaini University in Tanzania. Since this curriculum is basically designed to suit the
demand of ICT industry in Tanzania evaluation of this curriculum is extended to other re-
gions outside Iringa region where Tumaini University is situated. Further more evaluation
will only be explored through one academic year period that this curriculum had so far
been implemented.
However, since the BSc IT curriculum is designed for undergraduate studies it therefore
necessary to define the undergraduate level of knowledge as restriction for this evaluative
study. Thus whatever incoming information which tends to be beyond the undergraduate
7
will be discarded and therefore treated is invalid information unless they seem to add more
value for the evaluative study, for instance in determining the future of implementation of
the BSc IT curriculum.
1.3 Thesis Structure
This thesis work is comprised of six chapters. In the first session is the introduction
of the study which contains background, objectives and scope, terminology, statement
of the problem, motivation and structure of the thesis. The second session shows vari-
ous literatures which had been used throughout the study by visiting computing curricula
standards, ICT development in Tanzania, ICT and education in Tanzania, role of ICT
in development. The third session explain on methodologies which were used carry out
this study, such as research methods, research design, case description, study area, data
collection methods, data analysis plan and ethical considerations. Session four describes
research plan by highlighting the time table as well as the deliverables for this study. Basi-
cally it includes Research plan, time scheduling, milestones, challenges, overcoming the
challenges. Session five describes about the data analysis and data presentation through
out this study. This session includes introduction, interviews and discussions, observation
and participation. Session 6 gives recommendations and conclusion resulted from data
analysis of this study.
8
2 Information and Communication Technology Curricu-
lum for developing regions
Information and communications a technology (ICT) is a giant generous term comprised
of several components such as manipulative technologies, communications technologies
production technologies among the others. ICT is therefore a combination of such kind of
components which facilitates the use of computers and software to manage information.
These components are referred to as technological systems [5].
Information and communication technology is considered to be a technology, which can
be used to achieve development in developing regions. At the same time the majority of
the population in developing regions is without access to the technology and lack basic
skills and knowledge required to use it. Rather than importing solutions developed in
other regions, there is now an increasing focus on developing context-sensitive ICT tools
and educational programs in developing regions [5].
2.1 Terminology
In this study the term ICT had been used instead of IT on several sections of the the-
sis. The word ICT was used purposely in order to address the technological gap between
the vicinity of this BSc IT program, where by it is very important to address the com-
munication issues because of instability or even absence of appropriate communications
infrastructure, unlikely in the rival western universities.
2.2 Statement of the problem
In order to measure effectiveness of this curriculum in a Tanzanian context it is important
that the core needs of surrounding community in which the curriculum is implemented.
The objectives for designing the curriculum should focus on local contexts such as the
required knowledge, recurring problems, labor market, research and innovation, available
skills to provide implementation of the designed curriculum and the structure and tran-
sitions between secondary education and university level education in the Information
technology.
9
Research Questions
The aforementioned constructs leads to the following question.
RQ1. What kind of knowledge is required in order to build capacity and provide
sustainable development and continuity of the ICT education in the developing coun-
tries like Tanzania?
The designing process needs to oversee available infrastructures that will provide support
to implementation of the curriculum and therefore utilizing the local resources available.
This will help in enforcement and smooth knowledge transfer in the surrounding commu-
nity. By having this focus it will ensure a promising and sustainable development in ICT
to communities through which the curriculum will be used hence inspire and improve
people’s livelihood in respective societies.
The aforementioned constructs leads to the following question.
RQ2: What is the appropriate curriculum framework which can promote inbound
and outbound competency in learning and transferring of the ICT knowledge?
In implementation of curriculum different roles played by educators needs to cater for
challenging evolving IT development in Tanzania. Emphasizing to these challenges will
provide students with knowledge on current issues in ICT both at the global and local
level while maintaining local context in the delivery of the education from experts. This
provides a balance between ideas of delivering the ICT education with international in-
spiration and consequently introducing the current issues at the international level which
promotes or open up the wide scope of learning.
The aforementioned construct leads to the following question.
RQ3: How the is implementation strategy of BSc IT curriculum affecting the inter-
nationalization of learning process through the framework, in order to emphasize
the standards, continuing education and research?
10
2.3 Research Motivation
The motivation for carrying out my study arose by the key points from which the exist-
ing curriculum was designed. As early mentioned in the introductory clause, initial ideas
for development of the curriculum includes, contextualization of the program, practical
orientation, international recognition, problem based projects, research based and multi-
disciplinary orientation. This came to the implication that the evaluative study intends
to validate the success and milestones of the curriculum implementation to its purpose.
This is due to the fact that many educational institutions have had a tradition of imple-
menting the off shelf curricula from the other highly experienced universities in the devel-
oped world. The intention behind such act is to seek for standardization and international
recognition.
Thus this study aimed to promote the need for structuring the curriculum that will provide
students with knowledge which can be useful in the local context.
This will therefore make it easy for the community to directly benefit from skills, create
competitiveness in solving localized problems and in the end being able to promote their
living by overcoming such challenges in their localized community. The competitiveness
goes hand in hand with a concept of internationalization, in a sense that the curriculum
was design to equip the students with sufficient capacity to tackle problems from differing
contexts.
Consequently, students will be able to map their respective knowledge to problem solving
in such the rival contexts.
2.4 Related work
Many of the curriculum schemes which are developed aim at attaining various purposes.
The key motives behind the developing of new curriculums are due to natural drives in the
changing world especially in technological aspects as well as the views on the particular
education system in that of the process of curriculum development [6]. This is done for
purpose of providing guidance to three types of stakeholders whose activities rely on the
existing curricula input to their activities.
The first group includes university curriculum developers, and decision makers. The sec-
11
ond group includes educational management, students, employers and other stakeholders
who will prefer to use the curriculum as the basis of comparison to their respective profiles
and components. The third group includes funding bodies, accreditation, and professional
institutions, who will intend to use the curriculum as the basis of comparison in oversee-
ing and asses the running educational programs [7].
2.5 Curriculum models and Development
2.5.1 IEEE-CS and ACM (1991)
Various efforts had been made to develop IT curriculums by an assortment of institu-
tions and to provide a precise structure through which the IT education is provided. As
it is known IT is an interdisciplinary concept of learning centered between computer sci-
ence, law, business and engineering [1]. Earlier efforts which made a breakthrough from
1991 was as a result of a joint work between ACM and IEEE-CS on their attempt to
combine computer science and computer engineering into computing [6]. In the efforts
made by IEEE-CS and ACM the main context was to develop a broad view in what is
known as Computing or Informatics as commonly known in US and Europe respectively
[8]. This was reflected in the 7th world International Conference in Information Pro-
cessing(Proceedings of the IFIP TC3 Seventh IFIP World Conference on Networking the
Learner) which provided opportunity for sharing vision internationally.
2.5.2 IFIP and UNESCO
From recommendations done by the international federation for information processing
(IFIP) in 2000, cited in ACM SIGCSE journal volume 33:4 to the curriculum scheme
namely ICF-2000; IFIP addressed various areas that need to be taken in to detailed con-
sideration on designing a curriculum schemes. Dynamism of the curricula appeared to
be part of a difficult task to manage by educational institutions as well as the educational
managers and extends to the publishers plus teaching staff who are either partly or whole
confronted by the situational change [9].
ICF-2000 asserts that there is such a difference in the curriculum implementation be-
tween countries even institutions within the same country. Therefore, precise considera-
12
tion needs to be taken into account when designing for the informatics curriculum for a
higher learning educational institution, and the ICF2000 managed to decode this through
its framework in which all these implementation factors are incorporated.
The factors to be considered included, cultural, societal, economic and institutional in
which the curriculum developers would have to oversee in order to provide curriculum
which fits to the context specific [9].
2.5.3 IEEE-CS and ACM (CC2001)
Moreover, effort on curriculum development had been realized through the work by Com-
puting Curricula 2001, which is the joint force work between IEEE-CS and Association
for Computing Machinery (ACM). The main objective was to conduct a major review of
the curriculum guideline for undergraduate programs in computing (BSc) of which they
released in the year 1991[10].
Therefore, drive behind the evaluation of guideline was due to the realization that in a
decade, computing had undergone numerous changes to an extent of the need of redesign
underlying curriculum in order to accommodate such changes. Task force worked in a
number of divisions (groups) each of which had a particular target towards the accom-
plishment of the corporate assignment, namely the Knowledge Focus Groups(KFG’s),
Pedagogy Focus Groups(PFG’s), and the Two Year College Task Force [10]. Knowl-
edge Focus Group KFGs), had the task of identifying the concrete areas which represents
the knowledge requirements for computer science at the undergraduate level, of which
it identified 14 areas of knowledge groups namely, Discrete Structures (DS), Human-
Computer Interaction (HC), Programming Fundamentals (PF), Graphics and Visual Com-
puting (GV), Algorithms and Complexity (AL), Intelligent Systems (IS), Architecture and
Organization (AR), Information Management (IM), Operating Systems (OS), Social and
Professional Issues (SP),Net-Centric Computing (NC), Software Engineering (SE), Pro-
gramming Languages (PL), and Computational Science (CN) which could be used to
construct computing curriculum. Therefore, for each identified area a small group of peo-
ple with expertise in domain as well as teaching experience, to recommend to the task
force on contribution of particular domain in whole CS knowledgebase [10].
Pedagogy Focus Group (PFGs), had a role of addressing issues that goes down to the un-
derlying borders separating sub disciplines of computer science (area of specialization).
13
Each of the six groups had the task of providing the precise and influential information
from which the respective area of specialization could be structured in successfully incor-
porated into the CC2001 curriculum [10].
The two year college task force had the role of formulating setting for experimenting a
draft curriculum for two year period, providing a report on detailed examination of the
draft curriculum CC2001. The prime focus was on introductory computer science topics,
learning objectives, mathematics content and electives at the introductory level.
The results from such groups are the ones named to have influenced a final report of the
CC2001, and have provided precise approach to design, development and implementation
of this curriculum.
2.5.4 Distinctive Comparison ICF-2000 vs. CC2001
A comparative evaluation study of two curriculum schemes namely ICF-2000 and CC2001
was realized in international curriculum discussions, two curricula were presented and
discussed under different international perspectives. At the conference the efforts on the
two curricula were found antagonistic to one another. Table 1 shows a tabular representa-
tion summarizing important elements.
2.5.5 BSc IT Curriculum for Tumaini University Tanzania
The curriculum development process for BSc- IT program at Tumaini University in Iringa,
took an advantage for diversification, technological and cultural background of the coun-
try. Principally, the curriculum was focusing is contextualization to suit the local needs
of Tanzanian society. However a big challenge for the developer was to come up with the
a design suitable for students whose computer literacy and experience is limited, backed
up by the fact that computer facilities are rarely available at the family level. This case
is different from the developed countries where students’ awareness and access to com-
puting services and proper and stable ICT infrastructures is almost close to basic needs
[11]. Such difference accounted for as digital divide, have a remarkable impact in devel-
oping curriculum in the sense that the whole process of designing, planning, structuring
and implementing is quite different from every other differing environmental setting in
the world.
14
Table 1. A distinctive comparison between ICF2000 and CC2001 [7].
ICF-2000 CC20001
Is a framework for the design of curricula to be implemented
in a specific context; offers a global specification; links to var-
ious well-reputed curriculum schemes (among which are the
ACM/IEEE-CS model)
Offers curriculum guidelines allowing for model curricula with
some variety in approach; specifics content on a detailed level;
Is self-contained with no specific reference to other curriculum
schemes.
Holds a generic and ’inclusive’ view on the field of informat-
ics/computing, including all those areas such as computer sci-
ence, computer engineering, information systems, and soft-
ware engineering; follows a top-down approach; is fully avail-
able in the form of one overview report.
Holds different specific and exclusive views on the field of in-
formatics/computing, which yields separate reports on areas
such as computer science, computer engineering, information
systems, and software engineering, follows a bottom-up ap-
proach; Vol. II (CS) is available (Steelman version); the foun-
dation Vol.I is not available, nor are the volumes for the other
areas.
Is driven both by supply and demand, the latter being ac-
counted for by starting from global work force requirements in
terms of various categories of professionals and their required
competencies
Is mainly driven by supply, expressed by academic require-
ments in terms of topics, knowledge and skills; there is a de-
mand drive also but this originates from universities and col-
leges in the US that want up-to-date practical curriculum guid-
ance.
Incorporates cumulative graduate profiles: basic instrumental,
basic conceptual, a minor, a major.
Has its focus on full and separate bachelor programs in CS,
CE, SE. and IS.
Refers to a variety of non-informatics subjects, however ad-
dressing none specifically in the body of knowledge.
Refers to a variety of non-computing subjects, however ad-
dressing exclusively mathematics in the body of knowledge.
Being commissioned by UNESCO, accounts explicitly for the
international dimension; has been developed by a small group
of IFIP-linked experts.
Expresses international ambition, but definitely has a strong
US base in both the development team and its context: is the
result of a large project involving many experts, mainly in the
US.
The contextualized curriculum for Tumaini University in Iringa, Tanzania is based on the
CATI model which is simply abbreviated as contextualize, apply, transfer, import [12].
Supporting the curriculum design process, is a set of the principles that influenced the
development process, namely Contextualization of the programme, problem orientation,
practically focus, international recognition, research based, interdisciplinary.
Interrelations between computer science and other application domains namely Law and
business, had been taken into consideration in order to provide skills supportive enough to
cater for such application areas in a contextualized manner [1]. Therefore these constructs
were also expected to be taken into account as additional inputs to curriculum design
and development process so as to facilitate ICT development in Iringa and Tanzania as a
whole.
15
2.6 ICT and Education in Tanzania
2.6.1 Post Independence ICT situation
History of computer education is dated back since 1965 when initial efforts to modernize
and computerize operations were realized by installation of ICL 1500 (Figure 1), first
computer in the country at the ministry of finance. Due to little, and or limited literacy
on such a technology its use was surrounded by a lot of misconducts, which in turn lead
to such a strong reaction by the government to ban importation of computers and all
related devices/technologies dated in year 1974 [13] which resulted to the absence of
such technologies in the country during that time, and therefore beginning technological
backwardness in Tanzania. Six years later, at the post collapsing of the then known East
African Community, doors were opened once again for the importation of computers and
related technologies. To facilitate these activities in revenue collections especially in the
accounting systems, where there was such a need to have the coordination between the
Ministry of Finance, Central Bank and other financial institutions [14]. This was followed
by the incoming of microcomputers, which whose size was quite smaller and yet with
price affordable to many of the firms operated in the country. Figure1 shows a model for
ICL 1500 computer
Figure 1. Model picture for computer ICL 1500 [15]
16
2.6.2 Development of ICT in higher learning institutions
Development efforts in providing for ICT education in higher learning institutions be-
gun in mid 1965, at a largest state owned university the University of Dar es salaam
(UDSM). This was preceded by launching of the first informatics training in Tanzania,
in its institution namely Institute for Adult Education, and later the university incorpo-
rated a programming course called FORTRAN as one of the courses offered to the BSc
in mathematics students [14], which was a major success towards the initial incentive to
ICT education in Tanzania.
In the recent years, we have observed a remarkable development in the provision of in-
formatics education, followed by liberalization of higher learning education; where by
almost 20 institutions had been registered and granted permissions to run private univer-
sities and or educational institution [16]. This had been accompanied by the offering basic
IT courses in many universities as part of the curricula in other disciplines apart from the
computer science and/ or Information Technology.
In additional to efforts towards initiative by Tanzania government, there had been a re-
markable support from international organizations such as Swedish International Devel-
opment Agency (SIDA), World Bank (WB), and International Institute for Communi-
cations and Development (IICD). Through such efforts the government had been able to
review their educational system and incorporate ICT within educational curricula through-
out the country [17]. Table 2 shows the status of ICT infrastructure with respect of own-
ership of ownership of ICT devices per individuals.
Table 2. Possession statistics of ICT devices and services.
Facility Quantity
Radio Stations 47 (08)
Television stations 29(06)
Internet service providers 25(08)
Internet service subscribers. 450,000 (08) appx
Mobile Telephone service operators. 6 (08)
Mobile Telephone service subscribers. 7 Mil (08) appx
Landline Telephone service operators. 1 (08)
Landline Telephone service subscribers. 150,000 (08) appx
Furthermore, other efforts towards development information technology in the country on
17
lower levels of education had been realized from various publications and establishment
of introduction to Computer Science Syllabus for Secondary Schools (form I-VI) by the
Ministry of Education and Culture (1996) and later reviewed in 2005 [17].
Prior to the release of the computer science curricula for secondary schools, few private
owned secondary schools had their own initiatives of offering a basic (Introductory) ICT
course which aimed at preparing their students to be familiar to the basic computer appli-
cations such as word, excel, file organization, and access.
2.7 Role of IT in Developing Tanzania
2.7.1 Private Sector
Private sector, is one of highly re-known employer for poor people in the third world,
countries is a sector which highly relies on the proper IT infrastructure for its growth and
survival [18]. This is due to the fact that many SME’s operates on short term targets,
therefore timely and highly accurate availability of information is the key factor to its
success.
Firms, suppliers and their clients who at large represent the private sector will improve
their outreach and interaction, hence increasing more opportunities within their vicinity
and distant/ remote locations [19].
2.7.2 Public Sector
From early beginning of the third phase of leadership in Tanzania (Dated 1995), there
had been a number of reforms especially in the public sector. These reforms aimed at
improving efficiency, effectiveness and promote customer orientation approach towards
public service offering. This led to the foundation of what is known as the e-Government
policy in the country [2].
In general the e-governance promotes the use of ICT to facilitate the daily operations
of various governmental units. This is extended to facilitating development, informa-
tion sharing, dissemination, security e.t.c. Use of ICT improves the process of collecting
the local information that can be made cheaply available to access by the public for in-
18
stance legislation, regulation, procedures, forms, maps, research papers and statistical
information. This will promote development at a much faster pace, while eliminating bu-
reaucracies and unnecessary procedures that to a large extent hinders the access of such
information hence development [20].
2.7.3 Educational Institutions
As learning process becomes a determinant factor towards global economic competition
and so is the growth. This is due to the fact that the learning process affects skill level
produced which in turn becomes the workforce to serve in surrounding community in var-
ious capacities. The growing economies will hence demand for the skillful labor equipped
with sufficient knowledge to be able to professionally and efficiently support the grow-
ing economy. In Tanzania this is reflected through the education reform program (ESDP)
formulated in the year 1996 by the Government of Tanzania to address the problems and
challenges with specific emphasis to areas where there was high shortage of skills [21].
The use of ICT facilities in the classroom as a part of the learning process have been found
as the effective way in promoting ICT literacy in developing countries like Tanzania [21].
Therefore introduction of the application of the ICT in the learning process in higher in-
stitutions in Tanzania opened a new chapter of success in the organization and delivery
mechanism of education in the institutions.
This led to a huge success and/ or improvement in the whole learning process as it
improved the information access, interaction between students and tutors, collaborative
learning and cost saving as the process do not necessitate the movement of students to
campus in order to attend their studies [22, 23]. ICT have been the key factor behind this
success as it provides the platform on which such learning process can be facilitated in
developing countries [24].
2.8 Summary
This session discussed various issues as far as the development of ICT in Tanzania is
concerned. The discussion involved various efforts previously done in curriculum devel-
opment, taking into consideration three cases namely IFIP-UNESCO that led to the ICF
2000 in the latter case. Also discusses is the rival effort of the latter namely IEEE-CS and
ACM (1991&2000), that led to the computing curricula 2001[10], and the last one being
19
the effort by Tumaini University to come up with the contextualized curricula for the BSc
IT, which is currently ongoing implementation at Tumaini University in Tanzania.
Furthermore, computer literacy and history of computing as well as availability of the
related devices had been discussed under the two main contexts, namely history and de-
velopment, which could tell also how the computing education evolved to what it is today
in Tanzania. Last part of this chapter discussed about the role of technology in facilitating
development in Tanzania. The discussion was based on three sectors whose direct contri-
butions to the workforce and development are known at large. The sectors involved are
private, public and learning institutions.
20
3 Methodology
3.1 Case selection
The methodology to be used by this study is the single case selection. The case selected
right from the inception of this study is Tumaini University of Iringa where the intention
of my study is to examine, evaluate and therefore recommend the necessary developments
of the curriculum. There had been numerous definitions for the case study approach by
different researches.
Yin defines the case study as an empirical inquiry that investigates a contemporary phe-
nomenon within its real-life context when the boundaries between phenomenon within
its real-life context and when in which multiple sources of evidence is used [25]. Fur-
ther more the author on his description of the ingredient statement points that the case
study will only prove successful if the organization understudy will structure out itself in
response to the findings.
The case study is categorized to single and multiple-case studies and is bounded by quan-
titative evidence. In evaluation research the case studies is presented with four different
applications which are to explain the linkages in real-life situation which can not be ex-
plained by the rival strategies, for instance to describe the scenario (situation) in which
things happen, to explore situations in which the events evaluated do not have a single set
outcomes, to provide benefit to evaluation in a descriptive manner [25].
Therefore, a single case subject becomes the choice candidate approach of the evaluative.
This is because the study is bound to the curriculum which had been designed and imple-
mented in specifically at Tumaini University in Tanzania. The study will focus to examine
the major constructs with respect to the objectives in which this curriculum is designed
to achieve. Figure 2 shows a diagrammatic representation of a single case study together
with the scope though which the research is bounded to.
There are different categorizations of the case studies between the authors, each having
their own view on research analysis techniques. Jensen and Rodgers categorized the re-
search analysis process in to five groups namely Snapshot, Longitudinal, pre-post, patch-
work and comparative case analysis techniques [26]. The rival researcher, Yin categorized
the analysis process into five groups namely pattern matching, explanation building, time
series analysis, logical models and cross-case synthesis [26]. Yin asserts that in case of
21
the singe case study, the choice of the technique is not the determinant factor for good
achievement which suggests that the research work should emphasize more on the collec-
tion, display and presentation of the evidence, which is the most challenging task in this
research study.
Figure 2. Case selection and bounding contructs.
This study, as a single case study utilized a snapshot approach case analysis technique
where by a phenomena was observed as a snapshot of its implementation time to reveal
progress and commitment towards the set of objectives of curriculum under investigation.
22
3.2 Research Design
This study will use an emergent exploratory, qualitative inquiry approach. The basis of
selecting such an approach is that it allows diversification in determining the limits of the
study, which goes hand in hand with the fact that our behaviors are mostly determined by
the influences surroundings. Marshal & Rossman categorizes the surrounding influences
as those occurring as the physical setting (schedules, roles, context and values), and the
research technique as the prime factors that determine the findings [27].
Kaplan describes the qualitative research methods as the set of tools for the researchers
to assist them understand people and their surrounding socio-cultural contexts. In most
cases the researchers tends to misunderstand the phenomenon by quantifying the textual
data and therefore the view on participants with respect to their surrounding socio-cultural
context becomes shielded [28].
Qualitative research is multi-method in focus, involving an interpretive, naturalistic ap-
proach to its subject matter. This means that qualitative researchers study things in their
natural settings, attempting to make sense of or interpret phenomena in terms of the mean-
ings people bring to them. Qualitative research involves the studied use and collection of
a variety of empirical materials case study, personal experience, introspective, life story
interview, observational, historical, interactional, and visual texts-that describe routine
and problematic moments and meaning in individuals’ lives [29].
The suitability of the latter definition is based on the fact that this study is based on single
locality and utilizes the naturalistic approach. The study also recognizes the importance of
surrounding context and therefore taking it into consideration as the input from differing
perspectives for instance historical, observational, and interviews [30]. This necessitates
the deeper understanding of the natural setting, utilizing the various means of gathering
the information.
3.3 Research Methods
As the most important aspect of the case study, asserts that there is a number of factors to
be taken into consideration when selecting a case. Factors such as generalizations, pop-
ulation representation, interactivity and balance, provides with the greater understanding
of the critical dependencies of the phenomena and so contribute to the quality for chosen
23
case [25].
By investigating phenomena we observe different interests of which provides the light to
the type of cases which are of importance in the study on which a researcher will con-
centrate more and as a result providing a large scope and opportunity to acquire more
knowledge [29]. Stake asserts that there is a need to understand the interactions between
cases, and between their surroundings characteristics, which will make the selection of
cases easier without the necessity to construct the sample space and therefore only depen-
dent on the experience and intuition [29].
Jarvinen emphasized on the case selection by asserting that selecting the case requires
a choice of specified theoretical population. This is due to the fact that the sampled
population determines the set of the entities to be incorporated within the vicinity in which
the research will be conducted, while taking into consideration a number of constrains that
might lead to the multiplicative variations in the study [31].
As for the case of multiple cases the most important technique is to narrow down the num-
ber of cases by choosing the representative cases of which will represent the population of
the cases and therefore the chosen phenomena of interest under observation for a partic-
ular will the other multiple phenomena within the represented cases [32]. As mentioned
earlier, this study is bounded to a single case, as it intends to examine the implementation
and development of BSc IT curriculum for the case namely Tumaini University of Iringa.
Thus my study examines the curriculum tailored specifically for tumaini university by
considering several factors as motivation to come up with a curriculum that belongs to
and suits the local needs to the extent of equipping the students with ability to challenge
and solve their surrounding and or local problems, competence both in internal and at
international level in the academic and research respectively.
From this concept; I decided to choose Tumaini University as the lone case for my whole
study is centrally about the curriculum designed particularly for the respective university.
The case choice justifies for the understanding of the surrounding and contextual needs in
order to evaluate the balance that designers intended to achieve which extends to imple-
mentation strategies which will cater for the successful delivery of knowledge to support
the curriculum.
24
3.4 Case Description
Garfinkel identifies a case as a prime referent to the subject of inquiry which must exert
the specificity and is bounded to within where the constructs that are used to examine
the subject are valid [29]. Kemmis asserts that a useful description of cases should not
constrain the case study as being a process of inquiry but also extend this to the prod-
uct of the particular inquiry, and therefore maintaining objective of the study within a
specific bounded system which in turn promotes the usefulness and the rationale describ-
ing this study [29]. This is supported by the issues discussed in an introductory clause
which dominated the process of curriculum development and therefore will utilize the
mentioned issues throughout the process of evaluation and development of the curricu-
lum implemented at tumaini university of Tanzania.
These issues included contextualization, research orientation, multidisciplinary, local prob-
lems orientation, international recognition and practical orientation. Figure4 shows these
issues, some of which had been generalized and so grouped together to provide more
synthesized meaning to the study. In figure 3 the surrounding issues are further more
categorized into the sub issues which provide concretization of the understanding of the
major issues.
Internationalization in this study is describes the acceptance and synchrony of the cur-
riculum to the international community. Based on the content, Rizvi attempted to de-
fine the internationalization of the curriculum by relating specifically to the notion of
’international curricula’ having an international orientation in content, with an objective
of preparing students to assume professional and/ or social duties in an international and
multicultural context, and designed for both the local and international students [33]. This
leads to integration of an intercultural dimension implementing the curriculum with the
purpose of promoting the globalization of the function delivery in IT education.
Multidisciplinary focus in the curriculum design highlights the societal expectations, for
instance promoting the capacity building, producing right skills to the students and there-
fore leading to the sustainable development of its surrounding community. This extends to
the definition of innovative and pedagogical methods that are required to develop the ap-
propriate delivery mechanism of the IT education. Therefore, equipping the students with
highly diversity skills and the sufficient knowledge from which they can find immediate
application in their activities after completing their studies. In Mapping Interdisciplinary
between the studies in the curriculum there must be a conformance that will not only
25
make sense but also ensure the achievement of high quality results both at the local and
international level in providing the IT.
Figure 3. BSc IT curriculum case Tumaini University of Tanzania.
Research is a vital tool for stimulating sustainable development in any society. This
extends to the discovery of the new knowledge, understanding the environment and the
underlying situations and therefore overcoming the surrounding challenges by the sur-
rounding communities.
Research is in that sense critical at the point that students improve their practice by reflect-
ing, analyzing and developing concepts and theories with respect to knowledge gained
from their studies and experiences. The research process and the respective techniques
26
should be incorporated as part and parcel of the curriculum to promote the learning pro-
cess and therefore students will be able to synthesize and design solutions within their
local context and also at a global level hence providing analytical insights of the students.
Communities and the organizations surrounding the Tumaini University define the con-
textual needs and expectations from the curriculum. Several constructs which constitutes
the contextual needs includes the government, educational system, employment industry,
culture, politics among others. These in a way affects the designing and implementation
of the curriculum since they influence knowledge availability and foremost the expected
outcomes in delivering the IT education within the institution.
3.5 Data Collection Methods and Techniques
Figure 4. Data collection as input to evaluation process.
27
There are the various data collection methods that had been indentified by Yin. The
most important mentioned data collection methods include interviews, documentation,
archival records, direct observation, physical artifacts and participant-observation [25].
This study is chose to utilize interviews, documentation, direct observation and if possible
participant-observation as data collection methods for the research work. Marshal and
Rossman discuss the overview of these methods and therefore asserting that not a single
method has totality advantage over other rivals. A combination of a numerous methods
shown in figure 4 is of more advantageous as it yields information from different sources
and patterns and therefore the more utilization of multiple methods the better the case
study [27].
3.5.1 Documentation
Yin explains the use of documentation as of far beneficial to the study. He is justifying
this by outlining the different sources from where the documents can be used to reveal
the information. There are several forms of documents that can be accessed to acquire
information. Yin categorizes these as the communiqués, written reports of events, admin-
istrative documents, formal studies and newsletters [25]. This study intended and there-
fore utilized documentation in order to collect data and information from the documented
facts.
This will provide me with the argumentative support for the validity of the information
which later will use this to support the evidence collected in the research work. The doc-
uments collected and intentionaly used use included the copy of the current curriculum,
the research book produced as a result of the designing a contextualized university level
programming course which is actually one of the initial ideas towards the development
of this curriculum. The study also intends to use the curriculum standards guides for the
CS and IT curricula which are internationally recognized standard curricula. Other doc-
uments which will be found on the run but yet demonstrate the usefulness to the study
will be incorporated into the study as to provide more support to the evidence of the facts
collected in the study.
28
3.5.2 Interviews
Rubin names the interview as the most important source of information is it create and
open room for the observation of the participants’ actions towards the subject understudy
[34]. Yin asserts that the interview becomes of highly valuable sources since they are
likely to open a clear channel of communication between the participants and therefore
provides the researcher with more access to the participants or group of participants [25].
However a good design of the interview questions is highly required in order to facilitate
the process of accessing and obtaining the proper information from the interviewee end.
This extends to the fact that the questions to be asked needs to be precise and clearly
understood by the interviewee and so bringing mutual understanding and conformance
between the two. This study will highly utilize the interviews as the means of obtaining
information for the study. The interview is expected to be conducted at the actual site
where the case holds i.e. Tumaini University of Iringa. The questions to be asked are
based around the research questions as defined earlier, with the intention to concretizing
the outcomes basing from the main constructs of such question. The interview process
will involve the curriculum implementers, administrative staff, students and the few orga-
nizations.
To maintain the integrity of the interviewing, the process will conducted as a guided
conversation and therefore maintaining the precise line of inquiry i.e. having a stream
of question which directs the process [34]. However, the newly arising question which
intends promote more understanding of the course can be incorporated in the process as
to ensure the effectiveness in the collected evidence [25].
3.5.3 Participant Observation
Participant observation is a technique used by the researchers as the novel observation
technique on which a researcher has the opportunity to participate as a merely observer
by assuming the several roles within the study.
By involvement in the case study, over a certain period a researcher will gain the in-depth
understanding of the case through studying and observing the events deeper, contrary as
to compare the information that could have been gained through other means for instance
documentation and or questionnaire [29].Competence of this technique promotes the re-
29
liability of the first hand information from the case study, validity and the ease through
which the researcher can gain the mutual understanding of the actual scenario of the case
and the respective mini-cases, should there be any.
However Yin identifies a set of factors that raise the cons of this technique, for instance the
distortion of the case observation by the observer, in this case the researcher, the subjectiv-
ity of the results in data gathering which may lead to the inconsistency of the phenomena
being observed and the biasness of the results which render the phenomena observation
in favor of the researcher, which then entails the predictability of the study [25]. This
study intends to use the participation-observation since it involves the interpersonal and
intergroup processes and therefore becomes the suitable candidate to the phenomena that
the study intends to concentrate on. Participation in this research work assumes the role
of student in some of the courses offered at the Tumaini University in Iringa, as part of
the process of collecting data. The main idea behind participation is to observe the de-
livery of the curriculum and also gain the in-depth understanding of the curriculum and
the strategy that is being used to deliver the curriculum to the BSc IT students at Tumaini
University in Iringa.
3.5.4 Archival Records
Yin reports the archival records as fluently used data collection techniques which can be
incorporated with the other rival sources of information which produce a case study, and
their importance varies between the cases [25]. The records archival takes the various
forms such as service records, organizational records, maps and charts, list and registers,
survey data and the personal data. This study intends to utilize the archival records to
retrieve recorded information that falls relevant to the case understudy. All the records
provided will be treated with highly confidentiality concerns, and those which do not suit
for the case will be left out to the archives.
3.5.5 Focus Group Discussion
Sample Design
The study employed purposive sampling in selection of the respondents who were stu-
dents, teachers and the administrators.
30
Sample Size
Through out the field work there were six focus group discussions, twenty in-depth in-
terviews, eight participant observations within the class, where by with focus group dis-
cussion there were three group sessions conducted with students, two with the teachers,
and one with the administrators. Figure 5 shows some of participants’ group discussion
sessions
Figure 5. Focus groups discussions
In the in-depth interviews, there were ten sessions conducted for in-depth interviews the
students, five with teachers and five with the administrators, thus makes a total of twenty
in-depth interviews.
Lastly, several participant observations were carried out a with attendance of eight oc-
casions having an intention to have the actual intuitions of what exactly happens in the
knowledge delivery process for the BSc IT degree program at Tumaini University. In
31
totality 8 sessions were observed noticeably with the presence of all the counterparts of
implementation. Sessions attended includes four lecture sessions, two seminar sessions
and two practical session of which one was organized on campus and another one off
campus but in the context where same concepts from lectures could have been used to
facilitate the session.
In the event of participation several roles were assumed in order to grasp and experience
everything that took place in the process. However assuming roles was based on sessions
in such a way that one role could be assumed per event and therefore concretizing on
understanding the role’s responsibilities, feeling, readiness and acceptance of this imple-
mentation of BSc IT curriculum. On the other hand the conformity could be observed
between students and their respective lecturers and the content delivered in the process of
knowledge transfer of BSc IT curriculum.
3.6 Data Analysis Plan
Knowing that a candidate method for the study is qualitative study, and therefore the
data collected from the field is qualitative data, analysis will be conducted on continuous
basis where by the qualitative data collected from the field such as recorded interviews,
documents collected and any vital information related to the study will be analyzed as
they are collected from the field. This will facilitate decoding useful information from the
data instantly as it will avoid accumulation of bulks of data and therefore fasten the data
analysis process. With data obtained from the in-depth interviews will be recorded in the
tape recorder and later transcription of the recordings will be made.
Data collected from focus group discussion, had been documented and respondents were
be enlisted into a note book. Later, data obtained from the field were analyzed and pro-
jected to the meaning that could be mapped into results which later were used to draw
conclusion.
3.7 Ethical Consideration
Before stating field work, several ethical and administrative issues were taken into con-
sideration. For instance the permission from the following officials was granted. a) The
permission at the national level was obtained from the Commission for Science and Tech-
32
nology (COSTECH) which been given mandate by the Tanzania Science Commission
(Ethical Board) to grant research clearance to students and staff members who are doing
research in Tanzania. b) As well, permission was granted by the Regional Administrative
Secretary (RAS), in this case Iringa. c) Lastly, permission from Tumaini University au-
thority was also sought. Informed consent was also soughed from the students, teachers
and administrators who participated in the in-depth interviews, participant observation as
well as in the focus group discussion. Upon acceptance these participants were to sign an
agreement letter which was also signed by the researcher.
3.8 Summary
This session discussed methodologies that were used to carry out this study. The session
also describes a case in detailed, study area in which this curriculum is being imple-
mented and other associated facts. Furthermore, methods which were used through out
the study are discussed in this session with justification for choice to such methods. Last
but least the session discusses about data collection methods that were employed in the
study such as interviews, participation and direct observations, focus group discussions,
archival records. Lastly this session discusses different data analysis plans and ethical
considerations that had been taken into account during the study.
33
4 Research Plan
This session describes the plan through which the research work will be conducted. Plan-
ning for this research work has taken into consideration the several factors, for instance
time, the resources availability and allocation.
Also included in the session is the time plan which depicts the various milestones to
be accomplished at the defined time intervals of the project. The milestones have been
precisely mentioned in terms of the outputs for each stage of the project. The outputs are
therefore defined with the intention to further the assessment for which the progress and
the achievements of the research work can be realized.
4.1 Time scheduling
This part intends to describe to main purpose for time scheduling together with the criteria
used to allocate such time slots. Time allocated to different phases is with accordance to
the estimated weight for each phase. Basically the approximation is on the basis of the
number and magnitude of activities involved in, taking into consideration the stakeholders
and other third party entities involved in the research work. Table 3 is a table that describes
the time allocated together with the milestones [31].
4.2 Milestones
Supporting the schedule, Table 4 below is a list of the deliverables (outputs) for the men-
tioned phases of the research. In the event of producing this schedule and the respective
deliverables there were some factors had to be taken into consideration. Tradeoffs made
for the scheduling considered factors such as the risks in data collection, delays for in-
stance in scheduling and conducting interviews, time to reconcile for the missing infor-
mation, and also the schedule on the third parties as a part of the research. Table 4 shows
a list of deliverables and their respective time of delivery.
34
Table 3. Time scheduling.
Date Activity Time
10th Feb - 20th Mar Literature review 10 Days
20th Mar - 20th Apr Data Collection 1 month
20th Apr - 27th Apr Data Analysis 7 Days
27th Apr - 06th May Deductions from Analysis 10 Days
06th May - 15th May First Draft Report 9 Days
15th May - 22nd May Interpretation from Deductions 7 Days
22nd May - 29th May Findings 7 Days
29th May - 2nd June Second Draft Report 5 Days
2nd June - 7th June Recommendation from Findings 5 Days
7th June - 12th June Critical analysis and Justification 5 Days
12th June - 15th June Report Review 3 Days
15th June - 8th July Concluding Matters 18 Days
8th July - 26th July Final Review 18 Days
1st Aug - 4th Aug Draft Preparation 4 Days
4th Aug - 18th Aug Final Draft (Ready) 14 Days
18th Aug - 25nd Aug Final Report 7 Days
2nd Sept- 17th Sept Presentation Preparation
18th Sept Final Presentation
4.3 Challenges
The initial study of the research work had preliminary been able to highlight to some
of the challenges that might pose the inconsistencies in the schedule with respect to the
research tasks. The challenges include but not limited to:
• Incorrect data.
• Interviews scheduling.
• Evaluation constrains.
• Willingness and availability of third party participants.
• Timely accomplishment of outputs.
35
Table 4. Milestones and deliverables.
No Item Date
1 Data presentation 30th June 2008
2 Analysis Outcomes(Draft 1) 10th July 2008
3 Findings(Draft 2) 8th Aug 2008
4 Recommendation and Propositions 18th Aug 2008
5 Final Report 2nd Sept
4.4 Conquering the Challenges
Following the challenges is a set of abstract ideas on the various techniques that can be
employed to cater success and timely achievement of the research set goals with respect
the devised schedule. As it was mentioned once again these are the abstract ideas in a
sense that the may or may not me applied to solve a particular scheduling problems but
just to give a highlight of what can be done should there be any uncertainties during the
course of research work.
Suggested procedures are: " Employing a variety of Techniques for data collection to en-
sure the consistency of the collected data " Pre-emptive scheduling and periodical follow-
ups of interview appointments " Should there avail a possibility, onsite participation of
the curriculum implementation sessions is highly recommended to facilitate evaluation,
and clear the missing obviousness. " Device a closely integration, importance and sense
of belonging to third party and other participants. " Allocate enough time slots for each
task and oversee the smoothness in mutual synchronization of the timeline with respect
to the progress of a particular task.
4.5 Summary
In this session the attempt had been to device a precise schedule for the research work
taking into consideration of the various phases which are incorporated as a part of the
research. Including together is the definition and identification of the milestones set as
the minor but contributory targets for the individual phases and so the final outcomes.
Further more is a set of the deliverables as the outputs which suppresses the realization of
milestones as the research work progresses. The allocation of time slots to various phases
is expected to be flexible and adjustable in the future should a need arise, for instance
36
taking into consideration in tasks size variances and uncertainties in some phases of the
project. The main target here is overseeing the consistent outcomes in each phase of the
research work.
37
5 Study Area
This study was carried out in Tanzania Iringa region at Tumaini University, where the first
phase of BSc IT program is currently being implemented. This section briefly introduces
Tanzania by providing some facts concerning the economy and ICT in general. This will
be followed by the introduction to Tumaini University and BSc IT program.
5.1 The United Republic of Tanzania
Tanzania is a country located in the eastern Africa. Formally known as Tanganyika the
country gained her independence in the year 1961 from the British colonial rule. Together
with their neighboring country, the Zanzibar Irelands they united to form a union govern-
ment of the United Republic of Tanzania in 1964. Figure 6 shows a map of Tanzania, with
Iringa regional borders marked in red.
5.2 Economy
Tanzania has a total area of 945,000 Sq Km and it is the largest among the east African
countries. The country is occupied by approximately 39.4 million inhabitants [36], of
which majority earn their living through agriculture which contributes to almost 46 per-
cent of the GDP of the country, and therefore majority of Tanzanians live in villages [37].
Tanzania has the national gross domestic product (GDP) of approximately 12.8 billion
US dollars with the economical growth rate of 6 percent and also the national gross do-
mestic product per capita is 600 US dollars per year as per 2006 and therefore belonging
to the poorest three countries in the world [37]. Tanzania has 25 regions each occupied
by more than 4 different tribes. The country has more that 120 languages, although En-
glish and Swahili are the officially declared languages off communication [36]. Religious
distribution of the population is 35 percent Muslims and 30 percent Christians of which
majority of the people living along the coastline are Muslims. There exist also other re-
ligious dominations such as Hindu, Buddha and many more which shares the remaining
35 percent of the population [36]. The country shares borders with Rwanda, Burundi,
38
Figure 6. Map of Tanzania: Regional distribution and borders [35].
Uganda, Democratic Republic of Congo, Zambia, Malawi, and Mozambique.
5.3 Education
Educational system of Tanzania was inherited from their colonialists before independence
since then had been undergoing a number of modifications in order to suit the slightly
changing needs of labor market in the country. The systems can be briefly described as
basic, secondary and tertiary where by students will spend two year of nursery school
which is non compulsory, followed by seven years of mandatory primary education, four
years of mandatory ordinary level secondary school, two years of high school or voca-
tional school and higher education which comprises of three or more years [38].
Prior to liberalization of higher education, there existed only two universities, both of
which were state owned i.e. the University of Dar es salaam and Muhimbili medical
39
college. There existed also other higher educational institutions which by then used to
offer non degree programs for instance the college for business education (C.B.E) Institute
for Financial Management (IFM), Dar es Salaam institute for Technology (DIT) and many
more.
After liberalization of education many other universities were established in the country,
some of which are state owned and other as private educational institution, tumaini being
one of them and therefore marking up the new beginning of higher education in Tanzania.
All these institutions are registered under the commission for universities which oversee
the quality of universities, program and education standards.
The newly established universities could offer many programs and so be able to quickly
supply the demand in labor market in Tanzania. However many of these universities
could not establish ICT degree programs immediately. This was due to the fact that the
country had insufficient amount of ICT professionals who could teach ICT education in
the respective universities.
However since then there had been special efforts to integrate the ICT education in to con-
ventional educational program starting from primary schools. This had been facilitated
with the support from international development organization such as SIDA and World
Vision who provide ICT training to groups and individuals who can later be ambassadors
to spread the ICT knowledge to their respective communities.
5.4 Tumaini University Iringa
Tumaini University is a combination of four university schools. It is a Christian based
foundation which was established with the purpose of producing religious profession-
als who could assume different roles in spreading the word of god. Tumaini University
schools are run by the evangelical Lutheran church in Tanzania (ELCT), while each cam-
pus is headed by the provost of the respective school and a board of directors.
Tumaini university of Iringa (Iringa University college- IUCO) was officially established
in the year 1993, as a result of liberalization on higher education institutions where by
private organizations were allowed to establish universities and provide higher learning
education. This resulted from the fast pace growing economy of Tanzania which in turn
stimulated the higher demand of educated professionals to serve in different sectors in
40
supporting the growing economy. Tumaini University of Iringa started with the faculty of
theology and later expanded to faculty of arts, business administration, social sciences and
law. Currently the university has five faculties offering several bachelor degree programs
and the faculty of business administration had proceeded further by offering a masters
level business administration degree. The university harbors 2700 students who are cur-
rently enrolled in various programs[39].Figure 7 is a map of Iringa showing the district
distribution.
Figure 7. Map of Iringa: Districts distribution [40].
5.4.1 BSc IT Degree Program at Tumaini University
BSc IT program commenced in the year 2007 with 27 students out of which 2 are female
students and 25 are male students. Tumaini University was selected as a study area due to
the fact that BSc curriculum was designed and implemented in this University.
41
Establishment of BSc IT program at Tumaini University was as a result of a research
carried out at Tumaini university of Tanzania with the purpose of designing, implement,
and later evaluate an Information technology curriculum, contextualized to cater for the
needs of developing Tanzania. A research was conducted in collaboration with other
universities with more expertise in the same field. The universities participated include
Joensuu University, Finland, University of Southern Denmark, and Iringa University Col-
lege in Tanzania [1]. The research resulted into curriculum which was designed to offer
ICT knowledge to students at Tumaini University. With minor improvement to the cur-
riculum, university managed a more contextualized ICT curriculum was developed and
then implemented in two different phases. First phase was initially implemented between
2004 and 2005 as a contextualized programming course at Tumaini University of Tanza-
nia. During this phase the designed curricula aimed at preparing students of Bachelors in
Education (B.Ed.) as the future teachers of ICT.
The curriculum provided them with the knowledge necessary for them to steer in the
profession. It also provide students with application oriented and innovative skills so they
can integrate knowledge acquired come up with the solutions with respect to ICT expertise
in their respective surrounding communities [3]. Second phase commenced in the year
2006, when university enrolled new students for the Bachelors of Science in Information
technology (BSc-IT).
The second phase of implementation for the curriculum aimed at offering ICT educa-
tion at the bachelor degree level. Implementation of this phase is based on CATI model,
which emphasizes mostly early identification of societal expectations from technology.
The program follows six principles:- Contextualization, local problems as starting points
for projects, practical and interdisciplinary orientation, international recognition and con-
tinuous research for the programme’s formative and development [1]. With reference to
growing demand of IT workforce in developing countries and globally, the curriculum
offers a promising high prospective career for graduates who are expected to be the am-
bassadors of spreading the ICT knowledge in their respective communities [1].
5.5 Summary
This session introduced the study area from which this research was conducted. Introduc-
tion began at country level exploring two major aspects of concern in the study namely
aspects economy and education. Study also introduced the actual region where the study
42
will take place, in this case Iringa region where Tumaini University is situated and this is
exactly where the study scenario will be concentrating. Finally the study introduces the
BSc IT program, the major subject of this evaluation by describing a short history of the
curriculum and its respective development process.
43
6 Case study: In-depth analysis of BSc IT Curriculum
This session will analyze the BSc IT curriculum which is under implementation at Tu-
maini University of Iringa. In this session a short analysis of the development and im-
plementation process of the curricula. This analysis will lead to a deep understanding of
case study and the respective curriculum. Through this chapter the study will utilize te
existing BSc IT curriculum to analyze te existing curriculum.
6.1 Curriculum design process
BSc IT curriculum development process is an incremental process. Earlier this curriculum
was designed as a specific course for student majoring in bachelor in education (B.Ed).
The curriculum could offer introductory programming, computer basics and applications
hence providing students with basic knowledge of computer and respective applications.
Later the curriculum was developed into a full curriculum for a newly established BSc IT
program at Tumaini University in Iringa.
6.2 The need to establish BSc IT program
From its establishment, tumaini university of Iringa had declared to be such an institution
which will promote education and research that will enhance ICT learning in a Tanzanian
context and therefore facilitate development of ICT in Tanzania. Thus, establishing of
BSc IT degree program is aiming at producing such expert who could assume different
roles of ICT, define local problems, discover local ICT projects and define the boundaries
where ICT knowledge is applicable. The local context in this research is defined as the
whole population of Tanzania and therefore BSc IT curriculum is expecting to produce
such ICT experts who will cater for growing economy and development of Tanzania as a
whole.
44
6.3 Objectives
In establishing the BSc IT program at Tumaini University, the administration had a set of
objectives for which they intended to meet. These objectives are considered as key guides
to implementation of BSc IT program at the university since they clearly mention targets
and expectations of the administration at Tumaini University.
Through implementation of BSc IT program, the university is expecting to bring aware-
ness among ICT students so that they can identify and be able to define societal expecta-
tions from technology. Thus, this comes to a precise understanding that once the societal
expectation of ICT have been understood then students will be in position to utilize their
respective local expertise in solving such problems. Thus, it comes to understanding that
Tumaini University intends to build up such a sustainable ICT development. Therefore
in doing so, BSc IT program will positively contribute in the Tanzanian economy by pro-
moting understanding of societal ICT needs and therefore devising solutions which are
specific tailored to Tanzanian context. Also in ensuring the continuity of ICT learning,
BSc IT program is preparing student to be able to pursue further studies after they com-
plete bachelor’s degree. This continuity in ICT learning is not limited to local institutions
but also to be able to pursue their further studies on ICT and or related fields in developed
world.
6.4 Inputs
Developers of BSc IT curriculum took advantage of previous existed efforts invested at
Tumaini University as part and parcel to introduce ICT education in this higher learning
institution. As mentioned earlier, efforts realized through the design of an introductory
to programming course which was offered to B.Ed students at tumaini university was an
initiative that led to the discovery of societal local and contextual needs within the vicinity
of this university and Tanzanian community as a whole. Another key input was the objec-
tive efforts to understand of the cultural surroundings from which a clear understanding
of local problems and priorities was established.
Standard
Designers of BSc IT curriculum mentioned to have avoided the use of any known curricu-
lum models. This is because curriculum development process at tumaini university started
45
as a research on which a precise understanding and analysis of educational requirement
was carried out by experts who posses a good command in education technology research
and ICT as well.
On the other hand I performed a deep analysis of this curriculum using a comparative
approach to the two existing rival curricula models, namely CC2001 and IT 2005. It came
into my finding that BSc IT curriculum in a way resembles to the IT 2005 curriculum
model which was published by the Association of Computer and Machinery (A.C.M).
In this context, the BSc IT curriculum designers managed to incorporate well the interna-
tional standards and therefore the curriculum will be close to recommendations which had
been made by international curricula development bodies. Thus, this assures students of
BSc IT program at Tumaini University that ICT education being delivered through their
courses under this curriculum have similar and or related quality. This confirms that ICT
education offered at Tumaini University will equip students with sufficient knowledge to
conduct research work within Tanzania and abroad without facing major difficulties in
their learning activities.
6.5 Principles as the main inputs
Designers of the BSC IT curriculum defined six principles which were to be the guiding
principles for the whole process. Designers had a vision of using the principles in order to
be able to define specific needs of ICT education in Tanzania and therefore refinement of
such principles could provide the understanding of educational, knowledge and pedagogy
of ICT education in the vicinity where the curriculum will be implemented. The choice
of understanding, choosing and filtering ICT needs can be visualized as such difficult
process. This is due to the fact that a deep understanding of cultural, environmental
setting, priorities and focus of ICT for a particular society needs to be understood before
establishing the actual grounds of driving to such a selection. However, since the process
involved characters with such a deep understanding who also had previous experience in
such contexts, and incorporating more of local experts in the process, the selection process
became simplified leading to precise agreed grounds of establishing the needs of BSc IT
curriculum design.
The principles that were chosen as input to design process are Practical orientation in ICT
education, curriculum contextualization, local problems as starting points for projects, in-
46
terdisciplinary orientation, international recognition and continuous research for the pro-
gramme’s formative and development.
6.5.1 Practical orientation in the BSc IT Curriculum
In the BSC IT curriculum the designers addressed the importance of practical sessions.
This is in support to the learning theme of curriculum i.e. learning by doing in a sense
that students are expected to spend more time doing practical sessions. These practice
sessions will improve students understanding of theories and concepts taught during lec-
tures and become more familiar to such concepts. Designers of BSc IT curriculum did
consider this in a way by incorporating the application projects which are to be done by
students in the final semesters of second and third year of the program. This is further
emphasized in the bachelor’s project and thesis in which students will attempt to solve
different problems by first perform a project work and later writing a report detailing on
problem’s understanding procedures used and describing any other issues related to the
concerned project.
However the designers of BSc IT curriculum could not clearly indicate this in the weekly
learning schedule. This is due to the fact that time allocated for practical sessions is
included altogether with the time allocated for teaching which comes to the fact that
there is no specific time allocated for practical sessions in the program. Emphasizing on
practical learning would have make more sense if at all were clearly indicated in weekly
schedules and therefore promoting evenly distribution of time between teaching sessions
and practical session.
Ever since the BSc IT curriculum is emphasizing on solving problems using program-
ming knowledge, graduates need to have spend more time dedicated with their tutors to
emphasize on thinking on solving problems in accordance to programming concepts and
therefore precise scheduling of this dedicated time would at large impact the learning
process of BSc IT program at tumaini university.
6.5.2 Contextualization and local problem projects
In the process of designing BSc IT curriculum, designers spent time to visualize how
contextualization could be included in the curriculum. Thus designers had to come up
47
with ideas on how to have a sort of preparatory course that will provide students with
understanding of general ICT issues surrounding their community. With this general un-
derstanding, students could familiarize more with developmental issues and technological
availability and advancements in their respective communities. This will promote under-
standing of the ICT environment and therefore enable to discover strategic ICT applica-
tion areas. Thus by this discovery, graduate will be able to identify such strategic areas
where ICT could be used to yield revenue and therefore utilize their ICT knowledge as a
source of income. This is opting to improve the livelihoods within communities for the
identified areas could be developed to provide employment for people with ICT skills in
the respective communities.
Having identified areas where ICT knowledge can be applied and concrete understanding
of development process and priorities in their respective society’s graduates will be able
to utilize this knowledge to identify a number of ICT projects, giving them more priority
and in turn fastening their development process.
However since designer could not fit this idea of contextualization of ICT education di-
rectly to many courses in the curriculum it is very clear that this had been left out be
emphasized more in implementation. Thus implementers of BSc IT curriculum will
have to take a role of guiding students to discover local problems and thereafter estab-
lish the projects where ICT knowledge can be used to provide solutions. Implementers
also should utilize their contact time with students emphasizing to students such areas of
which more priority will be needed to stimulate spread of ICT knowledge and therefore
facilitate development in the respective community.
6.5.3 Interdisciplinary Orientation
Interdisciplinary had been at the heart of design of BSc IT curriculum. This is due to
the fact that ICT is growing diverse and application areas are in such a rapid increase it is
clearly that designers needed to investigate such areas in other disciplines where ICT roles
could emerge. As ICT penetrates to find its roots in Tanzania, many organizations are
finding it necessary to incorporate IT in their respective functions to improve operations,
automate production and cater for competitiveness in business.
This is further extended to modernization of such operations and information exchange
that had introduced to companies new ways to communicate, such as the use of emails and
48
the related services. Such changes as being introduced have proved to affect many busi-
ness organizations in a positive way leading to being up to date and increased efficiency
and profit in their respective businesses.
Although BSc IT curriculum was designed to emphasize in programming it turned out
that designers need to incorporate other skills in ICT curriculum so that other disciplines
also could benefit from the curriculum. This was made possible by including some gen-
eral knowledge courses and business modules which will provide students with detailed
knowledge general, economic and business issues as well.
6.5.4 International recognition
For continuity in education, it is important that ICT education to be offered using a cur-
riculum which is bound to international standards and acceptance; In this way graduates
will be able to cope with current global issues and priorities in technology especially for
developing countries. For this reason designers had to apply the concept of "thinking
GLOBALLY and acting LOCALLY" [41].
This was such that despite the fact that the curriculum was designed and contextualized to
suit the needs for Tanzanian environment but again there was a need to incorporate such a
touch of internationalization in a way that it could balance the curriculum contextual needs
and international standards. Thus the BSc IT curriculum will produce ICT professionals
who would work not only on their Ireland or vicinity of curriculum’s context but also
outside in a way that they will get opportunity to explore other dimensions of ICT on the
rival worlds.
However, designers of BSc IT curriculum decided to utilize a resourceful pool of interna-
tional academic visitors who would help students to identify problems, provide solutions
which are suitable, feasible and of benefit to end users in local context.
6.6 Challenges
In order to design a curriculum which is tailored to target a specific society, it is very
important that a thorough understanding of societal needs are clearly understood at the
very beginning of the process. Understanding of such needs will make the adaptation
49
of the curriculum easy since it will address knowledge requirements specifically for the
particular society, thus promoting the ownership of curriculum.
In the process of understanding societal needs, it becomes also important to understand
the technological availability in a particular society. Availability of technology clearly
clarifies as to what level of awareness of ICT is within the society. Thus this information
assisted designers to produce a curriculum that can facilitate to address technological
awareness among students and the surrounding community.
Another challenge was to understand the societal expectations from technology, in this
case the ICT. In any emergent economies like Tanzania there is a tendency of people re-
lying too much on technology; in a sense that they would believe that technology can do
everything they want, in order to facilitate development. Thus, designers had to ensure
such a design that can address societal expectations and also enlighten the very similar
society as to what are the limitations of technology, and where technology could be effi-
ciently used to assist in facilitating development.
6.7 Organization of BSc IT Curriculum
Designers of BSc IT curriculum had categorized program’s entry requirements into four
main categories. Each of these has its own specific requirements and they all do abide to
university’s admission standards similar to other courses. Categories are described as "Di-
rect Entry", which is applicable to direct high school graduates; "Equivalent qualifications
category", which is for students having similar qualifications to form six graduates such as
diploma, or computing certificate; "Entrance examination qualification", which represent
a group of applicants that will sit for an exam and secure enough points for admission
at tumaini university; and the last group of entrants is the "Mature age entry", which re-
quires that entrants should be mature and above 25 years of age at the time of applying,
with further additional requirements. Further detailed information of these pre-requisites
is available on the Appendix A
6.7.1 Program duration
The programs duration is termed three years which are specified in to semesters. Each
academic year has two semesters of which each semester has specific courses running
50
through the semester. The first semester is composed of introductory courses, in which
several concepts of ICT are introduced to students and bring them into their awareness.
Introductory courses includes introduction to ICT and Computing, basics of Information
technology, introduction to object oriented programming, introduction to ethics of com-
puting, web page design and administration, development studies and communications
skills
6.7.2 Learning experience
Learning process as attributed in the BSc IT curriculum is organized around six different
ways and this is variably dependant on the course. These learning attributes includes lec-
ture hours, practice sessions, online and distance learning and discussion or work groups.
See Appendix B. Students opting to attend lectures, do so in order to understand the vari-
ous concepts as being delivered by their lectures. Students participate by listening, asking
questions and are part of any learning activity within the lecture hours. This is accounted
for as credit hours and the activities taking place during the event might be taken as part
of grading or bonus marks to students who show concentration and good participation in
such events.
Practice sessions are organized to provide students with deep understanding of concept
taught during the lectures. This is the time where students will utilize the laboratory
and computer time to practice, design and implement solutions to different problems as
presented during the lecture hours. Students have the opportunity to consult lecturers
and laboratory assistants for further enlighten should there be any difficulties with their
practical sessions.
Online learning is included as the core part of BSc IT curriculum as it is thought to be
an important foundation to individual working and exploitation of technology. In this
way students participate to online lectures as delivered by lecturers outside the country
and therefore gain an international inspiration of their program. Students also get more
familiar with the moodle learning environment as they receive instructions, work on as-
signments and submit their work to the lecturers. The lectures will asses and in return
provide students with feedback to their work, by highlighting the important concepts and
areas of more emphasis on the courses taught.
51
6.7.3 Assessment process
The process of assessment is attributed by three important items. Assessment of BSc IT
students is based around examinations which are run at the end of academic year, tests
which are run between semesters, and practical assignments which usually incorporates
projects and assignments that were given to students during the semester for the respective
courses. Table 5 shows the percentage by each assessment attribute for BSc IT program.
Table 5. Assesment table.
Mode of assesment Weight (in %)
Tests 25
Practical assignments 25
University examinations 50
The assessment attributes in combination yields points which are awarded according to
the amount of marks earned for each course. Table 11 shows point’s values as awarded
from the assessment attribute marks. These points are obtained from the grouping of
marks in the range as shown in the table. For more information please see Appendix B
Table 6. Grades table.
Grade Numerical Scores (in %) Points
A 80 - 100 5
B+ 70 - 79 4
B 60 - 69 3
C 50 - 59 2
D 40 - 49 1
E 0 - 39 0
6.7.4 Field work/ Practical experience
The curriculum depicts the importance of students to obtain placements on various organi-
zations in the ICT industry so they can learn more on the important issues in the real world
application of ICT. Through such placements students will have a concrete understand-
ing of the needs of ICT in their industry and communities that surrounds their learning
52
environment. Industrial attachments have to be obtained by the students themselves and
this is done by following all the required procedures to the respective organizations.See
Appendix C
Tumaini University does not involve itself in finding placements to students but again the
university will assist to provide students with the necessary documents so that they can
facilitate their process of searching for placements. Industrial placements are accounted
for as part of individual student’s experience of which will assist them to have obtained
industrial experience prior to completion of their BSc IT program.
6.8 Specialization
Specialization in its own way has a vital role in determining the purpose of the curricu-
lum. This elaborate such knowledge areas that implementation of curriculum will be
emphasizing. In this case, curriculum design process needs to be preceded by the analysis
and understanding of ICT roles which are of most importance within the vicinity of the
curriculum implementation. Roles discovered in analysis of contextual surroundings are
such a useful input in both designing of courses and devising implementation strategy of
such a curriculum. Thus, the designing process needs to ensure that a curriculum includes
all courses which target to produce an output of such roles as stated in prior analysis.
Designers of BSc IT curriculum for Tumaini University in Tanzania managed to outline
the different roles of which can cater for the local ICT expertise in Tanzania. The ma-
jor roles are referred to as competency areas, and were taken as into consideration as
input in designing courses. The four areas of competency include Network Administra-
tion competency, Hardware support competency, Programming and Software engineering
competency, Web development and E- business competency. See Appendix D
The areas of competency did not implicate to specialization at bachelors level by used as
a focal point to designers in planning of courses in the curriculum which provides such an
opportunity to students to have diversity of such roles and perhaps be able to specialize
in the future of their career. The design process offered a knowledge base foundation in
which students will have a detailed understanding of different roles of ICT and in turn be
able to assume such roles in industry and or business organizations.
However, despite of the fact that implementation of this curriculum is emphasizing on
53
programming, which in a way depicts that the main knowledge focus is on software en-
gineering, the key theme of curriculum which is "Learning by doing" plays a vital role
in ensuring that other knowledge areas as mentioned above are well understood through
taught courses which in turn will facilitate such diversity to students and therefore satisfy
the needs of local ICT expertise in Tanzanian context.
6.9 Benefits
The BSc IT curriculum promises a bright future in ICT development in Tanzania. This is
due to the fact that Tumaini University will be the first Tanzanian university to produce
graduates of bachelors in information technology who had been trained to specifically
become local experts. Thus graduates will be able to construct solutions tailored to local
problems and avoid the old time syndrome of porting solutions from other worlds which
in a way could not meet the actual ICT demands in Tanzania.
Graduates of BSc IT programs are expected to assume a number of duties in their com-
munities where ICT knowledge will be utilized. Thus graduates will benefit from em-
ployment in all sectors, and in turn they will utilize their knowledge to stimulate the use
of ICT in order to simplify their work and therefore increase efficiency in their respective
working areas.see Appendix E for further details
Furthermore graduates will stimulate the use of ICT knowledge to facilitate development
in their country. In this way graduates are expected to motivate and or be motivated to
solve problems of their surrounding communities using ICT, and also device projects that
can be facilitated by their governments that can create employment to themselves and
other people in their communities who happen to be inclined to such projects.
Through interaction with their communities and working on local projects graduates will
spread knowledge of ICT. This can be facilitated by providing training to users of systems
deployed in the respective communities. Also they can establish projects that intend to
spread the ICT knowledge in such areas with little or no technological outreach in the
process of raising awareness and therefore make they use of technology familiar in such
areas.
The spread of ICT knowledge will empower local citizens with ability to use explore and
utilize technology. Through e-commerce citizens are expected to improve the way they
54
conduct their business, and therefore be able to utilize online services such as e-banking,
e marketing e.t.c ICT will equip them with the very current and updated information;
revolutionize the traditional way of conducting business and in turn taking a total control
of running business with no interference by third parties. Thus ICT will provide them
with more efficient and sophisticated means of conducting their business.
6.10 Summary
This section introduced the Bsc IT curriculum, designed for Tumaini University of Iringa
by analyzing it in detail. The section focused on the main factors that influence devel-
opment and implementation of the curricula as well. Furthermore the section introduced
most important factors that were considered in designing curriculum and for which pur-
pose each of these factors were considered.
Lastly the section explores the organization of the Bsc IT program and challenges that
are being brought about by this organization, proceeding with areas of specialization in
focus and benefits which the graduates and the community should expect as a result of
implementation of the BSc IT degree program
55
7 Curriculum Implementation and the Underlying Prin-
ciples
7.1 Introduction
This section will explain in detailed the different methods which were used to collect data
from the field. Furthermore the section is comprised of interpretation of the data as it was
collected during the study, and presents these as the results of data analysis process. These
results will be discussed in further details in the next chapter. Although the interviews and
documentation have been used at large to come to the results, other methods which were
incorporated in data collection process will be used to add more value and support the
validity of the results presented in the section.
Through out the study observations had been limited to the following issues namely; As-
sessing the level of practicability of the concepts they learnt in class; Ability of student to
interact and understand the concepts they were taught in class; Observing the mechanism
the teacher used in presentation of the issues concerning to ICT.
In narrowing the broad area of observation, the study set observation’s limit only to such
activities which are in the interest of the study. However, such unorganized activities that
provided useful information to the study were also taken in to consideration in order to
facilitate more understanding of this study.
Hence, as a means of collecting data, participant observation commenced on May 27th
2008 where observations begun by attending a practical session for a course namely Logic
and circuit design. In this practical session students were given different questions con-
cerned with solving the logic gates design problems using a variety of techniques which
were taught on lectures. Students were allowed to form groups with the maximum of six
members.
Interviews were conducted with administrators at Tumaini University in Iringa who serves
different capacities at the university and have been playing a number of roles in imple-
mentation and administration of BSc IT curriculum and the university as a whole.
56
7.2 The Interview organization
In this session students were also required to use their extra knowledge for instance the
use of presentation skills to arrange and present their work, using drawings and other
visual aids to elaborate and give the pictorial presentation of their respective work. In
each group each individual were to participate on every aspect of the assignment, as from
searching the appropriate ways of devising solutions, finding alternative solutions and
also to optimize the best way to arrive to the solution.
The groups managed to perform their assignments and some of them went an extra mile
by showing best ways to tackle such problems and also could respond very well to a
number of questions as presented by the audience. In these presentation sessions there
were no specific opponent groups and therefore the audience had an opportunity to take
charge both as listeners and opponents.
Assuming the listeners’ role the audience could listen to solutions presented to them and
ask questions where more clarity was necessary. Assuming the role of opponents mem-
bers of the audience were allowed to challenge solutions from presenters and were also
allowed to suggest and show their respective alternative solutions as the challenge to the
presenters. The tutor in these sessions took part assuming the multiple roles. At first the
tutor could assume the role of listener in the audience. Secondly as the opponent, the
tutor could verify the justification of the techniques chosen by presenters to arrive to the
solutions.
On another role as the tutor could promote and therefore motivate challenges to the au-
dience by providing in-depth understanding of the techniques that can be used to arrive
to solutions. The third role was more of importance as it provided students with the mo-
tivation to think of the variety problems and their respective solution and widen up their
knowledge gained from the lectures and different literatures as provided to them.
Therefore, from the observation point of view students were observed to posses to the
ability to participate and practice what the teacher has taught them. It also enables the
students to challenge their understanding of various concepts that they have been taught
in the class.
57
7.3 Observation and participation
As a means of collecting data, participants observation begun on may 27th 2008 where a
practical session was attended for a course namely Logic and circuit design. In this practi-
cal session students were given different questions concerned with solving the logic gates
design problems using a variety of techniques which were taught on lectures. Students
were allowed to form groups with the maximum of six members.
In this session students were also required to use their extra knowledge for instance the
use of presentation skills to arrange and present their work, using drawings and other
visual aids to elaborate and give the pictorial presentation of their respective work.
In each group each individual were to participate on every aspect of the assignment, as
from searching the appropriate ways of devising solutions, finding alternative solutions
and also to optimize the best way to arrive to the solution. The groups managed to perform
their assignments and some of them went an extra mile by showing best ways to tackle
such problems and also could respond very well to a number of questions as presented by
the audience. In these presentation sessions there were no specific opponent groups and
therefore the audience had an opportunity to take charge both as listeners and opponents.
Assuming the listeners’ role the audience could listen to solutions presented to them and
ask questions where more clarity was necessary. Assuming the role of opponents mem-
bers of the audience were allowed to challenge solutions from presenters and were also
allowed to suggest and show their respective alternative solutions as the challenge to the
presenters. The tutor in these sessions took part assuming the multiple roles. At first the
tutor could assume the role of listener in the audience. Secondly as the opponent, the
tutor could verify the justification of the techniques chosen by presenters to arrive to the
solutions.
On another role as the tutor could promote and therefore motivate challenges to the au-
dience by providing in-depth understanding of the techniques that can be used to arrive
to solutions. The third role was more of importance as it provided students with the mo-
tivation to think of the variety problems and their respective solution and widen up their
knowledge gained from the lectures and different literatures as provided to them.
Therefore, it could be deduced from observation that student are in possesion of the ability
to participate and practice what the teacher has taught them. It also enables the students to
58
challenge their understanding of various concepts that they have been taught in the class.
Table 7 show the summary of ratings on the observed components in curriculum imple-
mentation with 5 being the highest 3 moderate, 1 the lowest and NA for not applicable
cases.
7.4 In-depth Interviews and Focus group Discussions
The interview process begun on Friday 30th may 2008. Interview questions were de-
rived from the research questions and the participants did not have any prior knowledge
about the questions. However, the questions were simply inquisitive enough to collect
sufficient data from the answered provided by different interviewees. Interview questions
were categorized into three groups as general questions, knowledge and development,
and implementation and delivery techniques. Participants of interviews were categorized
into four groups, as administrators, teachers, students, and industry with each of these
groups had specific questions addressed to them in order to collect sufficient information
to answer the research question.
Table 7. Observation of BSc IT constructs in implementation.
Constructs Actors
Lecturers Students Administration Industry
Acceptance 5 5 5 4
Courses 5 4 5 5
Support 4 3 5 3
Practicability 4 3 5 NA
Professionalism 5 4 5 3
Specialization 5 5 5 3
Interraction 5 2 5 NA
Delivery 5 4 5 4
Benefits 5 4 5 3
Key: (5 - High, 4 - Better, 3 - Moderate, 2 - Satisfactorily, 1 - Poor, NA - Not Applicable).
Since the number of students is too large to be treated as a single group i.e. 27, I decided to
break this group in to mainly four groups, the first three groups having seven students each
and the remaining group having six students. These groups were named as the groups as
focus group discussions in a way that the interview was meant not only to concentrate to
59
the questions mentioned on the interview sheet but also be able to discover more detailed
information from the other questions arising from the interview. Through the focus group
discussions character filtering was performed to people from various groups by selecting
a few students who could be of more informative and therefore taking the second round
in in-depth interview.
Again from these focused groups there was an attempt to make separate interview with
the female students so as to obtain enough information on analyzing the gender issues as
far as the implementation of the curriculum is concerned. Although issues such as gender
do not influence much in the learning process in the western countries, in Africa gender
is one of the issues given higher priority as far as the learning process is concerned.
Furthermore, the interviews involved authorities and administration at Tumaini University
in Iringa who at their different capacities oversee and the implementation of the curricu-
lum on different aspects, the university lecturers and other staff who are part and have
been playing a number of roles in implementation of BSc IT curriculum in the university.
7.5 The Interview organization
The first focus group discussion was scheduled on interview was scheduled on 28th and
a list of student who could volunteer as for the first day of interview was obtained on
a day before the actual interviewing day, i.e. on 27th who registered to their council
representative voluntarily. In this way it was observed that students were very confident
and happy to contribute for the evaluation of their BSc IT program and on the other hand
it demonstrated and promote ownership and belonging feelings to the development of BSc
IT degree program.
The interview questions were divided in to three sections namely general, knowledge and
development, implementation and delivery techniques. General questions section as it is
involved general questions about the Tumaini University, for instance its history, location,
commencement of the ICT program, number of students enrolled at the university, prior
occupation of students, consideration and contribution to the learning process of the BSc
ICT program, and also the affordability of the tuition fees and other living costs for the
program. For further detail see Appendix F.
60
7.6 Interview results
After conducted several of such interviews recorded from the various participants the
study needed to have an interpretation of such recorded information in order to come up
with the understanding of various aspects of curriculum implementation process under-
study. Below are the interptreted results as grouped in to various sections and therefore
providing meaningful understanding of results. Table 8 shows the rating summary of
results of interviews as related to the six core principles of the BSc IT curriculum dur-
ing implementation with 5 being the highest 3 moderate, 1 the lowest and NA for not
applicable cases.
Table 8. Realization of six principles in BSc IT implementation.
Constructs Actors
Lecturers Students Administration Industry
Contextualization 4 3 5 3
Practical Orientation 4 2 5 3
International recognition 5 5 5 5
Problem and project based 5 5 5 NA
Interdisciplinary 5 3 5 5
Research based 4 3 5 NA
Key: (5 - High, 4 - Better, 3 - Moderate, 2 - Satisfactorily, 1 - Poor, NA - Not Applicable).
7.6.1 Understanding the curriculum development process
Knowledge and development, involved a number of questions which was meant to be
discussed by the focus groups of students to assess their general knowledge and also
basic ideas as far as the curriculum development and ICT is concerned. Basically the
questions for example the general understanding of ICT, contribution of the ICT towards
community development, ICT skills required to support the community development, and
the reflection between these skills and the BSc IT program and so basically how is the BSc
IT program organized to produce such skills. Also other questions were meant to assess
the correlation between community development and the ICT development especially on
the nature of such relationship and interactions. Implementation and delivery techniques
was another section that had a set of questions to assess the general perception of the
discussion groups on the delivery and the way curriculum is being implemented to them.
61
The first questions collected views from the groups on relevance of some of curriculum
models which seem to be irrelevant to the global market by reasoning and justifying for
such a choice, and also mentioning the relationship between such modules to the needs
of the local communities. Also applicability of the learning outcomes at the international
level by mentioning specific courses which can be applied at global level and are included
in the curriculum.
Also to emphasis more on the objectives, in terms of practical sessions, the resources
allocated and time for the sessions. Last assessment from the focus group discussion
was on changes that made on the curriculum from the commencement of the program,
emphasizing on impact of the strategy chosen for implementation, factors that were taken
into consideration and effect caused to original curriculum goals.
7.6.2 Discovering the age groups and gender issues
On collecting answers from the general questions the discussion revealed that there is such
a noticeable age difference among the students participating on the BSc IT program. The
students range from 19 to 40 which is quite diverse especially for students undertaking the
similar courses. This diverse of age affects the implementation at large since the teacher
will then need to adjust delivery of courses and therefore balance the teaching in a way
that slow learners shouldn’t be left out without grasping the actual concepts being taught.
The gender distribution on the program is observably quite uneven. This is because many
of the applicants are males and females occupy 5 percent of the whole. Statistically the
total number of students is 27 out of which two students are females. From the discussion
such a distribution happened by default because the administration accepted the applicants
who successively qualified to join the program. When asked, students as to know the
effects of such a gender distribution to the program it was explained that having female
students within the work groups especially during practical session stimulates the pace of
working and maintaining the focus to objectives of the practical work.
This in turn was observed as time saving and more efficient in meeting the goals set to
complete the assignments and practical works by students. On a private interview with
female students who represent five percent of the intake the study intended to know their
feeling, as being under represented group. Both of them mentioned the feeling of being
few as it was hard for them to get unused to the learning environment easily but as the
62
time passed by it then became easier for them to cope with the other members. The
reason behind this is that they later gained confidence after receiving enough cooperation
and encouragement from fellow students and administration of the BSc IT program and
therefore at the moment they feel very equal to other members.
On the interview with one of the administrators of BSc IT degree program at Tumaini
University in Iringa, it was revealed that gender issue in ICT program is almost common
in all institutions who provide these programs and which means that male students tends
to dominate in terms of number. Also during the selection period there was no any special
consideration to favor female students to join this program. This is because the program
was advertised a little bit late and therefore there was a very few number of applicants, and
those who met the mere qualifications were selected to join the BSc IT degree program.
7.6.3 Understanding the transition from B.Ed to BSc IT program
On the other hand some other students who were previously selected to join bachelors in
education, (B.Ed) and found it interesting to join the BSc IT program were allowed to
change and join the IT degree program provided they could meet the admission require-
ments for the program and also pass the entry exam for BSc IT program. The university
also do not give extra points on gender basis but program is willing to accept as many
female applicants as possible provided they meet admission requirements for the BSc IT
program although so far they have not received any applications from the female students
to join the program for the next academic year. While observing the trend of the students
for example their computer literacy and competence, many of the students who joined the
program had no prior knowledge with computer and some of them had not even came
across with computers and this was very difficult from the begin with such a group. This
situation necessitated some minor changes in the curriculum and therefore some of the
courses were shifted to the next semester and some to the current on allowing more time
to students to familiarize with computers, technology and other aspects of learning in ICT
education.For furter details see Appendix G.
7.6.4 Constructing foundational use of ICT
However, on first three months from commencement of the program they could demon-
strate very fast understanding and competently use of computer program for instance the
63
use of the e-learning tools such as moodle, the e-learning environment which is a won-
derful pace as far as the learning is concerned. Although students could manage to under-
stand the computing concepts and learning environment very quickly it also became clear
that at departmental level different plans could have been made to ensure that students
are easily integrated to their studies by providing them extra assistance to ensure that they
could easily adapt to the computed knowledge and respective learning environment. In
this case technological literacy was highly emphasized from the beginning of curriculum
implementation, in a way to promote understanding of various technological concepts for
instance the digital and analogue concepts.
This was in hand to hand with IT literacy as the understanding of basic technological lit-
eracy could in a way make it easy to understand basic IT concepts and therefore facilitate
the learning process to BSc IT students. To achieve this there was no any specific strat-
egy that was devised to facilitate learning at such a pace and students could learn courses
according to curriculum arrangements. Tumaini university provides also ICT courses to
all students in the university that equip them with sufficient ICT skills and understanding
of packages that are useful in their learning process such as introduction to spreadsheets,
power point, database, networking concepts etc. These similar courses are also provided
to the BSc IT students with basic ICT knowledge and therefore be able to manage the
studies and learning environment.
7.6.5 Learning by doing: Spreading ICT knowledge
However, the only different between BSc IT students and students from other disciplines
in Tumaini university is that BSc IT students have unlimited computer time. In this way,
student can spend much time utilizing computing facilities to learn and therefore be able
to easily adapt to their learning environment while of course consulting their tutorial as-
sistants and teachers to achieve the latter i.e. learning by doing. This type of learning
is used as a tool to enhance creativity among students in a sense that students are able
to analyze various problems of their surrounding communities, design and implement
appropriate solutions to such problems using ICT knowledge. This will stimulate the
community development since problems are being solved using modern technology and
therefore fastening the pace of development in respective communities, which had been
emphasized by the Tanzania development vision 2025. The report further highlights on
importance of having ICT development starting from small community levels (grass roots
level) going up to the national level and not otherwise in order for such development to
64
be sustainable.
However, there is such a need of having an inclusive information society, so that all the
groups in communities are participating in such development without excluding any for
example poor people, rural people indigenous and other under represented communities.
This will lead to evenly distribution of development in ICT to all communities without
having other groups left behind which will result to real sustainable ICT development. As
the contribution to this vision the BSc IT program is focusing on producing ICT literates
who can also spread their knowledge by teaching other people from their communities
and therefore creating opportunities for people working on different levels and therefore
creating endless possibilities for utilizing ICT towards development. This requires a lot
of input, ambition, risk taking and a lot of assumptions from the society that in a way
those solutions will be delivered from a lot of input in to thinking and designing of such
solutions instead of importing solutions from other communities which are geographically
further apart and differing in conception.
7.6.6 Searching for ICT knowledge base
Also there must be clearly defined boundaries as to where ICT can be used and where it
cannot be used to reach to such solutions. Other issues to be considered extends to peoples
perception, expectations, hopes and fears on ICT before taking ICT to a large scale as a
tool to stimulate and support development. Talking about the process of curriculum devel-
opment at Tumaini University in Iringa, it is clear that the process is a continuous and or
iterative development process. This means that after every academic year end there should
be evaluation and improvement of the curriculum. This is very possible as it is clearly in-
dicated that the implementation process goes hand in hand with curriculum evaluation
and development especially after completion of certain phases of implementation, having
gained enough understanding as to which particular areas needs to be improved. Since the
curriculum development at Tumaini University was based on IT2005 curriculum standard
there are some features observed to be similar in the two curricula. However, curriculum
was designed and implemented at Tumaini University emphasize more on programming
than IT2005 and technology more than CC2001.
65
7.6.7 Contextual framework in BSc IT curriculum
Considering contextualization of BSc IT curriculum, it works on different levels which
are curriculum, topic, and pedagogical levels. Pedagogical approach has been different
as compared to many other programs since it was contextualized specifically Tumaini
University. Through this, the university will be able to produce professionals who will
be specialists to ICT problems within Tanzania but at the same time these professionals
will be able to compete, work and pursue their further study abroad which is defined in
a broad term as internationalization which is clearly defined on the considerations which
were taken into account during designing of this curriculum.
7.6.8 Concretizing on practical orientation
The BSc IT curriculum uses a problem and project based, hands on which means using
less efforts in lecturing but emphasizing on practical sessions of doing, implementing
and finding solutions to different problems on individual and group wise basis. At the
curriculum level, implementation emphasizes on course contents and problems those IT
professionals in Tanzania are facing which are always different from those faced by their
counterparts in Europe for instance the corrosion effects on the grounded electrical wires,
availability of proper infrastructures. At this level the curriculum is made to give knowl-
edge to students to understand their environment and therefore be able to deploy proper
ICT solutions with respect to available conditions such as environmental, cultural issues
as such. Based on the six principles the implementation of the curriculum seems to be
progressing very well as observed during the first academic year of the BSc IT program.
However, its is still quite early to overlook for ambitions among students, for example
if at all they are willing to go abroad to pursue further studies especially in advanced IT
programs and therefore it is such a restriction to implementers to really know the precise
level of skills that they can provide to such students. This is expected to have been learnt in
the second year, after having identified students’ expectations and focus on their study in
the BSc IT program. Contribution of ICT in Tanzania had been very rapid, noticeably by
the presence of facilities for instance the ATMs which are ubiquitous in a way that people
can perform visa transfers in any of them. Also on a survey done at Tumaini University
by sampling 61 students to examine the percentage of possession of cell phones, it was
revealed that all of them had cell phones which shows incredibly use of ICT facilities.
66
However, it is not yet clear as if the possession of cell phones to students and other com-
munities has either positive or negative impact on development i.e. does it either increase
or reduce poverty in the respective communities. Technology is a very good tool if at all it
is used in a right way. As it is, technology is just a piece of metal or plastic, which do not
help to solve problems and therefore this necessitates the need to have people with proper
skills to facilitate the use of technology towards bringing the positive impact to develop-
ment. If used wisely and for right purposes, technology can bring wonderful changes to
the community.
7.6.9 Understanding technology contribution in learning
Considering learning environment for example at Tumaini University, technology could
have been used much more but the use of technology for educational purposes is not ex-
tensively utilized. This is due to the fact that education is not only concentrating about
technology, but also other things surrounding the learning environment for example de-
livering lectures, doing assignments on paper work etc and therefore technology do not
provide quick replacement of anything rather than just an enhancement of doing things in
an advanced or easier way.
Employing technology to facilitate learning on traditional learning environment requires
also adjustment of other factors which are in a way associated and or affected by techno-
logical change.
7.6.10 Pedagogical thinking in contextualized ICT education
Considering introducing the e-learning environment, for example, the pedagogical think-
ing must be changed and students must be made to understand as to why they are learning
things in a new way, and also what are the new ways and what are the things that they
should focus when learning in new ways. This will promote students to change their at-
titudes towards learning and respective objectives, and therefore, smoothen the transition
from traditional to the e-learning environment.
One research work conducted on the attitude of teachers and students on their use of
PowerPoint presentations and multimedia technologies it revealed that they both utilize
these technologies to facilitate presentations and lectures, but again if such technologies
67
for instance the PowerPoint isn’t carefully used then it becomes such a bad tool to achieve
the expected results. This comes to confirms that technology as it is do not do anything
and it benefits are context dependent.
Relating to the use of technology, BSc IT program at Tumaini University had adopted
the moddle learning environment where by students participate to virtual courses offered
by teachers from South Korea and Finland where by students receive their grading from
South Korea and feedback from Finland respectively.
7.6.11 Emphasizing on internationalization of BSc IT curricula
This confirms that BSc program at Tumaini University is at the international level and
therefore students receive their lectures and feedback from international teachers and or
professors who have a remarkable experience on particular field in education and technol-
ogy. In this case collaboration between continents makes the program more of interna-
tional as students happen to understand the various concepts from different experts on the
same. However despite of such factors that makes it easier for student to adapt e-learning
environment in this case moodle it is also very difficult especially for such students who
had never had a precise experience on the use of computers and therefore internet ser-
vice. This raises a need to have new pedagogical ideas to teachers and students in a way
that clarity, honesty and efficiency of e-learning environment can achieve. Also there had
been a lot of people doing research who come to visit Tumaini University and interact to
students giving them lectures and other things related the program and again lecturers at
Tumaini University travel to partner universities for research and exchange programs.
Also there had been a plan made to secure a funding that can facilitate for students to par-
ticipate for exchange program to other universities world wide and therefore in the mean
time it is important that they learn the basics and become competent in computer usage
before they get to participate in exchange programs. However, due to limited funding
available at this time, Tumaini University is considering to get more teachers and lec-
turers to come and teach in Iringa rather than flying 27 students of BSc IT program to
participate to exchange programs. Despite the fact that Tumaini University is in area of
Tanzania it posses such facilities that make it possible for internationalization for instance
the university posses a decent internet connection which makes it possible to achieve
communications via internet, and therefore facilitating collaborations with many other
universities worldwide, and also enhances the international publicity of the university
68
worldwide. This had brought about a positive impact about the university and since then
there had been a number of researchers and volunteers coming to perform their activities
at the university which makes the program and university grow.
7.6.12 Discovering the missing variables in BSc IT curriculum
Considering the six key principles, they were very broad concept and could cover almost
everything except technology availability. In this sense, designers could not visualize on
how modern technology could be made available to students and also how to use this
technology, again how this technology can be used to bring about a positive impact on
development and therefore be used as tool to facilitate development of which could last
longer leading and sustainable.
Noticeably, the beginning of implementation of BSc IT program suffered some incon-
sistencies in areas such as scheduling, and availability of staff among the others, it was
thoughtful to have a form on strategic thinking specifically to overshadow these missing
components on the earlier days of implementation. This is later to be discussed in detailed
in this subsection.
Also in ensuring that the local community and its inhabitants are also part and parcel of
this implementation there needs to be a way of incorporating a plan to spread ICT knowl-
edge to these local inhabitants so they can benefit in one way or another from this BSc IT
program and therefore facilitating the sustainability local ICT development through this
program.
Technological availability
At the moment the ratio of students to computer is 2:1 which means two students per one
computer. Comparing to other students in other educational institutions especially in sub-
Saharan region and also western universities this is a very high ratio. However in the case
of western universities students are assumed to have their own computer facilities at their
homes and therefore computers available their campuses are mainly used for demonstra-
tion and presentations during sessions at the university. Therefore this ratio of 2:1 is extra
ordinary in Tanzanian context because with other universities for instance the University
of Dar es Salaam the ratio is almost 20:1.
This confirms that despite of the fact that technological availability was not taken as an
69
input in to curriculum designing process it had been highly considered in implementation
of the curriculum and therefore it had made the learning easier because students have
more time to access computers, learn and therefore become competent in a very short
time. With the fact that almost all of these students do not possess their own computing
facilities, and they had such a low knowledge to computer technology, considering the
technology and therefore computers availability as the most important aspect of curricu-
lum implementation had rendered the BSc IT program running very successful in the first
year of its implementation.
Strategic thinking in implementation
Considering implementation of curriculum, despite the fact that there have been some
missing components in beginning of curriculum implementation there had been no spe-
cific strategy that could be either imposed or ported in order to cater for such shortages
with curriculum. This is because the number of students enrolled was such a few in a
sense that if a need arise its therefore becomes very easy to adjust and incorporate such
changes in implementation.
However there had been contingent strategies which were devised for instance based on
the availability of staff and their respective competence in different areas. Most important
things in defined by curriculum designers have been achieved and administration had
understood need of accessibility to technology and other issues necessary for delivery of
ICT knowledge. This is evident from the fact that a BSc IT program was not put under
any of the existing faculties as shown on prospectus of the university. This makes it easy
to make changes and improve the BSc IT program since it allows more flexibility and
easily cope with any arising changes, unlikely other programs which have to go through a
number of steps before granted a permission to make minor amendments to the program.
Preparing community for curriculum adaptation
Concerning the readiness of students who join the program, so far there is no any strategy
of establishing sort of preparatory courses for incoming students who have little or no
computer knowledge for instance a computer driving license course where students will
be prepared with basic skills of computing and technology. However Tumaini University
is keen to establish a community oriented teaching program where by BSc IT students on
second or third year of degree program will be teaching computer basics and technology
to anyone in Iringa who will be interested to participate and obtain this knowledge on the
basis of spreading this knowledge to local communities and therefore arising computer
70
technology awareness in such communities.
7.6.13 Smoothness in knowledge delivery
Considering the implementation there are some areas which are so far promising that ob-
jectives will be met. However since the BSc IT program had been running for only one
academic year again it is too early to assure that all objectives of this curriculum will
be met. However there had been some difficulties at the beginning of the program and
this was a communication problem between a teacher and students who were attending
the course. Students were having a very hard time to understand this teacher and there-
fore knowledge delivery could not be achieved to student’s expectations as detailed in
Appendix G. Despite of that issue other teachers are doing well and so students are cop-
ing well with other courses the program. Also extra efforts are being put into practice
by lecturers to ensure that students do really understand the contents of courses they are
giving for example by using a local language, called Swahili to emphasis and ensure that
students really do get the concepts which they intend to convey to students. See Appendix
C for detailed clarification.
7.7 Summary
This session described a process of data analysis in detailed and also data presentation
as it appeared in the session. Various data collection technique used to obtained data
were explained in detailed and data was analyzed that lead to discussions. The data ana-
lyzed was collected from the field using techniques described in the previous session and
were used to build up conclusion and recommendations as it will be observed in the next
session.
71
8 Discussion
In this section the study will consider the most important parties affected by the BSc
IT curriculum implementation process as with their respective role as the key personali-
ties towards improving the implementation process. The roles of such personnel will be
discussed as such factors whose change will in one way or another change and therefore
empower the BSc IT curriculum as the tool to promote knowledge sharing, spread the ICT
knowledge, facilitate sustainable development in the local community, and promoting the
awareness of importance of ICT and its associated services toward development.
8.1 Students
Students at their capacity are the main actors in implementation of BSc IT curriculum.
This is the main targeted group of implementation process from which the success of
knowledge transfer and implementation progress of this ICT program can be measured.
As part of analysis it revealed that students at the their capacity they hold an important
position drive a change in them in order to facilitate successful implementation of the BSc
IT curriculum. Below are such factors which students as the main actors need to change
and adapt in order to benefit from BSc IT curriculum
8.1.1 The Learning attitude
Students should accept and change their learning attitude, from spoon feeding to individ-
ual learning and creativity attitude. Since the curriculum is designed to enhance creativity
to students, in a sense that students should learn by doing therefore it is quite clear that
they will benefit at large from the course if they are willing to spend enough time learning
on their own and in groups. This will promote information sharing and searching among
students while utilizing the available consultative time with their lecturers for guidance
and clarification whenever they encounter difficulties in the learning process.
72
8.1.2 Use of internet, technology and other online resources
Because of the importance of practical learning in the ICT education especially in pro-
gramming courses, Tumaini University’s administration has dedicated a specific labora-
tory for ICT students with unlimited time for the use of such available facilities in the
laboratory. The study recommends students to utilize most of the time to exploit and use
the available resources in the laboratory so as to promote their understanding of technol-
ogy and access the various sources of information on the internet. This will therefore
concretize their learning as well as widening their understanding of various lectures and
modules taught, thus improve their technology competency in ICT education.
8.1.3 Extending learning: Overcoming knowledge limitations
Students should also be able to exploit technology and knowledge outside their learning
environment. This will help their understanding of surrounding technological environ-
ment as well as identify problems and specific areas as to where ICT can intervene. These
will in-turn improves the curriculum towards the direction that serves the market demand
in ICT industry.
8.2 Lecturers
The study oversees a position of lecturers as group with influence in the knowledge de-
livery, as far as the BSc IT curriculum is concerned. Because of their role in supervising
students on their daily activities in learning, this group influences at large the quality if
knowledge from which graduates will either benefit and of posses in the end of 3 years of
studying ICT. Thus, the more intact is this group in terms of academic experience and abil-
ity towards problem solving is the easier implementation process and knowledge transfer
succeeds. Below is some of the views revealed from the study as a result of analyzing the
role played by this group in curriculum implementation
73
8.2.1 Updating knowledge on the current ICT issues
The study asserts that lecturers should keep their knowledge updated so as to know the
current whereabouts in the ICT industry and therefore be able to properly deliver knowl-
edge which is modern and useful to students in their learning process.
Due to the fact that ICT knowledge is very dynamic especially in developing countries
where by fast growing economies especially in the banking sector are always on the run
to new technologies, study recommends that lecturers provide modern challenging prob-
lems that will enhance students to easily understanding the modern ICT technologies,
and therefore be able to provide best solutions within dynamic ICT environment which
supports industrial demands.
Also considering the fact that the BSc IT curriculum is specializing in programming and
its implementation emphasizes on learning by doing, lecturers should dedicate more time
for consultancies and be friendly to students so that students will feel free to meet them
and discuss various problems encountered in the learning process.
8.2.2 Interactive tutoring
The study asserts that lectures should be conducted in an interactive manner. This will
benefit from obtaining instant feedback from students while teaching the various courses.
Instant feedback will assist lecturers to be able to adjust the way they deliver lectures
so that the delivery is in accordance to students understanding and therefore facilitate
efficient implementation of the curriculum.
In additional to interactive tutoring, lecturers should promote closeness to their respective
students who will be attending their lectures. Promoting this relationship will facilitate
students to overcome fears among themselves and be able to ask questions for further
clarifications whenever they encounter difficulties in learning process.
8.3 Administrators
BSc IT degree program is at its infancy stage, in a sense that at its position a lot of
things might be need too be changed in order to improve the curriculum and the quality
74
of knowledge that it intends to deliver. At this point the administration group plays a
vital role in promoting the program, allocate resources and allow a room for reviews to be
conducted several times in order to stabilize the curriculum.
Also the administration should provide opportunities to lecturers and emphasize the im-
portance of its staff to develop their skills more and keep up-to-date with current world
trends on ICT and development as a whole. Below is a more detailed discussion of di-
mensions to which the administration should extend on order to promote success of the
BSc IT program and the respective curriculum
8.3.1 Pedagogical design and practical sessions
Since the BSc IT program focuses on programming and e-learning in such a way that
some of the courses are being conducted and delivered online, the administration should
put more effort to a pedagogical design which will emphasize on the use of technology in
learning ICT and therefore promote technological awareness among students.
The study recommends that administration at Tumaini University should provide oppor-
tunities to students to participate in practical sessions solving the real world problems in
the industry. This can be extended to student’s full participation for instance in network
design, installations, configurations and such kind of related training which are more prac-
tical in the real world. If possible this could be extended to administration putting more
efforts to secure practical sessions opportunities in the industry in a form of arrangement
with organizations offering the ICT services.
8.3.2 Incorporating views to improve the curriculum
The administration should be willing to accept positively recommendations on various
courses from students and lecturers so as to facilitate improvement of the curriculum.
This is due to the fact that this group is the one having ideas on what is going on in
ICT industry and therefore incorporating some of their ideas will lead to a modern and
acceptable curriculum to all parties participating in implementation of the curriculum.
This will also promote the sense of ownership and belonging of the curriculum to all
stakeholders of this ICT education.
75
9 Conclusion and future work
Implementation of the BSc IT curriculum at Tumaini University in Tanzania had at large
been successful. This is due to the fact that this curriculum had managed to cover almost
all the important aspects of implementation for the first academic year of the BSc IT pro-
gram. However it is important to realize that whatever the purpose a curricula is designed
to fulfill, it is not possible to cover all aspects of knowledge requirements by 100 percent
success. This necessitates the tradeoffs and balance between many issues associated with
implementation and insisting on what is important to be learnt in ICT for a particular
context, in this case Tanzanian context.
Moreover, it is true that implementation of this curriculum have faced several challenges
which had been mentioned earlier in the discussion, and it is therefore a task to each
noted group as being the immediate beneficiaries of ICT knowledge delivered from BSc
IT curriculum to act on the suggestions as commented on the discussion. Thus, there are
things that need to be prioritized for each identified group to ensure the success in the roles
that they play. Issues like learning habits for students, lecturer to student interactions,
administrative view on BSc ICT program and awareness of ICT by decision makers if
overlooked will bring about the noticeable effects on implementation and the lasting of
this BSc IT program.
Furthermore, there exists a contradiction in the named main principles of this curriculum.
As it is understood, curriculum intended to produce local experts who can discover local
problems and be able to initiate ICT projects that will cater for development demands in
Tanzania. Another principle advice on importance of internationalization BSc IT curricu-
lum to produce professionals who can assume international ICT duties at a global level
hence a contradiction between the two extremes.
Finally the study recommends that iterative longitudinal study should be carried out to
design for proper intervention in response to these problems this will help in improving
and stabilize the curriculum. Furthermore, the study recommend an in-depth focus in
the direction to discover and expand the six principles which were used to design this
curriculum so as to gradually to improve and cover other aspects in the ICT education.
76
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Appendix A, 1
Tumaini University BSc IT Curriculum Admission Requirements
The student entrance requirements are based on the following conditions and categories:
Category A: Direct Entry (Form Six Graduates)
Applicants eligible for direct admission to the degree programme must have earned:
(A) A Certificate of Secondary Education Examination (CSEE) with passes in four sub-
jects, obtained prior to sitting for the Advanced Certificate of Secondary Education
Examination (ACSEE) AND
(B) An Advanced Certificate of Secondary Education Examination (ACSEE) with at
least two principal passes and a total of 4.5 or more points.
Category B: Equivalent Qualifications (Diploma holders)
Applicants eligible for equivalent admission to a degree programme must have either:
(A) Minimum equivalent requirements specific to the programme of study as listed un-
der the Faculty; or
(B) Met entry requirements at an accredited University in the applicants home country
(for foreign applicants) subject to approval by the IUCo Academic Board and the
Tumaini University Senate.
Category C: Entrance Examination Qualifications
Applicants who have at least two principal passes, but have less than 4.5 total points
on the ACSEE must pass the Tumaini University, Iringa University College Entrance
Examination.
Appendix A, 2
Category D: Mature Age Entry
Applicants eligible for mature age admission to a degree programme must:
1. Be 25 years of age or older in the year of application
2. Have completed Form IV (or equivalent) at least five years prior to the year of
application applicants) subject to approval by the IUCo Academic Board and the
Tumaini University Senate.
3. Have attended extra-mural classes or residential courses and submit a letter of rec-
ommendation from the tutor
or Have attended a residential course at an Adult Education College and submit a
letter of recommendation from the Principal
4. Pass the Tumaini University, Iringa University College Entrance Examination
Appendix B, 1
Examination and Grading System
Course grades are delivered from numerical scores obtained on tests, practical assign-
ments and examinations as follows:
Table 9. Assesment table.
Mode of assesment Weight (in %)
Tests 25
Practical assignments 25
University examinations 50
Table 10. Grades table.
Grade Numerical Scores (in %) Points
A 80 - 100 5
B+ 70 - 79 4
B 60 - 69 3
C 50 - 59 2
D 40 - 49 1
E 0 - 39 0
The course instructor, the external examiner, or the Faculty Board may implement a dif-
ferent grading system based on the performance distribution of all members of the class.
The minimum pass mark in each diploma and undergraduate course shall be C.
GRADE POINT AVERAGE (GPA)
Courses shall be weighted by multiplying the points associated with the final grade of a
given course by the number of credit hours assigned to that course. A candidates overall
performance is then found by dividing the total number of course credit hours into the
weighted total number of credit points of all courses taken.
Grade Point Average (GPA) =
Weighted Point Total for all Courses Taken
Total Number of Course Credits Taken
Appendix B, 2
Graduation Classifications for Bachelor of Science in Information Tech-
nology (Bsc-IT)
Candidates must have a minimum grade point average of 2.0 to receive a degree. Bachelor
of Science in Information Technology degrees is classified according to the following
grade point averages:
Table 11. Assesment table.
Class Score Interval
First Class 4.4-5
Upper Second Class 3.5-4.3
Lower Second Class 2.7-3.4
Pass 2.0-2.6
Graduation Requirements
In order to receive a Bachelor of Science in Information Technology Degree, the candidate
must:
1. Attend classes regularly and meet the minimum number of 75 of scheduled class
periods for each periods, for each course and have completed all course require-
ments
2. Complete all courses required by the Bachelor of Science in Information Technol-
ogy programme
3. Earn a minimum grade of C in all course in the Bachelor of Science in Information
Technology programme
4. Demonstrate research competence in the required practical and Internship
5. Conduct research and Write a research paper of between 10000 and 12000 words,
which is accepted by the examining committee
Appendix C, 1
Recorded Interviews
The information will be provided upon request. They include recorded interview with
various groups and participants of the study.
Appendix D, 1
Specialization Roles
Hardware Support Competency
Figure D1. Hardware Support Competency [42].
Appendix D, 2
Network Administration Competency
Figure D2. Network Administration Competency [43].
Appendix D, 3
Proramming and Software Enineering Competency
Figure D3. Proramming and Software Enineering Competency [44].
Appendix D, 4
Web development and e-business competency
Figure D4. Web development and e-business competency [45].
Appendix E, 1
Tumaini University BSc IT Curriculum
FIRST YEAR
FIRST SEMESTER
Introduction to ICT and Computing (course code), 33h
A. Course Description
An introduction to the basic concepts of Information and Communication Technology
(ICT) and Computing, the course includes: computer hardware components, computer
programs and operating systems, data communications and local area networks, network
services and digital communication, controlling the risks of information technology, ba-
sics of Unix, and an introduction to HTML.
B. Course Objective
The aim of this course is to give a general overview of Information Technology to the
beginners.
C. Course Content
• 1.Computer Hardware components
• 2.Computer programs and Operating Systems
• 3.Data communications and local area networks
• 4.Network services and digital communication
• 5.Controlling the risks of information technology
• 6.Basics of Unix
• 7.Introduction to HTML
D. Course Organization
Appendix E, 2
The course will take 11 weeks; 9 weeks of teaching, 3 hours per Week and 1 week for
examinations
E. Method of Instruction
Online Distant learning, direct lectures, individual assignments, class discussions and
examinations
F. Course Evaluation Independent studying, exercises. A student must partake and accu-
mulate at least a third of the course exercises, implement a personal homepage in HTML,
and pass an examination in order to pass the course.
G. Bibliography
A+ Certification All-in-One Exam Guide, Sixth Edition (A+ Certification All in One
Exam) # Publisher: McGraw-Hill Osborne Media; 6 edition (December 21, 2006) #
ISBN-10: 0072263113
Microsoft Windows XP Inside Out, Second Edition # Publisher: Microsoft Press; 20
Pap/Cdr edition (November 3, 2004) # ISBN-10: 073562044X
Basics of Information Technology (ICT 101,111), 72h
A. Course Description
This course introduces students to the basics of computer hardware and software through
lectures and practical experience. It includes lectures on computer hardware, operating
systems, word processing, spreadsheets, presentation programs, databases, computer net-
works, e-mail, and the Internet. During course, students practice skills with computers
and must complete assignments on taught areas.
B. Course Objective
After successful completion of this course, students will have a general knowledge of
computer hardware and operating systems, databases, presentation programs, computer
networks, e-mail and web browsers and deeper knowledge of word processing and spread-
sheets. This will be achieved by teaching, completing practical projects and by solving
Appendix E, 3
problems.
C. Course Content
1.Basics of computer hardware and Operating Systems 2.Basics of Computer Networks,
E-Mail and Internet 3.Basics of Presentation programs Databases 4.Deeper knowledge of
Word Processing and Spreadsheets
D. Course Organization
The course will take 18 weeks; 15 weeks of teaching, 4 hours per Week, 1 week for study
break and 2 weeks of University examinations
E. Method of Instruction Direct lectures, individual assignments, class discussions, group
works, tests and examinations
F. Course Evaluation Course work, assignments, class presentations and the mid-semester
tests will account for 50% of the final grade. The final examination will account for 50%
of the final grade.
G. Bibliography
A+ Certification All-in-One Exam Guide, Sixth Edition (A+ Certification All in One
Exam) # Publisher: McGraw-Hill Osborne Media; 6 edition (December 21, 2006) #
ISBN-10: 0072263113
Microsoft Windows XP Inside Out, Second Edition # Publisher: Microsoft Press; 20
Pap/Cdr edition (November 3, 2004) # ISBN-10: 073562044X
Microsoft Office 2003: Introductory Concepts And Techniques # Publisher: Course Tech-
nology Ptr (Sd); 2nd Sprl edition (February 15, 2005) # ISBN-10: 0619254858
Network+ Guide to Networks, Fourth Edition # Publisher: Course Technology; 4 edition
(April 4, 2005) # ISBN-10: 061921743X
Appendix E, 4
Programming, part 1: Introduction to Object Oriented Programming (OOP) using
Java (course code), 54h
A. Course Description
The idea of programmability, introduction to the basics of programming with the Java
programming language. The fundamental structures and concepts of programming such
as: variables, constants, control structures, while-loops, and data structures, a short intro-
duction to applets and event-driven programming will be dealt with.
B. Course Objective
The main objective is for students to form a correct way of thinking in terms of pro-
gramming. By the end of the course should know the basics of programming using Java
language. The students will be able to create small programs
C. Course Content
1.Introduction to the basics of programming with Java programming language 2.The
fundamental structures and concepts of programming such as: a.Variables b.Constants
c.Control structures d.While-loops e.Data Structures 3.A short introduction to applets and
event-driven programming
D. Course Organization
The course will take 18 weeks; 16 weeks of teaching, 3 hours per Week and 2 weeks for
examinations
E. Method of Instruction
Online Distant learning, direct lectures, individual assignments, class discussions and
examinations
F. Course Evaluation
Course exercises and exam, a student must complete a third of the course exercises to take
part in the course exam or renewal exam.
Appendix E, 5
G. Bibliography
Java In A Nutshell, 5th Edition # Publisher: O’Reilly Media; 5 edition (March 15, 2005)
# ISBN-10: 0596007736 # ISBN-13: 978-0596007737
Introduction to the Ethics of Computing (24h)
A. Course Description
Ethical aspects of computing and computer science, such as piratism, open source move-
ment, and copyright issues.
B. Course Objective
This course helps student to develop his/her own ethical thinking by theory of ethics, case
studies and examples presented in the course material.
C. Course Content
Ethical aspects of computing and computer science a.Piratism b.Open source movement
c.Copyright issues
D. Course Organization
The course will take 12 weeks; 6 weeks of teaching, 6 weeks of research and writing of
essay, 2 hours per Week
E. Method of Instruction
Online Distant learning, direct lectures, individual assignments, class discussions and
examinations
F. Course Evaluation
An essay related to theme of the course is written. An individual learning journal is kept
during the course.
Appendix E, 6
Grading: passed/failed. Independent searching for additional information from the Inter-
net, writing instructions for essay and learning journal are provided separately.
G. Bibliography
Ethics and Computing (Paperback) # Publisher: Wiley-IEEE Press; 2 edition (October
12, 2000) # ISBN-10: 0780360192
Web Page Design and Administration (ICT 331), 34h
A. Course Description
Students learn to design a web page utilizing HTML software to present information as
text, graphics, and audio/video clips; organize the web page utilizing multiple frames, and
create active links to other web sites.
B. Course Objective
At the end of this course a student is expected to be able to make his or her own web
pages, and compete for Webmaster job position in the market
C. Course Content
1.Basics of HTML language 2.Basics of Image technology 3.Combining multiple media
using HTML language ie combining text, graphics and A/V
D. Course Organization
The course will take 18 weeks; 15 weeks of teaching, 2 hours per Week, 1 week for study
break and 2 weeks of University examinations
E. Method of Instruction
Direct lectures, individual assignments, class discussions, group works, tests and exami-
nations
F. Course Evaluation
Appendix E, 7
Course work, assignments, class presentations and the mid-semester tests will account for
50% of the final grade. The final examination will account for 50% of the final grade.
G. Bibliography
HTML 4 for the World Wide Web: VQS (3rd Edition) # Publisher: Pearson Education; 3
edition (May 7, 1998) # ISBN-10: 0201696967
Web Design: A Beginner’s Guide # Publisher: McGraw-Hill Companies (May 2001) #
ISBN-10: 0072133902
Development studies (DS100), 45h
A. Course Description
This module introduces students to various concepts and theories of socio-economic de-
velopment in developing countries as well as factors influencing the process of develop-
ment in these countries and how the economic system that centred on Western Europe
became the determining factors of history in Sub-Saharan Africa.
Other issues covered in this module are: the economic and socio-political consequences of
constitutional independence, the post-independence problems of development, awareness
of Gender and development, the current crisis in Africa and its implication to Tanzania.
B. Course Objective
To help students understand the concepts and theories of socio – economic development
in developing countries as well as factors influencing the process of development in these
countries. To help students to understand how the economic system centered on Western
Europe became the determining factors of history in sub – Saharan Africa.
C. Course Content
1.Introduction to the meaning of development 2.Overview of African pre–colonial soci-
eties 3.Africa’s roots of underdevelopment 4.The International Division of Labour
D. Course Organization
Appendix E, 8
The course will take 18 weeks; 17 weeks of teaching, 2,5 hours per Week, 1 week for
study break and 1 week of University examinations.
E. Method of Instruction
Direct lectures, individual assignments, class discussions, group works, tests and exami-
nations
F. Course Evaluation
Course work, assignments, class presentations and the mid-semester tests will account for
50% of the final grade. The final examination will account for 50% of the final grade.
G. Bibliography
1.Shillington, Kevin (1995). History of Africa, esp. chapter 28: ´´Africa since Inde-
pendence 1 Chapters 29: ”Africa since Independence 2
2.Stiglitz, Joseph (2002). Globalization and its discontents. Penguin Books, chapters 1,
2, 4, 6, 8 and 9.
3.Sunseri, Thaddeus (2002). Vilimani; Labour Migration and Rural Change in Early
Colonial Tanzania. James Currey; Oxford. Heinemann; Portsmouth, N.H,. David Philp;
Cape Town.
4.Todaro, Michael P. (2000). Economic Development, 7th edn. Chapters 3, 9, 10, 11 and
18.
5.UNDP Report on Development (1992)
6.URT (2002). Poverty and Human Development Report; Research and Analysis Work-
shop group. Mkuki na Nyota.
7.URT (2003). ´´Women in Decision Making Position in Public Service” President’s
Office – Gender Unit.
8.East African Community (EAC) www.eac.int
Appendix E, 9
Communication Skills (LANG 102), 45h
A. Course Description
This course will emphasize two major areas; English language proficiency in the areas of
speaking, listening, reading and writing and at the end of the course students should be
able to communicate effectively both verbally and none verbally.
B. Course Objective
Students should improve their English language proficiency in the areas of:
• Speaking
• Listening
• Reading
• Writing
Students should be able to communicate effectively both verbally and none verbally.
C. Course Content
1.The Communication Process 2.Listening Skills 3.Reading Skills 4.Citing Sources and
References 5.The English Grammar 6.Approaching Examination Questions
D. Course Organization
The course will take 18 weeks; 17 weeks of teaching, 2,5 hours per Week, 1 week for
study break and 1 week of University examinations
E. Method of Instruction
Direct lectures, individual assignments, class discussions, group works, tests and exami-
nations
F. Course Evaluation
Appendix E, 10
Course work, assignments, class presentations and the mid-semester tests will account for
50% of the final grade. The final examination will account for 50% of the final grade.
G. Bibliography
Berkeley College. A System for Effective Listening and Note taking. 12 October 2000.
http://www-s/c.uga.berkeley.edu/CalRen/Listening.html
California Polytechnical College. Academic Skills Center - Notetaking Systems. 12 Oc-
tober 2000. http://www.sas.calpoly.edu/asc/ssl/notetaking.systems.html
Gillett, A. Using English for Academic Purposes, October 2006, http://www.uefap.co.uk
Huseman, R., Lahiff, J & Penrose, Jr. J. M. (1991). Business Communication: Strategic
and Skills. 4th Ed. Fort Worth. The Dryden Press.
Lumsden,G & D. Lumsden (1996): Communicating With Credibility and Confidence,
Belmont.Wadsworth Publishing Company,
Pegg, Bruce. Notetaking. (4 October 1995). 12 October 2000. http://www2.colgate.edu/diw/notetaking.html
Shumbusho, G. N. (1997). Basic Academic Writing: A reference Guide. Mzumbe. Re-
search, Information and Publication.
Thorne, S. (1997). Mastering Advanced English Language. London, Palgrave
University of Texas at Austin. Making the Grade 101. (27 February 1998). 20 October
2000. http://www.utexas.edu/student/lsc/makinggrade/inclassnotes.html
Appendix E, 11
SECOND SEMESTER
Programming, part 2 using Java (course code), 60h
A. Course Description
Introduction to the fundamentals of object-oriented programming and event-driven pro-
gramming with Java. The design and implementation of object-oriented programs. The
basics of graphical user interface (GUI) design and implementation.
B. Course Objective
By the end of the course students should know fundamentals of object-oriented program-
ming and event-driven programming with Java and be able to design and implement object
oriented programs.
C. Course Content
1.Fundamentals of object-oriented programming 2.Event-driven programming with Java
3.The design and implementation of object-oriented programs 4.The basics of graphical
user interface (GUI) design and implementation
D. Course Organization
The course will take 15 weeks; 14 weeks of teaching, 4 hours per Week and 1 week for
examinations
E. Method of Instruction
Online Distant learning, direct lectures, individual assignments, class discussions and
examinations
F. Course Evaluation
Course exercises and exam, a student must complete a third of the course exercises to take
part in the course or renewal exam
G. Bibliography
Appendix E, 12
Introduction to Java Programming-Comprehensive Version # Publisher: Prentice Hall; 6
edition (July 12, 2006) # ISBN-10: 0132221586
Effective Java Programming Language Guide # Publisher: Prentice Hall PTR; 1st edition
(June 5, 2001) # ISBN-10: 0201310058
Programming Project using Java (course code), 54h
A. Course Description
An implementation of a small-scale software project. Practical understanding of a basic
software development process: analysis, design, implementation, testing and documenta-
tion. Students can suggest their own topics for the project.
B. Course Objective
By the end of the course students should be comfortable with the software development
life cycle process .
C. Course Content
1.Software development process
a.Analysis b.Design c.Implementation d.Testing e.Documentation
2.An implementation of a small-scale software project
D. Course Organization
The course will take 18 weeks; 17 weeks of teaching, 3 hours per Week and 1 week for
examinations
E. Method of Instruction
Online Distant learning, direct lectures, individual assignments, class discussions and
examinations
Appendix E, 13
F. Course Evaluation
Finished program and documentation
G. Bibliography
Core Java(TM) 2, Volume II–Advanced Features (7th Edition) # Publisher: Prentice Hall
Ptr; 7 edition (November 22, 2004) # ISBN-10: 0131118269
Research Fields of Computer Science (24h)
A. Course Description
Familiarization to a set of research fields in computing, such as: artificial intelligence,
analysis of algorithms, computational theory, colour research, software engineering, and
educational technology.
B. Course Objective
By the end of the course students should be competent in the field of research in computer
science.
C. Course Content
Familiarization to a set of research fields in computing:
a.Artificial intelligence b.Analysis of algorithms c.Computational theory d.Colour re-
search e.Software engineering f.Educational technology
D. Course Organization
The course will take 12 weeks; 11 weeks of teaching, 2 hours per Week and 1 week for
examinations
E. Method of Instruction
Online Distant learning, direct lectures, research, individual assignments, group assign-
Appendix E, 14
ments, class discussions and examinations
F. Course Evaluation
A study related to the themes of the course is written alone or in groups of 2-4 students.
An individual learning journal is kept during the course
G. Bibliography
Research in Information Systems: A handbook for research supervisors and their students
# Publisher: Butterworth-Heinemann (January 26, 2005) # ISBN-10: 0750666552
Introduction to Computer Networks (ICT 333), 36h
A. Course Description
In this course students learn about network terminology and technology such as LAN,
WAN. Specific topics include TCP/IP network addressing design, LAN design, config-
uration, and topology, peer-to-peer and client server models, WAN/MAN services and
Internet services
B. Course Objectives
The Course is designed to provide students with the basics of Networks
C. Course Content
1.Network Technologies: Ethernet, Token Ring etc 2.Network Topologies such as BUS,
STAR, RING, MESH etc 3.Network types: LAN, MAN, WAN 4.Network Architecture
such as peer-to-peer, client server
D. Course Organization
The course will take 18 weeks; 16 weeks of teaching, 2 hours per Week and 2 weeks for
University examinations
E. Method of Instruction
Appendix E, 15
Direct lectures, individual assignments, class discussions, group works, tests and exami-
nations
F. Course Evaluation
Course work, assignments, class presentations and the mid-semester tests will account for
50% of the final grade. The final examination will account for 50% of the final grade.
G. Bibliography
Network+ Guide to Networks, Fourth Edition # Publisher: Course Technology; 4 edition
(April 4, 2005) # ISBN-10: 061921743X
System Support and Administration (ICT 316) , 34h
A. Course Description
Students are presented with the basic skills and knowledge necessary to support PCs as
stand-alone units or as a networked system. Topics include common software, hardware,
network, and printing issues and problems.
The course will also cover fundamental principles in system administration, including
system planning, acquisition, implementation, control, data security, and disaster recov-
ery/business continuation planning.
B. Course Objective
At the end of this course a student is expected to be competent in the aspects of computer
hardware and computer system administration in general.
C. Course Content 1.common software and hardware 2.Networking administration 3.Print-
ing administration 4.System planning, acquisition and implementation 5.Data Security
6.Disaster recovery
D. Course Organization
The course will take 18 weeks; 15 weeks of teaching, 2 hours per Week, 1 week for study
Appendix E, 16
break and 2 weeks of University examinations
E. Method of Instruction
Direct lectures, individual assignments, class discussions, group works, tests and exami-
nations
F. Course Evaluation
Course work, assignments, class presentations and the mid-semester tests will account for
50% of the final grade. The final examination will account for 50% of the final grade.
G. Bibliography
A+ Certification All-in-One Exam Guide, Sixth Edition (A+ Certification All in One
Exam) # Publisher: McGraw-Hill Osborne Media; 6 edition (December 21, 2006) #
ISBN-10: 0072263113
Microsoft Windows XP Inside Out, Second Edition # Publisher: Microsoft Press; 20
Pap/Cdr edition (November 3, 2004) # ISBN-10: 073562044X
Microsoft Office 2003: Introductory Concepts And Techniques # Publisher: Course Tech-
nology Ptr (Sd); 2nd Sprl edition (February 15, 2005) # ISBN-10: 0619254858
Mathematics for Computer Science (course code), 36h
A. Course Description
Course covers: Functions, relations, and sets, Basic logic, Proof techniques, Basics of
counting, Graphs and trees, Discrete probability, Matrices, Interpolation and numerical
derivative, and curve fitting with Least Square Method.
The mathematics should be presented to the students through examples from the computer
science and engineering domains so that students can relate the mathematical techniques
with their own field.
Also students will explore some of the computer technology used to solve mathematical
Appendix E, 17
problems and will explore simple technologies. Maple computer software and MS Excel
will be used to implement these techniques.
B. Course Objectives
The Course is designed to provide students with the basics of mathematics and how a
computer can be used to prove the concepts of Mathematics.
C. Course Content
1.Functions, relations, and sets 2.Basic logic, Proof techniques, Basics of counting, Graphs
and trees 3.Discrete probability, Matrices, Interpolation and numerical derivative, and
curve fitting with Least Square Method 4.Maple computer software and MS Excel
D. Course Organization
The course will take 18 weeks; 16 weeks of teaching, 2 hours per Week and 2 weeks for
examinations
E. Method of Instruction
Direct lectures, individual assignments, class discussions, group works, tests and exami-
nations
F. Course Evaluation
Course work, assignments, class presentations and the mid-semester tests will account for
50% of the final grade. The final examination will account for 50% of the final grade.
G. Bibliography
Concrete Mathematics: A Foundation for Computer Science # Publisher: Addison-Wesley
Professional; 2 edition (February 28, 1994) # ISBN-10: 0201558025
Communication Skills (course code), 45h
A. Course Description
Appendix E, 18
At the end of this course students should have an advanced understanding of English
grammar. Oral and written assignments will develop proficiency with communication
styles and skills necessary for their professions.
A solid background in English grammar and vocabulary are pre-requisites for these courses.
B. Course Objectives
The objective of this course is to equip students with an advanced understanding of En-
glish grammar. Oral and written assignments will develop proficiency with communica-
tion styles and skills necessary for their professions.
C. Course Content
1.English Grammar 2.Vocabulary 3.Oral and Written exercises
D. Course Organization
The course will take 15 weeks; 14 weeks of teaching, 3 hours per Week and 1 week for
examinations
E. Method of Instruction
Direct lectures, individual assignments, class discussions, group works, tests and exami-
nations
F. Course Evaluation
Course work, assignments, class presentations and the mid-semester tests will account for
50% of the final grade. The final examination will account for 50% of the final grade.
G. Bibliography
Berkeley College. A System for Effective Listening and Note taking. 12 October 2000.
http://www-s/c.uga.berkeley.edu/CalRen/Listening.html
California Polytechnical College. Academic Skills Center - Notetaking Systems. 12 Oc-
tober 2000. http://www.sas.calpoly.edu/asc/ssl/notetaking.systems.html
Appendix E, 19
Gillett, A. Using English for Academic Purposes, October 2006, http://www.uefap.co.uk
Huseman, R., Lahiff, J & Penrose, Jr. J. M. (1991). Business Communication: Strategic
and Skills. 4th Ed. Fort Worth. The Dryden Press.
Lumsden,G & D. Lumsden (1996): Communicating With Credibility and Confidence,
Belmont.Wadsworth Publishing Company,
Pegg, Bruce. Notetaking. (4 October 1995). 12 October 2000. http://www2.colgate.edu/diw/notetaking.html
Shumbusho, G. N. (1997). Basic Academic Writing: A reference Guide. Mzumbe. Re-
search, Information and Publication.
Thorne, S. (1997). Mastering Advanced English Language. London, Palgrave University
of Texas at Austin. Making the Grade 101. (27 February 1998). 20 October 2000.
http://www.utexas.edu/student/lsc/makinggrade/inclassnotes.html
Foundation of Faith and Ethics (course code), ??h
A. Course Description
B. Course Objectives
C. Course Content
D. Course Organization
E. Method of Instruction
Direct lectures, individual assignments, class discussions, group works, tests and exami-
nations
F. Course Evaluation
Course work, assignments, class presentations and the mid-semester tests will account for
50% of the final grade. The final examination will account for 50% of the final grade.
G. Bibliography
Appendix E, 20
SECOND YEAR
THIRD SEMESTER
Hardware, Computer Architecture and Operating Systems (course code), 39h
A. Course Description
An overview of basic computer architecture, structure and functionality. Mathematical
and physical foundations of computers, computer components, machine code, operating
systems, parses, systems software and databases.
B. Course Objective
By the end of the course students are expected to be acquainted with basic computer
architecture, structure and functionality concepts. Also they will be able utilize concepts
of mathematical and physical foundations of computers.
C. Course Content
1.Basic computer architecture, structure and functionality 2.Mathematical and physical
foundations of computers 3.Computer components 4.Machine code 5.Operating systems
6.Parses 7.Systems software and databases
D. Course Organization
The course will take 13 weeks; 12 weeks of teaching, 3 hours per Week and 1 week for
examinations
E. Method of Instruction
Online Distant learning, direct lectures, individual assignments, class discussions and
examinations
F. Course Evaluation
Course exercises and exam, a student must complete a third of the course exercises to take
Appendix E, 21
part in the course or renewal exam.
G. Bibliography
A+ Certification All-in-One Exam Guide, Sixth Edition (A+ Certification All in One
Exam) # Publisher: McGraw-Hill Osborne Media; 6 edition (December 21, 2006) #
ISBN-10: 0072263113
Microsoft Windows XP Inside Out, Second Edition # Publisher: Microsoft Press; 20
Pap/Cdr edition (November 3, 2004) # ISBN-10: 073562044X
Discrete Structures (course code), 66h
A. Course Description
Introduction to mathematical concepts and tools useful for a computer scientist, such as
logical reasoning, set theory, induction, and basics of probability calculus
B. Course Objective
By the end of the course students are expected to be acquainted with tools and mathemat-
ical concepts useful for a computer scientist.
C. Course Content
Mathematical concepts and tools a.Logical reasoning b.Set theory c.Induction d.Basics of
probability calculus
D. Course Organization
The course will take 11 weeks; 10 weeks of teaching, 6 hours per Week and 1 week for
examinations
E. Method of Instruction
Online Distant learning, direct lectures, individual assignments, class discussions and
examinations
Appendix E, 22
F. Course Evaluation
Course exercises and exam, a student must complete a third of the course exercises to take
part in the course or renewal exam.
G. Bibliography
Discrete Mathematics with Applications # Publisher: Brooks Cole; 3 edition (December
22, 2003) # ISBN-10: 0534359450
Database Management Systems (course code), 72h
A. Course Description
Course covers: Information models and systems, Database systems, Data modelling, Re-
lational databases, Database query languages and Relational database design and imple-
menting
B. Course Objective
By the end of the course students should be able to design and administer databases
C. Course Content
1.Information models and systems 2.Database systems 3.Data modelling 4.Relational
databases and design 5.Database query languages
D. Course Organization
The course will take 18 weeks; 16 weeks of teaching, 4 hours per Week and 2 weeks for
examinations
E. Method of Instruction
Direct lectures, individual assignments, class discussions, group works, tests and exami-
nations
Appendix E, 23
F. Course Evaluation
Course work, assignments, class presentations and the mid-semester tests will account for
50% of the final grade. The final examination will account for 50% of the final grade.
G. Bibliography
Database Systems: Design, Implementation, and Management, Seventh Edition # Pub-
lisher: Course Technology; 7 edition (January 27, 2006) # ISBN-10: 1418835935
Database Management Systems # Publisher: McGraw-Hill Science/Engineering/Math; 3
edition (August 14, 2002) # ISBN-10: 0072465638
Data Structures and Algorithms (course code), 72h
A. Course Description
Course introduces the students the algorithmic problem solving. Course covers funda-
mental data structures (list and its variants, trees and graphs) and algorithms related to
them.
Basic algorithm analysis is also introduced.
B. Course Objective
By the end of the course students should be able to design algorithms and apply concept
of data structures in problem solving.
C. Course Content
1.algorithmic problem solving 2.Data structures a.list and its variants b.trees and graphs
3.Basic algorithm analysis
D. Course Organization
The course will take 18 weeks; 16 weeks of teaching, 4 hours per Week and 2 weeks for
examinations
Appendix E, 24
E. Method of Instruction
Direct lectures, individual assignments, class discussions, group works, tests and exami-
nations
F. Course Evaluation
Course work, assignments, class presentations and the mid-semester tests will account for
50% of the final grade. The final examination will account for 50% of the final grade.
G. Bibliography
Algorithms # Publisher: McGraw-Hill Science/Engineering/Math; 1 edition (September
13, 2006) # ISBN-10: 0073523402
Data Structures and Algorithms in Java # Publisher: John Wiley & Sons; 4 edition (August
24, 2005) # ISBN-10: 0471738840
Cyber Law (course code), 30h
A. Course Description
To equip students with the necessary legal knowledge to deal with issues arising from
cyber commercial and industrial matters; to provide guidance and advice as legal consul-
tants to cyber industrial and commercial undertakings and to be aware of the key issues
relating to the future development of cyber law in Tanzania.
B. Course Objective
By the end of the course students should be equipped with necessary legal knowledge
deal with issues arising from cyber commercial and industrial matters.
C. Course Content
1.Information Security and Privacy 2.Computer Crime 3.Contractual and Non-Contractual
Liability in Information Society 4.The Electronic Transactions Ordinance 5.Intellectual
Property 6.Defamation, Obscenity and the Internet.
Appendix E, 25
D. Course Organization
The course will take 15 weeks; 14 weeks of teaching, 2 hours per Week and 1 week for
examinations
E. Method of Instruction
Current mix of lecture, tutorial, laboratory, individual assignments, class discussions,
group works, tests and examinations
F. Course Evaluation
Course work, assignments, class presentations and the mid-semester tests will account for
50% of the final grade. The final examination will account for 50% of the final grade.
G. Bibliography
Cyberlaw: Your Rights in Cyberspace # Publisher: South-Western College/West; 1 edi-
tion (July 24, 2001) # ISBN-10: 0324074735
Bachelor’s Project and Thesis part1, 36h
A. Course Description
In the beginning of the third semester (second year) program, there should be a brain-
storming session to identify problems to be solved and start solving them as a long term
project. The project runs during the last two academic years (2 years) during which the
problem is identified, solved and reported.
This project involves stakeholders (business owners) that have a problem to be solved,
Supervisors (teachers) and Problem solvers (students).
During the third semester (second year), students identify the problem that they are going
to solve and do background research and reading.
B. Course Objective
Appendix E, 26
At the end of the course, students are required to identify the problem that will be solved.
They are also required to start solving their identified long-term project problem.
C. Course Content
1.Project problem brainstorming 2.Problem listing 3.Problem analysis 4.Project proposal
approval
D. Course Organization
The course will take 18 weeks; 18 weeks of project work and supervising, 2 hours per
Week
E. Method of Instruction Current mix of lecture, tutorial, laboratory, individual assign-
ments, class discussions, group works
F. Course Evaluation
If the proposal is not approved, the result is FAIL else PASS. And if is FAIL 10% of the
total Thesis points are deducted.
G. Bibliography
How to Write a Thesis # Publisher: ARCO; 5 Rev Sub edition (April 2003) # ISBN-10:
0768910811
Appendix E, 27
FOURTH SEMESTER
Network Design and Administration (course code), 72h
A. Course Description
The course covers network and performance monitoring tools provided by the Windows
XP and configuring and installing variety of network nodes such as switches, routers,
firewall etc. It introduces administration of the Windows 2003 server Operating Sys-
tem (OS), Includes installing and configuring server operating system, planning security,
installing applications, backing up file systems, using utilities, managing users, setting
network printers and troubleshooting.
The course covers also Active Directory Services (ADS) on the Windows 2003 network
operating system. Includes network administration tasks and tools, management of user
and group accounts, organization of shared folders, management of ADS, policy, security,
and installation and management of Trees and Forests
It also includes overview of network services, how to plan a network infrastructure, net-
work data flow, Dynamic Host Configuration Protocol (DHCP), and Domain Name Ser-
vices (DNS).
The course also aims at providing hands on experience on Linux server setup, configura-
tion and maintenance.
B. Course Objective
This course aims at acquitting a student with advanced knowledge on network devices
and server operation systems management.
C. Course Content
1.Windows XP Network monitoring tools 2.Common network nodes such as switches,
routers, firewall etc 3.Windows 2003 server OS 4.Windows 2003 Server a.Active Direc-
tory b.User accounts c.Shared folders d.Shared printers e.Policy and security 5.DHCP and
DNS 6.Linux Server
D. Course Organization
Appendix E, 28
The course will take 18 weeks; 16 weeks of teaching, 4 hours per Week and 2 weeks for
examinations
E. Method of Instruction
Current mix of lecture, tutorial, laboratory, individual assignments, class discussions,
group works, tests and examinations
F. Course Evaluation
Course work, assignments, class presentations and the mid-semester tests will account for
50% of the final grade. The final examination will account for 50% of the final grade.
G. Bibliography
Microsoft Windows XP Inside Out, Second Edition # Publisher: Microsoft Press; 20
Pap/Cdr edition (November 3, 2004) # ISBN-10: 073562044X
Network+ Guide to Networks, Fourth Edition # Publisher: Course Technology; 4 edition
(April 4, 2005) # ISBN-10: 061921743X
The Ultimate Windows Server 2003 System Administrator’s Guide # Publisher: Addison-
Wesley Professional; 2Rev Ed edition (April 8, 2003) # ISBN-10: 0201791064
Application Projects Part 1, 54h
A. Course Description
Projects are performed in groups and should introduce students how they can apply the
knowledge of CS and Engineering to real world problem solving. Every student needs
to take part into one project of Multimedia production. In the beginning of the project,
there should be a brainstorming session to identify tasks to be done. The project is carried
out by Stakeholders (business owners), Supervisors/tutors (teachers), and Problem solvers
(students).
Application domain: Multimedia production.
Appendix E, 29
B. Course Objective
This course aims at giving a further practical experience approach toward a project devel-
opment circle and Multimedia. Also via this project students are learning about problem
solving and problem based learning.
C. Course Content
1.Scenario and plan development 2.Activity and user analysis 3.Presentations 4.Group
work 5.Implementation 6.Tests with users and evaluation
D. Course Organization
The course will take 18 weeks; 18 weeks of teaching/group work, 3 hours per week.
E. Method of Instruction
Mix of lecture, tutorial, research, laboratory, class discussions, class presentations and
group works.
F. Course Evaluation
Course work, class presentations will account for 50% of the final grade. The final Mul-
timedia production will account for 50% of the final grade.
G. Bibliography
Multimedia Design and Production for Students and Teachers # Publisher: Allyn & Ba-
con; 1st edition (April 25, 2003) # ISBN-10: 0205343872
Multimedia Production, Planning and Delivery # Publisher: Prentice Hall; Bk&CD Rom
edition (February 18, 1997) # ISBN-10: 1575766256
Appendix E, 30
Multimedia, 108h
Image technology (course code), 54h
A. Course Description
The course covers Basic concepts of digital image, Enhancement and restoration, Ge-
ometric operations, Image analysis, Compression, Image synthesis. Also students will
learn how to use image input/output devices and commercial image processing software
and its filters and they can apply them in designing image processing systems.
B. Course Objective
After completing the course the students will know the image processing methods and
will be able to apply the commercial image processing software efficiently. They will
know the image input/output devices and can apply them in designing image processing
systems.
C. Course Content
1.Basic concepts of digital image 2.Input/output devices 3.Image processing methods
4.Commercial image processing software like Adobe Photoshop
D. Course Organization
The course will take 18 weeks; 16 weeks of teaching, 3 hours per Week and 2 weeks for
examinations
E. Method of Instruction Direct lectures, tutorial, laboratory, individual assignments, class
discussions, group works, tests and examinations
F. Course Evaluation Course work, assignments, class presentations and the mid-semester
tests will account for 50% of the final grade. The final examination will account for 50%
of the final grade.
G. Bibliography
Integrated Image and Graphics Technologies (The International Series in Engineering
Appendix E, 31
and Computer Science) # Publisher: Springer; 1 edition (February 29, 2004) # ISBN-10:
1402077742
Adobe Photoshop CS2 Classroom in a Book # Publisher: Adobe Press; Pap/Cdr edition
(May 24, 2005) # ISBN-10: 0321321847
Multimedia production (course code), 54h
A. Course Description
The course covers Basic concepts in multimedia, Equipment in multimedia production,
Multimedia authoring tools, Multimedia programming, Application types and Multimedia
development process. Students will learn also editing software required in multimedia
productions, Basics of digital media assets management and editing.
B. Course Objective
On completion of this unit the student will know the terms, most common tools and
production process of multimedia applications.
Students will be able to produce basic multimedia applications with Multimedia editing
software. In addition to that the student will get basic knowledge to use Multimedia
equipments
C. Course Content
5.Basic concepts in multimedia 6.Equipment in multimedia production 7.Multimedia au-
thoring tools 8.Multimedia programming 9.Application types 10.Multimedia develop-
ment process 11.Multimedia editing software 12.Basics of digital media assets manage-
ment
D. Course Organization
The course will take 18 weeks; 16 weeks of teaching, 3 hours per Week and 2 weeks for
examinations
E. Method of Instruction
Appendix E, 32
Direct lectures, tutorial, laboratory, individual assignments, class discussions, group works,
tests and examinations
F. Course Evaluation Course work, assignments, class presentations and the mid-semester
tests will account for 50% of the final grade. The final examination will account for 50%
of the final grade.
G. Bibliography
Multimedia Design and Production for Students and Teachers # Publisher: Allyn & Ba-
con; 1st edition (April 25, 2003) # ISBN-10: 0205343872
Multimedia Production, Planning and Delivery # Publisher: Prentice Hall; Bk&CD Rom
edition (February 18, 1997) # ISBN-10: 1575766256
Software Engineering (course code), 45h
A. Course Description
Course covers Software life cycle: Specification, design, production, testing, mainte-
nance, documentation, system integration and testing. Object-oriented design methods
with Unified Modelling Language (UML).
Quality assurance scheme: Examples of analysis and implementation tools. Course cov-
ers also basics of Project management.
B. Course Objective
Students will get knowledge of Software engineering. Students will be familiar with
Software development process and tools. After the course they are able to act as Software
developer or as Software development Project Manager.
C. Course Content
1.Software life cycle a.Specification b.Design c.Production d.Testing e.Maintenance f.Documentation
g.System integration and testing 2.Unified Modelling Language (UML) 3.Quality assur-
ance scheme a.Analysis and implementation tools 4.Basics of Project management.
Appendix E, 33
D. Course Organization
The course will take 18 weeks; 16 weeks of teaching, 2,5 hours per Week and 2 weeks
for examinations
E. Method of Instruction
Direct lectures, tutorial, laboratory, individual assignments, class discussions, group works,
tests and examinations
F. Course Evaluation Course work, assignments, class presentations and the mid-semester
tests will account for 50% of the final grade. The final examination will account for 50%
of the final grade.
G. Bibliography
Software Engineering: (Update) (8th Edition) (International Computer Science) # Pub-
lisher: Addison Wesley; 8 edition (May 25, 2006) # ISBN-10: 0321313798
Bachelor’s Project and Thesis part2, 36h
A. Course Description
During the fourth Semester, students are starting to solve their Bachelor’s project prob-
lems by applying their knowledge from the studied courses and begin continue their writ-
ing process that leads to their Bachelor’s Theses.
B. Course Objective
At the end of the course, students have to show good progress in their problem solving.
C. Course Content
1.Project problem solving 2.Thesis Report writing
D. Course Organization
Appendix E, 34
The course will take 18 weeks; 18 weeks of project work and supervising, 2 hours per
Week
E. Method of Instruction Current mix of lecture, tutorial, laboratory, individual assign-
ments, class discussions, group works
F. Course Evaluation
If the proposal is not approved, the result is FAIL else PASS. And if is FAIL 10% of the
total Thesis points are deducted.
G. Bibliography
How to Write a Thesis # Publisher: ARCO; 5 Rev Sub edition (April 2003) # ISBN-10:
0768910811
Appendix E, 35
THIRD YEAR
FIFTH SEMESTER
Business and E-Commerce, 108h
Advanced Website Development for business (course code), 54h
A. Course Description
Course covers Internet Access Requirements, Web Hosting Requirements, Web Site Goals,
Content Development, Site Map Development, Web Site Design Principles, Web Site
Design Tools, Web Page Programming Tools, Navigation Aids, Web Site Search Tools,
Databases, Forms, Security Issues and Threats, Security Procedures, Encryption, Digi-
tal Certificates, SSL and SET Technologies, Authentication and Identification, Security
Providers.
B. Course Objective
Students will get the knowledge of advanced website development and how to implement
the knowledge in business and E-commerce.
C. Course Content
1.Internet Access Requirements 2.Web Hosting Requirements 3.Web Site Goals 4.Con-
tent Development and Site Map Development 5.Web Site Design Principles 6.Web Site
Design Tools and Web Page Programming Tools 7.Navigation Aids and Web Site Search
Tools 8.Databases and Forms 9.Security Issues and Threats, Security Procedures, Encryp-
tion, Digital Certificates, SSL and SET Technologies, Authentication and Identification,
Security Providers.
D. Course Organization
The course will take 18 weeks; 16 weeks of teaching, 3 hours per Week and 2 weeks for
examinations
Appendix E, 36
E. Method of Instruction
Direct lectures, tutorial, laboratory, individual assignments, class discussions, group works,
tests and examinations
F. Course Evaluation Course work, assignments, class presentations and the mid-semester
tests will account for 50% of the final grade. The final examination will account for 50%
of the final grade.
G. Bibliography
The Web Page Design Cookbook: All the Ingredients You Need to Create 5-Star Web
Pages # Publisher: Wiley; Bk&CD-Rom edition (November 1995) # ISBN-10: 0471130397
E-commerce (course code), 54h
A. Course Description
Course covers a meaningful subset of the topics introduces below:
E-Commerce Basics: E-Commerce Definition, Internet History and E-Commerce De-
velopment, Business-to-Business E-Commerce, Business-to-Consumer E-Commerce, E-
Commerce Stages and Processes, E-Commerce Challenges, and E-Commerce Opportu-
nities. E-Commerce Options: Entry-Level Options, Storefront and Template Services,
E-Commerce Software Packages, E-Commerce Developers, and E-Business Solutions,
Marketing Issues: Data Collection, Domain Names, Advertising Options, and Web Site
Monitoring. E-Commerce Components: Shopping Carts, Checkout Procedures, Shipping
Options Payment Processing: Electronic Payment Issues, E-Cash, Credit Card Issues,
Merchant Accounts, Online Payment Services, Transaction Processing, Taxation Issues.
Security Issues: Privacy Policies, Legal Issues
B. Course Objective
Students will get the knowledge of advanced E-commerce techniques and how to utilize
those techniques in business. They will have skills to work as an consultant.
C. Course Content
Appendix E, 37
1.E-Commerce Basics 2.E-Commerce Options 3.Marketing Issues 4.Payment Processing
5.Security Issues
D. Course Organization
The course will take 18 weeks; 16 weeks of teaching, 3 hours per Week and 2 weeks for
examinations
E. Method of Instruction
Direct lectures, tutorial, laboratory, individual assignments, class discussions, group works,
tests and examinations
F. Course Evaluation
Course work, assignments, class presentations and the mid-semester tests will account for
50% of the final grade. The final examination will account for 50% of the final grade.
G. Bibliography
E-Commerce: Business, Technology, Society # Publisher: Prentice Hall; 3 edition (March
22, 2006) # ISBN-10: 0131735160
Robotics Artificial Intelligence (course code), 18h
A. Course Description
Course introduces students to various topics related to artificial intelligence. Artificial In-
telligence involves an application-oriented study of the principles and methods that sup-
port the development of artificial intelligent systems. What is AI? What is intelligence?
What can be automated?
What sorts of AI applications are there? What are intelligent agents? What common
features do they have? Different User Interfaces?
B. Course Objective
Appendix E, 38
Students will be familiar with different aspects of artificial intelligence.
C. Course Content
1.Various topics related to artificial intelligence 2.Intelligent agents 3.Human-computer
interaction 4.Perceptual and cognitive capabilities of users and how these influence use of
interfaces 5.User Interfaces
D. Course Organization
The course will take 18 weeks; 16 weeks of teaching, 1 hours per Week and 2 weeks for
examinations
E. Method of Instruction
Direct lectures, tutorial, laboratory, individual assignments, class discussions, group works,
tests and examinations
F. Course Evaluation
Course work, assignments, class presentations and the mid-semester tests will account for
50% of the final grade. The final examination will account for 50% of the final grade.
G. Bibliography
Russel S., Norvig P.: Artificial Intelligence, A Modern Approach, Second Edition, Pren-
tice Hall, 2003. Pages: 1-307, 320-340, 375-449
Edutainment Robotics (course code), 18h
A. Course Description
Course covers the basic concepts of robotics and how robotics can be used in teaching
and learning. In this course students will learn also how to use, control and program
I-BLOCK lego robots.
B. Course Objective
Appendix E, 39
Students will be familiar with the basics of Robotics and they will have hand on experi-
ence of I-BLOCK lego robots.
C. Course Content
1.Basic concepts of robotics Intelligent agents 2.Using robotics in teaching and learning
3.I-BLOCK lego robots
D. Course Organization
The course will take 18 weeks; 16 weeks of teaching, 1 hours per Week and 2 weeks for
examinations
E. Method of Instruction
Direct lectures, tutorial, laboratory, individual assignments, class discussions, group works,
tests and examinations
F. Course Evaluation Course work, assignments, class presentations and the mid-semester
tests will account for 50% of the final grade. The final examination will account for 50%
of the final grade.
G. Bibliography
Robot Building for Beginners # Publisher: Apress; 1 edition (January 18, 2002) # ISBN-
10: 1893115445
Introduction to Robotics: Mechanics and Control # Publisher: Prentice Hall; 3 edition
(October 12, 2003) # ISBN-10: 0201543613
Application Projects Part 2, 54h
A. Course Description
Projects are performed in groups and should introduce students how they can apply the
knowledge of CS and Engineering to real world problem solving. Every student needs
to take part into one project of Business and E-Commerce Website production. In the
Appendix E, 40
beginning of the project, there should be a brainstorming session to identify tasks to be
done. The project is carried out by Stakeholders (business owners), Supervisors/tutors
(teachers), and Problem solvers (students).
Application domain: E-Commerce Website production.
B. Course Objective
This course aims at giving a further practical experience approach toward a project devel-
opment circle and Business and E-Commerce. Also via this project students are learning
about problem solving and problem based learning.
C. Course Content
1.Scenario and plan development 2.Activity and user analysis 3.Presentations 4.Group
work 5.Implementation 6.Tests with users and evaluation
D. Course Organization
The course will take 18 weeks; 18 weeks of teaching/group work, 3 hours per Week.
E. Method of Instruction
Mix of lecture, tutorial, research, laboratory, class discussions, class presentations and
group works.
F. Course Evaluation
Course work, class presentations will account for 50% of the final grade. The final Mul-
timedia production will account for 50% of the final grade.
G. Bibliography
E-Commerce: Business, Technology, Society # Publisher: Prentice Hall; 3 edition (March
22, 2006) # ISBN-10: 0131735160
The Web Page Design Cookbook: All the Ingredients You Need to Create 5-Star Web
Pages # Publisher: Wiley; Bk&CD-Rom edition (November 1995) # ISBN-10: 0471130397
Appendix E, 41
Bachelor’s Project and Thesis, 36h
A. Course Description
During the fifth Semester, students are continuing to solve their Bachelor’s project prob-
lems by applying their knowledge from the studied courses and continue writing process
that leads to their Bachelor’s Theses.
B. Course Objective
At the end of the course, students have to show good progress in their problem solving.
C. Course Content
1.Project problem solving 2.Thesis Report writing
D. Course Organization
The course will take 18 weeks; 18 weeks of project work and supervising, 2 hours per
Week
E. Method of Instruction
Current mix of lecture, tutorial, laboratory, individual assignments, class discussions,
group works
F. Course Evaluation
If the proposal is not approved, the result is FAIL else PASS. And if is FAIL 10% of the
total Thesis points are deducted.
G. Bibliography
How to Write a Thesis # Publisher: ARCO; 5 Rev Sub edition (April 2003) # ISBN-10:
0768910811
Appendix E, 42
Elective Courses, 54h
Course Organization
One Elective Courses with a total of 54 Credit Hours should be taken The course will take
18 weeks; 16 weeks teaching, 3 hours per Week and two weeks for Examinations.
One Elective Courses with a total of 45 Credit Hours should be taken from any of the
following Disciplines:
Business Administration
Principles of Accounting I (ACCT 101)
Introduces students to business activities, basic concepts fundamentals of accounting, the
accounting cycle and preparation of financial statements.
Principles of Management (MGMT 101)
Introduces students to the evolution of management and the basic managerial functions
such as planning, organizing, staffing, directing, controlling, coordinating, reviewing and
budgeting.
Financial Management (MGMT 302)
Enables students to understand and apply principles of financial management. Coverage
includes: an overview of managerial finance, concepts of evaluation, financial ratio anal-
ysis, financial forecasting and planning, management of liquidity, cost of capital, capital
structure, capital budgeting, dividend policy and public finance.
Law
Business Law (LAW 110)
In this course, students study business law and company law as it is applicable in common
Appendix E, 43
law legal systems, particularly, law of partnership, company law, cooperative law, and
public enterprise law.
Law of Contract I (LAW 102)
The course addresses the law of contracts as administered by courts in East Africa. Major
topics covered include the formation of contracts, nature of the contractual relation and
its social function, form and consideration, remedies for breach, defenses, discharge of
contractual obligations, assignment, principles of agency, quasi-contracts, a comparative
study of the Africa customary law of debts, and other contractual obligations. Form,
contents and initiating factors, illegal contracts, plaintiff’s ignorance of illegality, written
laws to protect certain classes of people, and illegal and executory contracts are also
explored.
Appendix E, 44
SIXTH SEMESTER
Electric Circuits (course code), 22h
A. Course Description
Introduction to theory, analysis and design of electric circuits. Voltage, current, power,
energy, resistance, capacitance, inductance. Kirchhoff’s laws node analysis, mesh analy-
sis, Thevenin’s theorem, Norton’s theorem, steady state and transient analysis, AC, DC,
phasors, transistors, operational amplifiers, transfer functions.
B. Course Objective
Students will learn basics of electric circuits and electric network analyses.
C. Course Content
1.Introduction to theory, analysis and design of electric circuits Using robotics in teach-
ing and learning 2.Voltage, current, power, energy, resistance, capacitance, inductance
3.Kirchhoff’s laws node analysis, mesh analysis, Thevenin’s theorem, Norton’s theorem
4.Steady state and transient analysis 5.AC, DC, phasors, transistors, operational ampli-
fiers, transfer functions
D. Course Organization
The course will take 11 weeks; 10 weeks of teaching, 2 hours per Week and 1 weeks for
examinations
E. Method of Instruction
Direct lectures, tutorial, laboratory, individual assignments, class discussions, group works,
tests and examinations
F. Course Evaluation
Course work, assignments, class presentations and the mid-semester tests will account for
50% of the final grade. The final examination will account for 50% of the final grade.
Appendix E, 45
G. Bibliography
Fundamentals of Electric Circuits, Second Edition # Publisher: McGraw-Hill Science/Engineering/Math;
2 edition (May 26, 2004) # ISBN-10: 0073048356
IT Security (course code), 44h
A. Course Description
Course covers these topics:
The basic concepts of general security: confidentially, integrity, authentication, access
control, availability
The concepts of workstation security: backups, local policies, Windows XP firewall, Win-
dows updates, antivirus, antispyware and antispam. The concepts of Network security:
Wireless, LAN, WAN.
Network security tools and policies: VPN, Firewalls, Secure Network Devices, Intrusion
detection. Types and Sources of network threats: bad configuration, viruses, denial-of-
Service, unauthorized access. Hacking: auditing and testing, password crackers, sniffers.
B. Course Objective
Students will learn basics of general security and IT security and how to protect computers
and networks.
C. Course Content
1.The basic concepts of general security 2.The concepts of workstation security 3.The
concepts of Network security 4.Network security tools and policies 5.Types and Sources
of network threats 6.Hacking
D. Course Organization
The course will take 11 weeks; 10 weeks of teaching, 4 hours per Week and 1 weeks for
examinations
Appendix E, 46
E. Method of Instruction
Direct lectures, tutorial, laboratory, individual assignments, class discussions, group works,
tests and examinations
F. Course Evaluation Course work, assignments, class presentations and the mid-semester
tests will account for 50% of the final grade. The final examination will account for 50%
of the final grade.
G. Bibliography
IT Security: Risking the Corporation # Publisher: Prentice Hall PTR; 1st edition (Febru-
ary 24, 2003) # ISBN-10: 013101112X
Internship – 21Hrs /Wx8Weeks=168Hrs
Bachelor’s Project and Thesis, 77h
A. Course Description
During the sixth Semester, students are finalizing their Bachelor’s Theses.
B. Course Objective
At the end of the course, students have to present their Theses.
C. Course Content
1.Project problem solving 2.Thesis Report writing
D. Course Organization
The course will take 17 weeks; 17 weeks of project work and supervising, 5 hours per
Week, 1 week study break
E. Method of Instruction
Appendix E, 47
Current mix of lecture, tutorial, laboratory, individual assignments, class discussions,
group works
F. Course Evaluation
G. Bibliography
How to Write a Thesis # Publisher: ARCO; 5 Rev Sub edition (April 2003) # ISBN-10:
0768910811
Appendix F, 1
Interview Guides
Administration
Supervisor: Mikko Vesisenaho (PhD)
Telephone: +358 400 429 493
Email: mvaho@cs.joensuu.fi
Thesis Topic
Evaluation of the implementation of the BSc IT curriculum at Tumaini University
Thesis Statement
The study aims to examine and evaluate the implementation of the BSc IT curriculum
at Tumaini University in Iringa, Tanzania taking in to consideration of the six major con-
structs on which the curriculum design process aimed to achieve namely practical orienta-
tion, contextualization, International recognition, multidisciplinary, research orientation,
project based, problem orientation and the extent to which the curriculum implementation
address the needs of the computing skills in the surrounding community.
Research Questions
1. How is the curriculum implementation providing the knowledge required in order
to build capacity and provide sustainable development and continuity of the ICT
education in the developing countries like Tanzania?
2. What is the appropriate curriculum framework which can promote inbound and
outbound competency in learning and transferring of the ICT knowledge?
3. 3.How the is implementation strategy affecting the internationalization of learning
process through the framework, in order to emphasize the standards, continuing
education and research?
Appendix F, 2
Interview questions
The above research questions are further refined to produce the detailed interview ques-
tions, from which data will be collected analyzed and be used as the basis of answering
the research questions.
General
Is there any noticeable age difference or age groups in the intake? What do you think of
the age composition in the intake?
How is the gender balance in the intake? How the enrolment process did consider this
balance? How does this affect the implementation of the curriculum?
What was the prior occupation of the applicants? How was this taken into consideration
during the enrolment process? How does this contribute to the learning process in the BSc
IT program?
What was the number of applicants? How many succeeded to join the program? From
the commencement of the program how do you observe the trend of students? Had any
student suspended their studies? If yes for what reasons?
How do you rate the affordability of the learning cost to the students (Tuition fees and
living costs)? Had there been any difficulties for students meeting the respective costs?
Knowledge and development
How do you explain the process of Information technology curriculum development at
your institution? If there were stages involved what is the relevance of such stages?
What do you think of the standard curriculum models (CC2001 and IT2005)?
What do you think of the model adopted for your curriculum? How does the model reflect
and support your curriculum and the learning objectives of your BSc IT program?
Appendix F, 3
What do u think is the contribution of the information technology towards development in
your community and or work place? What do you think of the IT skills required at your
work place? How do you find the reflection of these skills in the BSc IT program?
What are the consideration that u think had been taken into account during the develop-
ment of the existing curriculum? How do these relate to the courses being taught?
How was the balancing taken in to consideration between the internationalization and
local context concepts in the curriculum design?
Implementation, Delivery techniques
Which strategies were adopted to ensure that the objectives of the curriculum are met?
How these strategies do affect the implementation of the curriculum?
What do you think of the applicability of your learning outcomes at the international
level? What are the courses that you think are applicable globally?
Appendix F, 4
Students
Supervisor: Mikko Vesisenaho (PhD)
Telephone: +358 400 429 493
Email: mvaho@cs.joensuu.fi
Thesis Topic
Evaluation of the implementation of the BSc IT curriculum at Tumaini University
Thesis Statement
The study aims to examine and evaluate the implementation of the BSc IT curriculum
at Tumaini University in Iringa, Tanzania taking in to consideration of the six major con-
structs on which the curriculum design process aimed to achieve namely practical orienta-
tion, contextualization, International recognition, multidisciplinary, research orientation,
project based, problem orientation and the extent to which the curriculum implementation
address the needs of the computing skills in the surrounding community.
Research Questions
1. How is the curriculum implementation providing the knowledge required in order
to build capacity and provide sustainable development and continuity of the ICT
education in the developing countries like Tanzania?
2. What is the appropriate curriculum framework which can promote inbound and
outbound competency in learning and transferring of the ICT knowledge?
3. 3.How the is implementation strategy affecting the internationalization of learning
process through the framework, in order to emphasize the standards, continuing
education and research?
Appendix F, 5
Interview questions
The above research questions are further refined to produce the detailed interview ques-
tions, from which data will be collected analyzed and be used as the basis of answering
the research questions.
General
What was the prior occupation of the applicants? How was this taken into consideration
during the enrolment process?
How does this contribute to the learning process in the BSc IT program?
How do you rate the affordability of the learning cost to the students (Tuition fees and
living costs)?
Had there been any difficulties for students meeting the respective costs?
Knowledge and development
How do you understand and describe the information technology?
What do u think is the contribution of the information technology towards development
in your community and or work place?
What do you think of the IT skills required at your work place? How do you find the
reflection of these skills in the BSc IT program?
Do u think there is any relationship between community development and information
and communications technology (ICT) development? If yes what is the nature. If not
why?
Appendix F, 6
Implementation, Delivery techniques
Do you think that there are some of the modules in the curriculum which are irrelevant to
the global market? Why do u think so?
What do you think of the relationship between these modules and the local needs of your
community?
What do you think of the applicability of your learning outcomes at the international
level?
What are the courses that you think are applicable globally?
How do you comment on the practical sessions? How do u comment on time and re-
sources allocated? If not sufficient why?
Can you mention any of the changes have been implied to the curriculum as the result of
choosing the current implementation strategy?
What factors were taken in to consideration? How does this affect the original idea of the
curriculum?
Appendix F, 7
Lecturers
Supervisor: Mikko Vesisenaho (PhD)
Telephone: +358 400 429 493
Email: mvaho@cs.joensuu.fi
Thesis Topic
Evaluation of the implementation of the BSc IT curriculum at Tumaini University
Thesis Statement
The study aims to examine and evaluate the implementation of the BSc IT curriculum
at Tumaini University in Iringa, Tanzania taking in to consideration of the six major con-
structs on which the curriculum design process aimed to achieve namely practical orienta-
tion, contextualization, International recognition, multidisciplinary, research orientation,
project based, problem orientation and the extent to which the curriculum implementation
address the needs of the computing skills in the surrounding community.
Research Questions
1. How is the curriculum implementation providing the knowledge required in order
to build capacity and provide sustainable development and continuity of the ICT
education in the developing countries like Tanzania?
2. What is the appropriate curriculum framework which can promote inbound and
outbound competency in learning and transferring of the ICT knowledge?
3. 3.How the is implementation strategy affecting the internationalization of learning
process through the framework, in order to emphasize the standards, continuing
education and research?
Appendix F, 8
Interview questions
The above research questions are further refined to produce the detailed interview ques-
tions, from which data will be collected analyzed and be used as the basis of answering
the research questions.
General
Is there any noticeable age difference or age groups in the intake? What do you think of
the age composition in the intake?
How is the gender balance in the intake? How the enrolment process did consider this
balance?
How does this affect the implementation of the curriculum?
From the commencement of the program how do you observe the trend of students?
Had any student suspended their studies? If yes for what reasons?
Knowledge and development
How do you understand and describe the information technology?
How do you explain the process of Information technology curriculum development at
your institution? If there were stages involved what is the relevance of such stages?
What do you think of the standard curriculum models (CC2001 and IT2005)?
What do you think of the model adopted for your curriculum?
How does the model reflect and support your curriculum and the learning objectives of
your BSc IT program?
What do u think is the contribution of the information technology towards development
in your community and or work place?
Appendix F, 9
What do you think of the IT skills required at your work place? How do you find the
reflection of these skills in the BSc IT program?
Do u think there is any relationship between community development and information
and communications technology (ICT) development? If yes what is the nature.
What are the consideration that u think had been taken into account during the develop-
ment of the existing curriculum? How do these relate to the courses being taught?
How was the balancing taken in to consideration between the internationalization and
local context concepts in the curriculum design?
Implementation, Delivery techniques
Which strategies were adopted to ensure that the objectives of the curriculum are met?
How these strategies do affect the implementation of the curriculum?
What do you think of the applicability of your learning outcomes at the international
level?
What are the courses that you think are applicable globally?
Appendix G, 1
Course Matrix of BSc IT program
Figure G1. Course Matrix of BSc IT program [46].