Friday, February 23, 2018

THE RERATIONSHIP BETWEEN TANZANIAN EDUCATION SYSTEM AND UNEMPLOYMENT

ST. AUGUSTINE UNIVERSITY OF TANZANIA
FACULTY OF EDUCATION


AN ASSESSMENT OF THE RERATIONSHIP BETWEEN TANZANIAN EDUCATION SYSTEM AND UNEMPLOYMENT. A CASE OF NYAMAGANA                       DISTRICT IN MWANZA.

By
SHILINDE   KABULA    I.
BAED   43995

A Research Report Submitted to the Faculty of Education in Partial Fulfillment of the Requirement for the Degree Award Bachelor of Art with Education.

May, 2016


DECLARATION

I, Shilinde Kabula I, declare that, this is my own original work. All authors and ideas have been acknowledged accordingly. Also I declare that this research report has never been presented and will not be presented to any other university than Saint Augustine university of Tanzania (SAUT).


Student`s Name: Shilinde Kabula I.
Signature ……………………………….
Date ……………………………………


CERTIFICATION

The undersigned certify that, he read the entire work and hereby recommend for the acceptance by the St. Augustine University of Tanzania of a research report in partial fulfillment of the requirement for the degree award of Bachelor of Art with Education (BAED) of the St. Augustine University.

Supervisor’s Name: Mr. Migwi Mainge
Signature………………………………
Date ……………………………………….


COPYRIGHT

All rights reserved, no part of this work may be reproduced, stored in a retrieval system or transmitted in any form by any means, electronic, photocopying, recording or otherwise, without prior permission from the copyright owner or SAUT Authority.

               Copyright © 2016  Shilinde Kabula I.
                
                
                



DEDICATION

I dedicate with profound thanks to my beloved parents Mr. and Mrs. Shilinde, also with deep thanks I dedicate this work to my fiancĂ©  Peter Kitula for their support, love and care they show to me till the completion of this report. May almighty God bless them and give them happiness always in their life time.


ACKNOWLEDGEMENTS

Thanks and praise to almighty God for the strength from keeping me healthy up to this moment. I am very grateful for all people who gave me support morally and materially towards the completion of this report.
My first thanks goes to my supervisor Mr. Migwi Mainge for using his time and effort to facilitate me to accomplish this report.
I deeply thank efforts made by my mom Lucia James Maluge towards the completion of my studies, my pastor Obed Jilala, my lecturer Mr. Mashaka and my firstborn Ivan Peter for their care, love and support towards the completion of this report. I also appreciate the efforts made by my friends Kulwa Andrea, James Msongo, Godwin Gasper and Erick Nyarianga who encouraged and supported me to accomplish my report.
I also wish to appreciate the support given by the Human Resource manager and other respondents who gave me support to accomplish my report.
 Thanks to my fellow students of SAUT and all community around our university for their contributions in this work because it was not easy to accomplish this report by myself. Last but not least special thanks to the Friends Tanganyika Group for their support.



ABSTRACT

The main objective of this study was to examine the relationship between Tanzanian education system and unemployment at Nyamagana District. During research data collection, 38 respondents were consulted; primary data was collected by using questionnaires and interviews. The data were analyzed both qualitatively and quantitatively.
 The specific objectives of the study were to analyze the impact of education system to employment opportunities in Tanzania, to discuss the influence of education system in unemployment, to identify the solution of education system in decreasing rate of unemployment.
On the first objective, the study found that there are different impacts leads by education system to employment opportunities in Tanzania. Those impacts are the increase of dependent ratio, unequal ratio between number of graduate and employment opportunity available, provision of unqualified labours and the increase of moral decay.
Also on the second objective the study found that there different influences of education system in unemployment. Those influences are; education do not prepare youth for the future, mass dropout of student in class and low quality of education obtained.
On the last objective the study found that there are different solutions of education system in decreasing rate of unemployment. Those solutions could include, entrepreneurship should be included in curriculum, education for self employment, education for self reliance and education should be on both practical and theoretical.



TABLE OF CONTENTS






LIST OF TABLES

Table1: Showing the distribution of respondents and instruments employed in the study...........14        
Table 4.1 Showing distribution of respondents………………………………………….………19
Table 4.2 Showing impact of education system on unemployment opportunities………………19
Table 4.3 Influence of education system in unemployment………………………………….….20
Table 4.4 Showing Solution of education system in decreasing rate of unemployment……..….21



LIST OF ABBREVIATIONS

CECP  -    Comprehensive Employment Creation Program.
ILO  -    International Youth Development Organization.
NYDP   -   National Youth Development Policy.

CHAPTER ONE

1.0 Introduction

This chapter presents the background to the problem, statement of the problem, objectives of the study, research questions, scope of the study, significance of the study, and definition of the key terms.

1.1Background of the Study

Youth is undeniably among the most important formidable force and resource a country can have in order to boost its social economic development (Kipesa & Msigwa, 2013). In developing nations, much unemployment, and even discouragement, observed among educated young people are largely transitory phenomena and the result of queuing for good jobs by the better off. However, the length of this transition, which can often take many years, and the strong link between field of study and unemployment rate, suggest a serious mismatch between the skills young people bring with them when they leave the education system and those that are sought after in labour markets.
Africa’s population is characterized with children and youth aged below 30 years constituting 70 percent of the continent’s entire population (Economic Commission for Africa, 2009). In most African countries including Eastern and Southern Africa countries, unemployment, under-employment, and poverty levels have continued to increase and have remained extremely to high levels despite considerable efforts to promote sustainable development by national governments and international development agencies (Economic Commission for Africa, 2002).
Although youth unemployment is seen as a universal problem, it is much obvious and “a ticking time bomb” in the developing countries. In Tanzania 68% of the population is made up of young people aged between 15 to 35 years (National Bureau of Statistics, 2011).
Despite the recorded achievements in creating conducive environment and increasing employment opportunities in Tanzania like many other developing countries it still faces a challenge of unemployment. Inappropriate education system which resulted to poor quality education that is largely irrelevant to the needs of the labor market still remains a key challenge for Tanzania. There is a need to provide youth with appropriate education, support change of mindset and develop their skills in order to promote safe employment and increase their employability in expanding private sector investments (Juma, 2007).
In order to solve the problem of unemployment, many countries should strengthen the vocational part of their educational system and bring existing vocational education and training systems closer to current needs of the labor market so that young people experience a smoother transition to jobs (Biavaschi, et al, 2012).
The Tanzania education system has contributed much on unemployment; the Tanzania education system creates more job seekers rather than creators which also increases unemployment. Therefore, major changes should be made in Tanzania education system, such changes include the education system should made learners to be innovators, mentor job creators than seekers and create enough space for young mind to think outside the classrooms and foster opportunity for applied learning (Marondo, 2014).
 According to ILO (2008) on global employment trends for youth, poverty and lack of decent employments was among the major challenges facing most of youth in East Asia and African region. The estimates indicated that among five youth people only one youth was employed and the life standard was on average below 1USD while some of the employed youth were unpaid or low paid. The report indicated that most of the youth people were constrained with limited education, skills and experience that did not support them to penetrate in the labor market and improve their human capital. The evidence by (UNICEF, 2005)
Mwanza youth organization is a youth oriented organization located in Nyamagana district at the center of the city very close to Samaki area. It specifically dealt with the problem of youth unemployment both educated and non-educated. Thus, the researcher visited it for the aim of conducting a study on the relationship between Tanzanian education system and unemployment.

1.2 Statement of the Problem

Any education ought to provide learners with knowledge, experience, skills and sound attitude enabling creativity and innovation in order to promote self - employment and increase their
employability through expanded investments. However, Tanzanian education system seems not to provide learners with such perfect values thus creating more job seekers rather than creators (unemployment problem) apart from inauguration of various policies and programs such as NYDP of 2007, YAP, CECP(2011-2015) with special focus in youths.
Failure to find employment results into demoralization, depreciation in their human capital and deterioration in their employment prospects which leads to social exclusion (Clark & Summers 1982). Evidences have revealed that youth unemployment results in malnutrition, mental illness and loss of self-confidence resulting in depression. It is also associated with high stress leading to persons committing suicide and poor physical health and heart attack in later life (Sum et al, 2002). Youth unemployment also brings stress to the societies and families which after high investment in the youth education they expect them to be employed and hence contribute to the family and society growth. There are also cases of youth people who cannot find employments to engage in criminal activities, drug addiction and prostitutions which take them away from normal labor markets. Therefore, this study aimed to examine the relationship between Tanzania education system and unemployment. 

1.3. General Objective

 The main objective of the study was to examine the relationship between Tanzanian education system and unemployment particularly in Nyamagana district in Mwanza.

1.4 Specific Objectives

i.        To analyze the impact of education system to on employment opportunities in Tanzania.
ii.      To discuss the influence of education system in unemployment.
iii.    To identify the solution of education system in decreasing rate of unemployment.

1.5. Research Questions

The study was expected to give answer for the following questions:
i.                    What is the impact of education system on employment opportunities in Tanzania?
ii.                  How does education system influence unemployment?
iii.                How can education system decrease the rate of unemployment?

1.6 Significance of the Study

The study provided new knowledge on the relationship between education system and unemployment and how the education system can be improved to solve the problem of unemployment among youths most of whom have graduated from primary, secondary and tertiary institutes facing unemployment problem.

1.7 Scope of the Study

The study was geographically conducted at Mwanza Youth Organization which found in Nyamagana District which form part of southern Mwanza city with Lake Victoria around it. Various education institutions private and public were also available in the area such as SAUT, BTTC, CBE, primary and secondary schools.

1.8 Limitation of the Study

Limitations in this study included shame among unemployed respondents that inhibit them from effective participation in the study; however the researcher  encouraged and educated them on the importance of the study to our community including educated non-employees.

1.9 Definitions of the Key Terms

Education is a systematic process through which a child or an adult acquires knowledge, experience, skill and sound attitude. It makes an individual civilized, refined, cultured and educated. For a civilized and socialized society, education is the only means. Its goal is to make an individual perfect. Every society gives importance to education because it is a panacea for all evils. It is the key to solve the various problems of life.
Education system refers to the formal school education, it includes school, college, institute, and other institutions of learning with set patterns of work, set curriculum, professional educationists, and set examinations.
Unemployment is the state in which an individual does not hold a money-earning job but is actively seeking.


CHAPTER TWO

LITERATURE REVIEW

2.0. Introduction

This chapter contains theoretical literature review, related literature review from several documents, relationship between related literature review and the study, and research gap.

2.1. Theoretical Literature Review

2.1.1. Conflict theory

This theory was propounded by Karl Marx, according to Marx in all stratified society; there are two major social groups; a ruling class and a subject class. According to Marx unemployment`          has being created by ruling class because of the policies they make. These policies create inequality in the society, the owners of the production attempt to maximize profit and therefore throw many workers out of their jobs whereby creating unemployment. The theory relates with this study because it explains how poor education system created by the government cause unemployment to the educated people. According to this theory the major cause of unemployment is the poor policies and education system created by the government.

2.1.2. Human Capital Theory

Becker (1962) argues that to some extent is relevant to explain the youth labor market in eastern and southern Africa that is the human theory explanation of high level of youth unemployment could be that at individual level youth possess less human capital, hence, is likely to be less attractive to job market. Also, at national level, human capital theory insists that investment in education had positive correlation with economic growth and development. This seems to explain situation in Tanzania where majority of the youth hardly finds a job         . Nevertheless, the fact that there are not much job opportunities created is the substantial apprehension of the high levels of unemployment in Tanzania. Therefore, this theory related with this study because the theory insists that investment in education had positive correlation with economic growth and development, therefore education should increase human capital through employment and reduces unemployment.
Therefore, in this study the researcher  used more the conflict theory because the theory analyses how the poor policies and poor education system formulated by the government contribute much to unemployment in the way that the education system does not enable job creation among educated people rather than job seekers hence creates unemployment.                      

2.2. Related Literature Review

Evasson (2012:26) argues that the increase in youth unemployment level in the UK has led a range of organizations to advocate greater involvement of employers in the education system as a means of assisting the transition of young people into employment. The Chartered Institute of Personnel Development (CIPD 2012:14), for example, puts the case for the value of employer contact with the education system, starting that it helps young people find out more about the working world, can give insight into careers and jobs are available and what they need to do to get there. Critically, young people tend to listen more to employers than to teachers or parents so their interventions, such as careers talks, work tasters and advice and guidance, can be very powerful.
Daniel (2013) argues the major cause of youth unemployment is poor education system. The education structure used in Africa is not beneficial to the students as it does not directly correspond to the prevailing economic activities outside the school system, rather than providing useful skills to students and molding professionals, theory is what is being taught instead of practical. Such education systems just impart literary and general education without sufficient practical content. The end result of this system is an individual whose skills do not replicate the current economic trend in the African job market, since the education curriculum in Africa does not consist of industrial skills, it produces many graduates with non-transferable skills. Furthermore, the all-inclusive policy at secondary and college levels has increased unemployment amongst the learned that are only fit for common white collar employment rather than self-employment.
Afeti (2011) argues that in almost all countries in Africa, large number of graduates coming out of the formal schools system are unemployed, although opportunities for skilled workers do exist in the economy. This situation has brought into sharp focus the mismatch between training and labour market skills demands. Critics argue that the lack of inputs from prospective employers into curriculum design and training delivery in universities and colleges is partly responsible for the mismatch. Another reason that is often cited for the incidence of high unemployment among graduates is the absence of entrepreneurial training in the school curriculum.
Youth Unemployment Challenge and Solutions Manpower Group (2011) argues that lack of skills relevant to the work place, even those young people who have pursued a course of study with a specific career in mind often find themselves with general or theoretical knowledge that does little to prepare them for the actual tasks they will encounter on the job. This is partly the fault of school curricula and poor connections between employers and the education system. Young people also lack workplace skills such as cooperation, communication, critical thinking, creativity, and focus on the needs of the enterprise.
Sperotti (2012:4) argues that there is a broad consensus that inadequate training or lack of training more generally is one of the reasons why young people struggle in the search for employment. Accordingly, the focus should be on reviewing the functioning and structure of the education system in a number of countries. In this regard, special attention should be paid to the provision of effective training and education, in order to meet the needs of young jobseekers, their parents, the employers and society.
Byemelwa (2013) argues that the discrepancy between knowledge, skills youth receive in schools or colleges is another critical reason for high urban youth unemployment, due to the fact that Tanzania education system mainly characterized by students struggling passing final exams as school or colleges of all kind have become too much like exam factories, concentrating their energies on securing passes at A grade in exams and have given too little attention to the labour market requirements, the scramble for good academic results has also been at the cost of genuine learning and creativity teaching and innovation, therefore, schools and colleges should be a serious learning institutions preparing its students with skills and knowledge so that they fit in the labour market.
ILO (2013:9) argues that developing countries, such as Tanzania are increasingly realizing that, in order to facilitate their transition to becoming middle- income countries, they must produce goods and services of better quality to achieve higher profits and increase wages. To do this, countries need a skilled workforce, which, in turn requires an education and training system that adequately prepares young people to enter into the labour market. Adequate skills development is also seen as a key to inclusive growth Graduates posses skills that are not in demand by the job market, resulting in skills shortages in some areas and a surplus of workers with skills that are not in demand, contributing to unemployment.
Bishop (2012) argues that one of the major problem facing developing and developed countries is that of mass youth unemployment, especially in the urban areas. In all countries a growing army of failures and drop-outs and unemployment give rise to the employment crisis. The reason of youth unemployment is that, many educational systems end up by producing more graduates than are necessary for filling the jobs, leading to an oversupply of schooled workers and so to the problem of graduate youth unemployment.
Juma (2007) argues that despite the recorded achievements in creating conducive environment and increasing employment opportunities in Tanzania like many other developing countries it still faces a challenge of unemployment. Inappropriate education system which resulted to poor quality education that is largely irrelevant to the needs of the labor market still remains a key challenge for Tanzania. There is a need to provide youth with appropriate education, support change of mindset and develop their skills in order to promote self-employment and increase their employability in expanding private sector investments.
Biavaschu (2012) argues that in order to solve the problem of unemployment, many countries should strengthen the vocational part of their educational system and bring existing vocational education and training systems closer to current needs of the labor market so that young people experience a smoother transition to jobs.
Marondo (2014) argues that the Tanzania education system has contributed much to unemployment, the Tanzania education system creates more job seekers rather than creators which also increases unemployment. Therefore, major changes should be made in Tanzania education system, such changes include the education system should make learners to be innovators ,mentor job creators than seekers and create enough space for young mind to think outside the classrooms and foster opportunity for applied learning.

2.3. Relationship between the Related Review and the Study

The related review explained above had closer relationship with this study in the way that, the related review explained how the education system cause unemployment in different places and perspectives, also the related review mentioned different amendments to be made in the education system in order to solve the problem of unemployment, such amendments includes involvement of employers in the education system as the means of assisting the transition of young people into employment, strengthen the vocational part of  their education system and bring existing vocational education and training systems closer to current needs of the labour market so that young people experience a smoother transition to jobs. Therefore, the researcher conducted an investigation in the field on the relationship between Tanzanian education system and unemployment in Mwanza region specifically at Nyamagana District.

2.4. Research Gap

The theoretical literature review explained above required more studies to be approved scientifically. However, the researchers and scholars viewed this problem on different places and perspective views. Therefore, the researcher conducted an investigation in the field on the relationship between Tanzanian education system and unemployment in Mwanza region specifically at Nyamagana district. This helped to bridge the gap left by different researchers.



          CHAPTER THREE

              RESEARCH METHODOLOGY

3.0 Introduction

This chapter consists of: Research approach, research design, study area, sampling procedure (sampling population, sample size, sampling technique, data collection techniques, data analysis and presentation, ethical considerations.

3.1 Research Approach

This study used a quantitative research approach because it aims to uncover social facts, or the rules that govern society by explaining and predicting the relationship between variables like the relationship between Tanzanian education system and unemployment.

3.2 Research Design

It is the arrangement of conditions for collecting and analyzing data in manner that aims to combine relevance to the research purpose with economy in procedures (Kothari, 2004). The researcher used a survey design because it permits to collect information from a large area and sample of people relatively quickly and with reasonable cost.

3.3 Area of the Study

This is the area which a research is going to be conducted (Kombo, 2006). The study was conducted in Nyamagana district with a focus at Mwanza Youth Organization located near Samaki area. The district has fishery, trade and industrial activities. The study was conducted between March to April 2016.

3.4 Target Population

Population refers to the entire group of people, events or things of interest that the researcher wishes to investigate (Bryman, 2008). It forms a basis from which the sample or subject for the study is drawn. According to Tanzania National bureau of statistics 2012 Nyamagana district has got 363,452 populations whereby males are 185,640. Therefore, the population in this study included educated youths and officers from Mwanza Youth Organization together with the District HR officer.

3.5 Sample Size and Sampling Techniques

3.5.1 Sample size.      

Kothari (1993 p.74), defines a sample size as “a number of items to be selected from the universe to constitute a sample”. Denscombe (2007) asserts that, the use of surveys in social research does not necessarily have to involve so many people or events but can be between 30 and 250 units. In this study the sample size was 38 as a sum of 3 officials (2 Mwanza Youth Organization officers and 1 district human resource officer), and 35 youths all found in Nyamagana district.
Table 1: Showing the distribution of respondents and instruments employed in the study
Category of respondents
Number of respondents
Percentage
Instrument
 Officials of Mwanza Youth- Organization
02 (Male $ female)
     05%                       
Interview
District HR Officer
      01 (male)
     03%
Interview
Educated youths
35 (15 males and 20 females)
    
92 %
Questionnaires
Total
38
100%

Source: Researcher, (2013).
Table 1 above shows distribution of respondents such that: 35 Educated youths equivalent to 92%; 01 District Human Officer equivalent to 03% and 02 Officials of Mwanza Youth Organization equivalent to 05% formed the sample for this study.

3.5.2 Sampling techniques.  

Sampling refers to the procedure of selecting items to be studied. It is a plan for obtaining a sample from a given population (Kothari, 2008). Therefore, the researcher used the following sampling techniques:

3.5.2.1 Simple random sampling.

To select educated youths, the researcher arrived in the field site, their total number was identified. Pieces of paper written Yes and No was thoroughly mixed in a box and every youth was given chance to pick his/her own piece. Only 35 educated youths with a Yes-piece of paper was selected automatically to form a sample. This technique was employed so as to avoid biasness.

3.5.2.2 Purposive sampling.

The purposive sampling is based on the assumption that, the researcher has to decide what elements to include or exclude in the sample (Kothari, 2008 p.95). The researcher used purposive sampling procedure to select: 2 officials of Mwanza Youth Organization and 1 District HR officer in Nyamagana district. These respondents were selected purposively because they have special features, basing on their positions in the study area and that they meet the purpose of the study.

3.6 Data Collection Tools

The study used various tools to collect data. The tools of data collection included questionnaires and interview for primary data collection as follows:

3.6.1 Questionnaires.

A questionnaire is a document containing questions and other types of items designed to solicit information appropriate for analysis (Kothari, 2004). In this study the researcher used 35 questionnaires so as to collect information from 35 educated youths. This technique was useful since it was the best way to collect data from the large group of respondents.

3.6.2 Interview.

According to Bryman (2008), interview is the method of data collection that involves researchers seeking open –ended answers related to a number of questions. The researcher used unstructured interview to collect data from 2 officials of Mwanza Youth Organization and 1 District HR officer in Nyamagana district. This technique was advantageous because additional information relevant to the general problem was revealed through it; clarification of the information was made from the interviewee or interviewer when there was a need to do so.

3.7 Data Analysis and Presentation

Data analysis refers to a number of closely related operations performed for the purpose of summarizing the collected data and organizing them in a manner that they answer the research questions (Kothari 2003). Therefore, qualitative data was summarizing and categorizing in themes and presenting in text form basing on ideas so as to answer research questions while quantitative data was analyzing and presenting in tables.

3.8 Validity and Reliability

Validation is the process of verifying correctness of research instruments going to be used in data collection (Dalen, 1995). In validating the research instrument before actual data collection, the researcher prepared the instruments (questionnaires and interview) which were approved by the supervisor enabling improvements of the instruments through corrections and checking the feasibility of the sample size for better success.
In case of reliability, Joppe (2000) defines it as the extent to which instrument or tools used in data collection produce the same results when something is measured more than once with an accurate representation of the total population under the study. If the results of a study can be reproduced under a similar methodology when repeated, then the research instrument is considered to be reliable. So, the questionnaires and interviews that was used in data collection and was corrected by the supervisor for improvement.

3.9 Ethical Issues

Ethical issues included critical aspects of not harming respondents. In this study, the researcher considered the following ethical issues:
Asking a research permit to carry out the study from dean of students and following all the protocol procedures from the authority to the respondents.
The researcher also gave freedom to respondents either to participate or not depending on their will. However, the researcher informed the respondents emphasize about the purpose of the research.
On the issue of confidentiality, the researcher was not exposed any information provided by any informants to anyone-else. Hence, the researcher maintained privacy of the respondents by giving them alphabets instead of mentioning their names.



                  CHAPTER FOUR

DATA ANALYSIS AND PRESENTATION

4.0. Introduction

This chapter presents data presentation and data analysis. This study aimed on the assessment between Tanzanian education system and unemployment. The study was geographically conducted from Mwanza youth organization found in Mwanza city. The data was collected from different groups of people such as officials from Mwanza Youth Organization, District human resource officer and the educated graduates from Mwanza Youth Organization. The data was formulated basing on the objectives formulated by the researcher. Research objectives were;
i.                    To analyze the impact of education system on employment opportunities in Tanzania.
ii.                  To discuss the influence of education system in unemployment.
iii.                To identify the solution of education system in decreasing rate of unemployment.

4.1. Presentation

4.1.1. Demographic characteristics of the respondents

The study was geographically conducted in Mwanza region at Nyamagana District. The data was collected from different groups of people which are; officials from Mwanza Youth Organization, district human resource officer and the educated graduates from Mwanza Youth Organization. The targeted population of the study was 38 people in number, the researcher included 35 educated youth (15males and 20 females), 2 officials from Mwanza Youth Organization (1 male and 1 female) and District human resource officers (1 male) as shown below

Table 4.1 Showing distribution of respondents
N/S
Category of respondents
Number of respondents
Percentage
Male
Female
1
Officials of Mwanza Youth Organization
01
01
O5%
2
District Human Resource Officer
01
0
03%
3
Educated graduates
15
20
92%

Total
17
21
100%
Source; field data, (2016)

4.2 Impact of education system to on employment opportunities in Tanzania.

Difference answers were provided by respondents which show the impact of education system to unemployment as illustrated by the table below.
Table 4.2 Showing impact of education system on unemployment opportunities
N/S
Impact of education system on employment opportunities
Number of respondent
  Percentage
1
Increase of dependent ratio
               20
           52.6%
2
Unequal ratio between number of graduate and employment opportunity available
              11
           28.9%
3
Provision of unqualified labour
           5   
           13.2%
4
Increase moral decay like thieves, drug abuse and prostitution
            2 
           5.3%

Total
38
100%
Source: Field data, (2016)
The above table illustrates the responses impact education system to an employment in Tanzania. The majority of twenty (20) respondents equivalents to 52.6% said that the impact education to unemployment opportunity lead to the increase of dependent ratio among learners, eleven (11)  respondents equivalents to 28.9% respond on unequal ratio between number of graduate and employment opportunity available, five (5) educated youth equivalents to 13.2% respond on provision of unqualified labour and two (2) educated youth equivalents to 5.3%  responded on the moral decay as impact of the education system to unemployment opportunity in Tanzania. The arguments from interviewees matched with that provided by respondents answering questionnaires.

 4.3 Influence of education system in unemployment.

Differences answers were provided on the influence of education system in unemployment as illustrated by the table below.
Table 4.3 Influence of education system in unemployment
N/S
Influence of education system in unemployment
Number of respondents
Percentage
1
Education do not prepare youth for the future.
17
44.7%
2
Mass dropout of student in class.
14
36.8%
3
Low quality of education obtained
7
18.4%

Total
38
100%
Source: Field data, (2016)
Table 4.3 above shows responses on the influence of education system in unemployment. seventeen (17) respondents equivalents to 44.7% said that Tanzanian education system lead to unemployment   because education do not prepare youth for the future, fourteen (14) graduate equivalent to 36.8% said that Tanzania education system lead to unemployment due to mass dropout of student in class and seven (7) graduate equivalent to 18.4% said that education system lead to unemployment due to low quality of education obtained that cannot help a student on self employment.

4.4 Solution of education system in decreasing rate of unemployment.

Different answers were provided on the solution of education system in the increasing rate of unemployment as illustrated by the table below.
Table 4.4 Showing Solution of education system in decreasing rate of unemployment
S/N
Solution of education system in decreasing unemployment
Number of respondents
Percentage
1
Entrepreneurship subjects should be included in the curriculum so that they can be taught in all levels of education
16
42.1%
2
The education system should be reviewed in the way that it can prepare learners for self-employment
12
31.6%
3
The education given (subjects) should be on both practical and  theoretical
7
18.4%
4
Education for self-reliance subject should be included in the curriculum. 
3

7.9%


TOTAL
38
100%
Source: Field data, (2016)
Table 4.4 above shows the responses on the solution of education system in decreasing rate of unemployment. sixteen (16) respondents equivalents to 42.1% argued that in order to solve the problem of unemployment the Tanzanian  education system should include the entrepreneurship studies in the curriculum so that entrepreneurship subjects to be taught in schools and colleges; twelve (12) educated graduates equivalents to 31.6% argued that the Tanzanian education system should be reviewed in a way that it can prepare learners for self employment rather than depending on employment from the government and private sectors, whereas seven (7) educated graduates equivalents to 18.4% argued that the education system provided in Tanzania should be on practical rather than basing on theory, three (3) educated graduates equivalents to 7.9% argued that the  Tanzanian education system (curriculum) should ensures the  provision of education for self- reliance subject in schools and colleges,
The researcher sees reviewing Tanzanian education system for improvement to be the key point because in doing so entrepreneurship subject will be included, subjects will be practically and theoretically balance due to curriculum adjustments.
Findings from two last interviewees indicated that, the subjects given in schools should be on practical rather than theory and that Tanzanian education system should be vocationalized as an amendment to be made on the Tanzanian education system for solving unemployment problem 
An additional point was provided by interviewee 2 saying;
 “The Tanzanian education and training should adequately prepare young     people to enter into the labour market through the provision of adequate skills and knowledge demanded in the existing market” (Interviewee 2).
Basing on the same question, interviewee 1 suggested: greater involvement of employers into the education system that is in curriculum design and training delivery of education in universities and colleges; Strengthening the vocational part of the education system and bringing existing vocational education and training system closer to current needs of the labour market; and that the curriculum should put more emphasis on practical courses to provide skills for self-employment.













                    CHAPTER FIVE

           FINDINGS, CONCLUSIONS AND          RECOMMENDATIONS

5.0 Introduction

This chapter contains summary of findings, conclusions and recommendations of the study on the relationship between Tanzanian education system and unemployment in Nyamagana District.

5.1 Summary of findings

The purpose of the study was based on an assessment of the relationship between Tanzanian education system and unemployment in Nyamagana District. The data was collected from the District human resource officer, Officials from Mwanza Youth Organization and to the educated graduates from Mwanza Youth Organization. The researcher collected data from 38 respondents. The study used questionnaire and interview methods during data collection. The presentation of findings was done under the guide of the following specific objectives;
First it was to analyze the impact of education system on employment opportunities in Tanzania. The study revealed the impacts of education system to employment opportunities as provision of unqualified labour, moral decay, dependent ratio, unequal ratio between number of graduates and number of employment available.
Second it was to discuss the influence of education system in unemployment. The findings revealed that education do not prepare for future, mass drop out of students in schools; low quality of education is obtained.
Third, it was to identify the solution of education system in decreasing rate of unemployment. The findings revealed on the solution to be taken so as education system can decrease rate of unemployment. Findings were education for self-reliant, education for self-employment, entrepreneurship, education on both practically and theoretically were the solution suggested by respondents so as to decrease the rate of unemployment.

5.3. Recommendations

Using findings of this study the following recommendations are proposed solution of education system in decreasing rate of unemployment.

 5.3.1 Recommendations for Educators

Educators should make sure that they provide education that will pave the room for students and graduates to employ themselves or to be self reliant. Education provided should not make graduates to depend directly employment from the government. Also educators should provide education which will increase competition in the world market.

 5.3.2 Recommendations for the Government

Government should ensure that the education provided is of good quality so as to make students employ themselves. Education provided to students should make students to self reliant so as to use skills they get in school to employ themselves. By doing this unemployment problem will be solved since the skills got from their studies will make them employ themselves.

5.3.3 Recommendations for Action

In order to solve the problem of unemployment the Tanzanian government through the ministry of education and vocational training, together with curriculum developers should review the curriculum and cooperate with employers so as to incorporate entrepreneurship subject at all levels of education. This may help to produce more job creators than job seekers.

5.3.4 Recommendations for further Research

The researcher recommends on the assessment of the quality of education provided in Tanzania towards the employment competition in the World market. This is because without quality education there is no the possibility of competing in the World market.



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 Much respect to the Researcher SHILINDE   KABULA    I. and his supervisor MIGWI.


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