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 fiancé 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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