Professor Lioba Moshi arudi Tanzania!

[Josh Michael]

Mara zote huwa anarudi Tanzania na kuitangaza Tanzania hivyo kuna Haja ya wizara ya Elimu kuweka watu kama hawa kuanza kutumikia Taifa letu na kutoa michango yao ya moja kwa moja Katika Tanzania,

Dr. Lioba Moshi: Curriculum Vitae

CURRENT STATUS, RANK AND DESIGNATIONS​

University Professor of Comparative Literature (Full Time, Tenured in the Department of Comparative Literature), at the University of Georgia.
​

Director, African Studies Institute, University of Georgia.

EDUCATION
​

University of Dar Es Salaam, Tanzania, BA, Linguistics with Education, 1973.

University of Dar Es Salaam, Tanzania, MA, Linguistics, 1977.
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University of York, England, MPhil. Linguistics, 1981.
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University of California, Los Angeles. PhD, Linguistics, 1985.

OFFICES & ADMINISTRATIVE RESPONSIBILITIES
​

Director, African Studies Institute, University of Georgia, College of Arts & Sciences, 1997-present.

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Director, African Languages Program, University of Georgia, Department of Comparative Literature, 1991-present.

Director, Maymester in Tanzania, 2000 – present.
​

Director, Fulbright-Hayes Group Projects Abroad (East Africa), a US Department of Education funded project, 1994-2007.

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Co-director, Mongella-UGA Initiative, University of Georgia, 2005-present.

Coordinator, UGA-Tanzania Security Exchange Initiative, 2004-present.

Coordinator, African Teaching, Research, and Outreach Center (ATROC) Project: A faculty initiated project for the development of a permanent study abroad teaching and research center in Africa, 2003-present.

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Director, University of Georgia System Certificate in African Studies project (a UDSE funded project), 2004-2007.
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Program Evaluator: A US Department of Education designated external reviewer, Morgan State University, African Studies, April 3-6, 2002.

PROGRAMMATIC ACCOMPLISHMENTS AT UGA
​

Established Program in African languages, 1991.

Established an academic component of the African Studies Program, 1997.

Established Study Abroad Program in Africa, 1998.

Established the Institute for African Studies, 2001.

Established UGA-Tanzania Security Exchange Initiative, 2000

Organized State-of-the-Art Conference, University of Georgia, March 21-22, 2000.

Established African Teaching, Research, and Outreach Center (ATROC) project: a faculty supported project for the development of a permanent study abroad teaching and research center in Africa, 2003-present.

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Established a Minor in African Studies, 2004.
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Established Global Security Exchange Program, 2004 (inaugurated 2005).
​

Established Mongella-UGA Initiative, University of Georgia, 2005.

COMMUNITY SERVICE​

OUTREACH PROGRAMS

Speaker, Athens Head Start Program, February 23, 2007.

Speaker, Athens Academy, February 2, 2006.

Speaker, Athens Academy, March 23, 2005.

Speaker, Columbia Elementary School, Appling Georgia, November 29, 2001

Speaker, Athens Academy, November 23, 1999.
​

Speaker, Brunswick Regional Library, Brunswick Georgia, February 8, 1999.

Speaker, Columbia Elementary School, Appling Georgia, November 1998.

MAJOR AWARDS, GRANTS AND HONORS:
​

Vice President for Public Service and Outreach Service Learning Award: Developing People

and the Environment: the case of Ukerewe Tanzania ($15,000) September 2007.
​

NESP-ROTC African Language, Culture, and Leadership Institute. Submitted to the US Department of Defense, October 2007 ( $749,163).

​

USDE: Fulbright Hays Group Project. Submitted to the US department of education, October

2007 ($ 89,999)
​

University Professorship (named January 2007) awarded to individuals who have been agents of change in their contributions to the University of Georgia mission ($10,000 permanent salary increase + $5,000 annual research fund).
​

Phi Kappa Phi Love of Learning Award. University of Georgia, May 2007
​

US Department of Education Fulbright-Hayes Groups Project Abroad continuation grant (awarded $85,000, March 2006) in support for intensive language and culture instruction in Tanzania. The Program selects 15 students from different universities in the United State to participate in an eight week intensive language program in Tanzania, June – August, 2006.

​

US Department of Education International Research and Studies continuation grant (awarded $123,000 May 2006), in support of faculty development, language instruction, and course development.
​

US Department of Education Fulbright-Hayes Groups Project Abroad grant (awarded $240,000, March 2005) for three years (2005-2007) of support for intensive language and culture instruction in Tanzania. The Program selects 13 students from different universities in the United State to participate in an eight week intensive language program in Tanzania.

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US Department of Education International Research and Studies Grant (awarded $364,818, June 2004), for the three years (2004- 2007) of support to develop a University of Georgia System-wide curriculum for African Studies. Collaborators: Columbus State University and Georgia Southern University.

​

US Department of Education International Research and Studies Grant (awarded $298,000, June 2003), for the three years (2003-2006) of support to develop technology-based instructional materials for Yoruba language and culture.
​

US Department of Education Fulbright-Hayes Groups Project Abroad (awarded $195,000, March 2002), for three years (2002-2005) of support for intensive language and culture instruction in Tanzania. The Program selects 13 students from different universities in the United State to participate in an eight week intensive language program in Tanzania.

US Department of Education Undergraduate International Education and Foreign Languages

grant (awarded $160,000), for three years (2001-2003) to develop a strong African Studies curriculum and African languages at UGA.
​

US Department of Education International Research and Studies Grant (awarded $223,000), for three years (2000-2003) for technology-based instructional materials for Swahili.

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African Language Teachers Association Scholarly Achievement Award, for service, vision, and leadership African Language Pedagogy, April 2000.
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Federal Post-secondary Education Project award ($3,500) by the National Foreign Languages

Center at John Hopkins University: Teaching modules for African languages, 1998.
​

University of Georgia Study-in-a-Second Discipline Award: for the study of instructional technology (a one year release from teaching + $15,000 to the Department), 1997-98.

Outstanding leadership and service in the development of the National African Language Teachers Association, ALTA 1995.

​

US Department of Education International Research and Studies Grant (awarded $122,000), for three years (1992-95) to develop videos of teaching materials for Swahili language and culture.

US Department of Education Fulbright-Hays Group Project Abroad award ($37,500) for a one year of support for intensive language and culture instruction in Tanzania for 10 students selected from various universities in the United State, 1994.

CONTRIBUTION TO TEACHING, RESEARCH AND OTHER CREATIVE ACTIVITIES
​

Authored Books

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Moshi, Lioba and Abdulahi Osman. Democracy and Culture: An African Perspective

London: Adonis and Abbey Publishers LTD, 2007.
​

The Pedagogy of African Languages: An Emerging Field (co-author, Antonia Schleicher). Ann Arbor, MI: Cushing-Malloy, 2000.

KiSwahili, Lugha na Utamaduni (Swahili, Language and Culture). Hyattsville MD:

Dunwoody Press, 1998.
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Mwalimu wa Kiswahili: A Language Teaching Manual (co-authors: Abdul Nanji, Magdalena

Hauner, and John Mtembezi Inniss). Binghamton, NY: Global Publications, IGCS, 1999.
​

Tuimarishe Kiswahili Chetu: kitabu cha wanafunzi wa mwaka wa pili/tatu (Building Proficiency in Kiswahili: a textbook for second/third year Swahili students). Lanham,

MD: University Press of America, 1988.
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Mazoezi ya Kiswahili: Kitabu cha Mazoezi kwa Wanafunzi wa Mwaka wa Kwanza (Swahili Exercises: a workbook for First year Swahili students) Lanham, MD: University Press of America, 1988.

Scholarly Articles and Other Works (Selected: 2000-2007)
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An Emerging partnership for addressing chronical condition in the Ukerewe District of Tanzania. To appear in Kappa Omicrion Forum, 2008 (co-authors: Sharon Nickols and Jeff Mullen).

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The Development of successful models of undergraduate studies and foreign languages on College campuses. ISA (International Studies Association) conference, February 28 – March 3, 2007. Chicago.

​

The Globalized World languages, the case of Kiswahili. In Trends in African Linguistics:

Theoretical Approaches to African Linguistics. Olaoba F. Arasanyin and Michael A. Pemberton (eds.). New Jersey, Africa World Press Inc. (2006): 166-175).
​

Sustaining the Global Visibility of African Languages and Cultures: The Case of Kiswahili.

A paper presented at Michigan State University International Conference November 21, 2006.
​

The Use of Kiswahili in the Global Age. A paper presented at the 47th Annual African Studies Association Conference, New Orleans, November 12, 2004.

​

Voices from Area Studies: Vision for ALTA (Panel Respondent). Annual African Language Teachers Association Conference, U. of Wisconsin, Madison, April 30, 2004.

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The Teaching of Kiswahili in the Age of Globalization. A paper Presented at the Annual

Conference for African language teachers Association, U. of Wisconsin, Madison, May 1, 2004.
​

Ideophones in African Languages: Pure versus Grammaticalized Ideophones. In Trends in

African Linguistics: Theoretical Approaches to African Linguistics. John Mugane (ed.).
New Jersey, Africa World Press Inc. (2003): 67-92 (co-author: David Dwyer).
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Producing Video in African Language Instruction. JALTA Journal of the African Language Teachers Association, # IV.1 (2003): 61-76. New Jersey, Africa World Press.
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In the trenches: The Experiences of a Language Teacher. JALTA: Journal of the ALTA n Binghamton, NY:Global Publications (v.3:35-59), 2003.
​

Implications for Language and Culture in a War-torn Continent." In Chimera, Volume 1, Issue No. 3/Fall 2003, USA/Africa Institute (co-author: Akinloye Ojo).
​

The right of passage to world knowledge: Education and Socialization. Gender Tales from Africa, Voices of Children and Women Against Discrimination. Changu Mannathoko, Bontshetse Mazile, and Michelle Commeyras, eds. UNCEF Publication, 2001:20-24.

Content- based instruction in African languages. JALLT: Journal of African Languages Learning and Teaching. Binghamton, NY: Global Publications, (v.1.1: 89-111), 2001.

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Reciprocals in Kivunjo-Chaga. Languages of Tanzania (Studies dedicated to the memory of Professor Clement Maganga). K. Kahigi, Y. Kihore, and M. Mouse, eds. Berlin: Leiden University, WDEG GMBH & Co. KG (139-156), 2000.

A Student-centered WebCT for African language instruction. JALTA: Journal of the African Language Teachers Association. Binghamton, NY: Global Publications, IGS (v. 1.2:31-57), 2000 (co-author: Akinloye Ojo).
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The Field of African Languages: Perspectives for the 21st Century. JALTA: Journal of the African Language Teachers Association. Binghamton, NY: Global Publications, IGCS (v.1.2: 1-11), 2000.
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Reciprocals in Kivunjo-Chaga. In Languages of Tanzania, Studies dedicated to the Memory of Professor Clement Maganga, K. Kahigi, Y. Kihore, M. Mouse (eds.).

Leiden University, WDEG GMBH & Co.KG, Berlin (2000: 139-156).
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A Centered WebCT Instruction for African Languages (co-author. Akinloye Ojo). In JALTA: Journal of the African Language Teachers Association (2000 volume I

#2:31-57). Global Publications, IGCS, Binghamton University, Binghamton, NY.
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The Field of African Languages: Perspectives for the 21st Century. In JALTA: Journal of the African Language Teachers Association (2000 volume I #2:1-11). Global Publications, IGCS, Binghamton University, Binghamton, NY.

Multimedia and Creative Works (to enhance the earning of language and culture):

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Moshi, Lioba. KIKO (Kiswahili Kwa Kompyuta,) Student Handbook /Exercises (cf. http://isdweb.isd.uga.edu/designdevelop/projects/KIKO/html/introduction.htm), 2006.
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Moshi, Lioba. KIKO (Kiswahili Kwa Kompyuta,) Handbook/Guide http://isdweb.isd.uga.edu/designdevelop/projects/KIKO/html/introduction.htm). 2006.
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Moshi, Lioba. Moshi, Lioba, KiSwahili Lugha na Utamaduni: A 23 Lesson on CD/DVD

Series for the Teaching KiSwahili Language and Culture, 2006. (cf. also http://isdweb.isd.uga.edu/designdevelop/projects /KIKO/html/introduction.htm).
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KIKO (Kiswahili Kwa Kompyuta): Teaching Swahili using the Internet: A Multimedia three-level teaching and learning materials (A US Department of Education, funded Project, cf. www.africa.uga.edu/Kiswahili/doe (three part series), 2001-2003.

Courses Taught
University of Georgia: 1999-present
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LING/CMLT 4870/6870 (Language Gender and Culture).
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LING/CMLT 6740 (Discourse Analysis).
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SWA 1010, 1020, 2020, and 3990 (annual).
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AFST/SWAH 3010 (Swahili language, Civilization, History, and Culture)
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AFST/SWAH 3020 (Swahili language Usage and Literary Traditions)

University of Georgia: 1991-1998
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Linguistics 487/687 (Language Gender and Culture).
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LIN/CML 674 (Discourse Analysis).
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SWA 101, 102, 103, 104, 105, 106, and 399 (annual): 1988-93.

SWA 202, 301, 302, and 399 (annual), 1994-98.
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Linguistics 811 (Discourse and Grammar): 1990.
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Linguistics 684 (Structure of African Languages): 1990.
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Linguistics 491 (Swahili): 1990.

University of Pennsylvania: 1994-95.
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Linguistics 280, 281 (Advanced Swahili language and grammar).
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Linguistics 490, 491 (African Languages Tutorial).
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Linguistics 681 (Grammatical Structure of Bantu Languages).

Stanford University: 1985-88.
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Linguistics 604, 605, 606 (Studies in African Languages).

Professional Contributions
1. Editorial Board, Advisory Board, and Grant Committees
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Advisory Board, National African language Resource Center, University of Wisconsin, Madison. 1999-date.

Executive Member, International Association of Tanzanian Studies, 1998-date.
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Editorial consultant for the Journal of African Languages and Linguistics (journal

article review) 1994-present.
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Editorial consultant for Modern Language Journal (journal article review), 1994-present.
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Editorial consultant for Linguistic Inquiry (journal article review), 1992-present.
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National Scientific Foundation, grants application reviewer, 1992-present.
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Social Science Research Council, grants application reviewer, 1989-present.
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Executive Board Member, African Language Teachers Association, May 1994-1999.
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Chair, National Swahili Teaching Task Force, 1993-1999.
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Executive Board Member, National Commission on Less Commonly Taught Languages (NCLCTL), 1991-1998.

Publications Committee: National Council on Less Commonly Taught Languages

(NCLCTL), 1993-1997.

2. University Service
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University Search Committee for Associate Provost for Instruction, 2001-2002
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University Search Committee for Director, International Development, 2001.
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University Search Committee for Associate Provost for international Affairs, 2001.
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Task Force Member, Office of the Associate Provost for Public Service and Outreach, 2001-date.

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Director, African Studies Institute, 2001-date.
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Advisory Committee Member, Office of International Affairs, 2000-date

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Dean's Senate Advisory Committee, 1999-2001.
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Member, Search Committee, History Department African Historian Position, 1999-2000.
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University Council Member, 1999–date.
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Department Committee Member, grievance, 1998– 2000.

Director, African Studies Program, 1997-2001.
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College Senate Member, 1997–1999.
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Advisory Committee Member, Office of Minority Services and Programs 1997-date.
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Advisor, African Students Union, 1997-date.
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Director, African Language Programs, 1991-1999
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Department Committee Member, graduate admissions, 1991-94.

3. Community Services: College of Arts & sciences Outreach Program
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Speaker, Columbia Elementary School, Appling Georgia, November 1998.

Speaker, Brunswick Regional Library, Brunswick Georgia, February 8, 1999.
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Speaker, Athens Academy, November 23, 1999.

Speaker, Columbia Elementary School, Appling Georgia, November 29, 1999.

Speaker, Athens Academy, March 23, 2000.
​

Speaker, Athens Academy, February 2, 2001

Speaker, Athens Head Start Program, February 23, 2001.

NB: Katika hali kama hii huyu Mwalimu anaweza kuwa msaada kubwa sana katika Tanzania na taifa lote kiujumla na kufanya Tanzania iwe mfano wa kuigwa

​

 

[Nyauba]

Ana uwezo wa kuisaidiaa jamii yake bila kutambuliwa na wizara ya elimu nchinii..

 

[Josh Michael]

Na sisi wote tunataka iwe hivyo maana wanaweza kutoa michango mikubwa sana katika Tanzania na kuifanya kupiga hatua kubwa ya maendeleo

 

[Mdondoaji]

Mara zote huwa anarudi Tanzania na kuitangaza Tanzania hivyo kuna Haja ya wizara ya Elimu kuweka watu kama hawa kuanza kutumikia Taifa letu na kutoa michango yao ya moja kwa moja Katika Tanzania,

NB: Katika hali kama hii huyu Mwalimu anaweza kuwa msaada kubwa sana katika Tanzania na taifa lote kiujumla na kufanya Tanzania iwe mfano wa kuigwa

​

Ni wazo zuri but kwanza mjiulize atafaidika nini kurudi Tanzania. Mtu unasoma ili uishi vizuri but kama serikali imejaa fitina na majungu unadhani mtu anaweza kurudi na kwa kuangalia jamaa inaonekana amebobea katika fani yaani ni pure academician do you think ataweza kuja kupiga siasa tanzania. Acheni hizo jamani tuwe realistic tubadilike kama wenzetu Ghana (uadilifu, ukweli na uwazi) tukiweza hivyo vitu hatuna haja ya kumwalika au kumlazimisha mtu watajua wenyewe.

Venginevyo watu watakimbia tu

 

[Mambo Jambo]

Mnaomba wewe na nani?, yaani baada ya yeye kuhangaika kupata elimu yake leo unaomba arudi bongo kufundisha wanoa...umeona hela hizo, magembe anazo?.
Miafrika bana.

 

[Josh Michael]

Acha zako wewe, Kama usingekuwa na hawa walimu Wazalendo usingeweza kuandika haya mambo, Tunomba watu kama hawa warudi Tanzania

 

[chishango]

Mwacheni afanye anachoona kinafaa kwa jamii yake. si lazima kuomba arudi tz na asaidie watz wapo wasomi wengi kama yeye hapa bongo na wanaishia kuingia katika siasa, hakuna mfumo bora hapa bongo unaowezesha kui utilize elimu waliyonayo ndugu yangu

 

[Zogwale]

Akirudi Tanzania utampa mshahara wa $10,000 na research grant ya $5,000?? Sirudi Tanzania kuja kufa maskini. Nitafanya kazi huku naendeleza vya kuja kuzeekea nikirudi nyumbani???

Hapa hakuna maisha bora kwa kila Mtanzania, kuna maisha bora kwa mafisadi na wala rushwa??!! For sure prof. Moshi hawezi kukubali kuwa fisadi.

 

[Josh Michael]

Akirudi Tanzania utampa mshahara wa $10,000 na research grant ya $5,000?? Sirudi Tanzania kuja kufa maskini. Nitafanya kazi huku naendeleza vya kuja kuzeekea nikirudi nyumbani???

Hapa hakuna maisha bora kwa kila Mtanzania, kuna maisha bora kwa mafisadi na wala rushwa??!! For sure prof. Moshi hawezi kukubali kuwa fisadi.

Shida moja kubwa yetu sisi ni Politics zetu, Kila kitu tunaingiza Siasa Kibao, Nakasirika sana kuona kila kitu tunaweka Politics

 

[Sophist]

Mnaomba wewe na nani?, yaani baada ya yeye kuhangaika kupata elimu yake leo unaomba arudi bongo kufundisha wanoa...umeona hela hizo, magembe anazo?.
Miafrika bana.

Ndugu,

1. msomi hasitahili kuishi kwa ajili ya mkate.
2. elimu si milki binafsi
   
3. manufaa ya elimu in pale inapotumika kwa wasiokuwa, ama na elimu kabisa au wenye taaluma tofauti.
4. [rejea 1, 2, 3 hapo juu] msomi kukimbilia ughaibuni kwa ajili ya manufaa binafsi ni usaliti na utumwa.

 

[Josh Michael]

Ndugu,

1. msomi hasitahili kuishi kwa ajili ya mkate.
2. elimu si milki binafsi
   
3. manufaa ya elimu in pale inapotumika kwa wasiokuwa, ama na elimu kabisa au wenye taaluma tofauti.
4. [rejea 1, 2, 3 hapo juu] msomi kukimbilia ughaibuni kwa ajili ya manufaa binafsi ni usaliti na utumwa.

Wanaweza kwenda huko na kusoma na kurudi Tanzania kusaidia Taifa lao na pia Tanzania kwa sasa ina matatizo makubwa sana katika vyuo vikuu Tanzania

 

[Victoire]

jamani kuhani,mama wapo wapi?

 

[Josh Michael]

Sema wewe jamani?? Kuna vipi labda wapate barua toka kwa JK mwenyewe

 

[Nanu]

Hata huko analipwa fedha kiasi gani na anamsaidia nani? Huo ni umaskini wa mawazo na fikra. Mtanzania halisi anajali nchi yake na watu wake. Huyo profesa unaweza kukuta hata ndugu zake wenye nasaba naye hajawasaidia lolote. Bora angekuwa hapa angesaidia Watanzania wote. Kama wote wangekuwa wabinafsi kama yeye na wengi wenu wa diaspora angekuwa wapi, yaani angefika huko alipo, kama si elimu aliyoipata Tanzania angefikia huko?
Watu mnakaa mnafikiri mtasadia nchi huko mlipo kwa sana lakini hata kule kijijini ulikotoka wazazi wako bado wanishi ktk nyumba mbovu, lishe yao duni, ndugu zako ni drop out from school kwa sababu ya ada, n.k. Kama kila mmoja wetu akionyesha uzalendo na kufanya mapinduzi ya maendeleo kwenye familia aliyozaliwa au kulelewa tungepiga hatua. Katika nchi za watu tunaweza kuishi kwenye motgaged apartment, kuendesha hiyo loan vehicle, kuishi credit card, n.k. Kodi zote unalipa nchi za watu. Wengine hata misiba ya wazazi wameshindwa kuhudhuria ili apate qualification ya kukaa nchi fulani, huo ni utumwa. Kutembea kwenye paved roads always, kuzungukwa na good buildings ni vizuri lakini inalingwanishwa na nasaba ya mtu. Tuache watumwa wa maisha.

 

[Josh Michael]

Hata huko analipwa fedha kiasi gani na anamsaidia nani? Huo ni umaskini wa mawazo na fikra. Mtanzania halisi anajali nchi yake na watu wake. Huyo profesa unaweza kukuta hata ndugu zake wenye nasaba naye hajawasaidia lolote. Bora angekuwa hapa angesaidia Watanzania wote. Kama wote wangekuwa wabinafsi kama yeye na wengi wenu wa diaspora angekuwa wapi, yaani angefika huko alipo, kama si elimu aliyoipata Tanzania angefikia huko?
Watu mnakaa mnafikiri mtasadia nchi huko mlipo kwa sana lakini hata kule kijijini ulikotoka wazazi wako bado wanishi ktk nyumba mbovu, lishe yao duni, ndugu zako ni drop out from school kwa sababu ya ada, n.k. Kama kila mmoja wetu akionyesha uzalendo na kufanya mapinduzi ya maendeleo kwenye familia aliyozaliwa au kulelewa tungepiga hatua. Katika nchi za watu tunaweza kuishi kwenye motgaged apartment, kuendesha hiyo loan vehicle, kuishi credit card, n.k. Kodi zote unalipa nchi za watu. Wengine hata misiba ya wazazi wameshindwa kuhudhuria ili apate qualification ya kukaa nchi fulani, huo ni utumwa. Kutembea kwenye paved roads always, kuzungukwa na good buildings ni vizuri lakini inalingwanishwa na nasaba ya mtu. Tuache watumwa wa maisha.

Ni kweli Kabisa, Kama wewe miaka yote upo Marekani na pia hata kama umeweza kusaidia taifa lako je itakuaje kama Watanzania walikupa Elimu na Pesa zao bila ya kuja kurudisha fadhila kwao. Je huu sio usaliti wa Taifa lako

 

[Mdondoaji]

Ndugu,

1. msomi hasitahili kuishi kwa ajili ya mkate.
2. elimu si milki binafsi
   
3. manufaa ya elimu in pale inapotumika kwa wasiokuwa, ama na elimu kabisa au wenye taaluma tofauti.
4. [rejea 1, 2, 3 hapo juu] msomi kukimbilia ughaibuni kwa ajili ya manufaa binafsi ni usaliti na utumwa.

Kwanza naomba nikupinge kwa mtazamo huu ukae ukifahamu kwamba wakati wewe ukizisaka pesa mwenzio investment yake alikuwa akiiweka katika kichwa chake sasa unapotazama kwa msomi hastahili kuishi kwa mkate unakosea kwasababu wakati wewe ukihangaika na mabosi wako huko mwenzio alikuwa akihangaika na mavumbi ya vitabu library.

Pili hivi karibu mfano UK university za huko zimepeg mishahara ya maprofessa wao wa business school mfano na CEOs yaani kama mshahara wa CEO wa kawaida UK anapata 60K basi maprofessa wanakaribia huko pamoja na kupewa research grant au government grants. Wenzetu wanavalue elimu za watu na muda waliowekeza wewe unasema eti msomi hastahili kuishi kwa mkate kama hawaishi kwa mkate mbona maprofessa wa huku akishapublish katika journal za marekani tu anahama katika chuo kidogo kwenda chuo kikubwa unadhani kitu gani kinachompeleka huko.

Kuhusu kuishi ughaibuni it is a matter of choice kwasababu everyone of us unasoma for green pasture sasa kama wewe umeona faida kukaa tanzania mwacheni professa akae zake marekani kwasababu kwanza Tanzania ukiwa msomi unaangaliwa macho mawili ukiwa mropokaji hovyo wanalima Tazama Dk Idrissa na wengineo wengi. Viongozi wetu wanataka wasomi wanaowasujudia na kuwalamba miguu kwa kuwasifu sifu wakijua watapata ujira. Kwa msomi wa kweli hiyo itamshinda kwasababu msomi anatakiwa awe mtu wa principle na si kuendeshwa na watu kama gari bovu. Mtazameni ndulu sasa jamaa nilipokuwa chuo nilikuwa namkubali sana sasa kawa gavana kawa mwanasiasa uchumi unaanguka anadai unakuwa, hatuna reserves (foreign currency researves) tunabakia kwenda kuomba emergency funding imf ndio usomi huo kwanini usiseme ukweli kwamba hali ya uchumi ni mbovu watu wafunge mikanda kama alivyosema Dk idrissa kuhusu Tanesco kwamba inakufa kwa ubadhirifu.

Msituchafue sisi!!!!

 

[Josh Michael]

Kwanza naomba nikupinge kwa mtazamo huu ukae ukifahamu kwamba wakati wewe ukizisaka pesa mwenzio investment yake alikuwa akiiweka katika kichwa chake sasa unapotazama kwa msomi hastahili kuishi kwa mkate unakosea kwasababu wakati wewe ukihangaika na mabosi wako huko mwenzio alikuwa akihangaika na mavumbi ya vitabu library.

Pili hivi karibu mfano UK university za huko zimepeg mishahara ya maprofessa wao wa business school mfano na CEOs yaani kama mshahara wa CEO wa kawaida UK anapata 60K basi maprofessa wanakaribia huko pamoja na kupewa research grant au government grants. Wenzetu wanavalue elimu za watu na muda waliowekeza wewe unasema eti msomi hastahili kuishi kwa mkate kama hawaishi kwa mkate mbona maprofessa wa huku akishapublish katika journal za marekani tu anahama katika chuo kidogo kwenda chuo kikubwa unadhani kitu gani kinachompeleka huko.

Kuhusu kuishi ughaibuni it is a matter of choice kwasababu everyone of us unasoma for green pasture sasa kama wewe umeona faida kukaa tanzania mwacheni professa akae zake marekani kwasababu kwanza Tanzania ukiwa msomi unaangaliwa macho mawili ukiwa mropokaji hovyo wanalima Tazama Dk Idrissa na wengineo wengi. Viongozi wetu wanataka wasomi wanaowasujudia na kuwalamba miguu kwa kuwasifu sifu wakijua watapata ujira. Kwa msomi wa kweli hiyo itamshinda kwasababu msomi anatakiwa awe mtu wa principle na si kuendeshwa na watu kama gari bovu. Mtazameni ndulu sasa jamaa nilipokuwa chuo nilikuwa namkubali sana sasa kawa gavana kawa mwanasiasa uchumi unaanguka anadai unakuwa, hatuna reserves (foreign currency researves) tunabakia kwenda kuomba emergency funding imf ndio usomi huo kwanini usiseme ukweli kwamba hali ya uchumi ni mbovu watu wafunge mikanda kama alivyosema Dk idrissa kuhusu Tanesco kwamba inakufa kwa ubadhirifu.

Msituchafue sisi!!!!

Asante sana kwa mawazo yako na pia sasa tufanye nini Tanzania??

 

[Mdondoaji]

Asante sana kwa mawazo yako na pia sasa tufanye nini Tanzania??

Mie kimtazamo wangu ni kwamba ishu kama hiyo inatakikana kuwepo na mabadiliko ya hali ya juu. Kwanza serikali zetu ziwe na viongozi wanaokuwa na uchu na maendeleo ya nchi na si maendeleo ya matumbo yao hivyo tutaweza kupambana na ubadhirifu wowote unaotokea.

Vilevile kuhusu maprofessa sio lazima warudi Tanzania wanaweza kuja kama visiting fellows wakifanya specific task kisha wanarudi hiyo itasaidia kwanza kukuza maprofessa wetu tanzania na vilevile kupata mchango mkubwa kutoka kwao

 

[Exaud Minja]

Jamani msisahau kwenye serikali wapo wasomi na wataalamu kibao JK amewaweka safari hii lakini wakishaingia huko usomi wao unaisha wanakuwa kama Vihiyo. Wapo Madokta wa PhD na Maprofessor wastahafu siwataji mnawafahamu lakini wanafuata maelekezo wao sio wasemaji wa mwisho wa serikali, unaweza kushauri lakini ushauri ukakataliwa matokeo yake unaweza kimbia nchi kama Mzee Mtei enzi za ...... Kwa hiyo muangalie mtu akija na misimamo yake anaweza tolewa speed kama misimamo yake haina masilai kwa watawala bali ina masilai kwa watawaliwa (wananchi).

 

[Kekuye]

Mie kimtazamo wangu ni kwamba ishu kama hiyo inatakikana kuwepo na mabadiliko ya hali ya juu. Kwanza serikali zetu ziwe na viongozi wanaokuwa na uchu na maendeleo ya nchi na si maendeleo ya matumbo yao hivyo tutaweza kupambana na ubadhirifu wowote unaotokea.

Vilevile kuhusu maprofessa sio lazima warudi Tanzania wanaweza kuja kama visiting fellows wakifanya specific task kisha wanarudi hiyo itasaidia kwanza kukuza maprofessa wetu tanzania na vilevile kupata mchango mkubwa kutoka kwao

Suala siyo ubinafsi wala ubadhirifu wa viongozi, tatizo ni mfumo wa kiutendaji uliopo. Kama mtu anawekeza muda na akili yake katika kusoma, mwisho wa kila kitu mchango wake hautambuliwi kwa nini asihamie huko anakothaminiwa? Tukiwa na mfumo mzuri wa kuhakikisha wasomi wetu wanabaki nyumbani hatutahitaji kuwasomesha kwa kodi zetu halafu wakihamia huko wanakothaminiwa tuwaalike kuja nchini kwao kama 'visiting fellows'.
Tunaongeza idadi ya vyuo vikuu na wanafunzi lakini hatuandai mazingira ya kuongeza wahadhiri na kuhakikisha hata wachache waliopo wanabaki nyumbani. Matokeo yake tunakwenda kukodisha wahadhiri kutoka India na kwinginepo.