Post on 23-Apr-2023
THE CONTRIBUTION OF SECONDARY SCHOOL EDUCATION
TOWARDS ECONOMIC GROWTH IN NGARA DISTRICT,
TANZANIA
MASTER OF EDUCATION MANAGEMENT AND PLANNING
CATHERINE HERI
DECEMBER 2021
ST. AUGUSTINE UNIVERSITY OF TANZANIA
FACULTY OF EDUCATION
The Contribution of Secondary School Education Towards Economic
Growth in Ngara District, Tanzania
By
Catherine Heri
A Dissertation Submitted to the Faculty of Education in Partial Fulfilment of the
Requirement for the Award of the Degree of Master of Education Management and
Planning of St. Augustine University of Tanzania
December 2021
i
CERTIFICATION
The undersigned certifies that she has read and hereby recommends for acceptance by St.
Augustine University of Tanzania, a dissertation titled: “The Contribution of Secondary
School Education Towards Economic Growth in Ngara District, Tanzania” in partial
fulfilment of the requirements for the award of the degree of Master of Education
Management and Planning of St. Augustine University of Tanzania.
……………………………………
Sr. Dr Demetria Gerold Mkulu
(Supervisor)
Date………………………………..
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DECLARATION
I, Catherine Heri, declare that this dissertation is my own original work and that it has
never been previously presented and will not be presented to any other university for a
similar or any other degree award or other qualifications except for proper referencing
made in the text.
Signature: …………………… Date: ……………………
COPYRIGHT
This dissertation is a copyright material and should not be reproduced by any means
whatsoever, in full or in part, without the written permission of the Director of
Postgraduate Studies, Research and Consultancy on behalf of both the author and St
Augustine University of Tanzania.
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DEDICATION
This dissertation is dedicated to my lovely husband, Mr. Abel John Mugisha, my lovely
children Elvania Mugisha, and Ivan Mugisha, my lovely uncle Eng. Keneth Nyamubi, my
young sister Jesca Heri Ntete and my beloved mother, Janeth Sadock Bitungwa.
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ACKNOWLEDGEMENTS
First and far most, I would like to thank the Almighty God who has enabled me to
accomplish my post graduate studies within a period of two academic years, I wish to
express my sincere gratitude to all moral and material support enabled me to finalize this
work. I would also like to thank my supervisor, Sr. Dr. Demetria Gerold Mkulu, who
provided me with critical insights, guidance, encouragement and directives. I also wish to
thank headmasters, teachers of secondary schools, parents, Ward Executive Officer and
youth graduates in Ngara District for their cooperation during the data collection process. I
also wish to thank my lovely husband, Mr. Abel Mugisha, my sons, Elvania and Ivan, my
lovely uncle Eng. Keneth Nyamubi for their moral and material support, patience and
encouragement throughout the study period. I sincerely wish to thank my mother Janeth
Bitungwa, my aunts Grace Bitungwa and Sarah Charles Ntete for taking care of my
children during my study period. I finally acknowledge the support for taking care all hard
time during study period, my uncle Isack Charles Ntete, my father Mr. Heri Charles Ntete
and my young sister Jesca Heri Ntete, my friends Faith Fidelis, Pauline miyeya, Justine
Alloph, Baseke Thomas, Obadia Eliazary just to mention a few.
Thank you and God bless you all.
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ABSTRACT
The purpose of this study was to examine the contribution of secondary education towards
economic growth in Ngara District. This research sought to find out the secondary school
leavers earning income and their contribution towards District economic development. The
study was guided by three research objectives which were; to identify the contribution of
the education achieved in secondary school graduates on economic growth, to assess the
relationship between secondary school education and economic growth and lastly to
analyze the challenges that faces the secondary education leavers in the job market. The
study was guided by Human Capital Theory as developed by Schult & Becker in 1960’s.
The Theory asserts that in any given education, the skills obtained ought to help the
graduates either be self-reliant or be employed in order to help in economic growth in their
relevant areas. The research method used was mixed approach technique which entails
qualitative and quantitative. In quantitative, the study analyzed the findings by using
Statistical Packages for Social Science (SPSS) while qualitative data were analyzed
through thematic analysis. From the findings the findings established that there is low
contribution in education achieved in secondary-by-secondary school leavers which cannot
cater for their economic income. This leads many of them to depend on their parents and
some engaging in small businesses for their upkeep. The study recommended that, the
government should device friendly curriculum which is environmentally friendly. This
would help secondary school leavers to have an opportunity to be innovative and be able to
use their secondary education or knowledge into economic activities hence economic
growth, since the secondary school leavers are encouraged to link what they gained in their
course of schooling in order to avoid overdependence on their guardians and parents.
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TABLE OF CONTENTS
CERTIFICATION .................................................................................................................. i
DECLARATION ................................................................................................................... ii
COPYRIGHT......................................................................................................................... ii
DEDICATION ...................................................................................................................... iii
ACKNOWLEDGEMENTS .................................................................................................. iv
ABSTRACT .......................................................................................................................... v
TABLE OF CONTENTS...................................................................................................... vi
LIST OF TABLES ................................................................................................................ ix
LIST OF FIGURES ............................................................................................................... x
LIST OF ACRONYMS AND ABBREVIATIONS ............................................................. xi
CHAPTER ONE .................................................................................................................. 1
INTRODUCTION ............................................................................................................... 1
1.1 Introduction .................................................................................................................. 1
1.2. Background to the Study ............................................................................................. 1
1.3 Statement of the Problem ............................................................................................. 3
1.4. General Objectives ...................................................................................................... 4
1.4.1. Specific Objectives ............................................................................................... 4
1.4.2 Research Questions ............................................................................................... 5
1.5. Significance of the Study ............................................................................................ 5
1.6 Scope of the Study ....................................................................................................... 6
1.7 Theoretical Framework ................................................................................................ 6
1.8 Definition of key terms and Concepts .......................................................................... 8
CHAPTER TWO ................................................................................................................. 9
LITERATURE REVIEW ................................................................................................... 9
2.1 Introduction .................................................................................................................. 9
2.2 Theoretical Review ...................................................................................................... 9
2.3 Empirical Review ....................................................................................................... 10
2.3.1 Contributions of Secondary Education Achieved by Secondary School Graduates
on Social Economic Development ............................................................................... 10
2.3.2 Relationship between Secondary Education and Social Economic Growth ..... 13
2.3.3 Challenge Facing Secondary Education System in Social Economic
Development................................................................................................................. 15
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2.4 Gap in the literature .................................................................................................... 17
CHAPTER THREE ........................................................................................................... 18
RESEARCH METHODOLOGY ..................................................................................... 18
3.1 Introduction ................................................................................................................ 18
3.2 Research Approach .................................................................................................... 18
3.3 Research Design ......................................................................................................... 19
3.5 Target Population ....................................................................................................... 21
3.6 Sampling Procedures .................................................................................................. 21
3.6.1 Sampling of Secondary Schools .......................................................................... 22
3.6.2 Sampling of Heads of Schools ............................................................................ 22
3.6.3 Sampling of Secondary School Teachers ............................................................ 23
3.6.4 Sampling of Graduate Youth ............................................................................... 23
3.6.5 Sampling of Parents ............................................................................................. 24
3.6.6 Sampling of students of Secondary school .......................................................... 24
3.6.7 Sampling of Ward Executive Officers. ............................................................... 25
3.7 Sample Size ................................................................................................................ 25
3.8 Research Instruments Description ............................................................................. 27
3.8.1 Questionnaire ....................................................................................................... 28
3.8.2 Interview .............................................................................................................. 29
3.9 Validity, Reliability and Pilot Study .......................................................................... 30
3.9.1 Validity of Instruments ........................................................................................ 30
3.9.2 Reliability of Instruments .................................................................................... 30
3.9.3 Pilot Study ........................................................................................................... 31
3.10 Data Collection Procedures ...................................................................................... 32
3.11 Data Analysis Procedures ........................................................................................ 32
3.12 Ethical Considerations ............................................................................................. 33
CHAPTER FOUR.............................................................................................................. 33
FINDINGS AND DISCUSSION ....................................................................................... 33
4.1 Introduction ................................................................................................................ 33
4.2 Response Rate ............................................................................................................ 34
4.3 Demographic Information of Respondents ................................................................ 35
4.4 Contribution of Education Achieved in Secondary School Graduates on Economic
Growth ............................................................................................................................. 39
4.5 Relationship between Secondary Education and Economic Growth ......................... 52
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4.3 Challenge Facing Secondary Education System in Economic Development ............ 63
CHAPTER FIVE ............................................................................................................... 78
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ................................... 78
5.1 Introduction ................................................................................................................ 78
5.2 Summary of the findings ............................................................................................ 78
5.2.1 Contribution of Education Achieved in Secondary School Graduates on
Economic Growth ......................................................................................................... 78
5.2.2 Relationship between Secondary Education and Economic Growth .................. 79
5.2.3 Challenges Facing Secondary Education System in Economic Development .... 80
5.3 Conclusions ................................................................................................................ 80
5.3.1 Contributions of Secondary Education Achieved by Secondary School Graduates
on Economic growth..................................................................................................... 80
5.3.2 Relationship between Secondary Education and Economic Growth .................. 81
5.3.3 Challenges Facing Secondary Education System in Economic Development .... 81
5.4 Limitation of the Study .............................................................................................. 81
5.5 Recommendations ...................................................................................................... 82
5.5.1 Recommendations for Practice ............................................................................ 82
5.5.2 Recommendations for Further Studies ................................................................ 83
REFERENCES................................................................................................................... 84
APPENDICES .................................................................................................................... 92
Appendix i: Questionnaires for Secondary School Teachers ........................................... 92
Appendix ii: Questionnaire for student ............................................................................ 97
Appendix iii: Interview Guides for Heads of Schools ................................................... 101
Appendix iv: Interview Youth graduates ....................................................................... 102
Appendix v: Interview Guiding for Parents ................................................................... 103
Appendix vi: Interview Guide for WEOs ...................................................................... 104
Appendix vii: A Map of Ngara District ......................................................................... 105
Appendix viii: Introductory Letter from SAUT ............................................................. 106
Appendix ix: Research Permit letter from RAS ............................................................. 107
Appendix x: Research Permit letter from DAS ............................................................. 108
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LIST OF TABLES
Table 3.1 Sample Matrix ...................................................................................................... 26
Table 4.1: Respondents return Rate .................................................................................... 34
Table 4.2 Teacher’s Demographic Information ................................................................... 35
Table 4.3 Students Demographic Information (n = 81) ....................................................... 37
Table 4.4 Summary Findings of Teachers on Contribution of Education Achieved by
Secondary School Graduates on Economic Development (n=20). ..................................... 40
Table 4.5 Summary Findings of Students on Contribution of Education Achieved by
Secondary School Graduates on Economic Development (n=81). ..................................... 43
Table 4.6 Knowledge acquired in secondary schools contribute to economic growth
Students Response (n=81) ................................................................................................... 45
Table 4.7 Knowledge acquired in secondary schools contribute to economic growth
Teachers Response (n=20) ................................................................................................... 46
Table 4.8 Summary Findings of Students on the Relationship between Secondary
Education and Economic growth (n=81). ............................................................................ 53
Table 4.9 Summary Findings of Teachers Response on the Relationship between
Secondary Education and Economic growth (n=20). .......................................................... 55
Table 4.10 The possible solutions toward the challenge facing secondary education system
(n=20) .................................................................................................................................. 72
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LIST OF FIGURES
Figure 1.1 Conceptual Framework ........................................................................................ 7
Figure 4.1The challenges facing secondary education system in contributing to economic
growth .................................................................................................................................. 63
Figure 4.2 The Challenge facing secondary education system in contributing to economic
growth Teachers ................................................................................................................... 66
Figure 4.3 What are the possible solutions toward the challenge facing secondary education
system (n=81) ...................................................................................................................... 73
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LIST OF ACRONYMS AND ABBREVIATIONS
DSEO District Secondary Education Officer
GDP Gross Domestic Per-capita income
HoS Head of school
UNESCO United Nations Educational, Scientific and Cultural Organization
Yg Youth graduates
WEO Ward Executive Officer
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CHAPTER ONE
INTRODUCTION
1.1 Introduction
This chapter presents the background of the study, statement of the problem, objectives
and research questions, scope of the study, the conceptual framework, and definition of
key terms used in this study.
1.2. Background to the Study
Human beings have educated each other since time immemorial, because norms and
traditions have to be handed down from older generations to young generations for
preservations. From ancient times and in the contemporary world, education has
become a cornerstone to national economic growth. This entails the stock of skills,
competencies, and other productivity-enhancing characteristics (World Economic
Forum, 2016). Similarly, World Economic Forum argues that human capital has long
been considered the most distinctive feature of the economic system in development
and productivity growth.
In a nutshell, education is a critical component in developing a country’s human capital,
increasing the efficiency of each worker and helping the development of economies in a
given or relevant nation. Globally, education has been a key to the economic and social
development of the respective countries and impacted individuals’ present and future
income capacity (Klyachko and Semionova, 2018). In a similar vein, Ngasa (2016)
comments that each country worldwide has made purposive efforts to ensure adequate
investment in the education sector. This has seen the achievement of sustainable
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economic growth of that nation. In a nutshell, educational skills not only focus on an
individual’s high-income generation but also as a source of economic development
from personal to country-level.
Education is the key to success. It is an instrument for the economic development of the
people and nation in general. It means that knowledge and skill obtained from education
should contribute to individuals, communities and national economic growth.
Therefore, education ought to be embraced from the individual level to the country-
level beyond a given country’s borders.
Concerning the current Study, Geofrey (2017) argues that a country cannot achieve
sustainable economic growth without investing in human capital. Similarly, the study
conducted by Klyachko and Semionova (2018) asserted that in both Russian federation
as a whole for the federal districts and regions of Russia, there are positive benefits of
education with economic growth of Russian regions. The study assumed that graduates
enter the labour market and hugely contribute to the economic development of the
Russian economy.
UK Essays (November 2018) states that Pakistan’s economy has grown faster than
other low or middle-income countries, but some other countries in South Asia have
done far better. The significant reason is the quality of human capital obtained from the
education system. In the light of this statement, the investment of human capital results
in economic growth. The different world nations have invested much in the education
sector to ensure the effective economic development of their people.
In the same coin, Melles (2000) argues that in any developing country, including
Tanzania, human resources of a nation returned from the education system determine
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the economic growth of a nation and not only its physical capital or its natural resources
that define the character but also step of its economic growth. Likewise, in his Study,
Geoffrey (2017) comments that education in Tanzania improves the quality of life for
the nation and leads to broad social and economic benefits to individuals and the
country in general. In light of this perception, Tanzania invests more in education to
have a good return in future in terms of the economy.
The question we can ask ourselves is, is it true that Tanzanian education has contributed
to the citizen’s economy? Hence, in this regard, the researcher wants to find out the
contribution of secondary education towards the economic growth in Tanzania so as to
enable people understand themselves and the world at large. However, some writers
claim that for a country to achieve sustainable economic growth, it must invest in
education, since education is essential for national economic development. Tanzania is
one of the developing countries whose economic growth depends much on the
investment in human capital. The output of human capital in education leads to
effective economic development. As supported by Ngasa (2016), Human capital
increases the national worker productivity and technology advancement.
1.3 Statement of the Problem
Education is a cornerstone to national development. That means Economic growth
depends on education policies in a given country. This study explores the contribution
of secondary education towards economic growth in the Ngara district. It is a special
low economic growth rate in many developing countries, known as third world
countries.
Tanzania is one of the developing countries that have notable middle-income
households. In some Tanzania districts such sas Main Land and Zanzibar, there are
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several problems such as lack of food, insecurity, poverty, malnutrition, and disasters
perpetuated by low economic growth in some households (the World Bank Group,
2019). In addition, it was reported that the trend of nation economy development in
Tanzania was increasing slightly. In that report, it was indicated that the growth of
domestic per capital income showed 7.0 and 6.8 in the years 2018 and 2017
respectively.
In this scenario the absolute number of poor citizens has not declined. Again,
individuals’ per capita income is still the same even among form four leavers are
graduated in every district of Tanzania including Ngara. Although the form four leaves
in Ngara and Tanzania as whole seem not to be job creators as expected (Abayo 2017).
The study assumes that such form four leavers could have utilized their human capital
for improving the economic growth. Based on the review that has been made, there is
little information that explains the impact of secondary school graduates on economic
growth. Therefore, this study anticipates coming up with information describing how
secondary education contributes to economic growth in Ngara District.
1.4. General Objectives
The general objective of this study was to examine the contribution of secondary school
education towards economic growth in Ngara District – Kagera Region. It is guided by
three specific objectives as identified below.
1.4.1. Specific Objectives
The current study was guided by the following; specific objectives.
i. To identify the contributions of secondary school leavers on economic growth in
Ngara District.
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ii. To examine the relationship between secondary education leavers and economic
growth in Ngara District
iii. To analyse the challenges facing the secondary school education system in
economic growth in Ngara District.
1.4.2 Research Questions
The study was guided by three research question as;
i. What are the contributions of secondary school leavers on economic growth in
Ngara District?
ii. What are the relationships between secondary school education and economic
growth in Ngara District?
iii. What are the challenges that face secondary school education in its linkage to
economic growth in Ngara District?
1.5. Significance of the Study
The findings of this study help to contribute to the national policy review, especially on
the curriculum content, so that education to be provided may play a more significant
role in the economic growth of an individual and the nation. The study also shows the
greater importance of investing in education for a good return in the study area and at a
national level. In addition, the study is beneficial to the education practitioners in Ngara
District and the nation at large, on the challenges facing the secondary school education
system in contributing to national economic growth. The study is also significant to
other researchers interested in carrying out a similar study. The current study is very
crucial to the researcher because she is able to acquire the master degree, furthermore
the researcher was able to gain more knowledge in the process of seeking similar study.
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The study is also significant in that it would enrich other studies inline to the topic as
it will add to the existing literature that has been undertaken concerning the
contribution of education to the economic growth.
1.6 Scope of the Study
The main focus of the study is to assess the contribution of secondary school education
on economic growth in Ngara District. Since there are several ways in how education
and economic growth can be explained or interlinked, this study was limited to
information about the contributions of secondary school graduates on economic growth
and the relationship between secondary education and economic development.
Furthermore, the study was looking at challenges facing the secondary school education
system in contributing to economic growth and possible solutions for the challenges
facing the education system enhancing economic growth. The study included secondary
school graduates, teachers, heads of schools, parents, Ward Executive Officers, and
District Secondary Education Officer. The study was carried between the months of
November 2020 and December 2021.
1.7 Theoretical Framework
This study was guided by Human Capital Theory, founded by Schultz and Becker in
1960. The theory regards education as an investment because, individuals compare
educations direct and opportunity costs with its future benefits (Melles, 2000). In
addition, human capital refers to the capacity of human beings as a creative and
productive agent to promote increases in income through the acquisition of skills and
the accumulation of knowledge (Lameck, 2016).
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Figure 1.1 Conceptual Framework
Adopted by Researcher (2021)
Figure 1.1 indicates the whole idea of this study. It shows how variables influence the
study. Education practitioners and government policy act as control variables of the
study. The government policy or education practitioners may affect at any status the
presence of teaching and learning materials, education curriculum, teachers and school
infrastructures like libraries and laboratories (independent variables) which facilitate the
provision of education. Secondary school education outcomes include increased
production, innovation skills, responsibility awareness, and poverty alleviation
(dependent variables). On top of that, the efficiency of results (dependent variables) will
also depend on how the government policy is implemented and the participation of
education practitioners. When these variables strongly interact, they will produce
education that focuses on national economic development, hence reducing problems
like poverty, food insecurity, and other disasters.
Dependent Variables
Economic growth i. Increase in
production
ii. Innovation
skills
iii. Responsibility
and awareness
iv. Poverty
alleviation
Control
Variables
-Government
policy
-Education
practitioners
Independent Variable
Secondary school
education
i. Teaching and
learning material
ii. Educational
curriculum
iii. Teaching and
learning
environment
iv. Teachers
v. School
infrastructures like
library and
laboratory
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1.8 Definition of key terms and Concepts
Contribution:
A contribution can take many forms. Some contributions are measurable, and others are
less tangible. In this study, the contribution is observed when graduates in secondary
education apply their skills and knowledge to increase productivity, to be creative, to
advance technology also to innovate, all of those lead to the economic development of a
nation.
Education:
Refer to the process of transfer knowledge and skill from one person to another. In this
study, education is used to transfer and acquire skills and knowledge for the
advancement of production, technological advancement, innovation, and creativeness
applied in the national economic development.
Economic Growth:
Economic growth is related to an increase in output joined with improvement in
people's social and political welfare within a country. In this study, this term is used to
show the increase in productivity, advancement of technology, innovation and
creativity of human capital for the economic development of a nation.
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CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter presents the review of knowledge from various scholars on the impacts of
school education on economic growth. The presentation is based on the objectives of
the study as stated in chapter one. It further provides the research gap that paves the
way and gives the room that responds to the basis and reasons for this study.
2.2 Theoretical Review
Theories are knowledge and understandings that guide any study. They are well
stipulated guidelines that steer thesis and dissertation writing. In this Study, Human
Capital Theory has shown the whole knowledge as per the topic. This theory’s
proponent is Schultz and Becker in 1960. The main issue behind Schultz and Becker on
education is that education is an investment because individuals compare the direct and
opportunity costs of education with its future benefits (Melles, 2000). Human capital
refers to the capacity of human beings as creative personnel’s and productive agents to
promote increases in income through the acquisition of skills and the accumulation of
knowledge Lameck (2016). Similar, Geofrey (2017) provides that Human Capital
Theory refers to the stock of knowledge, skills, habits, social and personality attributes
that entail creativity embodied in the ability to perform labour to produce economic
value in a nation. In this line, Tanzania seriously needs capital creation, whereby
education is hugely and highly recommended.
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Education is the apparatus for national development and economic growth since the
investment in human capital in the nation leads to economic growth. Therefore, the
skills accumulated in secondary education are expected to enhance productivity and the
knowledge imparted to generate and stimulate innovation in a country. Human Capital
Theory further observes that higher skill and knowledge level in the workforce
improves the production capacity and a nation's economy.
Geofrey (2017) argues that the contribution of secondary education to national
economic development occurs through its ability to increase the productivity of an
existing labour force.
The theory of human capital will be helpful in this study since it shows the significance
of human capital obtained in education to the economic development of a nation. The
government should invest much in education to empower students with skills and
knowledge applicable in production since good education leads to reducing poverty and
the effective achievement of sustainable national economic growth. Therefore, human
Capital Theory is helpful in addressing the economic development plan of a nation
since it directly shows how to invest in humans for a better return to the country.
2.3 Empirical Review
2.3.1 Contributions of Secondary Education Achieved by Secondary School
Graduates on Social Economic Development
Flora (2019), UNESCO (2017) and Chanksenlian, Qoraboyev and Gimranova (2020)
derived from many scholars, including those who argued that development within a
country is not possible in whatever means without giving education to the people. The
people, who are consumers, need to see the growth in terms of their income due to
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education. In addition, Sakmurzaeva (2019), in the Study about the role of education in
economic development compared to South Korea and Kyrgyzstan, had a similar idea
with other scholars that no country can succeed in sustainable economic growth without
an educated human capital. Based on these scholars, education helps people to
understand themselves and the world. It improves the quality of their lives and directs
individuals and society to broader social benefits. Therefore, education is critical in
raising the productivity of people and contributes to technological development.
In India, for instance, Kapur (2020) conducted a study on how the acquisition of
secondary education contributes to socio-economic growth in rural and urban areas. The
study mainly focussed on the recognition of secondary education in promoting
economic growth, the contribution of secondary education in promoting economic
growth, and professionalism in promoting economic growth. On the contribution of
secondary education toward economic growth, the findings revealed that secondary
education had rendered an important contribution in enabling the students to increase
their skills and abilities required in promoting economic growth.
Moreover, Misra (2012) conducts an empirical study on the contribution of education to
socio-economic growth. The study showed that the data were obtained from secondary
sources only. This study will focus on both primary and secondary data collections. The
study reviewed various findings of the research on the contribution of education in
economic development. The study's findings show that education is the basis of all
activities in life and social development. Therefore, the researcher concluded that
education should foster economic growth and social development. The study was
descriptive in nature which showed that the descriptive analyses of the data were used.
Similarly, Grant (2017) comments that “education as a critical component of a
12
country’s human capital increases the efficiency of each individual worker and helps
economies to move up the value chain beyond manual tasks or simple production
processes” (p.2).
Lupeja and Gubo (2016) conducted a study in the Mvomero district in Tanzania on the
influence of secondary education in promoting; health awareness, gender awareness and
civic awareness. The study assessed whether secondary education brings social and
economic transformation. Is this transformation reflected in graduates’ livelihood
strategies once they graduate and go back to the societies? The study employed a
quantitative research approach in the data collection and analysis. However, this study
will use both qualitative and quantitative research approaches. The result of the study
mentioned above shows that education has a negligible impact in influencing livelihood
strategies to the graduates. This shows an existing problem where the secondary
education policy of Tanzania shows that the development of socio and economic
aspects should be influenced by the education acquired. Therefore, the current study
seeks to assess the contribution of secondary education towards the socio-economic
development in Ngara district.
Abayo (2017) conducted a study in Kilindi District on the contribution of Ward
secondary schools into form four leavers’ socio-economic growth. The study involved
questionnaires, interviews and focus group discussions on the data collection. The
current study will employ questionnaires and interviews in collecting data. The result
obtained revealed that students who went beyond form four education were few, and
most of the form four leavers are unemployed. They live with their parents, and are
engaged in petty businesses such as ‘bodaboda’, ‘mama ntilie’, ‘machinga’ and
subsistence farming among other things. Also, the study shows that there is no
13
difference among those who passed through secondary schools and those who did not in
terms of economic development. The study concluded that there is a small positive
contribution of secondary education towards economic growth. The current study will
look at the contribution in Ngara District.
For education to stimulate social and economic changes it must strive to provide the
knowledge, skills, values and attitudes that arouse learners to contribute to economic
development. Generally, economic growth must be incorporated into education and
education must be incorporated into economic development.
2.3.2 Relationship between Secondary Education and Social Economic Growth
Garces (2011) conducted an empirical study in Chile which explored the different
aspects of the relationship between education as one of the main components of human
capital and economic productivity. The study looked on the role of education as a
contributing factor of economic development. The result obtained from the empirical
study done by Garces shows that the widespread consensus that population growth is
detrimental to economic growth. The study concludes that there is a great relation
among the increase in population and the productivity. However, Garces in his Study
conducted only empirical study, and the findings rely only in the secondary data which
led to lack of reliable information. The current study will focus on both primary and
secondary data to obtain information which will be more reliable.
Nowak and Dahal, (2016) conducted a study on the contribution of education to
economic growth in Nepal. The study investigated on the long run relationship between
education and economic growth in Nepal between 1995 and 2013 through application
of Johansen Cointegration technique and Ordinary Least Squares. The result showed
that secondary and higher education contributes significantly to the real GDP Per Capita
14
in Nepal. Also, the study showed a less statistically significant of the result in the
influence of elementary education in economic growth. Similarly, the results obtained
in the Study through Integration technique showed the existence of long run
relationship in education and real GDP Per Capita. The study recommends making
serious efforts for proper utilization of primary education level to ensure achievement
of sustainable development growth.
Williams (2014), conducted a study on education and economic development: “An
untapped alliance”. This is a case study of the Greater Hattiesburg Area of Mississippi
which seeks to explore and to begin to understand how to better the relationship
between education and economic development. The study used interview method to
obtain data, these data were then sorted theme by theme so as to conclude how
education and economic development work together. The result of the study showed
that there is a definite connection between education and economic development.
Education is used as a tool for economic development, and there are challenges to
establishment of the relationship between education and economic development. The
researcher utilized the Grounded Theory method to guide the data collection and data
analysis process.
Salgür (2013) conducted a research in the importance of education in economic growth.
The main purpose of the study was to examine the relationship between education and
the economic growth of a country. The study shows that investment in education is a
vital part of a country’s economic growth since it is very difficult for a country to
accomplish a successful economic progress if it does not invest much in the education.
The study concluded that education is one of the most important factors for the
15
economic and social developments of a society and it is also the main component of the
construction of human capital.
Brempong (2010), conducted a study using a panel data from two new data sets on
educational attainment to investigate the effects of education on developmental
outcomes in African countries. The result from the study shows that education has a
great and significant impact on country development especially in the economic sector.
Also, the study showed that the development level is affected with the level of
education. The researcher concluded that from primary to secondary levels of
education, there is a great impact in the national economic growth than tertiary level.
The researcher recommends that the result obtained from the study can be used in the
policy development in most of the developing countries.
2.3.3 Challenge Facing Secondary Education System in Social Economic
Development
Singh, (2019) conducted a study in India on the issues and challenges of Indian
education system in current scenario. The study comments that education is the
backbone in any country for the sustainable development. The study used secondary
data from various available sources. The current study will employ both secondary and
primary data sources available. The findings of the study revealed that education system
in India face different challenge including the lack of facilities, lack of quality
education, corruption in education and the issues of curriculum. In the similar vein, the
current study will look on the challenges facing education system in Tanzania toward
the contribution of socio-economic growth of Tanzania as a nation. The researcher in
the study assumes that issues and challenges present in the education system which
16
hinder the growth of the country economically can be tackled effectively if constructive
actions are taken by the government and other stakeholders to resolve them.
Okorafor, (2017) conducted a study in Nigeria on the implementation and Challenges of
Nigerian Educational Policy in Rural Grade 1-12 Public Schools. The study employed
qualitative research approach. The current study will employ both qualitative and
quantitative research approaches in the process of doing research. According to
Okorafor, (2017), the study employed ethnographic educational research design. The
current study will employ a convergent parallel mixed research design. The research
participants were selected through purposive sampling only although the current study
will use both purposive and simple random sampling technique to obtain the sample to
be included in the study. The study findings reveal that among the challenge in the
education system in Nigeria includes the scarcity of infrastructure and facilities at all
levels and the lack qualified special teachers to handle different subjects in the
curriculum. In the light of the above statement the current study aims to look on the
challenges facing education in Ngara district toward the contribution in socio economic
growth.
Armah, (2017) did a study in Ghana on the challenges of education system. The study
considered the major changes that have occurred since the late 1980's with emphasis on
the pre-tertiary level of education. The findings of the study revealed that the current
Ghana education system have been characterized by three fundamental challenges,
namely fragmented and over loaded curriculum, unequal access to education, and weak
and incoherent administrative control. However, the current study will look on the
challenges which encounter Tanzania education system toward the contribution of
economic growth in Ngara district.
17
A study conducted by Saga, (2014) in Kilolo District, Iringa Region on the challenges
facing community secondary schools employed both qualitative and quantitative
research approaches and the study used only questionnaire as a research instrument.
The current study will employ both questionnaire and the interview. The findings of the
2014 study revealed that the main challenges that limit access to quality education are
shortage of teachers, inadequate teaching and learning materials as well as school
infrastructures. In the line of this statement, it was observed that the education system
fails to promote economic developments due to the challenges encountered.
2.4 Gap in the Literature
Globally literature indicated that education contributes to economy growth. Most of the
reviewed studies are conducted in developed countries however not so much literature
is documented in developed countries such Tanzania (Kapur 2020; and Garces, 2011).
Moreover, looking at the methodology in most studies, the data that were used in
collecting data were through secondary sources which involve documentary analysis
rather than going to the field to assess the reality. Such studies are those conducted by
Kapur (2020); Armah, (2017); Singh, (2019); Brempong (2010); Salgür (2013) and
Misra (2012). Most of the literatures reviewed base on one approach like Lupeja and
Gubo, (2016) quantitative approach. Nevertheless, some reviewed studies used pure
qualitative which cannot be generalized (Okorafor, 2017).
The current study sought to fill the gap by employing mixed research paradigms where
quantitative and qualitative will be used in the single study. Moreover, the study will be
conducted in Ngara District, a place which seems to be not much literature on the
mentioned topic documented hence there is a need to the current study so as to fill the
existing gap.
18
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter presents the methodology employed in the process of doing research. A
research methodology may be understood as an art and science of undertaking a
research to the extent that the data, findings and conclusion are credible, valid, reliable
and acceptable. This section includes the methodological research foundations namely;
research approach and research design and study area.
In addition, the study incorporated the following sub-sections about the participants;
target population, sample size and sampling procedures. For the purpose of collecting
data, the chapter was including sub-divisions namely, description of research
instruments, validity and reliability of research instruments, pilot study, data collection
procedures and data analysis. Finally, it ends by giving some ethical aspects to be
considered during the whole study.
3.2 Research Approach
A research approach is a plan of action that gives direction to conduct research
systematically and efficiently (Haradhan, 2017.p.2). Similarly, Creswell (2013) asserted
19
that research approach is a set of assumptions, concepts and values that are held by
researchers. Also, Haradhan comments that there are three main research approaches
namely; quantitative, qualitative and mixed research approach. The study was used a
mixed-method approach due to its strength in gathering data. Mixed research refers to
the research approach which integrates the element of both qualitative and quantitative
(Almalki, 2016).
According to Hanson et al (2005) mixed method is the collection and analysis of both
qualitative and quantitative data in a single study in which the data are collected
concurrently and given priority which involves integration of data at one or more stages
in the process of research. Likewise, Molina-Azorin, (2016) explains that mixed
research approach is a combination and integration of qualitative and quantitative
research approach with the same study. Williams (2007) acknowledges that mixed
approach is used for studies with research questions requiring both numerical and
textural data. In this regard, quantitative approach was applied for the respondents’
opinions that are in numerical order whereas qualitative data was employed for those
opinions that were in textural or explanations. Therefore, mixed research method helped
the researcher to study insightfully the problem in details in which numbers and
explanations to be employed helped to give a comparison as well as in depth answers to
the study problem.
3.3 Research Design
Research design refers to the strategy applied by researcher in conducting the research,
the strategy to be adopted depends on the researcher approach used in any given study.
According to Boru (2018) research design is the process of collecting, analysing and
interpreting data in a given study. Similarly, Omari (2011) defines research design as a
20
distinct plan explaining how research problems will be tackled. This study was
employing a convergent parallel mixed approach design.
According to Edmonds and Kennedy (2017), convergent parallel mixed research
design refers to the simultaneously correction of both qualitative and quantitative data
in the field. The study used this research design to enable the researcher to collect
satisfactory information from the respondent efficiently. The study used this design
because the researcher was wants to gather both qualitative and quantitative information
from respondents.
The researcher was going to the field to collect data once and analyse them separately
through merging them at the end of the processes of their collection. This design helped
the researcher to make comparison of the qualitative and quantitative information.
3.4 Area of the Study
In selecting or choosing the specific area of study, the researcher thought of whether
that locality would offer the concrete information anticipated to answer the intended
research questions. This study was conducted in Ngara District. Ngara District is one of
the districts found Kagera Region. Ngara District is found South West of Kagera
Regional Headquarters (Bukoba). The total area of Ngara District is 3,744 km2.
In the Northwest the district is bordering with the Republic of Rwanda while Burundi is
in the Southwest. It is also bordering Kakonko District in the South, while in the East it
borders Biharamulo District. Karagwe District is located north of Ngara District. Ngara
District has twenty-five (25) Public Secondary Schools and six (6) Private Secondary
Schools where by the current study will involve five public secondary schools, as
described in Article 3.6.1 herein below. The study area was selected Ngara because was
21
among the area which problem existing, the area was selected to present other district
because it’s difficult to conduct research around all district in Tanzania.
3.5 Target Population
Austoto (2015) defines population as the whole group of people or object with similar
features. The current study focused on the contribution of secondary education towards
socio economic development in Ngara District, Tanzania. The study involved public
secondary schools’ teachers, heads of the schools, parents, Ward Executive Officer
(WEO), youth graduates also form four and form six leavers (students). This study
involved secondary teachers since they are the ones who prepare students who are
contributing to economic development. Teachers interpret curriculum and government
policies to learners in their course of education in their four-year period.
WEO are the ones who organize social activities in the society so that they were have
information about the contribution of secondary education towards economic growth.
Parents were included in the study since they are the ones who send their children to
secondary school and they know the outcome of secondary education. Graduates and
students were involved in this study because they are the ones who get secondary
education and the have real information on contribution of secondary education towards
economic growth.
3.6 Sampling Procedures
Sampling is taking any portion of a population or universe as representative of that
population or universe. According to Orodho and Kombo (2002) sampling technique is
a process of selecting some individuals or objects from a population such that the
selected group contains elements representative of the characteristics found in the entire
22
group. “Sampling is taking any portion of a population or universe as representative of
that population or universe”, (Oribhabor and Anyanwu 2019, p. 48).
Moreover, McCombes (2019) comments that, it is rare or rather difficult to collect data
from the whole targeted population in the study. It’s better to select some
representatives from the population. Sampling procedure refers to the technique and
strategies applied by the researcher to obtain a small sample size which represents a
target population. There are two categories of sampling technique namely probability
and non-probability sampling technique. This study employed both probability and non-
probability sampling. The study employed a probability sampling particularly a simple
random sampling to select the public secondary school teachers. Non-probability
sampling specific purposive technique was used to select the WEOs who help to
disclose information about the contribution of secondary education towards social
economic development.
3.6.1 Sampling of Secondary Schools
Ngara district has twenty-five (25) Public Secondary Schools. The current researcher
used systematic sampling technique to select five (5) schools out of the twenty-five
secondary schools basing on accessibility. The systematic sampling was applied
because it was the best method to obtain schools for study as compared to other
methods. This is because it gives organized and efficient results.
3.6.2 Sampling of Heads of Schools
The sample of heads of schools was selected by using purposive sampling. Heads of
schools whose schools were chosen was automatically including to the study. This
study involved a sample of three (5) school heads. A purposive technique was used to
identify the participant who possessed vital information needed by researcher. In this
23
study researcher selected head of schools. The researcher chose the head of schools
because they are the ones who supervise all activities done in the school.
3.6.3 Sampling of Secondary School Teachers
There are approximately four hundred thirty-six (436) secondary teachers in Ngara
District. The researcher stratified the teachers based on gender. When the researcher
reached to the area of the study, the anonymous names were put in a box separately
based on gender. Then simple random technique was used to select 13 male teachers
and 7 female teachers to from a total sample of twenty participants, were enough to give
the needed information. The teachers were very important in this study because they
were engaged in the process of teaching and also, they were well conversant with the
real situation in secondary schools as far as the secondary education is concerned in the
economic growth as a whole.
3.6.4 Sampling of Graduate Youth
Youth graduates from ordinary and advanced level secondary education in the district
are approximately one thousand and six hundred (1600). The researcher used
convenience technique to sample 3 boys and 2 girls to make a sample of twenty (5)
participants. The sample was enough to provide the needed information. The researcher
considers the secondary students because they have a wealth of information on
secondary education due to their experience in on the same. The researcher believed
that these students graduate have wealth of information on secondary education they
are the beneficiaries of the same.
24
3.6.5 Sampling of Parents
The total population of parents constitute one thousand and three hundred. The
researcher used convenience sampling to select 1 male parent and 1 female parent
making a total of two respondents, this is the way where by researcher are obtained
information to parent who are available to the area and easy to obtained information.
Researcher was obtained information from parents because is the one who stay with
those youth graduates’ researcher believed that they have enough information and good
experience about contribution of secondary education
3.6.6 Sampling of students of Secondary school
Secondary school students were selected by using simple random sampling method, the
study stratified the population based on gender. The researcher reached the area of
study. The anonymous names of students were written on piece of paper basing on
gender and were put in box separately according to their categories. They were mixed
thoroughly and then four names were blindly picked from each categorise. The
researcher got 45 males and 36 females from five different schools. It was not easy to
balance the gender, since in other schools there were more male than female students.
This made the researcher to obtained students regardless of their gender. Simple
random sampling method was used to sample 81 responds where by males were 45
and female students 36. The researcher included students in this study because they
were the beneficiary of the secondary education and hence could provide accurate
information that the researcher was seeking.
25
3.6.7 Sampling of Ward Executive Officers.
Ngara District constitutes of twenty-two (22) WEOs. The researcher purposively
selected two (2) WOEs from 22 WEOs. WEOs who’s their wards were selected to this
study were automatically included. The researcher chose WEOs because it is the
leader in the ward and well conversant with the economic growth situation in the ward,
and could give the accurate information on the same.
3.7 Sample Size
Oribhabor & Anyanwu (2019) explains that sample size refers to the group of
individuals selected in a targeted population of the study to represent the whole
population under investigation. A sample size is a sub-group of the target population
that the researcher plans to study for generalizing about the target population (Creswell,
2012). Sample is a subset of population elements that results from sampling strategy,
Dattalo (2008).
Moreover, Taherdoost (2017) comments that in order for a researcher to avoid error in
the generalization of the findings; a sample size should be adequate. Yamane
(1967:886) proposed the use of a simplified formula to calculate sample size of the
study. Therefore, the formula was adopted to get the sample size of the study. The
number of secondary school teachers was selected based on the formula applied by
Israel (2013) who cited from Yamane (1976). Israel puts that a sample size may be
large or small depending on the level of sampling precision level or errors. These two
aspects sampling precision or errors are illustrated based on the ideas presented in the
Central Limit theorem that as precision level increases from 1% within a limit also
sampling error increases. In regard to Israel, a sample size may not be subjective at
26
large extent if its precision level ranges from 5% to 10%. The study anticipated
employing a precision level of 10% and 7% in the formula to estimate the number of
public secondary school to be involved in this study.
Yamane formula as cited in Israel (2013).
Where:
n Sample size
N Total number of populations (in this study N value is as shown in Table 3.1
Sample Matrix herein below)
e Precision level (0.1, 0.05, 0.07, 0.08 or 0.09)
n= 118.9387
n= 119
A total of 119 participants will be involved in the study.
Table 3.1
Sample Matrix
Items Population
N
Sample
size n
Percentage
%
Sampling Techniques
27
HOS 20 3 2.8 Purposive sampling
Teachers 336 20 17.7 Simple random sampling
Students 1146 81 71.7 Simple random sampling
Youth
Graduate
706 5 4.3 Convenience
Parents 1020 2 1.8 Convenience
WEOs 22 2 1.8 Purposive sampling
Total 3250 113 100 Probability & non-
probability
Source: Research, (2021)
3.8 Research Instruments Description
Munir (n.d) explains that research instruments are the tools used by the researcher to
collect data from the field. Those instruments include questionnaires, interviews,
observations and readings or documentary reviews. This study used questionnaires and
interviews as instruments for data collection. According to Bryman (2012) research
method is a technique for collecting data that involves the use of specific instrument
such as observation, questionnaires and interviews. Creswell (2013), reports that,
questionnaires and interview guides are techniques used to gather information and
analyse data related to a given subject. Creswell adds that the methods of data
collection do not only talk about instruments for data collection but also data analysis
procedures. In this study the data was being collected by using questionnaires and
interviews.
28
3.8.1 Questionnaire
Questionnaire refers to the set of question formulated by the researcher to obtain
response from the respondents (Austoto, 2015). Likewise, Bryman (2012) defines
questionnaire as the structured list containing relevant questions, statements or items on
a specific subject that are submitted to a group of people or target group for their
response or evaluation to obtain data for decision making in the study. Questionnaire
may involve open ended questions or closed ended questions (Young, 2016).
Questionnaires are designed to fulfil a specific research objective. Questionnaires will
be given to teachers and secondary students. Questionnaires were helping the researcher
to get information that could not be obtained from interviews. The respondents were
having more time to think. This gave more time of thought before they provide answers,
also the researcher decided to use questionnaires because questionnaires are free from
bias and it was help the researcher to collect a lot of information over a short period of
time. The study used both closed-ended questions and open -ended questions. Closed
ended questions are the one that requires respondents to choose from a limited number
of responses that are predetermined by the researcher (Johnson & Christense 2012).
Open ended questions are questions that can be used both qualitative and quantitative
studies they are much more prominent in qualitative research (Rubin & Babbie, 2010).
Questionnaire for Secondary School Teachers
Questionnaire for secondary school teachers was arranged in four sections; section one
was contain demographic information from secondary teachers. Section two was
comprise closed and open ended questions in relation to question one which talks about
the contribution of secondary school education towards economic growth. Section three
was consists of closed and open ended questions in relationship to secondary education
29
and economic development. Finally, section four looked at the challenges facing
education system in economic growth in the area.
Questionnaires for Secondary School Leavers
Questionnaires for students were being arranged in four sections which are; section
which contains demographic information from students. Section two comprises of
closed and open ended questions. In this section, the questions focused mainly on
question one which talks about the contribution of secondary school education towards
economic growth. Section three consisted of closed and open ended questions on
relationship between secondary education and economic development. Finally, section
four looked into challenges facing education system on economic growth
3.8.2 Interview
According to Kothari (2004) interview is a method of collecting data which involves
the presentation of oral-verbal stimuli and reply method regarding oral-verbal
responses. Trigueros, Juan and Sandoval, (2017) together commented that, interviews
can be structured and unstructured or semi-structured. This can be done through
personal interviews and if possible, telephone interviews. The researcher used interview
method because it gives an opportunity to get more and valuable in-depth information
and hence helps to collect information which cannot be directly observed or are difficult
to put down in writing. This research was guided by semi-structured interview. The
interview was used to collect information from WEO, parents, youth graduates and
heads of schools.
Interview Guide for WEO, Parents, youth graduates and Heads of Schools
30
The interview comprised of five questions for WEO and four questions for heads of
school, youth graduates and parents. The questionnaires were constructed based on
contribution of secondary education on economic growth.
3.9 Validity, Reliability and Pilot Study
3.9.1 Validity of Instruments
Validity is the extent to which differences found with a measuring instrument reflect
true differences among those tested, Kothari (2004). Validity is used to determine
whether the findings are accurate from the standing point of the researcher. It is used to
check if the research accurately describes the phenomenon which is intended to be
described, (Bryman 2012). This study employed content validity and face validity.
Content validity shows the fairness and comprehensiveness of research instruments that
covers the items intended to be covered. Meadows (2003) advised that in the research
activities the validity of the instruments may also be assessed by research experts.
Based on this argument therefore, the study checked the validity of research instruments
through giving them to other researchers for verification of the research instruments.
The researcher also ensured the validity of the instrument through conducting a pilot
study
3.9.2 Reliability of Instruments
According to Kombo and Tromp (2006) reliability is a measure of how consistent the
results from a test area are. According to Creswell (2012), reliability means that scores
from an instrument are stable. Consistent scores should be nearly the same when
researchers administer the instrument multiple times at different times. Edwin (2019)
explains that, the concept of reliability of the instrument is the ways in which the
31
research instruments produce results which are consistence with different trials or
tests. The study ensured the reliability of research instrument by using split half
technique. The researcher selected 10 participants from the selected district for
pretesting of the instruments. The selected district was not included in the official study.
Questionnaires were provided to the participants in whom they were divided into two
groups, each having five participants. The complete questionnaires were computed
using Statistical Package for Social Science (SPSS) version 20 software.
The findings were compared to the results and if they were found to be similar then the
instrument was assumed to be reliable. Since the questionnaires contained a multiple
Likert scale, the reliability of the questionnaires was computed using the Cronbach’s
coefficient alpha to ensure the consistence. The common acceptable reliability level is
that which is above 0.7 as proposed by Streiner (2003). The results of test in one group
and the second test in another group were correlated to verify a range above 0.7.
In qualitative study, validity and reliability are mutually treated and the investigator is
the main instrument (Creswell, 2014). According to Guba and Lincoln (1985, as cited in
Tracy, 2013) trustworthiness of researcher involves credibility, transformability,
conformability and dependability of research instrument of data collection. This study
used triangulate methods and sources of data collection to ensure validity and
reliability.
3.9.3 Pilot Study
Pilot study according to Arain et al (2010) is a small study for designing a further
confirmatory study such as testing the study procedures which are the validity and
reliability of the research tools. Questionnaires and interview guide was tested in one
secondary school to ensure validity and reliability. One school head teacher was
32
interviewed. From the same school, 10 students were selected to fill the
questionnaires. The reason for this was to ensure there were no errors. The feedback
was used to restructure, remove ambiguity and reduce the information that was not
necessary.
3.10 Data Collection Procedures
The researcher obtained permission to collect data from the authorities concerned.
The researcher obtained a consent letter for data collection from the office of the Dean
of the Faculty, of St. Augustine University of Tanzania, that gives an introduction of the
researcher to the Kagera Regional Administrative Secretary. Also, the Regional
Administrative authority was given a notification to the Ngara District Administrative
Secretary and was advice to allow the study to be carried in the district. After receiving
a transmittal letter from the Ngara District Authority, a plan for data collection was
made. Questionnaires, note books and recording devices were prepared by the
researcher. Recording devices were used to participants who allowed their voices to be
recorded. The respondents were made aware in advance of the topic, time and date of
when the study was to be carried. The participants were also made aware by the
researcher that the study was on voluntary basis and that there was no payment on the
same, and they were allowed to withdraw during the session at any juncture should they
feel like.
3.11 Data Analysis Procedures
Data analysis deals with organization and presentation of the collected data (Oso and
Onen 2016). This study employed both quantitative and qualitative techniques of data
analysis. The quantitative data was analysed through use of descriptive statistics with
help of the computer software known as Statistical Package for Social Sciences (SPSS)
33
version 20 software which provide numerical and graphical procedures to summarize
data, (Kumar, 2011). Therefore, the data was collected through questionnaires and was
analysed by the use SPSS version 20. The questionnaires were coded in numerical
form for quantitative analysis. The results were presented in the form of bar graphs,
frequency tables and pie charts. Data was collected through interviews and analysed
based on themes and narrative analysis and transcribed.
3.12 Ethical Considerations
Creswell (2018) asserts that respondents should be protected by keeping the
information provided confidential. The researcher considered the ethical standards of
conducting research whereby the researcher informed the participants that the data
being collected was for the educational purpose only. The researcher also reassured the
respondents that the information they were giving would remain confidential.
CHAPTER FOUR
FINDINGS AND DISCUSSION
4.1 Introduction
This chapter presents an in-depth analysis and elaborations of the findings as obtained
from the respondents. This chapter involves data presentation, interpretation and
discussion of the findings. It purposely examined the contribution of secondary
education towards economic growth in Ngara District, Tanzania. The following
34
objectives were used; to identify the contributions of secondary school leavers on
economic growth in Ngara District, to examine the relationship between secondary
education leavers and economic growth in Ngara District and to analyse the challenges
facing the secondary school education system in economic growth in Ngara District. In
this chapter data was presented through two types of data: Quantitative data was
presented by use of tables and charts while qualitative data was presented through
explanations using quotations. For ethical reasons the researcher used anonymous
names in data presentation to ensure confidentiality of the respondents.
4.2 Response Rate
The section presents the response rate from the study target population. A total number
of 101 questionnaires were distributed to 20 teachers and 81 students giving the total
number of 101. All questionnaires were returned demonstrating a 100 percent response
rate. The 3 heads of schools, 2 WEOs, 2 parents and 5 youth graduates were
interviewed using in-depth interview guide, and also gave a 100 percent response rate.
The researcher realized the 100 percent response rate due to the follow ups she made
to the participants through visits and persuaded them to fill the questions.
Table 4.1:
Respondents return Rate
Target
respondents
Expected respondents Actual respondents Percentage
Teacher
Students
20
81
20
81
100%
100%
Heads of school 3 3 100%
WEOs 2 2 100%
35
Parents
Youth graduates
2
5
2
5
100%
100%
Total 113 113 100%
(Field Study, 2021)
4.3 Demographic Information of Respondents
Demographic information of the respondents was collected to show the characteristics
of the respondents in the study. The demographic information included gender, age,
location, highest level of education and working experiences since it was considered
as an important variable in determining the knowledge of the respondents on
contribution of secondary education towards economic development. The data obtained
was presented as shown in tables 4.2: for teachers and table 4.3 for students.
Table 4.2
Teacher’s Demographic Information
Variables Frequency Percent
Gender
Male
Female
Total
Age
30 years and below
31-45years
13
7
20
2
10
65.0
35.0
100.0
10.0
50.0
36
46-50 years
51-60 years
Total
Location
Urban
Rural
Total
Highest Education Qualification
Diploma
Bachelor
Masters
Total
Working experience
Less than 5 years
5-10 years
11-20 years
21-30years
8
-
20
11
9
20
8
10
2
20
4
9
7
-
40.0
-
100.0
55.0
45.0
100.0
40.0
50.0
10.0
100.0
20.0
45.0
35.0
-
Total 20 100
Source: Field Data (2021)
From the table 4.2, it is established that 65 percent of respondents who participated in
the study were male while 35 percent were female.
This situation of work distribution in Ngara male are still reading in teaching in
secondary school compared to female, more female are teaching in primary. This means
that the study was dominated by male respondents. The table 4.2 shows the distribution
of age of the respondent’s majority of the teachers about 50 percent were aged 31-45
while 40 percent of participants were aged from 46-50 years, also 10 percent for age of
30 and below. The findings showed that the majority of the teachers were in their
youthful age.
This implies that most of the participants in the study were young teachers. This was
37
an indication that in Ngara district schools and, Tanzania at large has young and
energetic teachers. The table 4.2 shows the distribution of teachers in the location 55
percent were in urban area and 45percent in rural area. It showed that many teachers
in the study where from depicting that majority of teachers were comfortable to staying
in urban areas.
The researcher further sought to determine the level of education of sampled teachers,
the findings revealed that majority of the respondent’s, 60 percent had bachelor
degrees, 30 percent were diploma holders while only 10 percent had a master’s degree.
Therefore, the finding implies that many secondary schools in Tanzania have more
teachers with bachelor degree and are vast in knowledge and hence able to handle and
mange secondary students to contribute in economic growth in Ngara district and
Tanzania at large.
Table 4.2 gives a summary of the findings with regard to years of teaching experience
of the teachers. Data from the field have shown that respondents who had worked for 5
to 10 years were 45 percentages, 11 - 20 years were 35 percentages, and 20 percentages
worked for less than five years. This finding implies that most secondary schools had
experienced teachers.
Table 4.3
Students Demographic Information (n = 81)
Variables Frequency Percent
Gender
Male 45 55.6
Female 36 44.4
38
Total 81 100
Age
15years and below 6 7.4
16-18 years 50 61.7
19 years and above 25 30.9
Total 81 100
Location
Urban 45 55.6
Rural 36 44.4
Total 81 100
Specialization
Arts subjects 44 54.3
Sciences subjects 21 25.9
Business subjects 16 19.8
Total 81 100
Source: Field Data (2021).
Table 4.3 above presents data on the distribution of student’s characteristics. 55.6
percent students in the study were male and 44.4 percent were female. The results
indicated that most of the participants in the study were male students. This meant
that the study was dominated by the male respondents.
The table 4.3 shows the age distribution of the respondents’. Majority of the students
that is 61.7 percent were 18 years of aged while, 30.9 percent were 19 years old and
above and 7.4 percent were aged 15 years and below. This implies that most of the
39
participants in the study were young students.
The study was interested in finding out the location of students who were studying in
Ngara secondary schools. 55.6 percent were in urban area and 44.4 percentages were
in rural area. This indicates that many students came from urban areas, while few of
them were from rural areas.
The researcher further sought to determine the specialization of education for sampled
students. The description of the student’s specialization subject has been explained in
table 4.3. From table 4.3, the findings of the study revealed that majority of the
students, 54.3 percent were taking arts subjects, while 25.9 percent took sciences
subjects and 19.8 percent took business subjects. Therefore, the findings implied that
most secondary schools in Tanzania has many students taking arts subjects compared to
other subjects. This is a big challenge to science teachers who are few but having many
students. As a result, their effectiveness in classroom teaching is wanting. Helping an
individual student is not possible.
4.4 Contribution of Education Achieved in Secondary School Graduates on
Economic Growth
The contribution of achieved secondary school education graduates on economic
growth is very important. In order to explore this, the researcher used questionnaires to
develop four items concerning the objectives, where four Likert scales were
administered to the participants through the opinion that were given which were:
strongly agree, agree, undecided, disagree and strongly disagree. The researcher
combined both disagree and strongly disagree to show negative response while
sometimes the researcher put in undecided side of responses and finally where agree
and strongly agree. The researcher combined them together to indicate the general
40
positive responses toward the research question of this study. In table 4.3 number 1
strongly disagree, 2 means disagree, 3 means undecided, 4 means agree and 5 means
strongly agree. The result is presented in table 4.3 for teachers and table 4.4 for students
below.
Table 4.4
Summary Findings of Teachers on Contribution of Education Achieved by Secondary
School Graduates on Economic Development (n=20).
Statement 1 2 3 4 5
F P F P F P F P F P
Lack of good secondary
education has negatively
influence in economic
growth
2 (10.0) 4 (20.0) 1 (5.0) 7 (35.0) 6 (30.0)
No country can succeed in 3 (15.0) 1 (5.0) 2 (10) 7 (35.0) 7 (35.0)
41
sustainable economic
development without
educated human capital
Quality secondary
education contributes to
sustainable economic
growth
7 (35.0) 5 (25.0) 3 (15) 3 (15.0) 2 (10.0)
Most of secondary school
leaver lived with their
parents and engage in
small business like
bodaboda
6 (30.0) 8 (40.0) 2 (10) 2 (10.0) 2 (10.0)
Source: Field Data (2021).
Key: 1-Strongly Disagree; 2-Disgree; 3-Neutral; 4-Agree; 5-Strongly Agree; F-
Frequency; P-Percentage
Table 4.3 indicates that 65 percent of the participants disagreed that lack of good
secondary education has negatively influence in economic growth while 5 percentages
are undecided position. Likewise, 30 percent of respondents agreed that the lack of
good secondary education has negatively influence in economic growth. This means
that in Ngara district there is no good secondary education and that is why the
contribution of economic growth is very slow.
Furthermore, table 4.3 reveals that 20 percent of the respondents disagreed that no
country can succeed in sustainable economic development without educating her human
capital, 10 percent of the respondents were undecided about no country can succeed in
sustainable economic development without educated human capital. However, 70
percent of the respondents agreed with the statement equal to 14 respondents agreed.
42
We see many responded believe in order to successful in any country provide proper
education. This statement is similar with others scholars like Flora (2019), UNESCO
(2017) and Chanksenlian, Qoraboyev and Gimranova (2020) they agree that any
development in country depends on provision of education for their peoples.
Additionally, table 4.3 shows 25 percentages of responded strongly agreed that quality
secondary education contributes to sustainable economic growth and 15 percent of the
respondents were undecided on the statement that quality secondary education
contributes to sustainable economic growth. However, 60 percent depicted by 12
respondents disagreed. This shows how quality secondary education is very important
to the growth of economic to the society in Ngara district. This result corresponds with
Kapur (2020) findings which states that secondary education contributes to the
economic development since it enables the students to acquire knowledge and skills in
promoting economic growth. in Ngara that is it is not really the case because, there is
little contribution of secondary school education due to low quality of education.
Furthermore, in table 4.3 indicates that 80 percent of the respondents agreed to the
statements that most secondary school leaver lived with their parents and engaged in
small business like bodaboda and only 10 percent of the respondents were undecided
about the statement. However, 10 percent of respondents disagreed that most of
secondary school leavers lived with their parents and engaged in small business like
bodaboda. This statement is similar with the other scholars like Abayo (2017) who says
that students who went beyond form four educations were few and most of the form
four leavers are unemployed. They live with their parents, and are engaged in petty
businesses. In Ngara district most graduates are unemployed and they engage in small
43
business-like agricultural activities. This shows how secondary education does not
enable them to have skills for improvement of standard of life and economic growth.
A high number of responses from teachers’ shows that there is small rate of
contribution in Ngara because there is lack of good secondary education and low
quality of secondary education. Most of graduates still live with their parents and they
engage in small business like boda boda, farming activities, small catering business,
selling second-hand clothes and helping in domestic activities.
Table 4.5
Summary Findings of Students on Contribution of Education Achieved by Secondary
School Graduates on Economic Development (n=81).
Statement 1 2 3 4 5
F P F P F P F P F P
Poor secondary education has
negative influence economic
growth
30 (37) 44 (54.3) 7 (8.6) - - - -
We cannot succeed economic - - 2 (2.4) 5 (6.2) 32 (39.5) 42 (51.9)
44
growth without educated
human capital
Quality secondary education
contribute to economic
growth
- - 1 (1.2) 4 (5) 21 (25.9) 55 (67.9)
Most of secondary graduants
lived with their parents
36 (44.4) 38 (46.9) 7 (8.6) - - - -
Source: Field Data (2021).
From table 4.4 above, it is revealed that 91 percent represented by 74 respondents
agreed that poor secondary education achievers have negative influence on economic
growth. However, 7 respondents repreented by 8.6 percent were neutral. Though
none of the respondents disagreed or strongly disagreed. This show that students
understand how poor secondary education has negative influence on economic growth,
it implies that in Ngara district secondary education do not contribute to the economic
growth.
In table 4.4 it is revealed that 91.4% represented by 74 respondents disagreed that
secondary education leavers cannot succeed in economic growth without educated
human capital, while 6.2 percent represented by 5 respondents were neutral about the
statement. However, 2.4 percent of respondents agreed about the statement and none of
the respondents agreed that secondary education leavers cannot succeed economic
growth without educated human capital. This statement corresponds with Grant (2017)
who stated that “education as a critical component of a country’s human capital
increases the efficiency of each individual worker and helps economies to move up the
value chain beyond manual tasks or simple production processes”
45
Furthermore, table 4.4 reveals that 93.8 percent of students equal to 76 students’
respondents agreed that quality secondary education contributed to sustainable
economic growth. However, 4 respondents represented by 5 percent were neutral on the
statement. Despite that, 1 student represented by 1.2 percent agreed. However, none of
the respondents agreed that quality secondary education contributes to sustainable
economic growth.
Moreover, Table 4.4, indicates that 36 respondents represented by 44.4 percent strongly
agreed that most of secondary school leavers lived with their parents and engaged in
small business like bodaboda, likewise 38 respondents represented by 46.9 percent
agreed on the same statement. 7 respondents represented by 8.6 percent were neutral
on the same. However, none of the respondents strongly disagreed and disagreed on the
statement that most of secondary school leavers lived with their parents and engaged in
small business like bodaboda.
In relation to the first research objective, the respondents were given the chance to give
their opinion on how they viewed knowledge acquired in secondary schools contributes
to economic growth. The participants were furthermore required to show their
understanding on how knowledge acquired in secondary schools contributes to
economic growth. The respondent’s answers were categorized in two groups as shown
in the table 4.5 below;
Table 4.6
Knowledge acquired in secondary schools contribute to economic growth Students
Response (n=81)
Statement Frequency Percent
46
Knowledge acquired does not influence economic growth 45 55.6
Knowledge acquired cannot contribute to the sustainable
economic development
36 44.4
Total 81 100.0
Field Data (2021)
Table 4.5 above indicates that 55.6 percent of respondents agreed that the knowledge
acquired in secondary education does not contribute to the economic growth and 44.4
percent of responded said that knowledge acquired does not contribute to the
sustainable economic development. This is an indicator that knowledge acquired in
secondary schools in Ngara District can hardly give positive impact on economic
development and poverty alleviation in the area. Hence this becomes quite challenging
in initiating measures to economic development since the luck of favorable
environment that on the same.
Table 4.7
Knowledge acquired in secondary schools contribute to economic growth Teachers
Response (n=20)
Statement Frequency Percent
Knowledge acquired does not influence economic
growth
10 50.0
Knowledge acquired cannot contribute to the sustainable
economic development
10 50.0
Total 20 100.0
Field Data (2021)
47
From table 4.6 above, it is shown that 50 percent of responded agree that knowledge
acquired does not influence economic growth and 50 percent of respondents asserted
that knowledge acquired has little contribution to the sustainable economic
development. This statement is seen as a similar but it’s different because people can
acquire knowledge and influence changes in economic growth. While others can
contribute to sustainable economic development. Through those that responded, they
revealed that proper or quality secondary education can stimulate economic
development growth and poor education provided can lead to poor economic growth
in the area.
In order to obtain in-depth information concerning the contribution of education
achieved in secondary school graduates on economic growth. The researcher conducted
the interview with Heads of school, graduate youth, parents and ward executive
officers. The findings were presented as bellow;
From the findings, it was reported that majority of the school heads in this study said
that secondary education does not ensure economic growth of an individual. On how
secondary education didn’t ensure economic growth, one of the heads of school has this
to say:
When someone gets secondary education, they can hardly be in a position
to increase productivity which finally might ensure economic growth
among individual. Ngara District secondary school graduates barely grow
economically because the education obtained offers little skills for job
securing.” (Interviewee response, HoS1 2021).
48
The data above indicates that some of the respondents believed that secondary
education is important for economic growth, while most of the grandaunts did not
grow economically. They are still poor despite of secondary education.
Likewise, another head of school explained that;
The secondary education provided in school does not give the skills and
knowledge on how to enlighten learners on how to grow economically.
We can see in our society their fate and how it is difficult to differentiate
secondary graduates and non-secondary graduates on terms of
contribution on economic growth because all of them they done similarly
economic activities. (Interviewee response, HoS2, 2021).
This is contrary to the explanation provided by a third head of school who commented
that the secondary education provided contributes to the economic growth among the
secondary school graduates (Interviewee response, HoS3, 2021). Through this
explanation we can see any economic depended on the provision of education. The HoS
said that any economic activities in the society must depend on the presence of
educated people who surrounds them. In regard to this one parents’ respondent has this
to say’
“Some of our children understand how to adapt new things and also to
modify other things. This is due to the education provided in secondary
school is barely for self-reliance. This shows that they benefit and make
them to participate to the economic growth although most of them are still
depending on us for everything to run their daily lives.” (Interviewee
response, 2021)
49
This quotation shows how secondary education is important for economic growth
although many graduates still depend on their parents to support their up keep.
Another Parent respondent revealed that:
“Secondary education has a small contribution to the economic growth
because most of our children are just on the streets without any
direction. They are unemployed and still dependent on us even the work
they do is not what they learned in the schools. They spend too much
time in schools than the time to learn the real life that exists in our
communities” (Interviewee response, 2021).
The findings further show that parents show how secondary education have little
contribution towards economic growth because most of children are un employed, also
the work they do is not in line with what they were taught in class. This is seen on the
time they spend in classroom and schooling than to the community.
From the interview with one of the youth graduates in secondary education, it was
commented that secondary education provided in school does not contribute to the
economic growth among the individuals.
The interviewee was quoted saying that;
Secondary education provided does not prepare learner to be self-reliance
this makes them difficult to grow economically since they do not engage
in any production activity regarding the education. The education
50
provided does not give knowledge and skill on how to ensure
productivity” (Interviewee, Yg 1, 2021).
The quotation above indicates that some youth graduates do not grow economically
because they are not able to engage to the productivity because of lack skills of
productivity during the time spent schooling.
Another youth graduates had this to say;
When someone gets secondary education, they need to see improvement
in quality of their lives for individual and society in the sense that their
mind set is already changed due to the education they get. This is an
indicator that the do a lot for their life and the society in general, but in
real situation they are not able to manage improvement of economic
development for themselves and our society because most of them still
depend to others like parents or guardians”. (Interviewee Yg 4, 2021)
This statement shows that in the society if Ngara District most of youth are still
dependent to parents or guardians even if they already finish secondary education, they
not able to contribute to the economic due to the low knowledge of productivity.
Another youth graduate explains that
“Education provided in school prepare people for white coral job and do not
prepare learners for productivity. In education learner should acquire skill
51
and knowledge for effective production in order to grow economically. Thus,
is why most of the graduate in Ngara district does not grow in economic due
to the fact that they do not have skill and knowledge to engage in
production” (Interviewee, Yg 3, 2021).
This quotation show reality on the society provide because most of peoples believe on
white coral job only, they depend on only employed work but not self- employment,
this makes them to fail to grow in economically.
The information contradicts with the information provided with the fifth youth
graduate who comment that education provided contributes to sustainable economic
growth among the youth in the society. (Interviewee, Yg 5, 2021). Was said that all of
employed people are come from the secondary education although the need to study
other things in order to get job but depend on secondary education that why believe
most of economic growth in Ngara depend on the contribution of secondary education.
This statement is similar with the scholar Kapur (2020) who focussed on the
recognition of secondary education in promoting economic growth, this statement show
how education have big part on contribute to the increase of economic.
Likewise, the findings also supported with the information obtained from Ward
Educational Officer (WEO), the interviewee explain that the increase in production
depend to the knowledge and skill acquired and thus led to the economic growth,
though mostly of the secondary graduate they do not produce more regarding they have
education. In this explanation the interviewee quoted that;
“There is no different between one who complete secondary education and
other who does not engage in secondary education in the issue of
52
productivity, since secondary education acquired didn’t contribute to the
increase in productivity among graduates hence does not ensure economic
growth” (Interviewee response, WEO, 2021).
This quotation shows many graduates they done some works which similar with the
others who have not have the chance of going to school they seem those as equal and
there is no any different among the one who complete secondary education and other
who does not get secondary education.
This is part contradict with the theory of Human Capital because in this theory believe
on the capacity of human beings as creative personnel’s and productive agents to
promote increases in income through the acquisition of skills and the accumulation of
knowledge. In this theory show that the human capital depends on capacity of
education provide to get productive agents to promote income growth. Base on the
discussion we seen that there is a low contribution of secondary education towards
economic growth. This show how this theory has not helped since the success of
education is very small compared to the education provided.
4.5 Relationship between Secondary Education and Economic Growth
The second objective focused on relationship between secondary education and
economic growth. This is because it helps to know whether the research participants
perceive it as an important issue or not and if the knowledge and skill has got any
contribution on secondary education towards economic growth. The researcher used
Likert scale question to obtain the information which shows weather there is a relation
or not, the response were presented in Table 4.8 and 4.9 below;
53
Table 4.8
Summary Findings of Students on the Relationship between Secondary Education and
Economic growth (n=81).
Statement 1 2 3 4 5
F P F P F P F P F P
Secondary education
prepare youth for the future
labor market
5 7.2 4 4.9 6 7.4 36 44.4 30 37
Secondary education is
directly proportional to the
increase in economic
growth
6 7.4 7 8.6 7 8.6 35 43.2 26 32.1
Secondary education ensure
poverty alleviation
8 9.9 7 8.6 8 9.9 39 48.1 19 23.5
Secondary education
influence positively the
change in economic aspect
6 7.4 5 6.2 9 11.1 38 46.9 23 28.4
Source: Field Data (2021).
Key: 1-Strongly Agree; 2-Agree; 3-Neutral; 4-Disagree; 5-Strongly Disagree; F-
Frequency; P-Percentage
Table 4.8 above represents the level of agreement on the statement which shows the
relationship between secondary education and economic growth. 66 respondents
represented by 81.4 percent disagreed that secondary education prepare youth for the
future labor market. Despite the higher percent of agreement 11.1 percent of
54
respondents represented by 9 agreed to the statement that secondary education prepare
youth for the future labor market. However, 7.4 percent of students represented by 6
were neutral on the statement. This means that in Ngara district secondary education
does not prepare youth for the future labor market this is reviled from the findings
obtained above This indicates that as the aim of secondary education is to prepare
grandaunts for future life it does not enable them to be competitive in the labor market.
The results contradicted to Williams (2014) who stated that there was a relationship
among secondary education and economic growth, likewise Brempong (2010) comment
that there is a relationship between education and economic development. We can see
the relationship in terms of economic development in the society.
Moreover, in the statement that secondary education is directly proportional to the
increase in economic growth. 13 students represented by 16 percent of respondents
agreed. However, 7 students equal to 8.6 percent of respondents were neutral. Despite
the response of agreement among the respondent’s 75.3 percent of respondents
represented by 61 disagreed that secondary education is directly proportional to the
increase in economic growth. This shows that in Ngara district secondary education is
not proportional to the increase in economic growth because most of economic
activities involved by secondary grandaunts is not based on the education acquired in
secondary school but activities which are done by any person weather educated or
not.
Also, in determination of a relationship between secondary growth and economic
development the researcher asked respondents to ret the level of agreement on the
weather secondary education ensure poverty alleviation, 15 respondents represented
by 18.5 percent agreed that secondary education ensures poverty alleviation. However,
55
8 respondents represented by 9.9 percent were neutral. Despite of these 58
respondents represented by 71.6 percent disagreed that secondary education ensures
poverty alleviation.
In the statement that secondary education influence positively the change in economic
aspect 75 percent of student represented by 61 disagreed with the statement, however
9 respondents represented by 11.1 percent were neutral. Though 11 respondents
represented by 13.6 agreed that secondary education influence positively the change in
economic aspect. Majority of the respondent disagreed on the fact that secondary
education influence positively the change in economic aspect this means that in Ngara
district secondary education does not have a relationship with the change in economic
aspect.
Table 4.9
Summary Findings of Teachers Response on the Relationship between Secondary
Education and Economic growth (n=20).
Statement 1 2 3 4 5
F P F P F P F P F P
56
Secondary education prepare
youth for the future labor market
2 10.0 4 20.0 2 10.0 6 30 6 30.0
Secondary education is directly
proportional to the increase in
economic growth
3 15.0 3 15.0 1 5.0 7 35.0 6 30.0
Secondary education ensure
poverty alleviation
3 15.0 3 15.0 1 5.0 7 35.0 6 30.0
Secondary education influence
positively the change in
economic aspect
3 15.0 3 15.0 1 5.0 5 25.0 8 40.0
Source: Field Data (2021).
Key: 1-Strongly Agree; 2-Agree; 3-Neutral; 4-Disagree; 5-Strongly Disagree; F-
Frequency; P-Percentage
Table 4.9 shows that 2 teachers represented by 10 percent strongly agreed that
secondary education prepare youths for the future labor market, likewise 4 respondents
represented by 20 percent agreed that secondary education prepare youths for the
future labor market. However, 2 respondents represented by 10 percent were neutral.
This implies that in Ngara district secondary education does not prepare youths for the
future labor market.
Table 4.9 shows that 30 percent of teachers equal to 6 teachers strongly disagreed
likewise 7 teachers equal to 35 percent of teachers disagreed that secondary education is
directly proportional to the increase in economic growth. However, 3 teachers equal to
15 percent of teachers strongly agreed similar 3 teachers agreed that secondary
education is directly proportional to the increase in economic growth.1teacher was
57
neutral equal to 5 percent of teacher. This implies that in Ngara district secondary
education is indirectly proportional to the increase in economic growth. The findings
contrary with Brempong (2010) findings which explain that education has great impact
in economic development of the country likewise Williams (2014) comment that there
is definite connection between education and economic development. Generally,
education is a vital organ for the economic development.
Also, in the statement that secondary educations ensure poverty alleviation 3 teachers
equal to 15 percent of teachers strongly agreed likewise 15 percent of teachers agreed.
Despite the agreement percentage 30 percent of teachers equal to 6 teachers strongly
disagreed likewise 35 percent of teachers disagreed that secondary educations ensure
poverty alleviation. However, 1 teacher equal to 5 percent of teacher was neutral. The
majority of the respondents disagreed that secondary education ensures poverty
alleviation this implies that in Ngara district education acquired in secondary school
does not alleviate poverty this shows that there is no good relation among secondary
education and economic growth. The findings opposing Nowak and Dahal, (2016)
findings which show that the investment in education will raise growth per capital
income hence will reduce poverty.
Furthermore, in determination of a relationship among secondary education and
economic growth the research asked teacher to rate the level of agreement on the
statement that secondary education influence positively the change in economic aspect.
40 percent of teachers equal to 8 teachers strongly disagreed that secondary education
influence positively the change in economic aspect likewise 25 percent of teachers
equal to 5 teachers disagreed. Despite higher percent of disagreement 15 percent of
teachers equal to 3 teachers strongly agreed and agreed in the fact that secondary
58
education influences positively the change in economic aspect. However only 1 teacher
was neutral on the response.
The result disagreeing with Salgür (2013) findings which shows that investment in
education is a vital part in a country for economic development. In order to success in
ant countries must input to the education, also must ensure quality of education provide,
we cannot contribute to the growth of economic if there is challenges in education
system. The education provide must relate with needs of community in all area such as
political, social and economically.
Furthermore, the finding obtained through questionnaire corresponding with the
information obtained through interview with the head of schools, ward executive
officer, parents and youth graduates.
A ward executive officer in the first ward explains that in secondary education provided
in school does not prepare youth for the future labor market this occur in the fact that
the education provided do not correlate the knowledge delivered with the job
opportunity available. The interviewee quoted that;
Education provided to our youth does not prepare them to fight to the labor
market available, since youth are provided with education which prepare
them for being employed though in the presence scenario labor market is
not good as you compare employment opportunity available compare with
the graduates” (Interviewee response, WEO1, 2021).
This quotation state about the education provided with the real situation of life is very
different because they prepare youth for employment only not foe self-reliance although
59
the labor market is very difficult. WEO from ward B revealed that secondary education
is not directly proportional to the increase in economic growth. Was said that
“You can’t compare education gets in school with the real home life,
because most of graduates they live poor life, their incomes still so low that
it can’t even afford to meet their needs, this is because what they have
learned in class they do not use at home, they have only studied in theory
only without being practical”.
The findings show that WEO believe secondary graduates have a role to participate in
economic growth but it difficult due to the kind of education provide does not enable
them to be independent to fight against economic growth.
Similar with another head of third secondary school who was clarified that
In Ngara district secondary education provided to the youth does not
ensure poverty alleviation, since the skill and knowledge provided does
not prepare the youth to fight against poverty though it prepares them to
be employed. We can see on our society we still poor even though we
have educated many children in secondary school, the changes in society
are not in line with the larger number of children who have completed
form four or form six. (Interviewee response, HoS3, 2021).
This implies that aim of secondary education is to ensure poverty alleviation but we fail
to reach the goals because we have larger number of graduates but the rate of poverty is
still the same even if every year there is big number of graduates in the society. The
findings contrary to the information provided with the fourth head of school who
comment that the aim of education is to alleviate poverty hence the education provided
60
in secondary school alleviate poverty among the youth graduates (Interviewee response,
HoS4, 2021). Therefore, this shows there is no relationship exists between secondary
education and economic growth among youth graduates.
Also, one of the youth graduates comment that secondary education is directly
proportional to the increase in economic growth this means that secondary education is
essential for the economic growth, was said that
We get benefit through presences of secondary schools because we have
opportunity to participate to the economic activities, most of those found
employment have received secondary education through they went on to
study more courses but they depend on presence of secondary education.
(Interviewee response, Yg1, 2021).
Through this context it implies that the relationship between secondary education and
economic growth depends on other courses not only secondary education can be self-
sufficient. Other third youth graduates clarified that there is no relationship among
secondary education and economic growth. Was state that
The education provided does not give skill and knowledge on how to
ensure economic growth, we depend on fight the work which does not
resemble with our studies, most of us have been in activities that we have
not studied in class but we do just to make ends meet, for example you see
here most of us sell second- hand clothes we have studied up to form four
other form six but we have no more work to do just here in our street life
to sustain life. (Interviewee response, Yg3, 2021).
61
The quotation above indicates that there is no relationship about secondary education
and economic growth, since many young school leavers are still dependent and even
those who are self-employment do not rely on this secondary education to increase their
income. Also, one of parent disagree on relationship between secondary education and
economic growth, in these parts was said that
Our children spend a lot of time in school so when they finish their parents we
have high expectations of them but we are sad because most of them are not
able to be economically independent, and because they spent a lot of time in
school they did not get a chance to learn some of social skills n craftsmen, like
construction, and even if they only studied in some subjects they only studied
theoretically without learning in practice so it has led us to have many young
people on street who do not contribute to increase income in our society.
(Interviewee response, 2021)
The findings of this study shows that parents seen most of the time their children spend
in school learning only theoretically so the skills they gain in school do not apply when
they graduate.
Furthermore, a third head of school comments that
Secondary education does not influence the change in economic aspect, this
observed to the most of the graduate who their economical poor though
developed social this revile that secondary education provided it does not
relate with the secondary education provided (Interviewee response, HoS3,
2021).
62
This quotation shows how there is no relationship between secondary education and
economic growth because secondary education was failed to influence changing in
economic aspect that caused most of graduate to remain poor in the term of
economically.
Another parent was said that
When we were studying in our time, we were studying independent
education, here we had a good time learning various activities that helped
us even after we finished school, you had to learn farming, construction,
weeding, and many other activities in our society. For example, if the
existing society were pastoralists, you must learn pastoralism, if they are
fishermen you must learn to fish as well, but nowadays our children do not
learn such things that is why many of them remain dependent on their
parents and guardians.
This quotation shows if there is relationship between education and real life well return
good feedback that why they try to compare the previous education life and nowadays
education skills. The education they receive does not help them in life after graduation
because many things that involve activities in their community have not been studied.
This quotation is contradicted with Melles, (2000) who said that education is an
investment because individuals compare the direct and opportunity costs of education
with its future benefits. We invest in education to create future benefit but in Ngara
district the investment in education does not give higher benefit because of low rate of
economic growth, and we measure benefit in education by individual development in
all aspect.
63
Base on the theory guiding this study, human capital theory, peoples invest in
education in order to benefit, we provide more effort in the investment of education
while the return is very poor because people of Ngara they still under development and
graduates are not able to contribute to the economic growth. This show how human
capital theory does not able to relate with the title because we need to make effort to
invest in education in order to return benefit and the benefit which predicted is
economic growth. If people are remaining under development this means, we are not
successful in education.
4.3 Challenge Facing Secondary Education System in Economic Development
The study intend to determine the challenge facing secondary education system in
contribution to the economic development. The findings shows that there are different
challenge which face secondary education system in contribution to the economic
development. The findings are presented in the figure 4.1 and 4.2. In the line with the
challenge identified the study find out what are the possible measure toward the
challenge identified and the findings are presented in table 4.10 and figure 4.3.
Figure 4.1
The challenges facing secondary education system in contributing to economic growth
Students Response (n=81)
64
Source: Field Study (2021)
Figure 4.1 shows the distribution of the student’s response on the challenges facing
secondary education system on economic growth where 21 respondents represented by
25.9 percent of students mentioned shortage of physical resource as a challenge facing
secondary education system on economic growth. The findings corresponding with
Okorafor, (2017) who comment that in education system the scarcity of facilities and
infrastructure is a challenge thus making it difficult for the system to contribute toward
economic development. Likewise, Saga, (2014) comment that education system
challenged with the shortage of facilities as well as infrastructure thus make it difficult
for contribution on economic growth.
From Figure 4.1, 45.7 percent of students equal to 37 students admitted to the
curriculum challenge as a challenge facing secondary education system in contribution
to economic growth. The challenge of curriculum mainly observed in the way of
65
implementing curriculum to ensure effective achievement of competence-based
curriculum. The findings corresponding with Singh, (2019) findings which explained
that in the education system there is the issue of curriculum and the lack of facilities
which interfere the effectiveness of education system and finally become a challenge in
the contribution toward economic growth. Likewise, Armah, (2017) comment that in
the issue of curriculum it’s a challenge due to the overloaded curriculum thus become
difficult for the system to contribute toward the economic growth. Therefore, for the
education system to contribute effectively on the economic growth there should be with
effective implementation of curriculum.
Figure 4.1 also indicates that 28.4 percent of students equal to 23 students mentioned
shortage of human resources as a challenge facing secondary education in the
contribution of economic growth. This implies that in Ngara district there is insufficient
human resource which becomes a challenge in ensuring effective implementation of
secondary education in Ngara district. The findings were consistent with Saga (2014)
which reported that the shortage of teachers in school is a challenge in education system
for it to contribute toward economic development.
66
Figure 4.2
The Challenge facing secondary education system in contributing to economic growth
Teachers Response (n=20)
Source: Field Study, (2021)
Figure 4.2 indicate the distribution of the teacher’s response on the challenge facing
secondary education system in contributing to economic growth. 45 percent of teachers
represented by 9 teachers mentioned curriculum challenge as a challenge in education
system. This means that in Ngara district most of the teachers observed that the
implementation of curriculum is a challenge in education system. This is consistence
with Armah, (2017) findings which shows that curriculum overloaded is a great
challenge in the effective implementation of curriculum. As well as Okorafor, (2017)
findings which shows there is no specific teacher to handle different subject in
67
curriculum. Thus, in curriculum challenge there is ineffective implementation of
curriculum this led to ineffective contribution of economic growth.
Also, in Figure 4.2, 30 percent equal to 6 teachers reported shortage of human resources
as a challenge in education system. This shows that in Ngara district education system
challenged with the insufficient teachers thus why the education provided did not
contribute to the economic growth. The findings corresponding with Saga, (2014)
findings which explain that the shortage of qualified teachers is the challenge in
education system in contribution toward economic growth. Generally, teachers are
responsible in running education system when they are not enough, they will have led
to the ineffective running of education system thus will not contribute to the economic
growth.
As well as in Figure 4.2, 25 percent equal to 5 teachers mentioned the shortage of
physical resource as a challenge in education system on the contribution toward
economic growth. This means that in Ngara district physical resources available are not
enough in running education system, thus become a challenge in the system to
contribute toward economic growth. The result supported with Singh, (2019) who
comment that the lack of facilities is a challenge in running education system. Likewise,
Saga, (2014) comment that the lack of teaching and learning material is a challenge in
running education system. Therefore, physical resources are important in running
education system when are inefficient, they led to the ineffective contribution of
education system toward economic growth.
The third objective focused on challenge facing secondary education system in
economic growth was developed. This is because it helps to know whether the research
participants know the challenges facing secondary education system in economic
68
growth. The researcher used questionnaires to develop three questions. Furthermore, the
findings from the interview of this study revealed several findings as described below;
Interview with head of school 1 give a clarification that
One of the challenges that we face is shortage of teacher’s especial science
teachers. Most of topics are not recovered well, as the result the content is
not well acquired; in this school we have two teachers for mathematics
subject while we have high larger number of students (Interviewee
response, HoS1, 2021),
These statements show how shortage of teachers are creating negative economic growth
because students did not covered well syllabus for some subjects, also the higher
number of students as seem as problem due to be less ratio with the total number of
teachers provided.
Likewise, a head of third school comment that there are few teachers in secondary
school in that sense it’s a challenge in the implementation of education system and
contribution toward economic growth, in this explanation the interviewee quoted that;
“Frankly speaking. We have very few teachers for instance here we have
only 22 teachers and more than 800 students. The number of teachers is
not proportional to the number of students. That means it’s very hard for
every student to get the desired content as a result when they complete
their study they are not well equipped so as they can contribute well in
economic growth” (Interviewee response, HoS3, 2021).
69
The findings above show that lack of teacher and higher number of students caused the
graduates to not able to meet the desired education content because they not well
equipped so as fail to have enough skills of economic growth in Ngara district.
This is also similar to Saga, (2014) in the study revealed that the main challenges that
limit access to quality education are shortage of teachers, inadequate teaching and
learning materials as well as school infrastructures make our society to fail to be benefit
with our education in the term of economic growth.
Also head of school in second school comment that
It is very difficult to achieve the goals of teaching because of the shortage of
teachers we have, teachers are overwhelmed with work by having more
period than they can afford, this makes it impossible to achieve the goal set
by the government in relation to secondary education (Interviewee response,
HoS2, 2021).
This implies that in secondary school there is no enough material which can ensure
implementation of effective teaching and learning process, due to the scarcity of
resources it’s become a challenge in the implementation of effective teaching and
learning process. Thus teachers are not enough in secondary schools hence teachers are
overwhelmed with the period due to that the implementation of effective teaching and
learning process become challenging.
Similar with one of parent comment that
We see in other school teachers are insufficient compare to the number of
students available. This is a challenge in running effectively education
system hence it becomes a challenge in contribution toward economic
70
growth because teachers fail to serve all students equally due to
overcrowding. (Interviewee response, 2021).
Parent as seen teachers insufficient enable children to fail to reach secondary target
education goal because due to high number of student enrollment teacher are not able to
manage all of them, also its difficult for teachers to fallow private development for
students to know their weakness or their strength this make many graduates to complete
secondary education with insufficiency skills of economic growth.
Furthermore, another head of school comment that
There is a challenge in curriculum implementation; in secondary
education the implementation of curriculum is a challenge since there is
overloaded curriculum that makes difficult in implementation hence the
education fails to contribute to the economic development due to
ineffective curriculum implementation (Interviewee response, HoS1,
2021).
This quotation is real because the developed curriculum does not help the child
independently after graduation, does not look after the basic needs of society, many
things they study only theoretically and not in practice. But also, curriculum changes
have been a major problem making teachers unable to use it properly.
In the similar vein a fourth head of school comment that in school there is no facilities
like teaching and learning material including books that’s a challenge in the curriculum
thus make difficult in provision of education to the learner hence the education will not
contribute to the growth of economy regarding learner were not prepared well due to
the lack of facilities.
71
Also, in the interview conducted to the ward executive officer the interviewee
mentioned curriculum challenge as a challenge in education thus make ineffective
contribution to the economic growth. In this explanation a ward executive officer
quoted saying that;
“Education provided does not prepare student to develop economically
though the presence curriculum prepared to eradicate poverty to the
Tanzanian students the challenge occur in the implementation of
curriculum since there is no effectiveness thus become a challenge in
contributing to the economic growth among youth graduate” (Interviewee
response, WEO2, 2021).
The information is similar to the information provided with another ward executive
officer who explained that education system does not contribute to the economic growth
due to the curriculum challenge the challenge occur mainly in the implementation of the
curriculum in order to assist learner to grow economically (Interviewee response,
WEO1, 2021).
Also, in the interview conducted to the youth graduates the interviewee mentioned
curriculum challenge, shortage of material and shortage of teacher as a challenge in
education thus make ineffective contribution to the economic growth. In this
explanation a first youth graduates quoted saying that;
“The system of education available does not prepare students for the
economic growth after they graduates this is because there is a challenge in
the teaching and learning material where there is shortage of teaching and
learning material in school” (Interviewee response, Yg1, 2021).
72
The information provided by a first graduate shows there is a challenge facing
education system that’s why I do not contribute to the economic growth among the
youth graduates. In the similar vein a third youth graduates who interviewed comment
that in school there is a challenge in school infrastructure that’s why the education does
not contribute to the economic growth” (Interviewee response, Yg3, 2021).
Youth graduates said
Although our secondary education has many problems, which cause us to fail to
contribute to economic growth but even our society does not give us cooperation when
we finish our education, they believe in school we have learned everything so we use a
lot of energy to fight to get rid of the economy and increase personal income and
society.
Table 4.10
The possible solutions toward the challenge facing secondary education system (n=20)
Statement Frequency Percent
Provision of physical material 7 35.0
Effective curriculum Implementation 10 50.0
Ensure availability of human resource 3 15.0
Total 20 100.0
Source: Field Data (2021)
In the study regarding the challenge identified the researcher asked participants to
mention possible solution toward the challenges identified and the findings are reported
in the Table 4. 10 and 4.11. In Table 4.10, 50 percent of the respondents represented
by 10 mentioned effective curriculum implementation as a possible solution toward
curriculum challenge. Also, 35 percent of the respondents represented by 7 stated the
73
provision of physical material as a possible solution toward the challenge of shortage of
physical material. 15 percent of the respondents represented by 3 mentioned the
availability of human resource as a solution toward a challenge of shortage of human
resource.
Figure 4.3
The possible solutions toward the challenge facing secondary education system (n=81)
Source: Field Data (2021)
Figure 4.3 shows the distribution of the respondent’s findings on the possible solution
toward the challenges facing secondary education system in contribution to economic
growth. The findings showed that 45.7 percent of the respondents represented by 37
stated that effective implementation of curriculum as a solution toward the curriculum
challenge. 35.8 percent of respondents represented by 29 mention the provision of
74
physical resources as a solution toward the challenge of shortage of physical
resources. More over 18.5 percent of the respondents represented by 15 stated the
availability of human resource as a solution toward the challenge of shortage of human
resource.
On the third objective focused on challenge facing secondary education system in
economic growth. The researcher developed some questions which allowed the
participants to give their opinion on the possible way to alleviate the challenges
identified and the findings would be vital in the recommendations in the study’s the
findings from the study were as below;
The information provided with a first head of school explained that:
In order to ensure the education system available, contribute to the
economic growth the government should revisit the way secondary
education curriculum implemented in this regard the challenge of
curriculum will be eliminated. In school there should be with effective
strategies in curriculum implementation in order to enable the learner to
develop economically after they graduate (Interviewee response, HoS 1,
2021).
This quotation implies that it is real that most of secondary school in Ngara does not
implement effective the curriculum, they implement the simple things rather that hard
things, and also there is obstacle in implementation of curriculum due to different
reason. Due to ineffective implementation of the curriculum available its become a
challenge for the education system to contribute to the economic development. In
75
resolving this challenge the education administrator should revisit the way of
implementing curriculum.
This is similar to the views provided by a ward executive officer who comment that in
school there is no effective curriculum implementation this happen due to the lack of
enough teachers, lack of enough teaching and learning materials and the lack of good
infrastructure that’s why most of the graduates fail to develop economical regarding
their skill and knowledge acquired. Was said that
Government should revisit the curriculum and the way its implemented in
school in order to alleviate the challenge of curriculum, because most of
graduates do not built him the capacity to fight for a life of economic
growth. (Interviewee response, WEO1, 2021).
This implies that the contribution of economic development with the education system
available it depend on the way curriculum implemented. Regarding that the
implementation of curriculum in school does not focus on the way graduates will fight
with the economic development. The executive ward officer has outlined the steps
which government can take to address the problem of many graduates to improve skills
that will help them grow economically.
Another head of school explained that
In school there is no enough physical resources that’s why it become a
challenge for the education provided to contribute to the economic growth
among the youth graduates, the government should ensure there is enough
physical resourced including teaching and learning material in school
(Interviewee response, (HoS 4, 2021).
76
This implies that most of the secondary school are faced with the challenge of the lack
of enough resources especially the physical resources which could be used in the
process of teaching and learning. This situation makes to fail to reach the goals of
secondary education because the education provided have low quality that why
graduates are not able to participate to the economic growth. This resemble to the
information provided by a youth graduate during the interview was state that
In school there is no enough teaching and learning material it become
difficult for the learner to learn effectively that’s why they fail to acquire
knowledge and skill which will help them to develop economically, the
government should ensure provision of teaching and learning resources in
school for effective teaching and learning process. (Interviewee response,
Yg 1,2021).
The statement shows that due to the absence of teaching and learning material is the one
of reason why secondary education have a little contribution on economic growth
because most of things were learning based on theory while in real life needs more
practically. It’s important for government to ensure presence of teaching and learning
materials.
Furthermore, the information provided with one of the youth graduates shows that the
availability of teachers in school will ensure the elimination of shortage of teacher
challenge in education system for the contribution in economic growth, was said
Government should recruit teachers who will be involved in running
education system effectively, this it’s the ways of eliminate shortage of
teacher because if they have enough, they will provide quality education
77
that will bring success even after they are out of school. Also, must bring
positively motivation for them in order to make strong foundation for
teachers to ensure quality education.
(Interviewee response, Yg3, 2021).
This quotation shows how it’s important to recruit teachers and also to bring positively
motivation for them to enable them to build strong capacity for providing quality
education that will bring positive feedback to the community of Ngara.
Likewise, in another youth graduate comment that effective running of education
system depends on teachers’ availability and will overcome the challenge facing the
system in contributing to the economic growth among learner, was said that
Presences of enough teachers will ensure quality education which will
enable students to get good education which will return positive feedback
to the growth of economic. Government should ensure there enough
teachers who will participate in effective running of education system
(Interviewee response, Yg5, 2021).
This implies that in most of the secondary schools teachers are not enough hence the
implementation of curriculum become in effective. Thus the quality of education
diminished thus led to the poor contribution to the economic development. The small
number of teachers in Ngara district has resulted many students fail to get what
government intended in the curriculum; they teach according to their ability of the
teacher to serve a larger number of students than the existing teachers.
78
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This study focused on the contribution of secondary education towards economic
growth in Ngara District. This chapter presents the summary of the research findings,
discussion, conclusion and recommendation for action and for further studies.
5.2 Summary of the findings
This part presents the summary of the major research findings which were organized
based on the specific objectives:
5.2.1 Contribution of Education Achieved in Secondary School Graduates on
Economic Growth
The first objective focused on to the contribution of secondary school education
grandaunts on economic growth. The findings of the study demonstrated that lack of
good secondary education has negatively influence on economic growth, no country can
succeed in sustainable economic development without an educated human capital, and
79
most of secondary school leavers lived with their parents and engaged in small business
and agricultural activities.
The findings showed that high percentage of respondents agreed that secondary
education has negative influence in economic growth, there cannot be sustainable
economic development growth without an educated society. And most of graduates
still depend on their parents for their daily livelihood while a few of them participate
in small business and agricultural activities which does not really require secondary
education.
5.2.2 Relationship between Secondary Education and Economic Growth
The second objective was to examine the relationship between secondary education and
economic growth. The findings of the study demonstrated that secondary education
influence economic growth and ensures sustainable economic development. But it
depends on the quality education provided to the society which in turn, influences
productivity, innovation and growth economically.
The findings showed that the 51.9 percentage of the students responded and 45 percent
of teacher’s respondents stating that secondary education influences economic growth.
This shows that there is relationship between secondary education and economic
growth because if there is a quality education there would be influence in economic
growth.
Moreover, in the findings we can see that both the students and the teachers are in
agreement that secondary education ensures sustainable economic growth. This
represented in percentage as follows: 48.1 percent of students and 55 percentage of
teacher’s Secondary education is very important to the society because it prepare
80
young people for the future labor market, and therefore we can say Secondary education
is directly proportional to the increase in economic growth, it ensures poverty
alleviation,
5.2.3 Challenges Facing Secondary Education System in Economic Development
The last objective was to analyses the challenges facing secondary education system in
economic development. The aim of this objective was to analyze the challenges facing
secondary education system on economic development in Ngara District. The study
found out that there are challenges facing secondary education and some of them are
shortage of teachers, inadequate teaching and learning materials, scarcity of
infrastructure, curriculum issues, a inequality in accessing education and shortage or
inadequate human resource.
Also, a part of the challenges was discussing about the possible solution of those
challenges such as Provision of physical material, effective curriculum implementation
and ensure availability of human resource; this will ensure the contribution of
secondary school education on economic growth. Most of responded was state the
possible solution which can encourage the increase of economic to the society through
the presence of secondary education.
5.3 Conclusions
5.3.1 Contributions of Secondary Education Achieved by Secondary School
Graduates on Economic growth
The findings established that there is a low contribution of secondary education by the
grandaunts on economic growth since the rate of growth is very negligible compared
81
to the number of people graduating from secondary schools yearly, this shows how
secondary education contributes very little to the society.
5.3.2 Relationship between Secondary Education and Economic Growth
Based on the summary of the findings, the study concluded that there is no strong link
between secondary education and economic growth because most of grandaunts are
jobless, and are not able to contribute to the economic development, most of them still
depend on their parents or guardians even they when they have attained the age of being
independent. Any economic development in the area requires quality education. We can
conclude that there is little economic growth rate in Ngara District due to education
provided
5.3.3 Challenges Facing Secondary Education System in Economic Development
Furthermore, the findings of this study showed that the various challenges in secondary
education led to slower economic growth in the community. The curriculum in schools
does not meet the needs of the community because what a student’s learning in school
ends there and does not applicable in real daily life.
5.4 Limitation of the Study
Some limitations were encountered by the researcher when conducting the study which
included:
Some of the respondents were not ready to be interviewed and recorded because they
feared losing their positions. In order to get the right and accurate information from the
respondents, they were reassured of the confidentiality of the information they were
delivering and moreover the researcher decided to do away with the recoding part of the
respondents.
82
Another limitation was, the researcher experienced difficulties in getting consent to
carry out the study in government offices which took lot of time due to bureaucracy.
The researcher also had to do the follow ups on the participants several times so as to
conduct interview especially from the WEC who were always unavailable in the
offices.
Some respondents also wanted to be given little cash in order to give information
needed. This led to slow and disruption of the study.
5.5 Recommendations
5.5.1 Recommendations for Practice
The main purpose of this study was to examine the contribution of secondary school
education towards economic growth in Ngara District. Based on the findings, summary
and conclusions the following recommendations were made:
First of all, the research recommends that in order to realize contribution of secondary
education on the economic growth there must be quality education. Meaning the
education acquired in schools must much they needs of the society. The responsibility
lies on the teachers, the community, other stake holders and the government as a whole.
Also, the study recommends that the government through the ministry of education
should modify the curriculum so that what is taught in school goes in line with the
needs of the society.
i. The government through the ministry of education should allocate enough funds
purposely for ensuring provision of physical material such as class, text books
and learning material.
83
ii. Also, prime ministry regional of local government should hire enough
employees so as to reduce scarcity of employee and ensure availability of
human resource.
iii. Teachers must provide quality teaching by using teaching and learning
material, make student to participate by action all activities which provide in
order to make them to be innovation, productive to their society, to be able to
used their surrounding environments.
5.5.2 Recommendations for Further Studies
i. The study recommends further studies to be conducted on the same in other
districts since the area covered by the researcher in the study was small due to
limitation of time and availability of resources
ii. This study was conducted in Ngara district. Hence, further studies can be
conducted to assessing the impact of secondary schools on community
development.
iii. The researcher suggests other researchers to investigate to the challenge face
implementation of secondary education towards economic growth and possible
solution of those challenges.
84
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APPENDICES
Appendix i: Questionnaires for Secondary School Teachers
I’m HERI CATHERINE, a student at St. Augustine University of Tanzania pursuing
Master Degree in Education Management and Planning (MEMP). One of the
requirements for the completion of this course is to undertake research. For that matter,
I am conducting a research on the contribution of secondary school education towards
social economic growth in Ngara District.
This questionnaire is designed to gather information on public secondary school
teachers. I kindly request you to participate in this research by filling-in properly this
questionnaire. The information obtained will be for the research purpose only. The
confidentiality of the information is highly assured, feel free to answer or not to answer
any question; you are also allowed to stop at any time or of the process if you feel like
so
Section A; Demographic Information
Instruction: Please, take your time to the questions before answering them. Please
respond to each item by ticking (√) the appropriate response or by giving your own
opinion as truthfully as possible.
i) What is your gender?
93
Male ( ) female ( )
ii) To which of the following age group do you belong?
30 years and below ( )
31- 45 years ( )
46 - 50 years ( )
51- 60 years ( )
vi) Where is your school located?
Urban ( )
Rural ( )
iii) Please, tick your highest academic qualification.
Diploma ( )
Bachelor Degree ( )
Masters Degree ( )
Doctorate ( )
iv) For how long have you been working as a teacher?
Less than five years ( )
Between 5-10 years ( )
Between 10-20 years ( )
20 years and above ( )
94
SECTION B: Contributions of Education Achieved by Secondary School
graduates on Economic growth
Instructions: Each of these statements’ expresses feelings, perceptions or opinion. You
have been given alternatives, kindly; respond to them depending on the extent of your
agreement with each statement by ticking the choices given:
5 – Strongly agree (SA) 4 – Agree (A) 3 – Undecided (U)
2 – Disagree (D) 1 – Strongly disagree (SD)
Statement 1 2 3 4 5
1. Lack of good secondary education has negatively influence in
Socio economic growth
2. No country can succeed in sustainable economic development
without educated human capital.
3. Quality secondary education contributes to sustainable socio-
economic growth
4. Most of the graduates live with their parents and are engaged in
small businesses like boda-boda, mama ntilie, machinga and
subsistence farming.
vii) From your experience, how does the knowledge acquired in secondary schools
contribute to the socio-economic growth among the secondary schools’ graduates?
SECTION C: Relationship between Secondary Educations and Economic growth
1. What type of relationship exists between secondary school education and socio-
economic growth?
………………………………………………………………………………………
95
………………………………………………………………………………………
…………
Instructions: Each of these statements’ expresses feelings, perceptions or opinion. You
have been given alternatives, kindly; respond to them depending on the extent of your
agreement with each statement by ticking the choices given:
5 – Strongly agree (SA), 4 – Agree (A), 3 – Undecided (U),
2 – Disagree (D), 1 – Strongly disagree (SD).
No Statement 1 2 3 4 5
1. Secondary education prepare youth for the future labour market .
2. Quality secondary education is directly proportional to the
increase in production
3. Secondary education ensures poverty alleviation
4. Secondary school education has a big role to play in innovation
5. Secondary school education influences positively the changes in
social and economic aspect.
SECTION D; The challenges facing secondary education system in contributing to
economic growth
1) From your opinion what are the challenges facing secondary education system in
contributing to socio economic growth.
i) ……………………………………………………………………………
ii) ……………………………………………………………………………
iii) ……………………………………………………………………………
iv) ……………………………………………………………………………
v) ……………………………………………………………………………
96
2) How have the challenges mentioned in 1 above affected the economic growth?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
3) From your opinion what are the possible solutions for the challenge facing
secondary education system in contributing to economic growth.
i. ………………………………………………………………………………
ii. ………………………………………………………………………………
iii. ………………………………………………………………………………
iv. ………………………………………………………………………………
v. ………………………………………………………………………………
Thank you for your good cooperation
97
Appendix ii: Questionnaire for student
I’m HERI CATHERINE, a student at St. Augustine University of Tanzania pursuing
Master Degree in Education Management and Planning (MEMP). One of the
requirements for the completion of this course is to undertake research. For that case, I
am doing research on the contribution of secondary school education towards social
economic growth in Ngara District.
This questionnaire is designed to gather information on youth graduates. I kindly
request you to participate in this research through this questionnaire. This information is
for research purpose only. Confidentiality of the information provided is highly assured;
feel free to answer or not to answer any question. You are also free to stop at any stage
of questionnaires.
Section A: Demographic Information
Instruction: Please, take your time to the questions before answering them. Please
respond to each item by ticking (√) the appropriate response or by giving your own
opinion as truthfully as possible.
1) What is your gender?
Male ( ) female ( )
2) To which of the following age group do you belong?
15 years and below ( )
16 - 18 years ( )
18 years and above ( )
98
3) Where is your school been allocated?
Urban ( )
Rural ( )
4) What was your subject (s) of specialization?
Arts subjects ( )
Science subjects ( )
Business subjects ( )
SECTION B: STUDENTS OPINION
5) How does secondary education contribute to economic growth?
……………………………………………………………………………………………
……………………………………………………………………………………………
Instructions: Each of these statements’ expresses feelings, perceptions or opinions.
You have been given alternatives; kindly, respond depending on the extent of your
agreement with each statement by ticking the choices given:
5 - Strongly agree (SA), 4 – Agree (A), 3 – Undecided (U), 2 – Disagree
(D), 1-Strongly disagree (SD).
Statement 1 2 3 4 5
8. Poor secondary education achieved has negatively influenced
your economic growth
9. Secondary education leavers cannot succeed socio economic
growth without educated human capital.
10. Quality secondary education provided among secondary students
contribute to sustainable economic growth
99
11. Most of the secondary schools leavers lived with their parents
and they engaged in small businesses like boda-boda and mama
nitilie, machinga and subsistence farming.
12) From your experience, how does knowledge acquired in secondary schools
contribute to your socio-economic growth?
……………………………………………………………………………………………
……………………………………………………………………………………………
Briefly explain the relationship between secondary school educations provided and your
socio-economic growth?
………………………………………………………………………………………
………………………………………………………………………………………
Instructions: Each of these statements’ express feelings, perceptions or opinion, you
have been given alternatives, respond depending on the extent of your agreement with
each statement by ticking the choices given:
5 – Strongly agree (SA), 4 – Agree (A), 3 – Undecided (U),
2 – Disagree (D), 1 – Strongly disagree (SD).
No Statement 1 2 3 4 5
15. Secondary education provided prepare youth for the future of
work
.
16. Secondary education provided is direct proportional to the
increase in economic growth
17. Secondary education ensures poverty alleviation among
secondary school’s leavers
18. Secondary school education influences positively the changes in
and economic aspect among secondary school leavers.
100
19) What do you think are the challenges facing secondary education system in
contributing to economic growth?
i) ………………………………………………………………………………
ii) ………………………………………………………………………………
iii) ………………………………………………………………………………
iv) ………………………………………………………………………………
v) ………………………………………………………………………………
20) From your opinion what are the possible solution for the challenge facing
secondary education system in contributing to economic growth among
secondary school leavers.
i) ………………………………………………………………………………
ii) ………………………………………………………………………………
iii) ………………………………………………………………………………
iv) ………………………………………………………………………………
v) ………………………………………………………………………………
Thank you for your good cooperation
101
Appendix iii: Interview Guides for Heads of Schools
1. How does secondary education system contribute to the economic growth among
secondary school graduates?
2. In your opinion in which way secondary education system in Tanzania relates to the
contribution of economic growth among secondary school graduates?
3. In your experience as a head of school, what are the challenges facing secondary
school education systems in the contribution to economic growth?
4. As a head of school what are the intervention measures which if put in place can
solve the challenge facing education system in contributing to the economic
growth?
Thanks for your cooperation
102
Appendix iv: Interview Youth graduates
1. In your opinion how does secondary education achieved contribute to your
economic growth?
2. How secondary education system relate to the economic development among
secondary school leavers?
3. What do you think are the challenges facing secondary school education system in
contributing to economic growth among children?
4. As a guardian what are the intervention measures you propose to solve the
challenge facing education system in contributing to the economic growth as stated
in 3 above?
Thanks for your cooperation
103
Appendix v: Interview Guiding for Parents
1. In your opinion how does secondary education achieved by your children contribute
to their socio-economic growth?
2. How secondary education system relate to the socio-economic development among
secondary school leavers?
3. What do you think are the challenges facing secondary school education system in
contributing to economic growth among children?
4. As a guardian what are the intervention measures you propose to solve the challenge
facing education system in contributing to the economic growth as stated in 3
above?
Thanks for your cooperation
104
Appendix vi: Interview Guide for WEOs
1. From your understanding, how does secondary education impact the economic
growth among secondary school leaver?
2. How does secondary education system in Tanzania relate to the economic
growth among secondary schools’ leavers?
3. In which way secondary education system in Tanzania contribution of economic
growth among secondary school leavers?
4. In your view, what are the challenges facing secondary school education
systems in the contribution of economic growth?
5. As a Ward Educational Officer, what are the interventional taken to solve the
challenges facing education system stated above in contributing to the economic
growth?
Thanks for your cooperation