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………………………………..

ii

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.

iii

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

2

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

3

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

4

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.

6

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

8

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

11

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

105

Appendix vii: A Map of Ngara District

Source: DED Ngara District (2021)

106

Appendix viii: Introductory Letter from SAUT

107

Appendix ix: Research Permit letter from RAS

108

Appendix x: Research Permit letter from DAS