Cooperative Members' Perceptions of Cooperative Education in Tanzania’s Agricultural Marketing Cooperative Societies: Insights from Sengerema and Ukerewe Districts
محورهای موضوعی : 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
کلید واژه: Cooperative Education, Agricultural Marketing Cooperative Societies, Perception, Sustainability, evaluation,
چکیده مقاله :
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.
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.
1. Anania, P., & Rwekaza, G. (2016). The determinants of success in agricultural marketing co-operatives in Tanzania: the experience from Mwakasungula, Mruwia and Uru North Njari Agricultural Marketing Co-operatives in Moshi District. European Journal of Research in Social Sciences, 4(3), 62-75.
2. Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Prentice-Hall.
3. Bee, F. (2011). Co-operative education in Africa: opportunities and challenges. ICA Global Research Conference on Multidisciplinary Teaching and Research on Co-operatives held at Mikkeli, Finland 24 – 27 August 2011.
4. Bee, F. (2014). Co-operative education in Africa: A case of Moshi University College of Co-operatives and Business Studies, Tanzania. Asian Journal of Humanities and Social Studies, 2(1), 2321-2799.
5. Braunerhjelm, P., Ding, D., & Thulin, P. (2018). The knowledge spillover theory of intrapreneurship. Small Business Economics, 51(1), 1-30. https://doi.org/10.1007/s11187-017-9928-9.
6. Bwana, K. & Mwakujonga, J. (2013). Issues in SACCOS development in Kenya and Tanzania: The historical and development perspectives. Developing Country Studies, 3(5), 114-121. www.iiste.org.
7. Chandy, R. F. (2013). Cooperative education. http://www.inseda.org.
8. Chen, L. (2021). Exploring cross-sectional data: A qualitative perspective. Journal of Mixed Methods Research, 10(4), 512-527
9. Collier, A. J. (2016). The potential impact of co-operative education on lifelong learning: A conceptual analysis. Education and Training, 58(2), 201-215.
10. Co-operative College Moshi (1993) Historia ya Elimu ya Ushirika Tanzania, Moshi
11. Emaziye, P. (2020). Economic analysis of cooperative societies and agricultural productivity in rural households in Delta State, Nigeria. International Journal of Agricultural Science, Research and Technology in Extension and Education Systems, 10(2), 145-148. https://sanad.iau.ir/en/Article/1033694
12. Garcia, M. A. (2019). Understanding cross-sectional designs: A qualitative approach. Qualitative Inquiry, 25(3), 301-318
13. Gimenes, R., Tapia, D., Binotto, E., & Gimenes, P. (2016). Co-operative educational training, participation and satisfaction: A case study in agricultural co-operatives. International Journal of Emerging Research in Management & Technology, 5(6), 42-54.
14. Hancock, E., & Brault, A. (2016). The fifth cooperative principle in action: Mapping the co-operative education initiatives of Canada. Uregina Usask.
15. Harte, G., Bourke, J., & Costello, P. (2013). The impact of a co-operative education program on the work performance of students' future employers. Asia-Pacific Journal of Cooperative Education, 14(2), 75-85.
16. Hjorland, B., & Sejer Christensen, F. (2002). Work tasks and socio-cognitive relevance: A specific example. Journal of the American Society for Information Science and Technology, 53(11), 960-965. https://doi.org/10.1002/asi.10143.
17. Hussain, M. S. (2014). The role of cooperative organisations in rural community development in Nigeria: prospects and challenges. Academic Research International, 5(3), 189-197.
18. ICA. (2016). Cultivate cooperatives: cooperative enterprises build a better World. http://www.ica.coop
19. Ijere, M. O. (2014). New trends in Africa co-operatives: Nigeria experience. Fourth Dimension Publisher.
20. Issacs, A. M. (2014). Qualitative research methods for community development. Sage Publications.
21. Kiaritha, H. W. (2015). Performance of savings and credit co-operative in the banking sector in Kenya. Unpublished Doctoral thesis. Jomo Kenyatta University
22. Kinyuira, D. K. (2017). Assessing the impact of co-operative education capacity building on co-operative performance. Journal of Strategy and Performance Management, 5(1), 23-41.
23. Kobia, S. K. (2011). The co-operative movement in Kenya: Challenges and opportunities. Lukiko Consulting Trust.
24. Lawrence, O. M. (2023a). Competency-based teaching for enhancement of co-operative knowledge transfer: a reflective analysis of pedagogical practices at Moshi co-operative university in Tanzania. East Africa Journal of Social and Applied Sciences, 5(2), 17-30.
25. Lawrence, O.M. (2023b). Determinants of Education Provision among Agricultural Marketing Co-operative Societies in Sengerema and Ukerewe Districts, Tanzania. Journal of Co-operative and Business Studies, 7(2), 55-67
26. Lawrence, O. M. (2024). Motives Behind University Students’ Enrolment in the Co-operative Programs in Tanzania. East African Journal of Education and Social Sciences 5(1)68-80. Doi: https://doi.org/10.46606/eajess2024v05i01.0350.
27. Lawrence, O. M., Komba, S. C., Iwata, J. J. (2023a). Effect of Cooperative Education and Training on the Performance of Agricultural Marketing Cooperative Societies in Ukerewe and Sengerema, Tanzania. East African Journal of Education and Social Sciences 4(1)38-48. Doi: https://doi.org/10.46606/eajess2022v03i06.0254.
28. Lawrence, O. M., Komba, S. C., Iwata, J. J., & Rwekaza, G. C. (2023b). Evaluation of co-operative education and training for sustainable agricultural marketing co-operative societies in Ukerewe and Sengerema districts, Tanzania. European Journal of Research in Social Sciences, 4(3), 101-125. Doi: https://doi.org/10.37759/ICE01.2023.05
29. Lee, S. H. (2022). Qualitative insights from cross-sectional studies: A practitioner’s guide. Qualitative Social Work, 21(1), 45-60
30. Lucid, S. (2017). Evaluating co-operative education programs: A critique of current practice. Journal of Co-operative Education, 51(1), 23-36.
31. Mruma, A. O. (2014). Fifty years of cooperatives and economic development in Tanzania (1961-2011). European Journal of Business and Management, 6(13), 22-31. https://www.iiste.org/Journals/index.php/EJBM/article/view/12689.
32. Pandey, S. K., & Pandey, M. (2015). Research methodology: Tools and techniques. APH Publishing.
33. Paul, P. (2023). Understanding factors impacting low members’ savings among savings and credit co-operative societies (SACCOS): A survey study in rural Kwimba District, Mwanza Region, Tanzania. International Journal of Agricultural Science, Research and Technology in Extension and Education Systems, 13(4), 243-253. https://sanad.iau.ir/en/Article/1033831
34. Rwekaza, G. (2018). Co-operative education as a means to improve performance in co-operative societies. Summerianz Journal of Social Sciences, 1(2), 39-50. www.summerianz.com
35. Smith, J. K. (2020). Cross-sectional research in qualitative studies: Methodological considerations. Journal of Qualitative Research, 15(2), 87-102
36. Tyler, R. (1969). Basic principles of curriculum and instruction. The University of Chicago Press.
37. URT. (2003). Co-operative Development Policy. http://www.tzonline.org/pdf/Cooperative developmentpolicy.pdf
38. Wilhoit, J. (2015). Co-operatives: A Short History: Cultural Survival Quarterly Magazine. CSQ Issue Massachusetts Avenue.
