Effectiveness of the Tanzanian ministry of agriculture training institutes as perceived by tutors and principals

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dc.contributor.authorLulandala, George G. D.
dc.date.accessioned2025-12-04T11:14:33Z
dc.date.available2025-12-04T11:14:33Z
dc.date.issued1983
dc.descriptionMasters' Theses
dc.description.abstractThe 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.
dc.identifier.urihttps://www.suaire.sua.ac.tz/handle/20.500.14820/7152
dc.language.isoen
dc.publisherWest Virginia University
dc.subjectInstructional approaches
dc.subjectTeaching staff improvement requirements
dc.subjectAgriculture training institutes
dc.titleEffectiveness of the Tanzanian ministry of agriculture training institutes as perceived by tutors and principals
dc.typeThesis

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