Family Life Education Development, Implementation, and Evaluation in Tanzania

Rosemary W. Eustace; Tumaini M. Nyamhanga; Aisha I. Ghuhiya; Stella Emmanuel Mushy

doi:10.1007/978-3-319-77589-0_9

Family Life Education Development, Implementation, and Evaluation in Tanzania

Rosemary W. Eustace, Tumaini M. Nyamhanga, Aisha I. Ghuhiya, Stella Emmanuel Mushy

School of Nursing, Kinesiology, and Health Sciences

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

This chapter examines the socioeconomic, historical, and cultural context of the United Republic of Tanzania and how it has shaped the country’s family life and family life education throughout the precolonial, colonial, and postcolonial eras. The context includes social factors such as changes in family structures and functions, emergence of HIV/AIDS, sexuality and family life education programs, and related family and health policies. Utilizing the socio-ecological perspective, the article delineates family strengths, gaps, and opportunities available to key stakeholders to meet the contemporary family life education needs for the Tanzanian families.

Original language	English
Title of host publication	Global Perspectives on Family Life Education
Editors	Mihaela Robila, Alan C. Taylor
Publisher	Springer International Publishing
Pages	135-151
Number of pages	17
ISBN (Electronic)	9783319775890
ISBN (Print)	9783319775883, 978-3-030-08487-5
DOIs	https://doi.org/10.1007/978-3-319-77589-0_9
State	Published - Jul 19 2018

ASJC Scopus Subject Areas

General Social Sciences
General Psychology

Keywords

Family life education
Socio-ecological theory
Tanzanian family life

Disciplines

Nursing

Access to Document

10.1007/978-3-319-77589-0_9

Cite this

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AU - Nyamhanga, Tumaini M.

AU - Ghuhiya, Aisha I.

AU - Mushy, Stella Emmanuel

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AB - This chapter examines the socioeconomic, historical, and cultural context of the United Republic of Tanzania and how it has shaped the country’s family life and family life education throughout the precolonial, colonial, and postcolonial eras. The context includes social factors such as changes in family structures and functions, emergence of HIV/AIDS, sexuality and family life education programs, and related family and health policies. Utilizing the socio-ecological perspective, the article delineates family strengths, gaps, and opportunities available to key stakeholders to meet the contemporary family life education needs for the Tanzanian families.

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KW - Socio-ecological theory

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Family Life Education Development, Implementation, and Evaluation in Tanzania

Abstract

ASJC Scopus Subject Areas

Keywords

Disciplines

Access to Document

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