ASSESSMENT OF ENTREPRENEURSHIP EDUCATION TRENDS IN THE FORMAL EDUCATION SYSTEM IN TANZANIA (original) (raw)
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2017
Entrepreneurship education has become an important issue in many education systems including Tanzania and has received a remarkable emphasis in Higher Learning Institutions (HLIs) in recent years. Although many researchers have highlighted the role of teaching and learning strategies in enhancing entrepreneurial capabilities, there is an on-going debate on whether the strategies employed for teaching and learning of entrepreneurship in Tanzanian HLIs are creating business-ready graduates with entrepreneurial capabilities. This study aims to review the existing literature on entrepreneurship education by assessing whether the teaching and learning strategies are equipping students with the desired entrepreneurial capabilities. Through a desk research and narrative review of the existing empirical and grey literature, the results indicate that the status of entrepreneurship teaching in HLIs ineffective in terms of promoting entrepreneurial capabilities of graduates. This is highly att...
An Evaluation of the Effectiveness of Entrepreneurship Education in Secondary Schools in Tanzania
International Journal of Learning, Teaching and Educational Research, 2023
Entrepreneurship education (EE) was included in Tanzania's secondary school curriculum to alleviate poverty and create jobs. Entrepreneurship education content and approaches must be carefully selected and structured to further its effectiveness in addressing these goals. Global research shows notable patterns, or what can be considered 'best practices' in this regard, which can be used for comparison purposes. Therefore, the current investigation aimed to evaluate if, and to what extent, the EE included in the Tanzanian secondary school curriculum adheres to international best practices for structuring EE. Informed by such an evaluation, recommendations can be made to strengthen EE in this curriculum. A two-phased sequential mixed-methods investigation was conducted. Qualitative curriculum analysis, followed by a quantitative survey of 135 secondary school teachers, provided detailed data about structuring EE in the Tanzanian school curriculum. The data analysis showed the Tanzanian school curriculum could support effective EE; however, curriculum content and teacher education should be improved to advance EE in the country.
2023
The paper has been casually reviewed, and the excerpt of comments is outlined in the following table. Overall, the intention of the research is no doubt very good. If the research is conducted carefully, it is expected that the outcomes will present an outstanding contribution and add to the body of knowledge for the particular area. Nevertheless, there are some comments to polish the paper's comprehensiveness and clarity. Humbly suggested that the consistency of the write-up from the objectives to the method, the result, and the discussion-is paramount to ensure the robustness of the entire research endeavour.
Entrepreneurship education is so important in shaping and imparting entrepreneurial attitudes among graduates of the higher learning institutions. With this fact several higher learning institutions have decided to either establish entrepreneurship educational programmes or mainstreaming entrepreneurship modules into their curricular. Despite all these efforts few graduates engage on entrepreneurship activities. Therefore the study focused on assessing the effect of entrepreneurship on entrepreneurial behavior. Data were collected by using questionnaire from 233 Institute of Social Work graduates while descriptive statistics i.e., percentages and Mann Whitney U test were used in data analysis. The results indicate the positive effect of entrepreneurship education on entrepreneurial behavior. Additionally, the study recommends that every student must study entrepreneurship and it should be linked to students’ academic specializations.
Journal of Humanities and Education Development, 2022
This study aimed to enhance entrepreneurship education toward preparing secondary school students at Kinondoni District Dar es salaam in Tanzania for the creation of employment opportunities. The study aimed at assessing the roles of Entrepreneurship Education in developing employment opportunities for ordinary level secondary schools. The study employed a mixed-method design in examining these phenomena. One hundred and nineteen (119) participants were conveniently sampled and heads of schools were interviewed within 6 weeks. Questionnaires and interview guides were used to collect data hence quantitative data were analyzed descriptively with the aid of SPSS version 22. All qualitative data obtained in the study were thematically analyzed. The study found that Entrepreneurship Education is a very crucial as it prepares student to be good citizens. Also, in today's environment of unpredictability, dynamic job market, and new technologies, are progressing with each passing day and the current generation is progressing towards a future without any inevitability. They might take years to master a particular trade or skill but with time it might disappear from the market, therefore destroying students' careers. The study concluded that teaching entrepreneurship as a study in education has to move beyond listing strategies for raising capital. Students need also to be equipped with skills enabling them to deal with negative attitudes, competition from cheap imports, and the choice of appropriate technologies. There is a distinguished need to improve training programs and make changes in the education system in Tanzania; there is also a need to develop entrepreneurs who would be able to navigate through local troubled waters.
The study examined whether curricula and teaching methods employed in higher learning institutions in Tanzania triggers the adoption of an entrepreneurial behaviour. The study was a longitudinal which took female undergraduate students from the Institute of Accountancy Arusha, as a case study. The objective of the study was to investigate the influence of curricula and teaching methods on female undergraduate students in starting business in Tanzania. Purposive samplings were applied to pick up the sample of 188 female students. Data was analyzed using frequencies, percentages, and chi-square tests. The results provide sufficient evidence to sustain the claim that curricula contents and teaching methods have an influence on students' starting a firm in future. Entrepreneurial teaching methods have been associated with changes in attitudes and intentions towards entrepreneurship as proper teaching strategies/methods need to be compatible with the student-centered approach. Entrepreneurship education is likely to heighten awareness of entrepreneurship, increase self confidence and intentions, but understanding and developing entrepreneurship curricula require an integrated research and teaching effort.
International Journal of Entrepreneurship, 2022
Over the past decade, the need for improved teaching and learning approaches that enhance entrepreneurial competencies has been a critical agenda in Tanzania. Despite its importance, the process of realizing entrepreneurial competencies through education, suffers from various shortcomings especially in relation to teaching and learning approaches. This paper assesses the effects of teaching and learning approaches on graduates' entrepreneurial competencies for self-employment in Tanzania. Methodology: The study used a cross-sectional case study research design with the aid of snowball sampling. A sample of 202 respondents was picked from selected universities of Sokoine and St. Augustine of Tanzania. Data were collected using a structured questionnaire which included a Likert scale, key informant interviews and documentary reviews. While content analysis was used to analyze qualitative data, statistical package for social sciences (SPSS) was used to analyze quantitative data. Findings: The results showed that a theoretical active participation approach (with the mean 3.8614) was used to develop capacity that empowered graduates with entrepreneurial competencies indicating a shift from rote learning that previous studies established. Most of the practical teaching and learning approaches ascribing to entrepreneurial framework were, however, not applied to yield greater effect on graduates' self-employment. Based on the results, the paper concludes that universities used only fragments of a student-centered approach as opposed to incorporating the holistic approach recommended for educating for entrepreneurship. Recommendations: The paper recommends that university instructors should apply holistic teaching and learning approaches that would increase graduates' confidence and commitment to seek self-employment in Tanzania.
2024
A study was undertaken at the University of Dar Es Salaam, Tanzania to establish the relationship between receiving entrepreneurship education at university level and studentteachers' intention to be involved in entrepreneurial work. Its main objective was to find statistically a significant correlation coefficient between the variables of the study. Literature had shown that there were empirical disagreements regarding the direction and strength of a correlation between the variables in question. The study employed correlation research methodology. The target population was Bachelor of Education in Commerce and Bachelor of Education in Adult and Community Education student-teachers at the School of Education. The results have shown that there is no statistically significant relationship between university entrepreneurial education and the entrepreneurial intentions of student-teachers at the University of Dar es Salaam. The null hypothesis was accepted because the point biserial correlation = 0.071, p-value (0.681) was greater than the study's alpha value (0.05). There was no statistically significant correlation between university entrepreneurship education and having high entrepreneurial intentions among student-teachers at the School of Education, University of Dar es Salaam, Mwalimu Julius Nyerere Mlimani campus. This was because r pb (0.071) was not significantly different from zero at 34 degrees of freedom, 0.05 level of significance because it was below +.3494. The study's consequence is that these findings justify further investigation of the study's foci in order to arrive at a conclusive irrefutable viewpoint. It appears that additional investigation is warranted.
The Integration of Entrepreneurship Education in to Ethiopian Universities Formal Curriculum
International Journal of Research in Business and Social Science (2147-4478), 2019
This study was aimed at investigating how Ethiopian universities integrate entrepreneurship education into the formal curriculum. To achieve this objective descriptive survey research design was used. Data were collected from university students, instructors, and department heads. Accordingly, four universities were selected as sample universities by using simple random sampling technique. From these sample universities departments that give entrepreneurship course with all its students, instructors and department heads were taken as sample of the study. Data were collected by using questionnaire, interview, and document analysis from the participants. The result shows that in Ethiopian higher education institutions, entrepreneurship education curriculum and teaching methods is developed in house; have no a formalized national or international exchange of good practice in entrepreneurship education and did not include entrepreneurs in the development of entrepreneurship teaching materials. In addition, since the entrepreneurship education course is not integrated to all programs only few students took it as a result students did not develop entrepreneurial behavior, skills, knowledge in their stay in the university. The predominant methods of teaching used were lecture and case study. The major barriers for the development of entrepreneurship education identified are lack of funding available to support the entrepreneurship education and good-quality entrepreneurship education materials, lack of support from the top management and lack of strategic integration of entrepreneurship education in their institutions.