SUMAYE AFAGILIWA NA WASOMI,WENGI WAMTABILIA MAKUBWA NDANI YA CHADEMA

Wasomi nchini wamesema iwapo Waziri Mkuu mstaafu, Frederick Sumaye atakuwa mwenyekiti wa Chadema Kanda ya Pwani, atasaidia kukijenga chama hicho cha upinzani nchini, kuanzia ngazi ya chini. 

Wakizungumza kwa nyakati tofauti walisema jana kuwa Sumaye ambaye juzi alirejesha fomu ya kuwania nafasi hiyo, katika ofisi za kanda hiyo Dar es Salaam, akitumia uzoefu alionao kiuongozi, atakuwa msaada kwa chama hicho. 

Walisema uamuzi huo umeonyesha kuwa hakuhamia Chadema kwa masilahi binafsi. Profesa George Shumbusho wa Chuo Kikuu cha Mzumbe alisema: “Inaonekana (Sumaye) ana lengo la kusaidia upinzani ukue. Kwa mchango na uzoefu wake serikalini ataisaidia sana Chadema maana chama lazima kiwe na nguvu kuanzia ngazi ya chini.”

Sumaye ndiye Waziri Mkuu pekee katika historia ya Tanzania kushika wadhifa huo kwa miaka 10 baada ya kuwa msaidizi wa Rais mstaafu, Benjamin Mkapa kati ya mwaka 1995 hadi 2005. 

Agosti mwaka jana, Sumaye aliyekuwa kete muhimu katika kampeni za aliyekuwa mgombea urais wa Chadema, Edward Lowassa kutokana kuikosoa Serikali na kuwataka Watanzania kutoichagua CCM, alitangaza kuachana na chama hicho tawala na kujiunga na upinzani. 

Shumbusho alisema ameonyesha kuwa yeye siyo aina ya wastaafu wanaopenda sifa na hakwenda kusaka ulaji Chadema huku akibainisha nchi ikiwa na upinzani imara, chama kilichopo madarakani hugangamala. (FULL HABARI)

Rais Magufuli amteua Augustino Mrema kuwa Mwenyekiti wa Bodi ya Taifa ya Parole

Augustino Lyatonga Mrema 

Rais wa Jamhuri ya Muungano wa Tanzania Dkt. John Pombe Magufuli kwa mamlaka aliyopewa amefanya uteuzi wa viongozi na watendaji wa taasisi mbalimbali za Serikali, na pia amewapandisha vyeo maafisa wa Jeshi la Polisi Tanzania.

Uteuzi huo ni kama ifuatavyo;

Augustino Lyatonga Mrema

Ameteuliwa kuwa Mwenyekiti wa Bodi ya Taifa ya Parole kwa kipindi cha miaka mitatu, kuanzia leo tarehe 16 Julai, 2016.

Augustino Lyatonga Mrema anachukua nafasi iliyoachwa wazi na Jaji Mstaafu Mhe. Eusebia Nicholaus Munuo ambaye muda wake umemalizika.

William R. Mahalu

Ameteuliwa kuwa Mwenyekiti wa Bodi ya Taasisi ya Moyo ya Jakaya Kikwete. Uteuzi huu umeanza leo tarehe 16 Julai, 2016.

Mohamed Janabi

Ameteuliwa kuwa Mkurugenzi Mtendaji wa Taasisi ya Moyo ya Jakaya Kikwete. Uteuzi huu umeanza tarehe 15 Julai, 2016.

Angelo Mtitu Mapunda

Ameteuliwa kuwa Kamishna wa Tume ya Utumishi wa Mahakama kwa kipindi cha miaka mitatu. Uteuzi huu umeanza tarehe 15 Julai, 2016.

Sengiro Mulebya

Ameteuliwa kuwa Kamishna wa Tume ya Utumishi wa Mahakama kwa kipindi cha miaka mitatu. Uteuzi huu umeanza tarehe 15 Julai, 2016.

Oliva Joseph Mhaiki

Ameteuliwa kuwa Mwenyekiti wa Tume ya Utumishi wa Walimu (TSC). Uteuzi huu umeanza tarehe 15 Julai, 2016.

Winifrida Gaspar Rutaindurwa

Ameteuliwa kuwa Katibu wa Tume ya Utumishi wa Walimu (TSC). Uteuzi huu umeanza tarehe 15 Julai, 2016.

Charles Rukiko Majinge

Ameteuliwa kuwa Mwenyekiti wa Bodi ya wadhamini ya Hospitali ya Taifa Muhimbili. Uteuzi huu umeanza leo tarehe 16 Julai, 2016.

Julius David Mwaiselage

Ameteuliwa kuwa Mkurugenzi Mtendaji wa Hospitali ya Taasisi ya Saratani ya Ocean Road. Uteuzi huu umeanza tarehe 15 Julai, 2016.

Kupandishwa Vyeo

Rais wa Jamhuri ya Muungano wa Tanzania Dkt. John Pombe Magufuli amewapandisha vyeo maafisa 25 wa Jeshi la Polisi kutoka cheo cha Kamishna Msaidizi Mwandamizi wa Polisi (SACP) na kuwa Naibu Kamishna wa Polisi (DCP).

Waliopandishwa vyeo hivyo ni kama ifuatavyo

Essaka Ndege Mugasa

Adamson Afwilile Mponi

Charles Ndalahwa Julius Kenyela

Richard Malika Revocatus

Geofrey Yesaya Kamwela

Lucas John Mkondya

John Mondoka Gudaba

Matanga Renatus Mbushi

Frasser Rweyemamu Kashai

Ferdinand Elias Mtui

Germanus Yotham Muhume

Fulgence Clemence Ngonyani

Modestus Gasper Lyimo

Mboje John Shadrack Kanga

Gabriel G.A. Njau

Ahmed Zahor Msangi

Anthony Jonas Rutashubulugukwa

Dhahir Athuman Kidavashari

Ndalo Nicholus Shihango

Shaaban Mrai Hiki

Simon Thomas Chillery

Leonard Lwabuzara Paul

Ahmada Abdalla Khamis

Aziz Juma Mohamed

Juma Yussuf Ally

Aidha, Rais wa Jamhuri ya Muungano wa Tanzania Dkt. John Pombe Magufuli amewapandisha vyeo maafisa wa Jeshi la Polisi wengine 34 kutoka cheo cha Kamishna Msaidizi wa Polisi (ACP) na kuwa Kamishna Msaidizi Mwandamizi wa Polisi (SACP).

Waliopandishwa vyeo hivyo ni kama ifuatavyo;

Fortunatus Media Musilimu

Goyayi Mabula Goyayi

Gabriel Joseph Mukungu

Ally Omary Ally

Edward Selestine Bukombe

Sifael Anase Mkonyi

Naftari J. Mantamba

Onesmo Manase Lyanga

Paul Tresphory Kasabago

Dadid Mshahara Hiza

Robert Mayala

Lazaro Benedict Mambosasa

Camilius M. Wambura

Mihayo Kagoro Msikhela

Ramadhani Athumani Mungi

Henry Mwaibambe Sikoki

Renata Michael Mzinga

Suzan Salome Kaganda

Neema M. Mwanga

Mponjoli Lotson

Benedict Michael Wakulyamba

Wilbroad William Mtafungwa

Gemini Sebastian Mushi

Peter Charles Kakamba

Ramadhan Ng’anzi Hassan

Christopher Cyprian Fuime

Charles Philip Ulaya

Gilles Bilabaye Muroto

Mwamini Marco Lwantale

Allute Yusufu Makita

Kheriyangu Mgeni Khamis

Nassor Ali Mohammed

Salehe Mohamed Salehe

Mohamed Sheikhan Mohamed

Maafisa hawa wa Jeshi la Polisi Tanzania wamepandishwa vyeo kuanzia tarehe 15 Julai, 2016.

Gerson Msigwa

Kaimu Mkurugenzi wa Mawasiliano, IKULU

Dar es salaam

16 Julai, 2016

DECOLONIZED ACADEMY Is global academic collaboration a new form of colonization?

Higher education in Africa is as old as the pyramids in Egypt. But the continent’s ancient institutions have long disappeared. The type of higher education that’s delivered in Africa today, from curriculum to degree structure and the languages of instruction, is rooted in colonialism. This has led many to question whether African universities are still suffering from a sort of colonization – of the mind.

The story of renowned climate change researcher Cheikh Mbow is an example. Mbow was born in Senegal in 1969 and studied there. Looking back at his experiences during his first years of university, Mbow observes: “I knew all about the geography and biology of France but nothing about that of Senegal.”

There’s little doubt Africa’s universities need to be locally relevant—focusing teaching and research on local needs. Mbow also happens to be my friend, and together with one of his colleagues we wrote a book chapter about the production of scientific knowledge in Africa today. The chapter is based on Mbow’s life story – which I’ll return to shortly. 

In recent years a new consciousness has emerged about higher education’s historical roots. People are calling strongly for a decolonized academy. This feeds into a broader debate about the role of modern universities.

There’s little doubt that Africa’s universities need to be locally relevant – focusing their teaching and research on local needs. Unavoidably, though, they’re simultaneously expected to internationalize and participate in the heated global higher education competition. Standardization is the name of the game here. Universities compete to feature on global ranking lists, mimicking each other.

Internationalization also sees African researchers like Mbow traveling North in search of research environments with better resources. These international collaborations can be hugely beneficial. But all too often it’s organizations, universities and researchers in the global North that call the shots.

So how can the continent’s universities manage the tricky balance between local relevance and internationalization? How can they participate in international collaboration without being “recolonized” by subjecting themselves to the standards of curriculum and quality derived in the North? How can they avoid collaborative programs with the North that become mere tick-box exercises that only benefit the Northern researchers and organizations?

International collaboration grows

Over the past 20 years, international interest in African higher education has intensified. Aid agencies in the North have developed policies that are designed to strengthen Africa’s research capacity. Scandinavian countries were among the first to do so: Denmark has the Building Stronger Universities program. Norway and Sweden have similar collaborative programs.

International collaboration can cause African universities to become more dependent. Such initiatives are important. Research funding is very limited at African universities. National higher education budgets are quite low, especially compared with universities in the North. 

In their bid to educate rapidly growing populations, African universities tend to emphasize teaching rather than research. So these institutions rely heavily on external funding for research and depend on support from development agencies via so-called capacity building projects. These projects engage researchers from the North and South in joint activities within teaching and research, ideally to create partnerships based on mutual respect.

Many researchers from universities in the North and South are involved in these collaborative projects, usually as practitioners. Only rarely do we turn these collaborative projects into a research field, turning the microscope on ourselves and our own practice. After participating in a capacity building project in Africa, some colleagues and I became interested in understanding the geography and power of scientific knowledge.

We wanted to know how this power and geography is negotiated through capacity building projects. We also sought to understand whether such projects functioned as quality assurance or a type of neo-imperialism.

Simply put, our research explored whether capacity building and the tendency towards increased international collaboration in higher education is helping or hindering African universities. The answer? Both.

‘Monocultures of the mind’

The problem with such projects is that they might create what Indian activist Vandana Shiva calls “monocultures of the mind”. Shiva argues that these make diversity disappear from perception and consequently from the world. People all end up thinking in the same ways.

International collaboration can cause African universities to become more dependent on the North. Their dependence is on funding; through publication in journals from the North; and through technology that only exists in the North. It also manifests in thinking mainly using concepts and solutions developed in the North.

Another problem is that this international collaboration may draw African universities into the competition fetish that dominates higher education today. This may help them to become globally competitive. But they risk losing their local relevance in the process.

Capacity building projects risk creating Shiva’s monocultures of the mind. But they can also have the opposite effect: they can empower African researchers and help them to become more independent.

Empowerment through capacity building

Renowned climate scientist Cheikh Mbow in action.

For Cheikh Mbow, the North represented both an imposed curriculum through colonial heritage and the chance to acquire the skills needed to become an emancipated academic capable of creating new knowledge.

His PhD project explored natural resource management in Senegal “but using methods designed in the global North, in particular from France”. During his project he travelled from Senegal to Denmark and was exposed to another way of behaving. At his home institution, the Université de Cheikh Anta Diop in Dakar, questioning the knowledge and methods of older professors was perceived as misbehavior. In Denmark he experienced a different system. There he was asked to question what was taken for granted even if it meant questioning older professors.

Paradoxically, the Danish system enabled Mbow to become an independent researcher. He became aware of how knowledge and methods inherited from the North were used in an African context without being questioned.

Mbow explains:

After several years of research, I began challenging some of the received knowledge and managed to specify what is particular to Africa. After being able to contextualize knowledge, I was able to create knowledge that concerned and responded to societal needs and local realities in Africa.

This is precisely what the African academy—and its societies more broadly—require.

Collaboration to decolonize

I would argue that collaborative projects such as capacity building programs can be a means to assist African universities in producing contextualized knowledge. These projects can even lead to some sort of decolonization of the academy if they are based on long-term partnerships, a close understanding of historical, political and geographical context, and not least a common exploration of knowledge diversity.

This article is based on a blog that originally appeared here.

This article was originally published on The Conversation. Read the original article.

GETTING SCHOOLED: Only ten of the world’s top 1,000 universities are in Africa, according to one list

Michelle Obama at University of Cape Town. (Reuters/Charles Dharapak)

WRITTEN BYYomi Kazeem

July 14, 2016 Quartz Africa

The dearth of top quality tertiary institutions in Africa has been laid bare in a new report which cited only ten schools on the continent in its ranking of the best 1,000 universities in the world.

The annual ranking is compiled by the Center for World University Rankings (CWUR), a Saudi Arabia-based education consulting organization. CWUR bases its ranking on a range of indicators, with quality of education, quality of faculty and alumni employment making up 75% of its criteria. CWUR also takes into the account factors such as patent filings, publications and citations.

Based on this criteria, only 10 universities in Africa, spread across South Africa, Uganda and Egypt, made it into the 2016 rankings. Five universities in South Africa were named, including the University of the Witwatersrand in Johannesburg, which was the continent’s highest ranked university. Egypt had four universities listed, while Uganda had one. Of Africa’s listed universities, only four featured in the top 500.

University Ranking

University of the Witwatersrand, South Africa 176

University of Cape Town, South Africa 256

Stellenbosch University, South Africa 329

University of KwaZulu-Natal, South Africa 468

University of Pretoria, South Africa 697

Makerere University, Uganda 846

Cairo University, Egypt 771

Ain Shams University, Egypt 960

Mansoura University, Egypt 985

Alexandria University, Egypt 995

Noticeably missing from the rankings was Nigeria, Africa’s largest economy, which has around 150 universities. The country’s educational system has suffered decades of decay occasioned by a lack of funding and development. As a result, Nigerians are increasingly paying to have their kids educated in North America, Europe and Australia, spending more than the federal government’s $750 million annual budget for national universities, by some estimates.

CWUR’s ranking is one of several annual lists of tertiary institutions worldwide, including ones put out by Times Higher Education in London and US News & World Report. A Times Higher Education report released in April listed South Africa’s University of Cape Town as the continent’s best, followed by the University of the Witwatersrand.

Globally, Harvard University retained the top spot on CWUR’s list, which it has held every year since the rankings were first published in 2012. Also unchanged was the fact that the global top ten universities all came from the United States and the United Kingdom.

University Ranking
Harvard University, USA 1

Stanford University, USA 2

Massachusetts Institute of Technology, USA 3

University of Cambridge, UK 4

University of Oxford, UK 5

Columbia University, USA 6

University of California, Berkeley, USA 7

University of Chicago, USA 8

Princeton University, USA 9

Yale University, USA 10