Cooperative Members' Perceptions of Cooperative Education in Tanzania’s Agricultural Marketing Cooperative Societies: Insights from Sengerema and Ukerewe Districts
Subject Areas : Agricultural Education
Odax Manumbu Lawrence
1
,
John Iwata
2
1 - Department of Management, Moshi Co-operative University
2 - Department of Knowledge Management, Moshi Co-operative University
Keywords: Cooperative Education, Agricultural Marketing Cooperative Societies, Perception, Sustainability, evaluation,
Abstract :
Cooperative education plays a crucial role in the development of Agricultural Marketing Cooperative Societies (AMCOS). Despite its significance, recent years have witnessed challenges in the cooperative sector being associated with the provision of education. However, the existing research has predominantly focused on the absence of cooperative education and poor participation among members, neglecting such members’ perceptions towards education provided. As such, this study examines perceptions of AMCOS members regarding cooperative education. More specifically, the study determines members' perceptions of the cooperative education setup, implementation, and alignment of such cooperative education to cooperative principles. Employing purposive sampling technique, the study gathered data from 64 participants through focus group discussions and interviews. Qualitative methods were utilized for data analysis. Results indicated that AMCOS members harbor negative perceptions regarding the adequacy, approach, teaching methodology, target audience, and evaluation of cooperative education. Members reported dissatisfaction due to the lack of practical applicability, insufficient training duration, and perceived irrelevance of the content. The study concludes that the existing cooperative education programs are unfavorably perceived by members. Based on the findings, it is suggested that reforms in cooperative education delivery be implemented, advocating for inclusivity across all community groups. Additionally, facilitators ought to optimize the allocated time to ensure members derive maximum benefit from training aligned with educational objectives. Furthermore, agricultural and cooperative officers should frequently visit AMCOS to educate members on cooperative education matters. These reforms aim to enhance the effectiveness and sustainability of AMCOS by fostering a positive perception and engagement among their members.
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Member Perception of cooperative education in Agricultural Marketing Co-operative Societies; Evidences from Sengerema and Ukerewe Districts, Tanzania
Abstract:
The development of Agricultural Marketing Cooperative Societies (AMCOS) depends largely on Cooperative education . In recent times, cooperative education has emerged as a major obstacle to the effective operation of cooperatives in the current context. Nevertheless, most of the previous studies have concentrated on the lack of cooperative education among members, overlooking the opinions of cooperative members on such education and training. This research explores AMCOS members’ attitudes towards cooperative education, particularly analysing their views on the design and execution of cooperative education. A deliberate (purposive) sampling method was used to choose 64 participants for the study. The primary means of gathering data involved conducting focus group discussions and interviews, followed by qualitative analysis techniques for data interpretation. The results indicate that AMCOS members harbour negative perceptions regarding the sufficiency, approach, teaching methods, target audience, and evaluation of cooperative education. The study concludes that members view cooperative education provided by AMCOS unfavourably. Based on these findings, it is suggested that trainers implement reforms to ensure inclusive cooperative education that addresses all segments of the community. Additionally, the researcher proposes that facilitators enhance time utilization during training sessions to align with the predetermined educational objectives for AMCOS members. Furthermore, agricultural and cooperative officers are recommended to allocate time to visit diverse Agricultural Marketing Cooperative Societies, educating their members on various aspects related to cooperative
Keywords: Cooperative Education, Agricultural Marketing Cooperative Societies, Perception,
Sustainability, evaluation
1.0. Introduction
Globally, there is a widespread recognition of the significant impact education and training have on societal advancement and progress (Ijere, 2014). Importantly, imparting knowledge, skills, and positive attitudes to communities is essential for overall development (Kiaritha, 2015). International bodies like the International Co-operative Alliance (ICA) stress the vital role of education and training in fostering the growth of cooperatives worldwide (Hussain, 2014).
Cooperative societies, characterized by collective management and a democratic business model, are fundamental to societal advancement (ICA, 2016). Their historical development mirrors that of human societies, with the first cooperative society established in Scotland in 1498 and the modern movement originating in England in 1844 with the Rochdale Consumer Co-operative Society (Hancock et al., 2016; Hussain, 2014). Currently, cooperatives significantly contribute to employment and improving living standards, with over three million such societies globally and approximately one billion individuals involved as members, clients, or employees (ICA, 2016). In Africa, cooperatives have evolved from colonial control to adaptation post-independence (Hussain, 2014).
The cooperative movement in Tanzania traces back to the 1920s, notably with the Kilimanjaro Native Planters Association transforming into the Kilimanjaro Native Co-operative Union (Co-operative College Moshi, 1974; URT, 2003). Post-independence, additional cooperative forms emerged in 1960 to support Agricultural Marketing Cooperative Societies (Rwekaza, 2018; Hancock et al., 2016).
To ensure the effectiveness of cooperatives globally, comprehensive guidelines and regulations, emphasizing education as a fundamental principle, have been established (Kinyuira, 2017). Amendments by the ICA underscore the crucial role of education, training, and information in cooperative endeavours (Clamentina et al., 2016; Wilhoit, 2015).
Cooperative education traces back to England in 1844 with the Rochdale Pioneers' emphasis on member education (Braunerhjelm et al., 2018; Harte et al., 2013; Gimenes et al., 2016). Across Africa, educational institutions like the Jeans School in Kabete, Nairobi, and the Co-operative College Moshi have been established to support cooperative operations (Kobia, 2011). In Tanzania, cooperative education is seen as pivotal for achieving cooperative objectives (Rwekaza and Ananias, 2016).
Previous research on cooperative education has focused mainly on its significance for employees, managers, and committee representatives, overlooking AMCOS members' perspectives (Rwekaza, 2018; Kinyuira, 2017; Gimenes et al., 2016; Thapa, 2014; Hussain, 2014). Addressing this gap, the current study aims to explore AMCOS members' perceptions of cooperative education implementation, particularly regarding program setup and execution. Despite its recognized importance, empirical studies on cooperative education in Tanzania remain scarce (Bee, 2014, Lawrence et al, 2023). Challenges in implementation, including a lack of awareness among cooperative officials, have been noted globally (Hancock et al., 2016; Thapa, 2014; Gimenes et al., 2016), prompting calls for research like that of Anania and Rwekaza (2016).The research also addresses the lack of consensus on cooperative education in Tanzania, advocating for a standardized curriculum and format informed by AMCOS members' insights (Rwekaza and Anania, 2016; Bee, 2014).
Despite the Tanzanian government's establishment of cooperative education institutions, persistent challenges give rise to issues such as "cooperative injuries" and members' lack of awareness (Ijere, 2014, Lawrence et al, 2023). This study aims to uncover the reasons behind these challenges by examining AMCOS members' perceptions of the implementation of cooperative education, shedding light on potential gaps in Principle Number Five of cooperation and government initiatives for cooperative development in Tanzania.
2.0. Theoretical Review
This research has been guided by the Social Cognitive Theory, initially conceptualized by Albert Bandura (Bandura, 1977). Bandura introduced this theory, emphasizing the role of observational learning, imitation, and modelling, shaping the learning process through social interactions. Social Cognitive Theory gained prominence across various disciplines, particularly in educational contexts during the 1980s and 1990s, exploring factors influencing student achievement, career choices, and engagement (Bandura, 1977).
The foundational premise of Social Cognitive Theory posits that an individual's motivation and perception of an educational program are shaped by their expectations of success and the significance they attribute to the program's outcomes. It delves into the process by which individuals assess the advantages and disadvantages associated with participating in educational activities. Within this theoretical framework, two critical determinants guide member perception: Observational Learning and Outcome Expectations.
Observational Learning relates to an individual's beliefs and anticipations regarding their ability to excel in the educational program through observing the experiences and outcomes of others. It encompasses elements such as self-efficacy, perceived competence, and prior experiences. Elevated levels of observational learning indicate confidence in one's ability to successfully complete the program and achieve desired outcomes.
The outcome expectations component pertains to the importance an individual assigns to the educational program and its outcomes, encompassing intrinsic value (interest, enjoyment) and extrinsic value (perceived usefulness, future opportunities). A high perceived value leads to positive perceptions and motivation to participate.
According to Social Cognitive Theory, member perception of an educational program results from the interplay of observational learning and outcome expectations. Positive perceptions are more likely when individuals exhibit high observational learning (confidence gained through observing others' experiences) and perceive high value (recognizing benefits and relevance).
The theory emphasizes the influence of various factors in shaping observational learning and outcome expectations, including individual differences, social influences, cultural factors, and past experiences. These factors impact how individuals perceive the educational program and its potential benefits, influencing their motivation, engagement, and commitment.
In the context of this study, Social Cognitive Theory was applied to analyse how AMCOS members in Sengerema and Ukerewe districts perceived two crucial facets: the establishment and implementation status of cooperative education. Positive perceptions regarding the establishment were deemed essential for the sustainability of AMCOS, while negative perceptions suggested potential unsustainability. Elements under the establishment encompassed sufficiency, target, duration, and nature of cooperative education. Furthermore, the theory was employed to assess how members perceived the implementation status of cooperative education in AMCOS, recognizing it as the pivotal phase for knowledge and skills transfer that could determine the sustainability or decline of AMCOS (Bandura, 1977).
3.0. Materials and Methods
A cross sectional Design was applied in this study as it allows a simultaneous data collection from various participants without repetition. According to Pandey and Pandey (2015), this approach facilitates comparisons among different participant groups, ensuring a high level of accuracy. In the current study, cross sectional design led to time and resource efficiencies, which were crucial for completing the study. Given its qualitative nature, this methodology made respondents feel free to express their emotions, thoughts and experiences freely, fostering immediate follow-ups and promoting in-depth discussions on the effectiveness of Cooperative Education (Saunders & Thornhill, 2012).
Both primary and secondary data were gathered by conducting interviews with board members and key informants, along with engaging in focus group discussions with Cooperative society members. Key informants, particularly district cooperative officers, provided information on both inactive and active Agricultural Marketing Cooperative Societies (AMCOS) during interviews. Interviews with board members, managers, and district cooperative officers were carried out face-to-face, while focus group discussions with AMCOS members aimed at stimulating conversations and presenting inquiries. Each focus group session included a mix of male and female active participants, with four individuals in each group (Issacs, 2014).
The study focused on two districts, Sengerema and Ukerewe, based on the status of AMCOS. Only active AMCOS were included, with Bugorola, Ilangala, and Bwiro AMCOS representing the active ones in Ukerewe District, and thirteen active AMCOS studied in Sengerema District: Busulwagili, Butonga, Buzilasoga, Chamabanda, Ibondo, Sima, Ilekanilo, Irunda, Ishishang’olo, Nyamatongo, Nyamtelela, Kasenyi, and Sima, out of the 19 registered AMCOS.
AMCOS formed the basic unit of analysis, and a purposive sampling method was utilized to choose board members and district cooperative leaders, given their responsibilities in AMCOS oversight and coordination. For data analysis, collected data underwent thematic analysis to uncover various patterns of significance within the dataset and address the research inquiries. This procedure encompassed thorough data familiarisation, coding, and the development and refinement of themes. Quality assurance steps involved cross-referencing data collection methods and translating English queries into Kiswahili, Kerewe, and Sukuma during focus group conversations to encompass participants who may not be proficient in English.
4.0. Results
Firstly, the study participants were surveyed regarding their perspectives on the structure of Cooperative Education . It was implicit that a positive view of how cooperative education is organized among members could significantly contribute to the sustainability of Agricultural Marketing Cooperative Societies (AMCOS). Conversely, a negative perception of such an arrangement could pose a potential risk, leading to the unsustainability of these cooperatives. Therefore, the aspects under scrutiny included sufficiency, target audience, duration, and the nature of cooperative education. Beginning with sufficiency, participants were inquired to articulate whether cooperative education satisfactorily met the requirements of their AMCOS.
According to the findings, a majority of participants disagreed with the idea that cooperative education sufficiently meets their needs. A limited number of participants confirmed that cooperative education catered to the requirements of AMCOS. These findings indicate that members in the chosen AMCOS of Sengerema and Ukerewe districts maintain a negative perspective regarding the adequacy of cooperative education. This perception may be attributed to the perceived underdevelopment of cooperative education, as documented by Mruma (2014).Another reason for the negative perception of sufficiency among AMCOS members may be linked to their high expectations from the training compared to the actual outcomes. This is evident in complaints from some participants, asserting that the current cooperative education fails to meet their needs for creative plans, practical applicability, market identification, scientific farming, crop selection based on the region, and organisational strategies.
During the interview session, it was emphasised that the current perception of cooperative education in AMCOS is negative, coinciding with the collapse of AMCOS projects despite ongoing training. Two participants from Bukindo and Busulwagili AMCOS shared the following sentiments during the interview session:-
i. “This system of ours is not clear at all; I don’t know what kind of education you are offering to us. For example, how can you say that we are satisfied while the education itself comes only accidentally? We do not know whether it is an education or these are just seminars. How can I for example get to know how to keep chicken or agricultural techniques through mere seminars? For me, I do not see that it helps us” (Participant 1, Bukindo AMCOS, 3rd June 2023)
ii. "As my colleague mentioned earlier, the education you are referring to is non-existent. None of us can confidently assert that this education is beneficial; perhaps those who receive allowances might express such sentiments." (Participant 2, Busulwagili AMCOS, 23rd May 2023).
Based on the findings, Agricultural Marketing Cooperative Societies (AMCOS) members unfavourably view Cooperative Education provided to them, expressing dissatisfaction with the motives, setup, process, and overall image of cooperative education. Some participants even criticized the system, suggesting that those praising cooperative education are the ones receiving allowances, not ordinary members. These results seemingly contradict Harte et al.'s (2013) suggestion that sound cooperative education involves defining, conceiving and presentation of cooperative education as "a curriculum model that links work and academics; a model based on a sound learning theory."
When compared to the Social Cognitive Theory, these findings reveal a notable contradiction. The Social Cognitive Theory posits that an individual's motivation and perception of an educational program are shaped by their expectations of success and the significance they attribute to the program's outcomes. Observational Learning and Outcome Expectations are key components within this framework. However, the negative perceptions of cooperative education among AMCOS members indicate a discrepancy between their observed experiences and their expectations, as proposed by the theory. This misalignment suggests that despite potential observational learning opportunities within the cooperative setting, members do not perceive the educational program as valuable or conducive to their success. Thus, the findings diverge from the theory's proposition that positive perceptions result from high observational learning and perceived value, highlighting a gap between theory and practice within the context of AMCOS cooperative education..
Members were further requested to articulate their views on the objective of cooperative education. The results indicated that majority of the respondents disagreed with the claim that Cooperative Education in AMCOS is directed towards potential members, existing members, management, and the board. Those who disagreed suggested that the cooperative education program is typically not devised by members, making the focus more on management than on members. Additionally, it was noted that even with full funding, only leaders are prioritized, making it difficult for regular members to access cooperative education. This pessimistic perception is consistent with the findings of Gimenes et al. (2016), which underscored the importance of training pre-AMCOS members, particularly young individuals and the broader public.
Another aspect examined in the study was participants' perception of the time allocated for AMCOS members to undergo training. Participants were asked to indicate if the designated duration (time) for training is sufficient for instilling cooperative values and instincts. The majority expressed a negative perspective, stating that the allocated time was too brief, insufficient for them to effectively grasp the provided training. Participants provided reasons for their unfavourable perception, citing that the limited time does not allow for comfortable learning, forces a rushed pace to match facilitators' speed, hinders thorough digestion of training content, lacks sufficient time for practical application of cooperative knowledge, and restricts interaction with instructors.
The reasons provided by participants exhibiting a pessimistic view regarding the allocated time for cooperative education ought to be meticulously evaluated during the analysis phase to safeguard the sustainability of AMCOS. However, one participant remained impartial, and when queried about the reasons for their indecision regarding the adequacy of the time allotted for cooperative education, this individual cited a lack of comprehension regarding the cooperative education process.
“You know, we're not experts; you guys who plan these training are the ones to help us instead of coming back to ask us while we don't know anything” (Participant 4, Murutunguru AMCOS, 4th June, 2023)
The response indicates that, given that a significant portion of the members are illiterate and have not undergone formal schooling, determining whether the allocated time is sufficient becomes challenging for them. Moreover, it underscores the potential dangers of grouping them together according to conventional practices. The suggestion is that each member should have a tailor-made program (TMP) to cater to their individual needs. Cooperative education in cooperatives should be customised based on the specific requirements of various groups, including executives, officials, members, potentials, literates, those with limited education, staff/employees, the public, among others.
Moreover, the response underscores that specific AMCOS members are not engaged from the outset in deciding the curriculum content and the duration of education. These findings align with what Hancock et al. (2016), Chandy (2013), and Bwana & Mwakujonga (2013) classified as Cooperative traumas, injuries, illnesses, and setbacks, respectively. The absence of awareness among members and the uninformed community indicates a community that lacks adequate education. If this trend persists, the researcher anticipates the potential unsustainability of AMCOS in Tanzania.
4.2. Members' Views on the Current Status of Cooperative Education Implementation
In examining AMCOS members’ perception of the implementation status of Cooperative Education , analysis of their views on the setup of cooperative education became crucial. Understanding how members perceive the implementation stage, where knowledge and skills are transferred, is essential, as it can have an impact on the sustainability or decline of Agricultural Marketing Cooperative Societies (AMCOS). The designated aspects for examination included significance, content/coverage, trend/frequency, and method of assessment.
Concerning the aspect of significance, members were assigned the task of interpreting the cooperative education process to comprehend its meaningful and coherent depiction. They were specifically instructed to illustrate how the provided cooperative education was closely connected with cooperative principles and regulations. The underlying concept was that the significance of content, context, and teaching and learning methods is linked to the sustainability of any organization, including AMCOS. However, the results indicated that the significance of cooperative education was primarily perceived negatively by the majority. Learners (members) conveyed a lack of alignment between their contexts and the curriculum, themes (topics taught), teaching and learning methods, as well as the integration of cooperative education into cooperative policies and guidelines (regulations). In one of the interviews, an AMCOS member, when commenting on the significance of cooperative education, expressed the following sentiment:
“No, I am not sure if the kind of education you are talking about counts. Since the arrival of those teachers, I can see as if the government is wasting time; there is nothing new. The go-downs are empty, cotton is not there and every year, the people are indifferent. When we get serious and when our education is directed towards positive changes, we shall therefore say our education has helped us. Otherwise, I do not see if it is helping in any way” (Participant 3, Irunda AMCOS, 27th May 2023).
Based on the participant's feedback, Cooperative Education doesn't seem unfamiliar to members. However, they suggested it to be abolished if the current situation persists. These results align with those of Bee (2011) in his research on cooperative education in Africa, where Bee advocated for relevance in the curriculum setup, teaching methodologies, and performance offered by tertiary learning institutions, education accreditation bodies, and individuals. The perceived lack of relevance in the teaching methodology might also be attributed to a shortage of trained teaching staff (Bee, 2014), as some of them may not have received prior training from cooperative training institutions.
The findings present a challenge to Bandura's Social Cognitive Theory, which emphasizes the importance of observational learning and outcome expectations in shaping individuals' perceptions and motivations in educational settings. According to Bandura's model, individuals' beliefs about their ability to succeed and the value they place on educational outcomes are crucial determinants of their engagement and commitment. However, the results suggest a discrepancy between members' perceptions of cooperative education and the expectations outlined in Bandura's theory. This contradiction is illustrated by a participant in the study who expressed scepticism about the relevance of cooperative education, indicating a potential misalignment between their perceptions and Bandura's theoretical framework.
“Just to look at our education system, it is too abstract. I have been here for many years, but everything we go for training, things are the same; feeling in books. Now, in this situation, can anyone confidently stand in front of people and declare that it helps us? I doubt” (Participant 2, Bugorola AMCOS, 6th June 2023)
The participant's response indicates a poorly planned education, pointing towards an unsustainable cooperative organization. The participant's feedback reveals how Cooperative Education in the selected area has deviated from adhering to Tyler's Model, which presupposes that knowledge transformation can assist an institution, such as Agricultural Marketing Cooperative Societies (AMCOS), in becoming more innovative and flexible, thus achieving a higher level of performance. To achieve sustainability, AMCOS need to formulate their own plans (development tools) focusing on targeted training.
AMCOS members were also questioned about their perception of the modality of cooperative education. Concerning modality, participants were initially tasked with identifying the means through which education was provided. Subsequently, participants were asked about whether training was delivered physically (offline), online, or through a combination of online and offline methods. Finally, they were requested to express their positive or negative perception of the modality through which cooperative education is offered to AMCOS members.
The findings indicated that the majority of participants believed that education was provided physically. Some participants mentioned that cooperative education was offered online, and very few stated that it was provided through both online and offline methods. Those who reported that cooperative education was provided physically only further mentioned that television, radio programs, or learning through emails and postal addresses were common online means for cooperative education. Participants from Mumbuga and Bwiro AMCOS in Ukerewe shared the following sentiments:-
i. “It is true that there are some materials sent to us online; but it happens so when an instructor has taught; so, you can't say we learn through online means while it's just a way of making us get us materials” (Participant 3, Mumbuga AMCOS, 2nd June 2023)
.
ii. “I have a slightly different perspective when you talk about TV and radio programs. Of course, FOR ME, I like listening and following what goes on through televisions, but you can't say we are taught online when there is no agreement between us and a person training. First when you ask me if I know him; I will say no. So, I don’t see if there is any learning through those ways you say (Participant 1, Bwiro AMCOS, 9th June 2023)
The observations from the two study participants highlight that the means through which people acquire information about cooperatives are negatively perceived. They assert that these means cannot be considered specific training methods since there is no assessment and interaction between facilitators and their respective targets. This perception contrasts with the views of Liheta (2017) and Lebowski (2015), who consider online training, television, radio programs, or learning through emails and postal addresses as excellent opportunities for training the entire community. While the study participants acknowledge the presence of TV and radio programs, indicating that both potential and targeted members acquire knowledge about cooperatives, their negative perception may stem from limited academic exposure to the concept of education. They tend to regard physical education as the superior means of learning. According to Gimenes et al. (2016), training members and non-members (as in the research area) through online means helps maintain focus on the conversion process in relation to cooperative development. These findings further challenge Bandura's Cognitive Theory, as they indicate a discrepancy between participants' perceptions and the potential benefits of alternative educational modalities proposed by the theory.
Furthermore, study participants who reported that both online and offline means of education and training were effective for training AMCOS members were asked to illustrate how both methods were applied. It was generally observed that facilitators sometimes sent materials to leaders after the lecture. Additionally, radio and TV programs were mentioned by this group as evidence of the presence of both online and offline means of teaching and training cooperative members. One of the study participants reported: -
“When they finish teaching, we are always given pamphlets, but there are others that we take from our leaders when they are sent by the facilitators online. Together with all these, we are still learning through radios and Television” (Participant 2, Sima AMCOS, 24th May 2023).
Therefore, study participants who indicated that both online and offline means were used shared a similar perception regarding the suitability of the modalities for education and training. The only difference noted between them is that while those who mentioned only offline methods did not consider TVs and radio as a planned strategy between teachers and students (themselves as a group), those who accepted TVs and radio as a training mode believed that since they received education through these channels, it was reasonable to acknowledge them as suitable modalities of training.
Identifying offline lectures as the primary mode of training, AMCOS study participants were then asked to assess its suitability. The findings revealed that very few study participants disagreed with the sufficiency of the cooperative education process modality in the organisation, while the majority agreed with its suitability. From the findings, study participants generally had a positive perception of the modality of cooperative education provision. These findings suggest that the offline modality is well-regarded, ensuring the sustainability of the program and, consequently, the sustainability of AMCOS themselves. Da Luz (2015) argues that direct interaction between learners and facilitators fosters attention, understanding, closeness, and good rapport between both sides. Da Luz (2015) also suggests the use of both online and offline methods of interaction between learners and facilitators, provided that the nature of learners supports the combination of both.
AMCOS members were once again asked to express their perception of the content of cooperative education to determine whether the taught content was considered relevant or irrelevant. The researcher inquired about what was actually being taught to them and then asked how they perceived the content. Findings on content coverage revealed principles and practices of cooperatives, the importance and roles of cooperative members' rights and responsibilities, leadership and management, and good agricultural practices as the topics covered. The majority disagreed that the content reflected in the topics taught in cooperative education was effective, indicating a negative perception. Only a few study participants agreed on the effectiveness of the topics (content) taught to them, leading to a positive perception of the relevance of the content. Negative perception of the content being taught is attributed to the ignorance of the members, as most of them were primary school leavers, some had never attended any formal training, and only a few had education levels ranging from secondary school to tertiary education.
The findings align theoretically with the Tyler’s Model of Education in all its stages. The model emphasises the diagnosis of problems to identify areas where improvements are needed, a step facilitators are reported to have effectively engaged in. It also corresponds to the first question of Tyler’s Model of Curriculum Development, which calls for the identification of important things (relevant areas), a task that facilitators are reported to have undertaken.
To further understand member perception towards the practice of cooperative education, study participants were asked to give their opinion on how they perceived the trend of cooperative education in terms of its frequency. The assumption was that the quality of learning depends on several key aspects, including the frequency of the program. Specifically, if the program is taught frequently, there is a greater chance for learners to retain what they are being taught in long-term memory. Additionally, the frequency of cooperative education provision ensures active member participation, knowledge updating, and the overall sustainability of the program and its objectives. The majority negatively perceived the frequency of cooperative education, stating that it is not regularly offered. Only a few study participants accepted that cooperative education was frequently offered to the cooperative societies (AMCOS).
However, members' perception of the frequency of offering cooperative education to AMCOS members was determined by their response to the trend. All members who reported that cooperative education was not frequently provided believed that the frequency of the process was not suitable and could never lead to positive change for AMCOS. During interviews, two study participants from Muriti and Nyamtelela AMCOS expressed their views on frequency:-
i. "You are the first person this year to find out how we are doing. We do not get training, and if we are lucky, it can only be once a year especially during the cotton harvest” (Participant 2, Muriti AMCOS, 5th June 2023)”
ii. “I advise you experts to give us back the training as it was in the past. Otherwise, the situation will be the same as you see it. Training is a must. Now, as your colleagues, we do not get any education; at least we adults got something in education during those days, unlike nowadays where we get nothing. What do you expect if this is the case?” (Participant 1, Nyamtelela AMCOS, 28th May 2023)
Based on the feedback from the respondents, it can be concluded AMCOS members have a substantial need for Cooperative Education , yet they have been receiving insufficient training compared to their demands. These grievances seem to be contributing to the negative opinions expressed by study participants regarding the current approach to delivering cooperative education to AMCOS.
When members with a pessimistic view of the provision of cooperative education in AMCOS were queried about the potential reasons for this trend, several explanations were provided. These included the inability of AMCOS to facilitate training, the government's decision to withdraw support for training in the 1990s, and the inactivity of leaders. A participant from Msozi AMCOS vividly described the situation during the interview: -
“That’s their normal tendency; they wait until Nyanza says something. Without Nyanza, there is none among all those whom you are seeing who is capable of travelling through this lake, just for training” (Participant 4, Msozi AMCOOS, 7th June 2023)
In light of this statement, it suggests that there isn't enough Cooperative Education happening in Cooperative societies to keep them going. If problems like not being able to read or write continue, members might leave. As a result, cooperative societies will lose members, have fewer people coming to meetings, and face issues like stealing from dishonest leaders. This situation is like what Ijere (2014) noticed, saying that Cooperative education needs to be restructured.
Another thing looked at was how members felt about the way they were taught in Cooperative education. Members were asked what methods were used and how they felt about them. Some methods mentioned were lectures, participatory teaching, and a mix of both. One member even talked about role-playing as a way they were taught. From what people said, it seems like teaching methods in Cooperative education have been pretty consistent and similar to what you might see in school.
After that, study participants were asked what they thought about the teaching methods. Most people said they thought the methods were good for teaching them about Cooperative societies. Only a few didn't like the methods, and some were undecided. When people talked about liking lectures, it could be because many members in the areas where the study happened can't read or write well, so they prefer the teacher telling them directly instead of learning on their own online. Also, they might trust the teacher more because they think the teacher knows a lot. Some participants might just be used to sitting and listening instead of doing activities.
For those who mentioned participatory methods, very few were happy with them, while most didn't like them. This shows that most members didn't like the way they were taught when they had to take part. This matches up with what people said about liking lectures. Since many people prefer just being told things, the few who did like participatory methods might be people who see the value in being involved in learning. Collier (2016) thinks that teachers should be more like coaches instead of just giving information to help create useful knowledge. Maybe there aren't enough teachers who are good at using methods where members are more involved.
Members who talked about a mix of teaching methods were all happy with it, saying it worked well for teaching them about Cooperative societies. None of them thought the mixed method wasn't useful. This means that this way of teaching kept members interested because it used different approaches. But when some people were asked why more members didn't mention this method, they said it was because it took up a lot of time and both teachers and members had other things to do.
The last thing looked at was how Cooperative education was evaluated. Naidro (2004) says that evaluation is really important for making Cooperative education better. Participants were asked if they knew what evaluation meant and if it was being done. Most people knew what evaluation meant, but some didn't know if it was happening for Cooperative education. Among those who did know, most said it was being done, but some weren't sure if it was happening regularly. People who said it was happening were asked about the type of evaluation. It turns out that formative evaluation was done more than summative evaluation, which wasn't really done at all.
Then people were asked what they thought about how Cooperative education was evaluated. Most didn't think it was good, but a few did. People thought there were problems with how it was evaluated, like not doing summative evaluation or sharing the results like Amendah et al. (2014) suggested. Also, people said the evaluation only happened sometimes and stopped when the teaching was done. One person said:
“Now how will you measure cooperative education outcomes if we don't see the findings of what is being taught? In your schools and colleges, how do you know if something you have taught has been understood?” (Participant 1, Mwabaluhi AMCOS, 23rd May 2023)
From what the study participants suggested, it seems like they want to have a final evaluation in the Cooperative Education process. They think this because they want to make sure everything is documented properly, which is something Lucid (2017) talked about. Lucid says that not keeping records wastes time and makes it hard to understand important issues and goals. Since the study found that there wasn't any final evaluation happening, most participants said they weren't happy about it.
Looking at these results, it's clear they don't match up with what's usually done in education and training evaluations. Summative evaluation is about checking how good a finished product or program is (Collier, 2016). This makes it tough for co-operators (the people who own cooperatives) to show if the program was good or if it needs changes, and if it achieved what they wanted (Da Luz, 2015). These findings also go against what Liheta (2017) says, as he thinks cooperative education should focus more on practical things instead of just paperwork, and he thinks practical aspects are important in adult education programs.
4.0. Study Conclusions and Recommendations
In general, the research findings suggest a prevalent negative outlook among members of Agricultural Marketing Cooperative Societies (AMCOS) toward the current Cooperative Education offerings. This negativity encompasses various aspects, including adequacy, significance, method, assessment techniques, content coverage, frequency, target audience, duration, teaching approach, and the overall nature of the program.
In light of these findings, the study proposes strategic interventions to enhance member satisfaction with cooperative education in their organizations. The restructuring of cooperative education to include all community groups is suggested to promote the sustainability of AMCOS through increased enrolments and the cultivation of positive attitudes toward cooperatives. The study also advocates for more efficient use of time during training, emphasizing the immediate implementation of measures such as literacy level requirements and community awareness initiatives about the cooperative movement.
Additionally, the research suggests adopting a comprehensive approach that incorporates both summative and formative evaluation to ensure the sustainability of AMCOS. The absence of summative evaluation is identified as a significant threat not only to the continuity of the cooperative education process but also to the Cooperative societies (AMCOS) themselves. Da Luz (2015) highlights the crucial role of summative evaluation in assessing objective achievement, making informed decisions, evaluating learner comprehension, organizing learning situations, and maintaining educational quality.
In general, the study recommends innovative approaches to address adequacy, significance, inclusivity in method, appropriate assessment methods, relevant content/topics, training frequency, and suitable teaching methodologies. Agricultural and cooperative officers are encouraged to actively engage with various AMCOS, providing education on different aspects of cooperative education. This initiative aims to enhance member morale, instil faith in leadership, and foster confidence and trust – crucial elements for ensuring the sustainability of Cooperative societies.
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