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CONTRIBUTION OF ENTREPRENEURSHIP TRAINING AND EDUCATION
TOWARDS SUCCESS OF ENTREPRENEURS
A CASE OF MOSHI MUNICIPAL ENTREPRENEURS
By
Gasper T. Baltazari
A research Report submitted in Partial Fulfillment of the Requirements for the Award
of Bachelor of Arts in Microfinance and Enterprise Development of
Sokoine University of Agriculture
July 2013
Certification
i
The undersigned certify that have read and hereby recommend for acceptance by the Moshi
University College of Cooperative and Business Studies a research report titled
“Contribution of Entrepreneurship Training and Education towards success of
Entrepreneurs” in partial fulfillment of the requirements for the award of a degree of a
Bachelor of Arts in Microfinance and Enterprise Development
_____________________________
(Supervisors’ Name)
__________________________
(Supervisors’ Signature)
Date: ____________________________
Declaration and copyright
ii
I, Gasper T. Baltazari, declare that this research report is my own original work and that it
has not been presented and will not be presented to any other higher learning institution for a
similar or any other academic award.
Signature ___________________________________Date__________________________
This research report is copyright material protected by laws of copyright. It may not be
reproduced by any means, in full or in part, except for short extracts in fair dealings, for
research or private study. Critical scholarly review or discourse with an acknowledgement,
without the written permission of the Moshi University College of Cooperative and Business
Studies, on behalf of both the author and the Sokoine University of Agriculture.
Acknowledgement
iii
I wish to extend my profound thanks to Almighty God who led me and protected me
throughout my study. However, the completion of this research work would have not been
successful without an invaluable contribution from a number of people and organisations. I
owe them my sincere gratitude and appreciation. I specifically wish to thank the following:
I am gratefully to my supervisor Mr. Sikawa Yona who devoted his time to provide directives
from the initial to final stage of this paper. May Almighty God bless him!
I am also thankfully to MUCCoBS lecturers and students, Marenga investments, Nakumati
Supermarket staffs and other respondents who cooperated with me in data collection and made
this paper full of flesh for analysis.
I am also gratefully to my family and friends Mr. Melchior Baltazary, Richard, Laurent
Madafu, Elisante Edson and Gerald Tarimo for their constructive ideas, which brought flavor
to this study; together with other friends for their contribution in one way or another in
completion of this work. I am also grateful to Loans Board and my brother Mr. Melchior
Baltazary for their financial assistance that made it possible for the completion of this paper,
may Almighty God bless them for their concern! Special thanks to lovely wife Aiman John
for allowing me to spend much of the time dealing with this paper and her special care for the
whole period.
However, I am accountable for any error found in this research paper.
Abstract
iv
This study about the contribution of Entrepreneurship Training and Education towards
Success of Entrepreneurs, was carried in Moshi municipal among business operators (owners
and employees), and trainers and learners in Entrepreneurship and related business fields. The
objective of this study was to research on the contribution of Entrepreneurship training and
education towards success of Entrepreneurs. The layout contained the following;
The researcher employed case study design as research design in this study. Data collection
methods used was; questionnaires, interviews and focus group discussion. Statistical Package
for Social Sciences (SPSS) was used as a tool for data analysis.
Findings revealed that, most of learners had established their own businesses and those
employed are the key players for the success of their employer’s business. Other sources of
Entrepreneurial knowledge other than college and universities includes; seminars, media,
exhibitions, workshops and informal trainings. It had been generalized that, the higher the
level of Entrepreneurial education the higher the possibility of success of their enterprises.
Most of the learners and trainers are motivated to engage in business activities after realizing
the importance and efficiency of Entrepreneurship knowledge.
From findings of this study and research references, Entrepreneurship training and education
factors have a significant influence on the success of Entrepreneurs. In particular, the highly
trained entrepreneurs (entrepreneurship by professional) are very competent with their
business operations and thus highly successfully.
The following recommendations are critical as per existing situation of most of Entrepreneurs
and the entrepreneurship syllabus at large; Entrepreneurship Education should be provided at
levels of education, there should be continuous training, there is a need to increase breadth and
depth of knowledge at the same time and more researches should be conducted to get more
facts on this issue.
Table of contentsTittle page.....................................................................................................................................i
v
Certification.................................................................................................................................ii
Declaration and Copyright.........................................................................................................iii
Acknowledgement......................................................................................................................iv
Abstract........................................................................................................................................v
Table of Contents…………………………………....................................................................vi
List of figures...........................................................................................................................viii
List of tables……………………………………………………………………………………ix
Abbreviations and acronyms……………………………………………………………………x
CHAPTER ONE..........................................................................................................................1
1.0 INTRODUCTION.................................................................................................................1
1.1 Background of the study........................................................................................................1
1.2 Statement of the problem...................................................................................................2
1.3 Objectives of the study.......................................................................................................4
1.3.1 General objective.........................................................................................................4
1.3.2 Specific objectives.......................................................................................................4
1.4 Research questions.............................................................................................................4
1.5 Significance the study........................................................................................................5
2.0 LITERATURE REVIEW......................................................................................................6
2.1 Introduction............................................................................................................................6
2.2 Conceptual and theoretical literature review......................................................................6
2.2.1 Definition of key concepts..........................................................................................6
2.2.2 The United Republic of Tanzania; Small and Medium Enterprise Development Policy, 2003..........................................................................................................................................7
2.3 Empirical studies................................................................................................................9
Summary and research gap....................................................................................................12
3.0 RESEARCH METHODOLOGY........................................................................................13
3.1 Research design................................................................................................................13
3.2 Description of the case study...........................................................................................13
3.3.1 Types of data.............................................................................................................14
3.3.2 Sources of data..........................................................................................................14vi
3.3.3. Techniques of data collection...................................................................................14
3.4 Sampling..........................................................................................................................15
3.4.1 Sampling frame.........................................................................................................15
3.4.2 Sample size................................................................................................................15
3.4.3 Sampling techniques..................................................................................................15
3.5. Data analysis techniques.................................................................................................16
4.0 PRESENTATIION OF RESEARCH FINDINGS AND DISCUSION...............................17
4.1 Introduction......................................................................................................................17
4.2 Social characteristics of respondents...............................................................................17
4.3 The nature of entrepreneurship training and education offered by different institutions in Tanzania.................................................................................................................................18
4.4 Feasibility of Entrepreneurship studies............................................................................19
4.5 Efficiency of entrepreneurial studies in enhancing entrepreneurs’ success.....................20
4.6 Perception of people towards the role of Entrepreneurship training and education........20
4.7 How Entrepreneurial knowledge motivate people at different levels to engage themselves in business activities............................................................................................21
4.8 Business operators without Entrepreneurship knowledge...............................................23
4.9 Entrepreneurship knowledge and enterprise problem solving potentials........................23
5.0 CONCLUSIONS AND RECOMMENDATIONS..............................................................25
5.1 Introduction......................................................................................................................25
5.2 Conclusions......................................................................................................................25
5.3 Recommendations............................................................................................................26
REFFERENCES........................................................................................................................28
APPENDICES………………………………………………………………………………...30
List of tables
vii
Table 1: Learners, trainers and business operators sex information
Table 2: Ratio of business owners and employees included in this study
Table 3: Entrepreneurs’ level of education
Table 4: Other sources of Entrepreneurship trainings
List of figures
viii
Figure 1: Perception of people towards the role of Entrepreneurship training and education
Figure 2: How Entrepreneurial knowledge motivates people at different levels to engage
themselves in business activities
Abbreviation and acronyms
BA-MFED Bachelor of Arts in Microfinance and Enterprise Developmentix
CBE College of Business Education
EDC Entrepreneurship Development Center
EDVETA Entrepreneurship Development in Vocational Education and Training
Authority
EUVETA Elimu ya Ujasiriamali VETA
GDP Gross Domestic Product
ICSW International Council on Social Welfare
MIT Ministry of Information and Technology
MoF Ministry of Finance
MoL Ministry of Labour
MUCCoBS Moshi University College of Cooperative and Business Studies
NGOs Non-Governmental Organizations
SIDO Small Industry Development Organization
TPSF Tanzania Private Sector Foundation
U.S.A United Nations of America
UNDP United Nations Development Program
VETA Vocational Education and Training Authority
VTCs Vocational Training Centers
x
CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of the study
Developing as well as developed countries acknowledge the role and importance of
entrepreneurs in enterprise development where they generate employment, stimulates growth
and creating social cohesion. Micro, Small, Medium and large entrepreneurs are now
becoming influential forces for the world trade because of their flexibility and quick
adoptability to change. They have greater contribution to Gross Domestic Product (GDP) and
employment opportunities. They are instruments capable of responding to globalization. ECA,
(200). They contribute over 50% of Gross Domestic Product (GDP) and over 65% of total
employment in higher income countries; in low income countries they contribute 60% of
Gross Domestic Product (GDP) and around 70% of total employment. Again; in the middle
income countries they contribute around 90% of Gross Domestic Product (GDP) and around
705 of total employment. OECD, (2004)
Many African countries after recognition of the importance of entrepreneurship training and
education start to champion its introduction and improvement in their economies. The status of
entrepreneurship studies in universities and colleges of sub-Saharan countries are as follows;
106 institutions were established in 36 countries were earmarked for study but 66 were
actually studied. 86% of the 66 institutions studied (57 in number) have at least a course in
entrepreneurship. The continent prominent university leadership continues to stress the
importance of entrepreneurship education.
Nigeria’s vanguard of 24th march 2010 carried an article in which Nigeria Novena university
vice chancellor stressed the need for entrepreneurship education as the only way to archive the
countries vision2000/20. He referred to the fact that, “India and China are now considered
emerging economies because of entrepreneurship.” Kabogo, J.D (2008)
African students themselves are demanding for entrepreneurship education. The citizen paper
of Dar es-Salaam Tanzania in its 14th August 2010 article entitled, “Tanzania youth arguing
the government to introduce entrepreneurship education to solve unemployment problems”1
There are many institutions offering training and education to entrepreneurs. They range from
root institutions to universities. Entrepreneurship studies provide learners with knowledge,
motivation and some practical skills (planning, budgeting and marketing) for venturing
successful ventures of their own interest. Cho, (1998)
An individual who secure a loan for business activities should better go for at least one day
training session that include various business skills and knowledge like; marketing,
accounting, sales and planning. As one venturing in a business without such skills, it is likely
that he or she will end up losing the invested capital resources.
The extent of entrepreneurship studies differ from country to country depending on such
factors like; cultural context, technological advancement and economic development. Lee and
Peterson,(2000). According to them; a high student from America (U.S.A) is already equipped
with entrepreneurship skills and one is able to make an enterprise successfully.
In Tanzania there are many institutions offering entrepreneurship training and education. They
range from Vocational Training Centers, colleges to universities with a diverse
entrepreneurship courses. The Elimu ya Ujasiriamali VETA (EUVETA) was a four year
project (2005/8) with a primary objective of building capacity for mainstream
entrepreneurship of curricula of Vocational Education and Training Institutions (VETA) in
Tanzania. The dates before conception of this project, Vocational Training Centers (VTCs)
produce graduates with inadequate business skills and poor entrepreneurial minds. Therefore
the project seeks to build the skills of Vocational Training Centers (VTCs) instructors in the
teaching of practical business skills in order to enhance self employment capability of VTC
graduates.
Entrepreneurship training and education and success of entrepreneurs are two variables with
positive correlation, however this had not be the case in some circumstances
1.2 Statement of the problemEntrepreneurs are believed to be the engine for socio-economic development of any economy.
Most of the entrepreneurs prepare themselves to venture in business with less or no any
relevant knowledge of conducting such business. Having little or no skills and knowledge of
2
such business, leads to business failure. This problem has been common to micro, small,
medium and even large entrepreneurs including start-up entrepreneurs who have neither
sufficient information, no entrepreneurship skills.
In sub-Saharan Africa including Tanzania, most of the businesses failed because the owners
and/ or operators know little or nothing about planning, marketing, accounting or investment
decisions that may have some impacts on a particular business. Success of entrepreneurs and
level of training and education have practical relations. The data collected from the field
shows that, entrepreneurship training and education play a vital role in solving a range of
enterprise problems facing entrepreneurs. It is argued that, the skills, knowledge and practical
experience acquired from such studies are useful in problem solving and thus increase
efficiency of entrepreneurs.
Entrepreneurs contribute much to the economic development of a country. When
entrepreneurs’ business prospers, it creates more employment to people, utilize locally
available resources which could otherwise remain idle, they maximize their wealth and those
attached to them (family members and friends). Furthermore, the wide economy (national
economy) benefited from increased Gross Domestic Product (GDP) and taxes. On the social
aspect, the success of entrepreneurs reduces social crimes in the community as result of
employment opportunities that are likely to be generated.
There had been a number of attempts that include; policies, programs and projects that had
been initiated to enhance entrepreneurship training and education for the success of
entrepreneurs. In South Africa, there is a campaign to ha and have at least 60% of high schools
offering and teaching entrepreneurship education by the year 2020, championed by Enterprise
Development Center (EDC) which is under Dr. Wilson Mutyaba.
In Tanzania there had been many institutions offering entrepreneurship studies as prescribed
by education and development policy of the country. We have Universities like Moshi
University College of Cooperative and Business Studies (MCCoBS), Mzumbe, and College
OF Business Education (CBE) AND University of Dar es Salam offering certificate, Diploma
and Degree courses in enterprise issues. Also there is a current program aimed at ensuring
3
entrepreneurial skills among VTC graduates as a way of ensuring successful entrepreneurs in
the country. This program is named as; Entrepreneurship Development in Vocational
Education and Training (EDVETA).
Despite all the efforts made to ensure success of entrepreneurs through training and education
that offers an avenue for solving enterprise problems, we still experience a number of
entrepreneurs prove failure of their ventures. The interest of this study was therefore to assess
the weaknesses of entrepreneurship training and education and develop possible means against
such weaknesses.
1.3 Objectives of the study
1.3.1 General objectiveThe general objective of this study was to examine the contribution of entrepreneurship
training and education towards success of entrepreneurs in Tanzania
1.3.2 Specific objectivesSpecific objectives of this study were:
i. To explore the nature of entrepreneurship training and education offered by different
institutions in Tanzania
ii. To determine the efficiency of Entrepreneurial studies in enhancing entrepreneurs success
iii. To analyze weakness of entrepreneurship training and education systems in Tanzania
iv. To examine various measures taken as a way of improving entrepreneurship studies in
Tanzania
1.4 Research questionsi. What is the nature of entrepreneurship studies in Tanzania?
ii. To what extent do such studies facilitate success of entrepreneurs in Tanzania?
iii. What are the weaknesses of entrepreneurship training and education systems in Tanzania?
iv. What are the possible measures taken to improve entrepreneurship studies in Tanzania?
4
1.5 Significance the studyIn order to have successful entrepreneurs in our country for economic development, there is a
need to have understanding on the ways through which development practitioners and agents
like Ministry of Education had tried to improve entrepreneurs as entrepreneurship studies are
concerned.
The study generates knowledge on how entrepreneurship studies to be structured so as to have
successful entrepreneurs.
Entrepreneurs could make use these findings and suggestions to know the appropriate
trainings and education necessary for the success of their business.
Government through its Ministry of Education could make use these findings and suggestions
to reform and develop new policies that will be useful to enhance entrepreneurship studies for
successful entrepreneurs.
Also other stakeholders like NGOs and Development agencies like UNDP will make
usefulness of these findings as away to make some corrections of their program weaknesses.
5
CHAPTER TWO
2.0 LITERATURE REVIEW
2.1 Introduction
Literature review involves examining documents such as books, journals and dissertations that
have bearing on the study being conducted. The main purpose of literature review is to
determine what has already been done related to the research problem being studied. A review
of literature will reveal what strategies produced and measuring instruments has been found
useful in investigating the problem in question. This information helps us to avoid mistakes
that have been made by other researcher experiences. Kombo and Tromp, (2002) .Literature
review is defined as an account of what has been published on a topic by an accredited
scholars and researchers. Kombo and Tromp, (2006)
2.2 Conceptual and theoretical literature review
2.2.1 Definition of key conceptsEntrepreneur
Schumpter, (1934), according to him, an entrepreneur is a leader and contributor to creative
destruction. An entrepreneur is the one who carries out new combinations which include; a)
introduction of goods or new qualities of goods, b) new methods of production, c) new market,
d) new materials or components supplies and e) recognition of an industry.
Entrepreneur is an individual who shift economic resources out of an area of lower into an
area of high productivity and greater yield and start his own new business (small, medium or
large business). Drunker (199)
Entrepreneur is the one who creates new business in the face of risk and uncertainty for the
purpose of archiving profits and growth by identifying significant opportunities and
assembling necessary resources to capitalize on them. Zimmerer and Scarborough, (2002)
6
Entrepreneurship
It is the process of creating something different with value by devoting the necessary time and
effort, assuming the accompanying financial, psychological and social risks and receiving the
resulting rewards of monetary and personal satisfaction. It is the dynamic process of creating
incremental wealth. Hisrich and Peters, (2002).
It is a way of thinking, reasoning and acting that result in the creation, enhancement,
realization and renewal of value for an individual, group, organization or society. At the heart
of this process there is creation or/and recognition of opportunities followed by the will and
initiation to seize the opportunities. Gibby, (2005)
Entrepreneurship education
This is the process of encouraging and giving practical skills for setting up an enterprise.
Education in an Enterprise takes a management approach for established Enterprises. The
main aim of Entrepreneurship Training and Education is to increase number of individuals
with theoretical and practical knowledge and skills about starting up and running an enterprise.
Henry and Hills (199)
2.2.2 The United Republic of Tanzania; Small and Medium Enterprise Development
Policy, 2003
The Vocational Training ACT 194 provide framework for Vocational Training System in
Tanzania. This ATC lead to the formation of Vocational Training Authority (VTA) that led to
the establishment of over 630 centers in the country offering training in more than 34 different
trades.
In 1994, the University of Dar es Salaam established Entrepreneurship Development Center
(EDC) within the faculty of Commerce and Management. The center provides consultancy
and trainings in SMEs related issues. Furthermore, the College of Business Education (CBE)
offers business training including Entrepreneurship Development.
Small and Medium Enterprise (SME) operators in Tanzania have rather low business skills
and seems not to appreciate the need for business education. On the other hand, the quality of
7
trainings provided by existing training institutions and the costs involved have tended to be
unattractive and unaffordable to the potential beneficiaries.
The policy statement to address this; the policy will enhance the capacity of institutions
providing business to SMEs.
Objectives of entrepreneurship training and education
OBJECTIVES AND ACTIVITIES
TIME FRAME KEY ACTORS
Inculcate through Education, training and other programs, values and attitudes that are conducive to the development of Entrepreneurship
2003-2008
Ministry of Information, MIT, MoL and TPSF
Review school curricula to accommodate Entrepreneurship Development Studies
2003-2004Department of curricula, Ministry of Science, MoL
Introduce Entrepreneurial programs in Vocational and Technical Training
2003-2004MoL and VETA
Facilitate Entrepreneurship Development programs for selected targeted groups or sectors. Example; school levers
2003-2008
MIT, SIDO, related NGOs,
Embark on capacity building of business training institutions aimed at improving the quality of services provided
2003-2008
MIT, MOF and NGOs
Facilitate tailor-made business training programs for start ups and for strengthening existing business
2003-2008 BDS providers and MIT
8
2.3 Empirical studies Although there is a problem in measuring education attainment consistently over studies,
different researches from U.S.A shows a positive association between the probabilities of
starting up in business and increased in education attainment, Evans and Leighton, (1990).
Storey in 1994, reviewed 17 multivariate antecedent studies which gauged the influence of
educational attainment and found that there was a positive influence in 8 of them. This help
him to conclude that, there were fairly a consistent support for the view that, ‘’educated
Entrepreneurs are more likely to establish faster growing firms.’’
A research conducted by Vesper (2005) in U.S.A where Education for Entrepreneurship has
become highly developed on recent years, illustrates that; whatever merits such programs
might have and may be considerable, the promotion of Entrepreneurship has probably not
been the one. Even where programs put emphasize on participants producing new ideas for
business ventures, the results are generally disappointing.
Curran and Stanworth, (2007) developed this theme further and argue that, many established
programs can point to participants who subsequently generated highly successfully and
genuine Entrepreneurial business but a hard headed assessment must question the resource
effectiveness of producing a few success individuals from the given pool. Additionally they
argue that, the apparent rarity of psychological and behavioral attributes which constitutes
Entrepreneurship is a challenge. The problem in establishing these attributes, (particularly
psychological) are much strong so that promotional strategies can be devised, plus the
evidence that Entrepreneurs may be apathetic towards education and training. In most cases,
all tell about Entrepreneurial education and interventions being resource effective.
Some writers go further and claim that, too much education discourages Entrepreneurship.
Bolton and Thompson (2000), they add that; times are changing and if you ask venture
capitalist on why they think certain firms will grow rather than others, they will tell you that
they are looking for background and track records in firm’s management and education
accounts. Rationales for the relations between Entrepreneurship Studies and Education Visa-
vis their business success might have something with these two folds;
9
i. Education attainment might provide a basis for better learning through life, enabling
Entrepreneurs to deal with business problems and give them a greater openness and outward
orientation.
ii. It might give them higher learning expectations that can only be attained by growing the
business. The most important thing is that, it must also give them a greater confidence in
dealing with customers and other business professionals.
Education has no special effect on whether someone will start a business or not (after literacy
is archived). However, education does affect what kind of Entrepreneurship is manifested.
Novel, innovative Entrepreneurs tend to be more educated. Casson, (1982) and Shanne, (1992)
As many start ups involve either replicating or acquiring an existing enterprise, business
training provides practical help in making the changes from ordinary to self employment. The
help that start ups needs appear easy for business educators to provide instructions on how to
raise funds, legal regulations, choosing premises, taxation, simple accounting, employing
people and marketing problems. Devising programs and teaching strategies should present
few problems, as those who come to a program of this kind are after all enthusiastic and
receptive. There are a number of problems which have emerged from the evaluation of such
training and education programs. The key problems cited include;
i. The differing perception of teachers and potential small business owners and what start up
programs should ideal contain (programs are too general)
ii. Length of such programs
iii. Indication of deficiencies in many start up programs, for instance; the disagreement between
small business owners and trainers about emphasize on particular aspect of running business.
Gibby and Gill (2005)
There is some resistance from some lecturers who perceive that, incorporating
Entrepreneurship skills is diluting the academic role of University and perhaps this should be
done by lower rank institutions like Vocational Educational Centers. Olomi, (2008)
10
There are no clear paradigms or theories of Entrepreneurship Education and Training. The
lack of consensus on the definition of Entrepreneurship contributes to the confusion. It is
therefore understood that, the context of Entrepreneurship Education and Training Programs
varies according to the trainer’s personal preference as to definition and scope of
Entrepreneurship. Some programs stress practical application on the expense of conceptual
development, while still others tend to emphasize planning issues and others on common
problems. Sexton and Brownman, (2007)
A study conducted by ICSW (2008) on the effect of Entrepreneurship skills and Business
growth and profitability in Nigeria, suggests that; there is a relationship between
Entrepreneurship skills and small business growth and success. The methodology used was
case study design, whereby small business in Bakery industry at Lagos investigated that; most
of profitable and success Entrepreneurs are those with Entrepreneurial skills. They argued
that; small business operators with sufficient Entrepreneurship skills are likely to be good in
managing business environment and capture potential market opportunities. They conclude
that, the more trained Entrepreneurs, the more profitable and also stable to survival in hard
business times.
Another study by Bola Afolabi and Richard Macheke on the analysis of Entrepreneurial and
Business Training and Education needs in SMEs in the plastic manufacturing industry in
Eastern Provinces South Africa, suggest that; there is a strong linkage between success and
Training, most of the small business organizations still have a lot of unskilled workers in their
pool. This researcher concludes with a strong argument for training as essential for
determining effectiveness, efficiency and thus its success.
Joyce Wycoff, author of several books on creativity argued that, many business fails to foster
an environment that encourage creativity among employees and this is restricted by their
traditional thinking patterns. Many Entrepreneurs never tap into their pool of innate creativity
and their business become stagnant. She further argued that, every person can be taught
techniques and behaviors that help them to generate more ideas. She concluded that, before
Entrepreneurs can draw on their own creative capacity or stimulate creativity in their own
business, they need to understand creative thinking.
11
Summary and research gap
Having a look at different researches, publications, books and related policy that have dealt
with Entrepreneurship Training and Education, they basically put their concentration on
Entrepreneurship in general ignoring different levels of entrepreneurship. They also give
general information on Entrepreneurship courses that may not be a good ground to give
conclusion. Some literatures were contradicting themselves as they write on the role of such
studies to success of Entrepreneurs. Others were supporting it, while others argue that, there is
no inter dependence as some successful Entrepreneurs like Bill gates and others are drop outs,
while others never attended school at all.
Some of these studies write less while others write nothing on specific studies to a certain
types of Entrepreneurs.
It is therefore that, this study was intended to make a clear observation on Entrepreneur’s
problems and suggest proper training and Education that will fit the need of Entrepreneurs that
is on how to improve Entrepreneurship studies as a way of ensuring their success.
12
CHAPTER THREE
3.0 RESEARCH METHODOLOGY
This section presents the background of the study area and also addresses the methodological
aspects of the study. It gives a description on how this research had been designed and how
data was gathered. It also includes issues pertaining to data collection, processing and
analyzing techniques.
3.1 Research designThis study employed case study research design. This study employed case study for the
reason that, it enabled researcher to secure most of the required data at low cost and short
period of time. It gave the researcher more concentration of the case as time was limited. It
reduced cost in terms of transport, accommodation and meals since the case study was my
home town.
3.2 Description of the case studyThis study was conducted in Moshi municipal where it dealt with several enterprises and
entrepreneurs at all levels (micro, small, medium and large entrepreneurs) and institutions
offering Entrepreneurship studies.
Moshi municipal is located on the southern slopes of mountain Kilimanjaro 30181 South of
equator and 27020 East of Greenwich with a population of 144,739 (2002 population census).
It covers an area of 59km2. Major economic activities conducted include; tourism, farming,
retailing in different business like food stuffs, clothe and shoes. Individuals who conducted
such business are both educated and non educated one. The reason to select this area was
because the researcher had a good experience of the place and therefore enabled him interact
with residents easily during data collection
13
3.3 Data collection
This part describes types of data collected, sources and techniques of data collection used
during data collection process. It provides allocation of data that was used to test specific
research objectives of the study.
3.3.1 Types of dataIt is important to document types of data required to be explored for each objective so as to
make easy for its data collection. This study employed mainly two types of data that included;
a) Primary data
b) Secondary data
3.3.2 Sources of data Various sources of data were included in this study, both published sources like books,
journals, magazines and unpublished sources as direct data from Moshi municipal
entrepreneurs and entrepreneurship trainers. Each source had been of its own potential in
fulfilling the objectives of this study.
3.3.3. Techniques of data collectionThis study employed several techniques of data collection to ensure collection of both primary
and secondary sources successfully. Primary data had been obtained using tools like,
interviews, questionnaires and focus group discussion. Secondary data had been collected by
devoting special time for internet browsing, reading books, journals, magazines and flayers
(Documentary reviews).
3.3.3.1 Interview methodThrough the interviews; a greater depth of information was obtained and this was done
through face to face interviews. Both structured and unstructured had been adopted. This
method gave several advantages including; flexibility of an interview, an opportunity to learn
body language, saves time, easy to get more detailed information from respondents. This had
been appropriate tool in obtain data from some entrepreneurs and entrepreneurship trainers
who for some reason were unable to give information through questionnaires.
14
3.3.3.2 Focus group discussionGroup of individual entrepreneurs was selected and the following items were discussed
together with them. The issues discussed were; nature of entrepreneurship training and
education offered by different institutions in Tanzania, efficiency of Entrepreneurial studies in
enhancing entrepreneurs success and weakness of entrepreneurship training and education
systems in Tanzania
3.3.3.3. Questionnaire method.In order to obtain important information about contribution of entrepreneurship towards
success of entrepreneurs, questionnaires were both in English and Swahili as the nature of
respondents were concerned. That is, both educated and none educated respondents were
included.
3.4 Sampling
3.4.1 Sampling frame.Population of this study included entrepreneurs at (micro and small level) and
entrepreneurship trainers (VETA, Colleges, and Universities.) Moshi population was the
targeted sample frame which has a population of 144,739 (2002 population census).
3.4.2 Sample size.This study collected data from a sample of individuals of different Entrepreneurs, business
operators and Entrepreneurship trainers at different levels. This included enterprises, colleges,
Vocational Education Training (VETA), and universities. The study expected to use 45
questionnaires but managed to collect only 31which amounts to 68.89% of expectations.
Interviews and focus group discussion managed to collect data from 15 respondents which
amount to 65.2% of 23 respondents. Generally the researcher attended 60 respondents which
amount to 88.23 of the planed sample size (which was 68 respondents).
3.4.3 Sampling techniques.For the purpose of this study, researcher employed basically two techniques. They included;
purposive and judgmental sampling techniques. With purposive sampling, researcher was in
good position to collect data from specified respondents like Entrepreneurship learners and
trainers (from Universities, colleges and VETA), large enterprise owners and employees.
15
Accidental sampling was used to collect data from Micro and Small Entrepreneurs where the
researcher collected data from those whom came across during his data collection process.
3.5. Data analysis techniquesThis part dealt with the process of inspecting, cleaning and modeling data with a goal of
highlighting useful information that was be used to made recommendation and conclusions
Basing on the nature of this study (including qualitative and quantitative data), both qualitative
and quantitative techniques was employed in data analysis. The researcher employed
Statistical Package for Social Sciences (SPSS) as a tool for data analysis.
16
CHAPTER FOUR
4.0 PRESENTATIION OF RESEARCH FINDINGS AND DISCUSION
4.1 IntroductionThis chapter presents the findings of this study where the researcher made a detailed analysis
in the process of answering research questions. It discussed the findings from various
respondents as analyzed by the researcher.
4.2 Social characteristics of respondentsResearcher collected these data from both male and female respondents from which there were
two categories of respondents: trainers and learners, and those in practical businesses
Figure 1: Learners, trainers and business operators sex information
Sex Frequency Percent
Male 16 47.06
Female 18 52.94
Total 34 100
Source: field data (2013)
The information above shows sex distribution among trainers, learners and entrepreneurs in
practical businesses.
Table 2: Ratio of business owners and employees included in this study
Status Frequency Percent
Owner of business 11 55
Employee 9 45
Total 20 100
Source: field data (2013)
The findings implied that, most of respondents were business owners. This implies that
Entrepreneurship studies have a great deal to do with business people; this was the reason for
17
most of the learners to establish their own businesses. Some respondents were employed but
they argued that they could employ themselves after accumulating their own capital for the
purpose of stabling their own Enterprises.
Entrepreneurs’ level of education
This study revealed that, Entrepreneurs were of different levels of education from which they owe their business skills and knowledge. Others acquired this knowledge directly from school while others had attended special Entrepreneurial trainings where they developed their Entrepreneurial knowledge. “
Figure 4: Entrepreneurs’ level of education
Respondents Frequency Percent
Form four 5 14.7
Certificate 4 11.8
Diploma 10 29.4
Degree 8 23.5
Others 7 20.6
Total 34 100
Source: field data (2013)
4.3 The nature of entrepreneurship training and education offered by different institutions in Tanzania
The nature of Entrepreneurship studies at different levels of education in Tanzania (schools,
colleges and universities), can be explained in terms of coverage of such studies, its feasibility
and inclusion of other sources of Entrepreneurship knowledge. John Aitchison and Hassana
Alidou on their report of Development and state of adult learning and education (ALE) in sub-
Saharan argued on this statement.
Coverage of Entrepreneurship studies had been studied from learners and trainers and some
school attended entrepreneurs. The study showed that Entrepreneurship studies cover;
business plan, accounting, marketing, risk management, customer care services, cash
management, organizational management, business law and creativity.18
4.4 Feasibility of Entrepreneurship studiesFeasibility of Entrepreneurship studies had also been proved by learners, trainers and
entrepreneurs in business. They both agreed that the knowledge gained from studies can be put
into implementation and make a particular business viable and sustainable. Research
conducted by (Carnier, 1996) supported this as it argued that; “entrepreneurship was a primary
source of innovation, it may involve the development of new visions and business methods for
established companies as well as the creation of new organizations”
Some business operators had entrepreneurship skills though they did not attend formal
schools or colleges, the findings, from both questionnaires, focus group discussion and
interviews revealed other sources of entrepreneurship studies that included; seminars,
workshops, business experiences, media (radio, television, newspapers, posters and flayers),
informal trainings from relatives and friends.
Figure 6: Other sources of Entrepreneurship trainings
Frequency Percent
business experiences 5 14.70
informal trainings 9 26.50
Workshops 3 8.80
media(radio, televisions, newspapers,
flayers, posters) 7 20.60
Seminars 9 26.50
Exhibitions 1 2.9
34 100
Source: field data (2013)
From interviews and focus group discussions, respondents suggest other sources that include
conversation with friends and most of them suggest seminars, media and informal training
(conversation with friends and relatives) as common sources. It had been added that; these
19
other sources of entrepreneurial studies were easier to be taken into implementation as
compared to that acquired from college and universities.
4.5 Efficiency of entrepreneurial studies in enhancing entrepreneurs’ successEnterprise success depends upon a number of factors (environmental reasons) but capacity of
a particular Entrepreneur plays a vital role and this capacity was highly enhanced by trainings
and education. Trained entrepreneurs were capable of controlling business environments that
affect their business at certain points of time. This study had revealed that trained
Entrepreneurs were more aggressive and confident in various aspects of business like
planning, creativity, venturing in new businesses and also they were more systematic in their
business arrangements and management than those who lack this knowledge.
The study conducted by University Eminent Scholar and Chair, Department of Management,
University of Nebraska-Lincoln, on the Impact of Entrepreneurship Education: A Comparative
Study of the U.S. and Korea supported this information. This study revealed that when
education is linked with desirable behavioral outcomes, then there were some very close
parallels that could be drawn between it and entrepreneurship. For example, it makes a widely
accepted point concerning the importance of education in terms of results and behavior, in
particular in terms of reinforcing innovation, creativity, flexibility, capacity to respond to
widely different situations, autonomy, self-direction and self-expression
4.6 Perception of people towards the role of Entrepreneurship training and educationThere had been positive perceptions among individuals of different levels about
Entrepreneurship studies and success of Entrepreneurs. Businessmen found Entrepreneurial
studies to be useful to their business operations and thus gave them high value. Some other
individuals argued that Entrepreneurship studies were not necessary for success of their
businesses as they made assumption that there were a good number of business operators who
lack such skills and knowledge and yet they are successful with their businesses. But from
discussions and interviews, it had been concluded that such business operators had either
20
obtained such knowledge from some sources or otherwise their businesses are managed by
individuals who are expertise in entrepreneurial field.
The figure below (figure 7) show the perceptions of different individuals on entrepreneurship
studies against success of entrepreneurs where 12 respondents (85.7%) of trainers and learners
said it is useful while only 2 respondents (14.3%) said it is unnecessary. With this regard
individual has positive attitude towards entrepreneurship training education.
Figure 7: Perception of people towards the role of Entrepreneurship training and
education
usefulunnecessary
Source: field data (2013)
4.7 How Entrepreneurial knowledge motivate people at different levels to engage themselves in business activitiesThe role of Entrepreneurial studies on the success of entrepreneurs had been appreciated by
learners, trainers and business operators. This study made a clear observation on the extent of
how learners and even trainers were motivated to engage themselves in entrepreneurial
activities. It had been realized that most of trainers and learners of Entrepreneurial courses get
courage of venturing in business activities after acquiring this kind of knowledge. They argued
that, this knowledge equip them with necessary and potential skills (planning, risk
21
management, marketing and business environment analysis skills) to make a new or an
existing business nourishing and ensure its sustainability.
The figure below shows how learners and trainers were motivated to engage in business
activities after realization of its usefulness; where 71.4% of the group respondents were highly
motivated while 28.6% get medium motivation to engage in business activities after acquiring
entrepreneurial knowledge.
The figure below shows how individuals (learners and trainers) were motivated to engage in
business activities as result of having or acquiring Entrepreneurial knowledge and skills.
Figure 8: How Entrepreneurial knowledge motivates people at different levels to engage
themselves in business activities
high medium0123456789
10
Frequency
Source: field data (2013)
From interviews and focus group discussion; 90% of respondents (learners and trainers) said
they were highly motivated while the remaining 10% agued that this will depend on their past
experienced and priorities. Some individuals prefer to be employed than employing
themselves, and one trainer agued that; “to engage in business activities will highly be
influenced by his past experience and interests priority.”
Cho’s (1998) study reveals that entrepreneurship education promotes the intention of venture
creation because entrepreneurship-related knowledge and skills stimulate an individual’s
motivation to create a new venture
22
4.8 Business operators without Entrepreneurship knowledgeThe study revealed that, there were some business operators who run their business activities
without any Entrepreneurial knowledge acquired directly from school and universities. Such
individuals were also successful and very competitive in the market. Data collected from them
revealed that, their business skills had been acquired from other sources of Entrepreneurship
studies like, trainings from relatives and friends, seminars from lending institutions, media,
business exhibitions and workshops.
Having a clear comparison between these two groups (those with Entrepreneurial knowledge
from college and universities and from informal sources), it could be said that, school trained
Entrepreneurs were more professional in their business arrangements as compared to informal
trained Entrepreneurs. College and universities make such learners very systematic in handling
various business aspects. This was because Entrepreneurial studies had been offered for a
reasonable period of time through which learners were equipped with a right volume of
Entrepreneurship skills and knowledge as compared to short time courses offered informally.
A research conducted in America and Korea concluded that; “Korean students have had a
higher sense of achievement after taking the entrepreneurship class than American students at
the end of the semester since Korean students had much less knowledge about venture creation
before the course due to younger entrepreneurship oriented culture in Korea. Thus, their sense
of achievement in the entrepreneurship class and the social environment encouraging venture
creation resulted in a higher level of intention of venture creation and confidence than
American students”
4.9 Entrepreneurship knowledge and enterprise problem solving potentialsSome business operators found it difficult to handle their enterprise problems because they
lack the specific entrepreneurship knowledge (as owners of the business) or employees with
such skills. Individual with Entrepreneurship skills and knowledge were capable of developing
viable business plans and strategic plans through which various business challenges could be
easily handled. Few businesses have had individuals with specific entrepreneurship knowledge
as part of their management and lower employees. Having these experts, made it easy to
implement organization’s business and strategic plan and thus solve business problems easily
where they were uncounted.23
Business owners and operators with Entrepreneurship knowledge were very keen in handling
business problem as compared to those who lack Entrepreneurship knowledge. Respondents
argued that, Entrepreneurship knowledge gave them different techniques of problems
identification and possible ways of handling such problems. They further said, Entrepreneurial
knowledge gave them more confidence with their problem solving procedures.
Entrepreneurship training and education equip individuals with different knowledge including
that of capital structure arrangements, project evaluation, business plan writing, marketing and
management skills and knowledge. To be effective in handling business challenges, the
entrepreneur needs to employ different experience, reflective observation, abstract
conceptualization and active experimentation to smooth such challenges. These challenges
may include customer drop out, bad debts, increased production costs, liquidity problems,
funding and product designing and development challenges. This effectiveness can be owed
from Entrepreneurship Training and Education.
24
CHAPTER FIVE
5.0 CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This study on the contribution of Entrepreneurship Training and Education on the Success of
Entrepreneurs was prompted by the growing need of understanding strengths and weaknesses
of these studies and their influence on the performance of Entrepreneurs. The main objective
was to evaluate on the contribution of Entrepreneurship studies and education on the success
of Entrepreneurs. Specifically the study aimed to identify and explain; the nature of
entrepreneurship training and education offered by different institutions in Tanzania, the
efficiency of such studies in enhancing entrepreneurs success and weaknesses of
entrepreneurship training and education systems in Tanzania.
This chapter presents the conclusion remarks and recommendations.
5.2 ConclusionsFrom findings of this study and research references, Entrepreneurship training and education
factors had a significant influence on the success of Entrepreneurs. In particular, the highly
trained entrepreneurs (entrepreneurship by professional) were very competent with their
business operations and thus highly successive. Successful new ventures were as much the
result of a driving entrepreneur with an abundance of education and training. The findings
suggest that, it is desirable to come from strong entrepreneurial grounds so that to be
successful in business conducts. It is also beneficial to gain work experience and get adequate
education. These scenarios had substantially enhanced the probability of success of a
particular Entrepreneur.
Entrepreneurship knowledge made individuals more competent with their business operations
and thus a great different between groups with this knowledge and those who lack it. It is
necessary to have such skills for the sake of success of ones business.
25
The study showed that majority of learners and business operators appreciate the role of
entrepreneurship knowledge on the success of enterprises. It is therefore that,
Entrepreneurship Training and Education had a potential contribution on the Success of
Entrepreneurs and it is therefore that: “the higher the level of Education of a business operator,
the higher the possibility of success of one’s business.”
5.3 Recommendations
From the findings of this study, several weaknesses had been identified and that they need to
be addressed as a way of improving Entrepreneurship studies at different levels and thus
making Entrepreneurs more competent with their business activities.
To be effective, the entrepreneur, like any other learner, needs to employ different learning
styles concrete experience, reflective observation, abstract conceptualization and active
experimentation. For example, a deficiency in concrete experience may lead to an inability to
formulate plans, and a deficiency in active experimentation may lead to an inability to
implement the plans.
The following recommendations are critical as per existing situation of most of Entrepreneurs
and the entrepreneurship syllabus at large.
Entrepreneurship Education should be provided at levels of education
Given the fact that, it is not possible for everybody to acquire secondary education, college or
reaching university level; it is important to extend Entrepreneurship studies to low levels of
education like primary schools and at o-level. This will ensure majority of individuals get
access to Entrepreneurship studies. Ministry of education should therefore take this as a
challenge and work on it accordingly.
There should be continuous training
Given the dynamic nature of business environment, it is important to have continuity of these
studies to make Entrepreneurs up to dated of various business techniques that are necessary for
26
the survival and success of their business. It is important to train Entrepreneurs on the
importance of continuous studies so that they will keep such an idea in their mind. Continuous
trainings should be made possible though special seminars, workshops and exhibitions
There is a need to increase breadth and depth of knowledge at the same time
It is unusual to find breadth and depth of knowledge at the same time - many tend to be
specialists not general managers. It is probable that the typical entrepreneur would have in-
depth knowledge in the production area - whether product development, organization, design,
or other, but this leaves a clear gap and need for consulting expertise in other aspects, i.e.
finance and sales. The core skill which an entrepreneur requires is not necessarily a
competence in production. The competence required is closely related to the ability to plan
and to organize. The real entrepreneur is a person who can organize others and tap into the
knowledge and expertise required on all aspects of establishment and start-up.
More researches should be conducted to get more facts on this issue
Still there is a need to find if majority of graduates make use of their Entrepreneurial
knowledge and evaluate level of their success accordingly. Also more studies should be
conducted to identify other weaknesses within Entrepreneurship syllabus in our economy.
27
REFFERENCES
Babbie E. (2004), the nature of Social Research, 10th edition, Chapman University.
Bailey T, Cloete N and Pilary P (2010), University and economic development in Africa; case
study of Tanzania and University of Dar es Salaam.
Churchil G.A and Loccabuci D, (2002), marketing Research methodology foundation, 8th
edition, Michael P. Roche.
Hisrich R.D (PhD), Peters P.M (PhD) and Sherd D.A (PhD), entrepreneurship, 7 th edition,
McGraw Hills.
Judith Cone, (2012), teaching Entrepreneurship in colleges; why and how a new academic
field is built.
Kothari C R (1990), research methodology; methods and techniques, 2nd edition, New age
international publishers.
Mbele A. V, (2005), Productivity Performance in Developing countries, country case study
Tanzania.
Norman N.S, (2009), essentials of entrepreneurship and small business management, 6th
edition.
Olomi, (2008), roles of higher education in promoting entrepreneurship.
Paul Burns, entrepreneurship and small business, 2nd edition
Thais Lucas and Jens D.C, (2009), supporting entrepreneurship education, a report on the
global outreach of the ILO’s know business programs.
United Republic of Tanzania, (2003), small and medium enterprise development policy;
ministry of Industry and trade, business printers Dar es Salaam Tanzania.
28
Zimmerer T.W and Scarborough N.M, (2008), essentials of entrepreneurship and small
business management, 5th edition, person prentice Hall.
Morrison, A. (1999), Entrepreneurship: What triggers it? International Journal of
Entrepreneurial Behavior &
Research, 6(2): 59–71.
Cho, B.(1998). Study of the effective entrepreneurship education method and its process.
Business Education Research
29
APPENDICES
QUESTIONNAIRE TO LEARNERS AND TRAINERS
I am Gasper Baltazari, a student at Moshi University College of Cooperative and Business
Studies (MUCCoBS), pursuing a Bachelor of Arts in Microfinance and Enterprise
Development (BA-MFED). I am conducting a study on the Contribution of Entrepreneurship
Training and Education towards Success of Entrepreneurs as part of fulfillment of my degree
programme
I kindly request your response and cooperation.
GENERAL INFORMATION
Sex: Male Female
Status: trainer learner
Level of study: year One Two Three
SPECIFIC INFORMATION
1. Does this College/University offer entrepreneurship courses? Yes No
2. Do such courses cover business aspects like planning, accounting, marketing and
creativity? Yes No
3. Are entrepreneurial studies feasible? (Easy to be implanted in practical business?) Yes
No
4. What is the perception of business people towards entrepreneurship studies?
Useful Unnecessary Indifferent
5. To what extent do Entrepreneurship studies motivate you to engage in Business
activities? High medium low Others
(Specify)……………………………………………………………… 30
6. Is there positive relationship between Entrepreneurial skills and success of
entrepreneurs?
Yes No Give reasons for your answer………….
7. Do we have Entrepreneurs who run their business without any Entrepreneurial
knowledge acquired from school? Yes No Explain your answer……………
8. What is the difference between Trained Entrepreneurs and those who run their business
without such skills?
………………………………………………………………………...
9. Do Entrepreneurial studies give a way forward for entrepreneurs to handle Enterprise
problems? Yes No Explain your answer…………..
10. Do you think Entrepreneurship studies can influence success of Entrepreneurs? Yes
No
11. What are the weaknesses in the Entrepreneurship Training and Education programmes
in general? …………, ………, …………………, ……………………, ………………
12. What can be done to improve Entrepreneurship studies? ………, …………, …………,
………
THANK YOU FOR YOUR COOPERATI0N
31
QUESTIONAIRE TO ENTREPRENEURS IN PRACTICE
I am Gasper Baltazari, a student at Moshi University College of Cooperative and Business
Studies (MUCCoBS), pursuing a Bachelor of Arts in Microfinance and Enterprise
Development (BA-MFED). I am conducting a study on the Contribution of Entrepreneurship
Training and Education towards Success of Entrepreneurs as part of fulfillment of my degree
programme
I kindly request your response and cooperation
GENERAL INFORMATION
Sex, Male Female
Status, Owner of the business Employee
Level of Entrepreneurial Education, standard seven Form four Certificate
Diploma
Degree Others (specify)…………………………………………
SPECIFIC INFORMATION
1. Is Entrepreneurship studies offered by different institutions relates to your business?
Yes No
2. What is the contribution of the Entrepreneurship studies in increasing creativity and
innovation in your business? ..........., ................., ...................., .................., ..................
3. Does Entrepreneurship knowledge help you to handle business problems? Yes No
Explain your answer…………………………………………..
4. What is the contribution of Entrepreneurship knowledge to the level of development of
your business? ………, ……………, ……………, ……………, …………….
32
5. What are the weaknesses in the Entrepreneurship Training and Education programmes
in general? …………, ………, …………………, ……………………, …………,
………...
6. What can be done to improve Entrepreneurship studies? ………, …………,
…………,....
THANK YOU FOR YOUR COOPERATION
33
DODOSO KWA WAJASIRIAMALI WAFANYABIASHARA
Mimi naitwa Gasper Baltazari ni mwanafunzi wa chuo kikuu kishiriki cha mafunzo ya
biashara na ushirika moshi katika sanaa ya Ujasiriamali na asasi ndogondogo za kifedha.
Ninafanya utafiti wa mchango wa masomo na mafunzo ya ujasiriamali katika mafanikio ya
wajasiriamali.
Naomba ushirikiano wako katika kufnikisha suala hili
Jinsia, Me Ke
Elimu yako ya Ujasiriamali, Darasa la saba Kidato cha nne Cheti
Astashahada Shahada Nyingine (eleza)……………………………………
1. Elimu ya Ujasiriamali ina mahusiano na biashara yako? Ndio Hapana
2. Elimu ya Ujasiriamali inakusaidiaje katika kuongeza ubunifu kwenye biashara yako?
………, …………, …………, …………, ………………, …………., ……………
3. Je? Elimu ya Ujasiriamali inakusaidia katika kutafuta ufumbuzi wa changamoto za
kibiashara? Ndio Hapana Eleza kwa ufupi………………………………
4. Ni upi mchango wa Elimu ya Ujasiriamali kufikia ngazi hii ya maendeleo ya biashara
yako? ………, …………, ……………, ……………, ………….
5. Ni vitu gani vimekosekana katika mitaala ya Elimu ya Ujasiriamali ikilinganisha na
mahitaji ya ya ujuzi wa biashara yako? ….., …………, ……………, …………
6. Mambo gani yafanyike ili kuboresha mfumo wa Elimu ya Ujasiriamali Tanzania?
………, …………, …………, ……………, ……………, ……………….
ASANTE KWA USHIRIKIANO WAKO
34
TOPICS DISCUSED IN FOCUS GROUP DISCUSION
a) Nature of Entrepreneurship studies offered in Tanzania
b) Contribution of Entrepreneurship Studies towards success of Entrepreneurs.
c) Weakness of Entrepreneurship studies in relation to practical businesses.
d) Necessary improvements required to be make Entrepreneurship Studies feasible.
35
