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There are several tractor brands around the world, but there are a few brands that stand out because of their performance. New or used you can count on their durability to last. Here the top 5 tractor brands are given an overview.

John Deere Tractors

In 2008 Deere and Company (known as John Deere) is listed as the leading manufacturer of agricultural machinery in the world. The longest production span of the two-cylinder John Deere tractors was the Model D. The Model D was the longest produced tractor from the years 1923- 1953.

In the 1960′s the new generation came along when John Deere switched to four and six-cylinder tractors. That model was called the 8010 and only one-hundred tractors of this brand was made. A few years later the 8020 was developed and became the standard all other farm tractors are measured by. “Nothing runs like a Deere.”

Massey Ferguson Tractors

Another brand name in tractors is Massey Ferguson. The brand Massey Ferguson is used by AGCO (Allis- Gleaner Corporation) and remains a major seller around the globe. In the 1930′s Massey Harris produced the world’s first four-wheel drive tractors.

The first massive production of tractors for the company was the Massey Harris Ferguson TVO. In 1958 the MF135 was widely popular because of its power and reliability compared to other tractors of its time. The present models that are sought after today are the 5400, 6400, 7400, and the 8400. Currently there are more Massey tractors in the world than any other brand of tractors.

New Holland Tractors

In the 1900′s the first New Holland “freeze proof” tractor engine was produced. After that there were five different horsepower models mass produced by the New Holland Company. It all started with the small 1-1/2 HP engine which ranged up to 16 HP. The most popular tractor model offered by the New Holland Company was the 5 HP tractor in 1911. Later Ford bought New Holland and this brand was offered by Ford.

Case IH Tractors

Case IH (J.I. Case and International Harvester) tractors are one of the worlds largest name brands of agriculture equipment. The Farmall tractor was produced in 1926 and by 1930 they sold 100,000 tractors. Model 10-20 and 15-30 were the first important tractors in the 1915′s. A few more popular models of this brand of tractors are the Steiger 535 QT, Magnum 335, and the Case IH 3594 (the Magnum 335 being the most popular brand).

Ford Tractors

The first lightweight tractor that was built was a Ford brand name. The Fordson Model F was finished in 1916 and because it was mass produced and lightweight it made it affordable for the average farmer to own one. This tractor had 20 HP with a four-cylinder vaporising oil engine. From 1917-1928 the Model F sold three quarters of a million units, which is more than any tractor sold then and now.

In 1941 the first three-point hitch system was introduced. It was known as the 9 N Ford tractor and the design is still used on several tractors today. A few modern tractor models are the Ford 5000, Ford 2000 Diesel and the most modern Ford tractor model known as Fiat Agri.

Robert Tate – Region Sales Manager of Mascus UK. Mascus is an electronic marketplace for used tractors, trailers and used trucks. Mascus makes trading in used machines and trucks quicker and more efficient by collecting all information about supply and demand in one place. All dealers, producers and end users are welcome to offer their used machines and trucks for sale via the marketplace.

Contacts:
Robert Tate
Regional Sales Manager – UK
Mob:+ 44 (0) 7970 230055
Email: robert.tate@mascus.com

Multicultural marketing mirrors the changed face of America and is getting the attention of small-business and other organizations looking for an edge in diverse ethnic markets. “Gone are the days when businesses succeed with a ‘one size fits all’ approach to marketing. It’s a ‘mass market’ no longer,” insists Rhonda Albey, a diversity consultant with Allen Associates in Los Angeles, “The multicultural markets are where the opportunities are, and successful entrepreneurs are quickly learning how to get there.”

According to the Association of National Advertisers (ANA) the predominant ethnic market segments being targeted by multicultural marketers are Hispanic (70%), African-American (59%) and Asian American (27%). In many places, these and other multicultural markets exert such demographic and economic influence that they’re inevitable targets. (source: http://www.Emarketer.com, 11-6-02).

Wherever they are, however, businesses must monitor and adapt to changes in their marketplace. The view out there can change quickly, and it’s a mistake to take any significant market segment in your area for granted. Even with all the right products and services you’ll still need the right message, in the right place, at the right time to reach the ethnic markets you want to be doing business with.

Do-it-yourself online research and homegrown multicultural marketing initiatives can help you identify and develop local ethnic market segments. But for some, outsourcing may be the way to go. For example, Multicultural Marketing Resources, Inc., (www.multiculturalmarketingresources.com), a NYC-based public relations and marketing company, is helping businesses and entrepreneurs reach multicultural markets nationwide.

Population Growth and Economic Clout Tell Powerful Stories

Overall, says Multicultural Marketing Resources’, Lisa Skriloff: “The African-American, Hispanic and Asian populations have a combined buying power of more than a trillion dollars and minority populations are fast becoming the majority population in major markets.” But shifts in thinking toward culturally based marketing–targeting ethnic segments based on their cultural framework–will expand, creating multicultural marketing opportunities in still new ethnic segments in places where they are numerically significant.

California diversity consultant, Rhonda Albey, cautions: “Appreciate the diversity within groups as well as among groups. Terms like ‘Hispanic’ and ‘Asian’ are frequently used without acknowledging the wide-variety of peoples such terms include. ‘Asian’ can refer to any one of hundreds of nationalities, language groups and cultures. Entrepreneurs need to be aware that what appeals to Chinese-Americans in California may have little appeal for Korean-Americans in New York, although they’re all Asian-Americans.”

Culture as much, if not more than age, income, occupation or sex, is the main difference between ethnic markets and the general marketplace. Differing cultural backgrounds may mean consumers will never see or hear marketing messages that are not relevant to their cultural behavior, language or media preferences. And many businesses have yet to realize that Hispanics, Asians and blacks, among other market segments–multicultural or otherwise–have buying preferences that can be a key ingredient in marketing and selling to them.

But what if you haven’t been making the most of multicultural marketing opportunities that could be all around you?

How to Work Multicultural Marketing Into Your Marketing Plans?

Assuming you have a marketing plan, an important first step in multicultural marketing is knowing your audience, followed by improving your existing market penetration (you may want to get busy developing attractive new target markets, but first understand the inherent risks and costs, and explore opportunities to grow from within). If you can’t meet your goals with existing marketing opportunities–or you want to aim even higher–you probably should be developing new market segments. That means checking your sales forecasts and expense budget, and seeking ways to increase the return on your marketing investment.

As does all market planning, multicultural marketing needs to include research to determine who is buying your products and services, and why. Any market segment’s unique make-up defines its needs, suggesting products to sell and methods to use, and if it’s right for you; solid information about the wants, needs and objectives of potential clients is essential in making sound marketing decisions. Surveys of prospects and clients and informal interviews are useful research tools for agents and advisors in areas where one or more ethnic groups predominate.

Multicultural market planning continues with customer profiles–word-pictures of the people you’re looking for summarizing what these groups mean to you, what you do for the group, and why. Example: “The person I do business with is a young black professional or executive who is married, politically conservative, and has the potential of earning $100,000 a year by age 40. This market has grown substantially from when I started in this business 10 years ago, and I’ve been able to develop a steady market presence. As a result, networking opportunities and qualified referrals are easy–but I have to keep my eye on the ball and know my stuff.”

Market positioning then allows you to focus your resources and expertise as they apply to your market segments and think through the messages you wish to communicate to create competitive advantages. Your positioning statement should be well thought out and lend itself to professional identity branding. Your “brand”–reputation, integrity, performance, credentials, distinctive competencies and other key factors–shows in everything you do and differentiates you from your competition. Establish your brand up front: in conversation, in writing and in what you make people think about.

A marketing strategy is your formal plan for entering and systematically developing multicultural market segments and achieving your goals. It coordinates your positioning statement, customer profiles and professional identity brand with tools and techniques for establishing yourself in these market segments while servicing and expanding your existing client base. Once you have a plan, you’ll need to implement, manage and sustain it. It’s also important to remain focussed on your long-term goals. And to stay motivated!

You can adopt these steps to any market segment; what’s most important is thinking strategically about how you will find, get, and keep customers. Because marketing in the U.S. is becoming more like global marketing, market planning must proceed from an understanding of cultural differences the better to evaluate the need for adjustments to strategies and tactics. Commenting on the potential growth of multicultural marketing, Lisa Skriloff predicts: “Businesses that have not invested in multicultural marketing will be forced to reevaluate or be left behind.”

Want More? Send questions and comments to w.willard3@knology.net.

Bill Willard has also been writing high-impact marketing and sales training primarily for the financial services industry for 30 years—but as Will Rogers put it: “Even if you’re on the right track, you’ll get run over if you just sit there.” Through interactive, Web-based “Do-While-Learning™” programs, enewsletters and straight-talking articles, Bill helps SBOs and independent professionals get the job done: profitably improving performance, helping grow your business, skipping expensive mistakes, making the journey to small-business success faster, smoother, easier. And fun!

1. Overview of the Country and Primary Education System:

Tanzania covers 945,000 square kilometres, including approximately 60,000 square kilometres of inland water. The population is about 32 million people with an average annual growth rate of 2.8 percent per year. Females comprise 51% of the total population. The majority of the population resides on the Mainland, while the rest of the population resides in Zanzibar. The life expectancy is 50 years and the mortality rate is 8.8%. The economy depends upon Agriculture, Tourism, Manufacturing, Mining and Fishing. Agriculture contributes about 50% of GDP and accounting for about two-thirds of Tanzania’s exports. Tourism contributes 15.8%; and manufacturing, 8.1% and mining, 1.7%. The school system is a 2-7-4-2-3+ consisting of pre-primary, primary school, ordinary level secondary education, Advanced level secondary, Technical and Higher Education. Primary School Education is compulsory whereby parents are supposed to take their children to school for enrollment. The medium of instruction in primary is Kiswahili.

One of the key objectives of the first president J.K. Nyerere was development strategy for Tanzania as reflected in the 1967 Arusha Declaration, which to be ensuring that basic social services were available equitably to all members of society. In the education sector, this goal was translated into the 1974 Universal Primary Education Movement, whose goal was to make primary education universally available, compulsory, and provided free of cost to users to ensure it reached the poorest. As the strategy was implemented, large-scale increases in the numbers of primary schools and teachers were brought about through campaign-style programs with the help of donor financing. By the beginning of the 1980s, each village in Tanzania had a primary school and gross primary school enrollment reached nearly 100 percent, although the quality of education provided was not very high. From 1996 the education sector proceeded through the launch and operation of Primary Education Development Plan – PEDP in 2001 to date.

2. Globalization

To different scholars, the definition of globalization may be different. According to Cheng (2000), it may refer to the transfer, adaptation, and development of values, knowledge, technology, and behavioral norms across countries and societies in different parts of the world. The typical phenomena and characteristics associated with globalization include growth of global networking (e.g. internet, world wide e-communication, and transportation), global transfer and interflow in technological, economic, social, political, cultural, and learning areas, international alliances and competitions, international collaboration and exchange, global village, multi-cultural integration, and use of international standards and benchmarks. See also Makule (2008) and MoEC (2000).

3. Globalization in Education

In education discipline globalization can mean the same as the above meanings as is concern, but most specifically all the key words directed in education matters. Dimmock & Walker (2005) argue that in a globalizing and internalizing world, it is not only business and industry that are changing, education, too, is caught up in that new order. This situation provides each nation a new empirical challenge of how to respond to this new order. Since this responsibility is within a national and that there is inequality in terms of economic level and perhaps in cultural variations in the world, globalization seems to affect others positively and the vice versa (Bush 2005). In most of developing countries, these forces come as imposing forces from the outside and are implemented unquestionably because they do not have enough resource to ensure its implementation (Arnove 2003; Crossley & Watson, 2004).

There is misinterpretation that globalization has no much impact on education because the traditional ways of delivering education is still persisting within a national state. But, it has been observed that while globalization continues to restructure the world economy, there are also powerful ideological packages that reshape education system in different ways (Carnoy, 1999; Carnoy & Rhoten, 2002). While others seem to increase access, equity and quality in education, others affect the nature of educational management. Bush (2005) and Lauglo (1997) observe that decentralization of education is one of the global trends in the world which enable to reform educational leadership and management at different levels. They also argue that Decentralization forces help different level of educational management to have power of decision making related to the allocation of resources. Carnoy (1999) further portrays that the global ideologies and economic changes are increasingly intertwined in the international institutions that broadcast particular strategies for educational change. These include western governments, multilateral and bilateral development agencies and NGOs (Crossley & Watson 2004). Also these agencies are the ones which develop global policies and transfer them through funds, conferences and other means. Certainly, with these powerful forces education reforms and to be more specifically, the current reforms on school leadership to a large extent are influenced by globalization.

4. The School Leadership

In Tanzania the leadership and management of education systems and processes is increasingly seen as one area where improvement can and need to be made in order to ensure that education is delivered not only efficiently but also efficaciously. Although literatures for education leadership in Tanzania are inadequate, Komba in EdQual (2006) pointed out that research in various aspects of leadership and management of education, such as the structures and delivery stems of education; financing and alternative sources of support to education; preparation, nurturing and professional development of education leaders; the role of female educational leaders in improvement of educational quality; as will as the link between education and poverty eradication, are deemed necessary in approaching issues of educational quality in any sense and at any level. The nature of out of school factors that may render support to the quality of education e.g. traditional leadership institutions may also need to be looked into.

5. Impact of Globalization

As mentioned above, globalization is creating numerous opportunities for sharing knowledge, technology, social values, and behavioral norms and promoting developments at different levels including individuals, organizations, communities, and societies across different countries and cultures. Cheng (2000); Brown, (1999); Waters, (1995) pointed out the advantages of globalization as follows: Firstly it enable global sharing of knowledge, skills, and intellectual assets that are necessary to multiple developments at different levels. The second is the mutual support, supplement and benefit to produce synergy for various developments of countries, communities, and individuals. The third positive impact is creation of values and enhancing efficiency through the above global sharing and mutual support to serving local needs and growth. The fourth is the promotion of international understanding, collaboration, harmony and acceptance to cultural diversity across countries and regions. The fifth is facilitating multi-way communications and interactions, and encouraging multi-cultural contributions at different levels among countries.

The potential negative impacts of globalization are educationally concerned in various types of political, economic, and cultural colonization and overwhelming influences of advanced countries to developing countries and rapidly increasing gaps between rich areas and poor areas in different parts of the world. The first impact is increasing the technological gaps and digital divides between advanced countries and less developed countries that are hindering equal opportunities for fair global sharing. The second is creation of more legitimate opportunities for a few advanced countries to economically and politically colonize other countries globally. Thirdly is exploitation of local resources which destroy indigenous cultures of less advanced countries to benefit a few advanced countries. Fourthly is the increase of inequalities and conflicts between areas and cultures. And fifthly is the promotion of the dominant cultures and values of some advanced areas and accelerating cultural transplant from advanced areas to less developed areas.

The management and control of the impacts of globalization are related to some complicated macro and international issues that may be far beyond the scope of which I did not include in this paper. Cheng (2002) pointed out that in general, many people believe, education is one of key local factors that can be used to moderate some impacts of globalization from negative to positive and convert threats into opportunities for the development of individuals and local community in the inevitable process of globalization. How to maximize the positive effects but minimize the negative impacts of globalization is a major concern in current educational reform for national and local developments.

6. Globalization of Education and Multiple Theories

The thought of writing this paper was influenced by the multiple theories propounded by Yin Cheng, (2002). He proposed a typology of multiple theories that can be used to conceptualize and practice fostering local knowledge in globalization particularly through globalized education. These theories of fostering local knowledge is proposed to address this key concern, namely as the theory of tree, theory of crystal, theory of birdcage, theory of DNA, theory of fungus, and theory of amoeba. Their implications for design of curriculum and instruction and their expected educational outcomes in globalized education are correspondingly different.

The theory of tree assumes that the process of fostering local knowledge should have its roots in local values and traditions but absorb external useful and relevant resources from the global knowledge system to grow the whole local knowledge system inwards and outwards. The expected outcome in globalized education will be to develop a local person with international outlook, who will act locally and develop globally. The strength of this theory is that the local community can maintain and even further develop its traditional values and cultural identity as it grows and interacts with the input of external resources and energy in accumulating local knowledge for local developments.

The theory of crystal is the key of the fostering process to have “local seeds” to crystallize and accumulate the global knowledge along a given local expectation and demand. Therefore, fostering local knowledge is to accumulate global knowledge around some “local seeds” that may be to exist local demands and values to be fulfilled in these years. According to this theory, the design of curriculum and instruction is to identify the core local needs and values as the fundamental seeds to accumulate those relevant global knowledge and resources for education. The expected educational outcome is to develop a local person who remains a local person with some global knowledge and can act locally and think locally with increasing global techniques. With local seeds to crystallize the global knowledge, there will be no conflict between local needs and the external knowledge to be absorbed and accumulated in the development of local community and individuals.

The theory of birdcage is about how to avoid the overwhelming and dominating global influences on the nation or local community. This theory contends that the process of fostering local knowledge can be open for incoming global knowledge and resources but at the same time efforts should be made to limit or converge the local developments and related interactions with the outside world to a fixed framework. In globalized education, it is necessary to set up a framework with clear ideological boundaries and social norms for curriculum design such that all educational activities can have a clear local focus when benefiting from the exposure of wide global knowledge and inputs. The expected educational outcome is to develop a local person with bounded global outlook, who can act locally with filtered global knowledge. The theory can help to ensure local relevance in globalized education and avoid any loss of local identity and concerns during globalization or international exposure.

The theory of DNA represents numerous initiatives and reforms have made to remove dysfunctional local traditions and structures in country of periphery and replace them with new ideas borrowed from core countries. This theory emphasizes on identifying and transplanting the better key elements from the global knowledge to replace the existing weaker local components in the local developments. In globalizing education, the curriculum design should be very selective to both local and global knowledge with aims to choose the best elements from them. The expected educational outcome is to develop a person with locally and globally mixed elements, who can act and think with mixed local and global knowledge. The strength of this theory is its openness for any rational investigation and transplant of valid knowledge and elements without any local barrier or cultural burden. It can provide an efficient way to learn and improve the existing local practices and developments.

The theory of fungus reflects the mode of fostering local knowledge in globalization. This theory assumes that it is a faster and easier way to digest and absorb certain relevant types of global knowledge for nutrition of individual and local developments, than to create their own local knowledge from the beginning. From this theory, the curriculum and instruction should aim at enabling students to identify and learn what global knowledge is valuable and necessary to their own developments as well as significant to the local community. In globalizing education, the design of education activities should aim at digesting the complex global knowledge into appropriate forms that can feed the needs of individuals and their growth. The expected educational outcome is to develop a person equipped certain types of global knowledge, who can act and think dependently of relevant global knowledge and wisdom. Strengths of the theory is for some small countries, easily digest and absorb the useful elements of global knowledge than to produce their own local knowledge from the beginning. The roots for growth and development are based on the global knowledge instead of local culture or value.

The theory of amoeba is about the adaptation to the fasting changing global environment and the economic survival in serious international competitions. This theory considers that fostering local knowledge is only a process to fully use and accumulate global knowledge in the local context. Whether the accumulated knowledge is really local or the local values can be preserved is not a major concern. According to this theory, the curriculum design should include the full range of global perspectives and knowledge to totally globalize education in order to maximize the benefit from global knowledge and become more adaptive to changing environment. Therefore, to achieve broad international outlook and apply global knowledge locally and globally is crucial in education. And, cultural burdens and local values can be minimized in the design of curriculum and instruction in order to let students be totally open for global learning. The expected educational outcome is to develop a flexible and open person without any local identity, who can act and think globally and fluidly. The strengths of this theory are also its limitations particularly in some culturally fruit countries. There will be potential loss of local values and cultural identity in the country and the local community will potentially lose its direction and social solidarity during overwhelming globalization.

Each country or local community may have its unique social, economic and cultural contexts and therefore, its tendency to using one theory or a combination of theories from the typology in globalized education may be different from the other. To a great extent, it is difficult to say one is better than other even though the theories of tree, birdcage and crystal may be more preferred in some culturally rich countries. For those countries with less cultural assets or local values, the theories of amoeba and fungus may be an appropriate choice for development. However, this typology can provide a wide spectrum of alternatives for policy-makers and educators to conceptualize and formulate their strategies and practices in fostering local knowledge for the local developments. See more about the theories in Cheng (2002; 11-18)

7. Education Progress since Independence in Tanzania

During the first phase of Tanzania political governance (1961-1985) the Arusha Declaration, focusing on “Ujamaa” (African socialism) and self-reliance was the major philosophy. The nationalization of the production and provision of goods and services by the state and the dominance of ruling party in community mobilization and participation highlighted the “Ujamaa” ideology, which dominated most of the 1967-1985 eras. In early 1970s, the first phase government embarked on an enormous national campaign for universal access to primary education, of all children of school going age. It was resolved that the nation should have attained universal primary education by 1977. The ruling party by that time Tanganyika African National Union (TANU), under the leadership of the former and first president of Tanzania Mwalimu Julius K. Nyerere, directed the government to put in place mechanisms for ensuring that the directive, commonly known as the Musoma Resolution, was implemented. The argument behind that move was essentially that, as much as education was a right to each and every citizen, a government that is committed to the development of an egalitarian socialist society cannot segregate and discriminate her people in the provision of education, especially at the basic level.

7.1. The Presidential Commission on Education

In 1981, a Presidential Commission on education was appointed to review the existing system of education and propose necessary changes to be realized by the country towards the year 2000. The Commission submitted its report in March 1982 and the government has implemented most of its recommendation. The most significant ones related to this paper were the establishment of the Teachers’ Service Commission (TSC), the Tanzania Professional Teachers Association, the introduction of new curriculum packages at primary, secondary and teacher education levels, the establishment of the Faculty of Education (FoE) at the University of Dar-es-Salaam, the introduction of pre-primary teacher education programme; and the expansion of secondary education.

7.2. Education during the Second Phase Government of Tanzania

The second phase government of Tanzania spanning from 1985 to 1995, was characterized by new liberal ideas such as free choice, market-oriented schooling and cost efficiency, reduced the government control of the UPE and other social services. The education sector lacked quality teachers as well as teaching/learning materials and infrastructure to address the expansion of the UPE. A vacuum was created while fragmented donor driven projects dominated primary education support. The introduced cost sharing in the provision of social services like education and health hit most the poorest of the poor. This decrease in government support in the provision of social services including education as well as cost-sharing policies were not taken well, given that most of the incomes were below the poverty line. In 1990, the government constituted a National Task Force on education to review the existing education system and recommend a suitable education system for the 21st century.

The report of this task force, the Tanzania Education System for the 21st Century, was submitted to the government in November 1992. Recommendations of the report have been taken into consideration in the formulation of the Tanzania Education and Training Policy (TETP). In spite of the very impressive expansionary education policies and reforms in the 1970s, the goal to achieve UPE, which was once targeted for achievement in 1980, is way out of reach. Similarly, the Jomtien objective to achieve Basic Education for all in 2000 is on the part of Tanzania unrealistic. The participation and access level have declined to the point that attainment of UPE is once again an issue in itself. Other developments and trends indicate a decline in the quantitative goals set rather than being closer to them (Cooksey and Reidmiller, 1997; Mbilinyi, 2000). At the same time serious doubt is being raised about school quality and relevance of education provided (Galabawa, Senkoro and Lwaitama, (eds), 2000).

7.3. Outcomes of UPE

According to Galabawa (2001), the UPE describing, analysis and discussing explored three measures in Tanzania: (1) the measure of access to first year of primary education namely, the apparent intake rate. This is based on the total number of new entrants in the first grade regardless of age. This number is in turn expressed as a percentage of the population at the official primary school entrance age and the net intake rate based on the number of new entrants in the first grade who are of the official primary school entrance age expressed as percentage of the population of corresponding age. (2) The measure of participation, namely, gross enrolment ratio representing the number of children enrolled in primary education, regardless of age, expressed as a percentage of the official primary school age population; while the net enrolment ratio corresponds to the number of children of the official primary school age enrolled in primary school expressed as a percentage of corresponding population. (3) The measure of internal efficiency of education system, which reflect the dynamics of different operational decision making events over the school cycle like dropouts, promotions and repetitions.

7.3.1. Access to Primary Education

The absolute numbers of new entrants to grade one of primary school cycles have grown steadily since 1970s. The number of new entrants increased from around 400,000 in 1975 to 617,000 in 1990 and to 851,743 in 2000, a rise of 212.9 percent in relative terms. The apparent (gross) intake rate was high at around 80% in the 1970s dropping to 70% in 1975 and rise up to 77% in 2000. This level reflects the shortcomings in primary education provision. Tanzania is marked by wide variations in both apparent and net intake rates-between urban and rural districts with former performing higher. Low intake rates in rural areas reflect the fact that many children do not enter schools at the official age of seven years.

7.3.2. Participation in Primary Education

The regression in the gross and net primary school enrolment ratios; the exceptionally low intake at secondary and vocational levels; and, the general low internal efficiency of the education sector have combined to create a UPE crisis in Tanzania’s education system (Education Status Report, 2001). There were 3,161,079 primary pupils in Tanzania in 1985 and, in the subsequent decade primary enrolment rose dramatically by 30% to 4,112,167 in 1999. These absolute increases were not translated into gross/net enrolment rates, which actually experienced a decline threatening the sustainability of quantitative gains. The gross enrolment rate, which was 35.1% in late 1960′s and early 1970s’, grew appreciably to 98.0% in 1980 when the net enrolment rate was 68%. (ibid)

7.3.3. Internal Efficiency in Primary Education

The input/output ratio shows that it takes an average of 9.4 years (instead of planned 7 years) for a pupil to complete primary education. The extra years are due to starting late, drop-outs, repetition and high failure rate which is pronounced at standard four where a competency/mastery examination is administered (ESDP, 1999, p.84). The drive towards UPE has been hampered by high wastage rates.

7.4. Education during the Third Phase Government of Tanzania

The third phase government spanning the period from 1995 to date, intends to address both income and non-income poverty so as to generate capacity for provision and consumption of better social services. In order to address these income and non-income poverty the government formed the Tanzania Vision 2025. Vision 2025 targets at high quality livelihood for all Tanzanians through the realization of UPE, the eradication of illiteracy and the attainment of a level of tertiary education and training commensurate with a critical mass of high quality human resources required to effectively respond to the developmental challenges at all level. In order to revitalize the whole education system the government established the Education Sector Development Programme (ESDP) in this period. Within the ESDP, there two education development plans already in implementation, namely: (a) The Primary Education Development Plan (PEDP); and (b) The Secondary Education Development Plan (SEDP).

8. Prospects and Challenges of Primary of Education Sector

Since independence, The government has recognised the central role of education in achieving the overall development goal of improving the quality of life of Tanzanians through economic growth and poverty reduction. Several policies and structural reforms have been initiated by the Government to improve the quality of education at all levels. These include: Education for Self-Reliance, 1967; Musoma Resolution, 1974; Universal Primary Education (UPE), 1977; Education and Training Policy (ETP), 1995; National Science and Technology Policy, 1995; Technical Education and Training Policy, 1996; Education Sector Development Programme, 1996 and National Higher Education Policy, 1999. The ESDP of 1996 represented for the first time a Sector-Wide Approach to education development to redress the problem of fragmented interventions. It called for pooling together of resources (human, financial and materials) through the involvement of all key stakeholders in education planning, implementation, monitoring and evaluation (URT, 1998 quoted in MoEC 2005b). The Local Government Reform Programme (LGRP) provided the institutional framework.

Challenges include the considerable shortage of classrooms, a shortage of well qualified and expert teachers competent to lead their learners through the new competency based curriculum and learning styles, and the absence of an assessment and examination regime able to reinforce the new approaches and reward students for their ability to demonstrate what they know understand and can do. At secondary level there is a need to expand facilities necessary as a result of increased transition rates. A major challenge is the funding gap, but the government is calling on its development partners to honour the commitments made at Dakar, Abuja, etc, to respond positively to its draft Ten Year Plan. A number of systemic changes are at a critical stage, including decentralisation, public service reform, strengthening of financial management and mainstreaming of ongoing project and programmes. The various measures and interventions introduced over the last few years have been uncoordinated and unsynchronised. Commitment to a sector wide approach needs to be accompanied by careful attention to secure coherence and synergy across sub-sectoral elements. (Woods, 2007).

9. Education and School Leadership in Tanzania and the Impacts

Education and leadership in primary education sector in Tanzania has passed through various periods as explained in the stages above. The school leadership major reformation was maintained and more decentralized in the implementation of the PEDP from the year 2000 to date. This paper is also more concerned with the implementation of globalization driven policies that influence the subjectivity of education changes. It is changing to receive what Tjeldvoll et al. (2004:1; quoted in Makule, 2008) considers as “the new managerial responsibilities”. These responsibilities are focused to increase accountability, equity and quality in education which are global agenda, because it is through these, the global demands in education will be achieved. In that case school leadership in Tanzania has changed. The change observed is due to the implementation of decentralization of both power and fund to the low levels such as schools. School leadership now has more autonomy over the resources allocated to school than it was before decentralization. It also involves community in all the issues concerning the school improvement.

10. Prospects and Challenges of School Leadership

10.1. Prospects

The decentralization of both power and funds from the central level to the low level of education such as school and community brought about various opportunities. Openness, community participation and improved efficiency mentioned as among the opportunities obtained with the current changes on school leadership. There is improved accountability, capacity building and educational access to the current changes on school leadership. This is viewed in strong communication network established in most of the schools in the country. Makule (2008) in her study found out that the network was effective where every head teacher has to send to the district various school reports such as monthly report, three month report, half a year report, nine month report and one year report. In each report there is a special form in which a head teacher has to feel information about school. The form therefore, give account of activities that takes place at school such as information about the uses of the funds and the information about attendance both teacher and students, school buildings, school assets, meetings, academic report, and school achievement and problems encountered. The effect of globalization forces on school leadership in Tanzania has in turn forced the government to provide training and workshop for school leadership (MoEC, 2005b). The availability of school leadership training, whether through workshop or training course, considered to be among the opportunities available for school leadership in Tanzania

10.2. Challenges

Like all countries, Tanzania is bracing itself for a new century in every respect. The dawn of the new millennium brings in new changes and challenges of all sectors. The Education and Training sector has not been spared for these challenges. This is, particularly important in recognition of adverse/implications of globalisation for developing states including Tanzania. For example, in the case of Tanzania, globalisation entails the risks of increased dependence and marginalisation and thus human resource development needs to play a central role to redress the situation. Specifically, the challenges include the globalisation challenges, access and equity, inclusive or special needs education, institutional capacity building and the HIV/aids challenge.

11. Conclusion

There are five types of local knowledge and wisdom to be pursued in globalized education, including the economic and technical knowledge, human and social knowledge, political knowledge, cultural knowledge, and educational knowledge for the developments of individuals, school institutions, communities, and the society. Although globalisation is linked to a number of technological and other changes which have helped to link the world more closely, there are also ideological elements which have strongly influenced its development. A “free market” dogma has emerged which exaggerates both the wisdom and role of markets, and of the actors in those markets, in the organisation of human society. Fashioning a strategy for responsible globalisation requires an analysis which separates that which is dogma from that which is inevitable. Otherwise, globalisation is an all too convenient excuse and explanation for anti-social policies and actions including education which undermine progress and break down community. Globalisation as we know it has profound social and political implications. It can bring the threat of exclusion for a large portion of the world’s population, severe problems of unemployment, and growing wage and income disparities. It makes it more and more difficult to deal with economic policy or corporate behaviour on a purely national basis. It also has brought a certain loss of control by democratic institutions of development and economic policy.

Health insurance is a type of insurance policy in which the insurer provides for the cost of any or all of the health care services. Today, there are many types of health insurance such as fee-for-service, managed care, and more. Health insurance is offered to individuals as well as groups. Group health insurance is designed to meet the health care needs of employees of large as well as small companies. Group health insurance policy provides medical expense coverage for many people in a single policy. Under group health insurance, the cost of premium is spread out among the members of the group.

Group health insurance offers health care coverage for student organizations, religious organizations, employers, professional associations, and other groups. Most Americans get group health insurance from their employer. In most cases, employer pays all or part of the health care insurance premium.

Group health insurance benefits both employee as well as employer. Employees covered by group health insurance plan, get medical treatment quickly with little or no cost. Compared to individual health insurance, group health insurance is less expensive. Another advantage is that no medical exam is required to qualify for group health insurance.

A wide range of group health insurance plans are available to choose from. Fully insured employer group, small employer group, large employer group, health maintenance organization (HMO), self-funded ERISA, group managed care, and preferred provider organization are some types of group health insurance.

Getting group health insurance quote through websites is quite easy. In order to qualify for a group health insurance policy, employer must have at least 2 full time employees on the payroll. While purchasing a group health insurance, it is advisable to seek the assistance of group health insurance broker. Golden Rule Insurance Company, UniCare, Aetna Inc., Horizon Blue Cross Blue Shield of New Jersey, Health Net of California, and Time Insurance Company are some of the leading health insurance companies that offer group health insurance.

Health Insurance provides detailed information on Health Insurance, Health Insurance Quotes, Affordable Health Insurance, Health Insurance Plans and more. Health Insurance is affiliated with Health Insurance Company Ratings.

Unlimited movie downloads are available to us nowadays through online movie stores. Being able to download movies at the click of a mouse has opened up our 17 inch monitor into a movie theater, one that never closes at night, and screens any movie we desire to watch at our beck and call. Such is how far our technology has advanced. We will see why unlimited movie downloads online stores have revolutionized the whole movie industry and what you are missing out if you are still stuck with your VCDs and DVDs.

It wasn’t so long ago when we were still relying on VCRs, acronym for video recorders to watch movies on tapes. If you are born after the 80′s, you probably might have a very vague idea or mental image about what those gadgets are. Perhaps you have sat beside your grandma on the couch watching a recorded TV show or movie from one of those little black boxes, or you have come across one of those in the junkyard or even museum. In the 90s, the arrival of those small little discs called video compact discs or VCDs took the movie industry by storm. Compact by the standards of those days, these still have its place in the home of many Americans. However, fast forward to today, downloading and watching movies online is gaining such great speeds that we simply cannot ignore.

You may wonder what’s the big deal about being able to access unlimited movie downloads. After-all, your VCD and DVDs are working well and not giving you problems right? Let’s see what you are missing out as your neighbor next door is quietly downloading his favorite TV show.

1. Convenience of Movie Downloads

Buying a VCD or DVD is easy if you know what title you are looking for. However, if you are like me who simply want to grab a good show so that you can relax and watch it during the weekend, imagine with me then that you could be doing a little searching at the movie store reading reviews and thinking which movie is good and worth your bucks. You cannot be buying everything you like because they are costly right? Next, you would be queuing with the rest of the folks for your turn to make your payment. Compress that image and envisage you sitting in front of the computer, and with a few clicks, the movie is ready for viewing. Isn’t that cool?

Whether you want to watch a movie or TV show at 4am, or on an off day, the movie sites are there round the clock, ready to serve you with unlimited movie downloads.

2. Cheaper Alternative

Movie VCD and DVD prices have dwindled over time owing to lower costs of production. If you have studied economics, you would understand about fixed capital costs and why mass manufacturing would eventually bring costs down. Nevertheless, to cough out $10 or more for a VCD/DVD is still too expensive to me. Well, after all, you probably would only watch it once and then chuck it aside to collect dust. Download sites however run on a lifetime membership model where you can gain access to virtually unlimited movie downloads. And the best part is you don’t pay for per movie download, but one low payment for lifetime access. We are not even talking about thousands or hundreds of dollars, but the cost of one or two good DVDs.

3. Movie Downloads Are Safe & Legal

People are concerned about downloading movies online. That is totally understandable for two reasons. Downloading a file online can expose your computer to harmful adware or spyware. Worse still, if you are downloading a movie illegally, this could land you in big trouble with the law. But these two problems are well taken care of at these unlimited movie downloads sites. Firstly, they ensure secured downloading and protection against attacks of adware and spyware. Secondly, many of these sites have made agreements with the original producers of those movies such as studios, etc to release those movies online for downloading. With these two worries behind us, it becomes clear that having access to unlimited movie downloads is a strong proposition for us not to ignore these download sites.

These reasons are probably the push factors for more people flocking to their sites instead of heading to traditional movie stores or cinema theaters for a movie. Read a review about those unlimited movie downloads sites at my blog to find out which are the hot favorites among movie viewers nowadays.

Davion is a successful webmaster, author and a movie lover. Read a review of the best unlimited movie downloads sites that offer the latest TV shows, newly-released movies and more at unlimited–moviedownloads.blogspot.com.

It can be quite a daunting experience trying to purchase car insurance, and with the myriad of products and sales channels available today, it is often difficult to know where to start the process. It can be even more complicated when you start to look to reduce your premiums without sacrificing either your levels of cover or increasing your risk.

As most motor insurance is basically rated by your birth date and age, and your postcode or zip code, short of moving property or growing older, it often appears that reducing your vehicle insurance premiums is an impossible task.

This is not necessarily so! Whichever method or distribution outlet you use to purchase car insurance, if you consider these twelve money saving tips, implementation of any one will virtually guarantee a reduction to your premiums at both onset of a policy or at renewal. By simply making changes to any one of these premium rating factors that go to make up the quotes you are given, will result in an alternative quote which should be to your favour.

The money saving tips explained

Before we start remember – Don’t automatically renew your policy with the same company. It is virtually guaranteed that you could get like for like cover cheaper with another insurance company if you shop around and compare covers and prices from different providers.

1. Investigate on the Internet – Visit different suppliers

If you were getting paid at least £150 or $200 for two hours work, you should be pleased. That is the minimum you should look to save on your annual premiums by spending a couple of hours shopping around for quotes on the Internet.

Visit a car insurance supermarket comparison site. If the premiums are too expensive but you like the cover offered by a particular insurance company then, visit the supplier direct and cut out the expense of the middleman.

The large motor insurance comparison sites you see advertised all the time on television will send you off to the suppliers site themselves to complete ‘the deal’, so its best to close down the application, clear the cookies from your browsers memory to ensure that you are not charged their commission inclusive rates, and visit the insurance company direct.

Additionally you should visit a specialist auto insurance scheme provider. These were once only available on the High Street but are now springing up everywhere online. No matter what your particular individual needs, be it lady driver cover or perhaps classic car cover, specialist car insurance providers by their very nature usually offer cheaper quotes as they benefit from the economies of scale allowed by group buying of cover.

2. Do your research

Who is offering deals on television at the moment? Everybody who seeks motor insurance is an individual with a different car and individual cover needs dependant upon their circumstances. Write down what you think your exact cover needs are and think about where you might find providers for your individual needs. For example, if are you a senior citizen, you should search on the Internet for specialist car insurance schemes for over fifties.

3. Go for a no frills policy

If you are not worried about quality of cover and only require basic road risks, go for one of the many policies now being offered by insurance supermarkets as ‘value car insurance’. These policies usually only offer the very basics of cover required under the Road Traffic Act, however may be very suitable for low mileage, cheap cars and younger drivers.

4. Only get cover for what you need

Why pay for car breakdown insurance or other sometimes hidden extras such as the cost of including a replacement vehicle should you have an accident, when you already have AA breakdown cover and another car sitting on the driveway at home that you could use. Check your existing policy cover details carefully and exclude all unnecessary or duplicate covers.

5. Take on the risk yourself

With Car Insurance you have two basic options for taking more of the risk on yourself. These being, one by choosing how much cover you require in the first place, that is, either comprehensive or third party, perhaps with the fire and theft options included. Secondly you are given the option on most systems to choose how much of the cost of damages of an accident you are prepared to take on board yourself, before you call on the insurance company to make a claim. This is known as the voluntary excess and is the amount that will always be deducted first from any amount you claim. If the cost of repairs of an accident are not much more than the voluntary excess amount you have chosen then it would be prudent to pay for the repair costs yourself, rather than lose your no claims bonus.

6. Reduce the cars risk with improved car and location security

If you park your car off road or garage it at night you will receive further discounts. If you own a classic car which does not have them fitted as standard, fitting security devices, for example car alarms, immobilizers and GPS trackers to your car will substantially reduce your premium

7. Improve your driving or change your lifestyle

If you need to make a claim because of the way you drive, or if you have more than one SP30 for speeding, your premiums are going to be heavily loaded at renewal. You can reduce your insurance costs therefore by improving the way you use your car or changing your lifestyle.

8. Cut down on your Car’s Usage

By thinking about how you use your car and reducing unnecessary journeys you will be cutting down on your cars usage and by implication the risk you present to an underwriter. Check how many miles you run up each year and make sure that this is what you are paying for! Do not make a false mileage declaration in an attempt to save money because in the event of a claim, your mileage and MOT if applicable will be noted by a claims assessor. If there is significant difference between the declared mileage and the actual amount you have driven, you risk having the claim refused or seriously reduced in value.

9. Pay the full premium amount upfront

Most UK insurance companies charge additional costs for handling monthly direct debit payments. There is often a five to ten percent effective discount if you pay immediately online or over the phone by debit card.

10. Investigate Specialist insurance and Car Insurance Schemes

Investigate insurance specialists that target specific groups of people of car type, for example performance motor insurance or cover for young drivers. These schemes offer with unique policy options and cover modified for the particular specialist driver group. They are often far cheaper than standardised covers offered by comparison sites as they have group bulk buying economies of scale regarding underwriting and claims and a known risk pool of similar types of people and car.

11. Join a Car club

Many car owners clubs and specialist marques clubs have special affinity group rates for specialist car insurance schemes. The cost of getting membership of these clubs can often be less than the five to ten percent savings you can make on your premiums by joining such a scheme.

12. Take an Advanced Driving Course

You can save a further large percentage with most online insurance companies if you have taken an advanced driving skills course or ADC. The courses are run nationally and the cost of the course is outweighed by the annual savings you will make on your insurance premiums. The savings are greater for young drivers and this is one of the few positive actions that a young driver can make to reduce his or her annual vehicle insurance costs.

And Finally – Haggle!

And here’s an extra tip which we often find works when all else fails. Complete a quote on the Internet for the policy you desire with the company you like. Do not complete the quote beyond the screen where the premium prices are displayed, merely save the quote reference number. Quotes are usually legally binding for thirty days.

Leave it a while then pick up the phone and call the insurance company. Tell them that you’ve had problems completing the quote online. They will ask you the quote reference number and then have all you details in front of them. When they tell you the quote amount (which you should know already), tell them that you’ve got a quote that is, say a hundred cheaper at so and so company, and ask if that’s the best they can do. Just by haggling you will be surprised just how much you could save on your car insurance costs!

Dave Healey is a specialist car insurance expert whose field of expertise extends from underwriting Classic Car Insurance polices at Lloyds , to designing car insurance supermarkets online.

How does Basic Cooking differ from Gourmet Cooking?

Basic Cook:

I think the majority of us are basic cooks. In my opinion, being a basic cook means that the meals are planned, time consuming and tasteful. Basic cooks have tried and tested meals that suit their individual/family’s taste. Basic cooks know what they like to eat and approximately how long it will take to prepare those meals. With our busy life-styles basic cooks want their family’s well feed with healthy well balanced meals. Every family has his/her favorite dishes and will proudly claim that the recipes for those favorites are family secrets. Generally, people will go to restaurant for a gourmet meal. A gourmet restaurant serves the highest quality food. With a sense of adventure you can learn how to cook gourmet meals at home.

Gourmet Cooking:

Epicure is a connoisseur meaning having an acquired refined and discriminating taste in foods and wines. An old French alteration (influenced by gourmand, glutton) of gourmand. Gourmet meals involves high-quality ingredients with skilled preparation. Gourmet cooking involves only high quality and fresh ingredients. Let us compare. In basic cook if a recipe calls for garlic usually powdered garlic is used. With gourmet cooking only fresh chopped garlic is used. Consider if herbs are called for shop locally or consider growing your own. Having your own herbal garden saves money and make a world of difference in the taste of your gourmet experience. Not only do are herbs taste bud delights but they carry health benefits. In basic cooking we may defrost meat or use frozen vegetables. Not in gourmet cooking ONLY fresh. Gourmet chefs consider their meals works of art. There is a balance between colors and texture. Cooking time is important because it effects color and texture.

Let us compare a Basic Cook Salad to a Gourmet Salad:

Basic salad would consist:

-Iceberg lettuce 1/2 (shredded)

-1 garden tomato

-Shredded carrots (2)

-Green onions (4)

-½ chopped cucumber

-Choice of dressing

Gourmet Salad:

Tropical Fruit Salad with Mint – serves 8

1/2 cup chopped onion

1/2 cup chopped green bell pepper

2 (10 ounce) packages mixed greens

4 thinly sliced chicken deli meat, chopped

1 tomato, chopped

1/4 tsp onion powder

3 dashes garlic powder

1 pinch ground black pepper

2 pinches salt

3 tbsp balsamic vinaigrette salad dressing

Saute onion and bell pepper until soft; set aside to cool.

In a large salad bowl, combine the onion, pepper, salad greens, deli meat and tomato. Sprinkle with the onion powder, garlic powder, black pepper and salt. Toss to mix.

Pour on enough salad dressing or vinegar to coat, toss again and serve.

Recipe provided by: free-gourmet-recipes

I am not suggesting cooking only basic or gourmet. Consider alternating between basis and gourmet cooking. Gourmet cooking is more time consuming and expensive than basic cooking. My comfort level was basic cooking but after my initial trial and error period gourmet cooking became quick and easy. The advantages are greater taste and quality. Compare the costs of dining at a gourmet restaurant and consider the money saved learning how to cook gourmet at home. Your family and friends will take pleasure in in your new gourmet meals.

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