Effectiveness of the Tanzanian ministry of agriculture training institutes as perceived by tutors and principals
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Date
1983
Authors
Journal Title
Journal ISSN
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Publisher
West Virginia University
Abstract
The primary objective of the study was to determine the effective
ness of the Tanzanian agricultural training institutes in respect to
graduating competent extension agents, as perceived by Principals and
Tutors.
Data for the study were obtained from the Study population con
sisting of 202 MATI tutors and 10 MATI principals in Tanzania Mainland
by use of a common self-administered questionnaire. A total of 183
(90.59 percent) and 8 (80 percent) completed questionnaires were returned
by tutors and principals respectively.Data were analyzed using West
Virginia University computer facilities.Means, standard deviations
and frequencies were determined for each statement by MATI, field of
speciality, number of years in service, occupational positions and level
of education.
Information derived from the study reveals that there are varied
problems in the ministry of agriculture training institutes which
seriously hamper or retard effective teaching.
Problems identified by
the respondents touch almost every area of training; they stem from
instructional approaches to training facilities, transport, funds and
working conditions, and opportunities for staff advancement and achieve
ment.
Of the six sections of the questionnaire, several categories of
problems were identified by participants.
Considered particularly
serious were: (i) lack of frequent refresher inservice programs, study
tours and field attachments; (ii) lack of adequate transport; funds for
special student practical programs; visual aids software; practical training facilities and farm equipments; advancement and achievement
opportunities; salary and working conditions; learning and teaching
environments; time allocated for theory, practicals, preparation of notes
and practicing learned skills; technical information and local agricultural
data; recurrent and development funds; (iii) lack of use of field trips,
extension field staff, group discussion, study questions and real objects;
and (iv) extensive use of library books, previous notes, lecture and
dictation.
However respondents agreed that training in MATIs is still
relevant to the current needs and problems of farmers.
It was recommended that the Ministry of Agriculture become aware
of the problems to maintain effective teaching in the institutes. MAT I
variations should also be taken into consideration.
Description
Masters' Theses
Keywords
Instructional approaches, Teaching staff improvement requirements, Agriculture training institutes