Appraisal of Entrepreneurship Teaching and Learning Methods in Tanzania’s Higher Learning Institutions (original) (raw)
Related papers
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.
ASSESSMENT OF ENTREPRENEURSHIP EDUCATION TRENDS IN THE FORMAL EDUCATION SYSTEM IN TANZANIA
This article aims to assess the trend of entrepreneurial education within the formal education system through reflecting on the link between the national strategies and practice in Tanzanian formal education curricular. The article adopted the Fayolle's teaching model for entrepreneurship education, focusing on the ontological and educational levels. Methodologically, the Tanzanian framework for entrepreneurship training has been analysed along with some national policies and curricular. Theoretical and empirical literature has also been systematically reviewed. Analysis of reviewed documents indicates a variation in the terms of the extent in which entrepreneurial education has been incorporated in different levels and kinds of formal education system. While there are noticeable initiatives to promote entrepreneurial education in higher education, primary and secondary levels entrepreneurial education strategies have been minimal in practice. The article concludes that the Tanzanian framework for entrepreneurship education is a useful guide but it has not been reflected in the holistic formal education curricula. However, there are noticeable strategies in higher education, vocational education and teacher training institutions. The article is limited in terms of scope of empirical cases in different levels of education.
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.
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.
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.
This research applies the changing of cognitive mechanisms of University students through Entrepreneurship Education (EE). The study hypothesises that entrepreneurial orientation (achievement orientation, personal control, innovation and self-esteem) improves after completing the entrepreneurship module. The context of this research involves undergraduate commerce students from the University of the Western Cape (UWC) in South Africa. The study involves quantitative research using questionnaires through a longitudinal approach. The research design consists of a pre-test, post-test and post-test after the intervention. The impact of the training intervention was assessed over a 12 month period based on a randomised control design. This study indicates that entrepreneurial orientation was influenced through this Entrepreneurship module. The practical implications of this study emphasises the importance of training approaches that are based on empirical research. The uniqueness of this paper lies in the pedagogy used that allows the effectiveness of assessing a training program.
An Analysis of the Trends and Issues in Entrepreneurship Education
2016
Entrepreneurship education has become popular in the recent times and seems to be gaining more currency in the current world. Indeed there has been a lot of effort towards popularizing entrepreneurship education as a means of creating entrepreneurial culture in order to improve economic performance and attain the goal of vision 2030. Kenya faces a challenge of poverty and acute youth unemployment. Why has entrepreneurship gained currency in the current world? The assertion that entrepreneurs are born is dispelled by the fact that even those with business acumen and propensity to take risks are sharpened or whetted by education. It is now not a debate that Entrepreneurship is taught and learned and that they also ‘become’ through their life experiences. Entrepreneurship education is said to be a lifelong learning process which starts from elementary through graduate programmes and even to working life. Entrepreneurship education is also expected to be focused on skills rather than kn...
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.