Browsing by Author "Sanga, Camillius"

Now showing 1 - 3 of 3

The cost of urbanization: Exploring the decline of ecosystem services in growing cities
(Elsevier Ltd, 2026) Sumari, Neema Simon; Ujoh, Fanan; Sanga, Camillius
This study quantifies how rapid urbanization affects key ecosystem services in five Tanzanian cities (Arusha, Dar es Salaam, Dodoma, Mbeya, and Mwanza) using a multi-city comparative framework and spatial econometric analysis. MODIS NPP and TerraClimate hydro-climate data were integrated with spatial statistics (Global/Local Moran’s I) and spatial regression models (SLM/SEM) to assess changes from 2010 to 2020. Results show substantial declines in soil water balance (25–40%) and net primary productivity-NPP (15–33%), alongside increased surface runoff (∼30%), with the strongest impacts in Dar-es-Salaam and Dodoma. Significant negative relationships (p < 0.01) between urban expansion and ecosystem services confirm strong spatial dependence and clustered degradation, particularly along peri-urban growth fronts. By moving beyond descriptive mapping to spatially explicit inference, this study links urban form to biophysical change across diverse ecological contexts. The findings provide policy-relevant evidence to guide ecosystem-based urban planning, green infrastructure, and sustainable drainage strategies in support of SDG 11 and SDG 15.
Transforming African education systems in Science, Technology, Engineering, and Mathematics (STEM) using ICTs: challenges and opportunities
(Education Research International, 2019-02) Barakabitze, Alcardo Alex; Lazaro, Anangisye William Andey; Ainea, Neterindwa; Mkwizu, Michael Hamza; Maziku, Hellen; Matofali, Alex Xavery; Iddi, Aziza; Sanga, Camillius
This paper presents the role of ICTs in transforming Africa’s Education Systems (AES) in science, technology, engineering, and mathematics (STEM) subjects/courses. The paper highlights on a positive shift across Africa in using ICT to improve the quality of teaching and learning through activities such as intensive ICT skills training to teachers, increase in ICT equipments and ap- plications in schools, and emergence of living labs (LLs) and innovation spaces/centres (InnoSpace). We first provide some of the challenges of integrating ICTs in education followed by a description of key past and current ICT initiatives supporting the adoption of ICTs in schools using a number of case studies in sub-Saharan Africa. We further present various ICT-based models for education, as a transformational approach towards integrating ICTs in AES. Moreover, we provide various ICT platforms deployed for education service delivery in disadvantaged African society (e.g., rural areas) including LLs and InnoSpace across the continent. Finally, we highlight our main findings and observations in terms of opportunities and future ICT for education research directions in Africa. Our aim is to provide some guidelines and ensure that Africa uniformly meet the 2030 United Nations Sustainable Development Goal number 4, which is to ensure inclusive and quality education for all and promote lifelong learning, particularly using ICTs.
Using free and open source software for e-Learning system (FOSES) in Tanzania
(2006-02) Lwoga, Tandi Edda; Sanga, Camillius; Kazwala, R.R; Mganilwa, Z.M
The implementation of e-Learning software in Tanzania’s universities as well as other developing countries is still very low even though there are plenty Free and Open Source Software (FOSS) that can cater for this purpose. Among ten universities, only the University of Dar Es Salaam (UDSM) has managed to implement the e-Learning software in Tanzania by using WEBCT and Blackboard are e-Learning proprietary software. This study therefore discusses how the Tanzania Universities can establish and implement the e-learning technology with a case study of the Sokoine University of Agriculture. Specifically, this study describes the early evaluation steps that were observed during the adoption of the e-learning platform at SUA. The extensive literature review, experience gained from other universities, and the analysis of the available open source e-learning software were used for the selection and further improvement of the e-learning platform at SUA. Challenges that are delaying the implementation of e-learning platform at SUA are also discussed, and recommendations are given upon them. It is anticipated that the findings of the study will be used by all stakeholders in planning cost-effective and efficient ICTs implementations for general improvement of education sector from national level up to district level.