Non-formal education as a rural development strategy for reducing migration in tanzania. A Case Study of Integrated Community Based Adult Education in Misungwi District
| dc.contributor.author | Maige, Eliphas Nkola | |
| dc.date.accessioned | 2020-05-29T07:15:19Z | |
| dc.date.available | 2020-05-29T07:15:19Z | |
| dc.date.issued | 2006 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LC45.8.T34M34) | en_US |
| dc.description.abstract | The purpose of the study was to investigate the extent to which ICBAE programme imparted knowledge and skills necessary for reduction of youth rural-urban migration. The study was carried out in two wards, Idetemya and Usagara in Missungwi District, Mwanza region. Stufflebeam’s model was used to explain different steps to be taken whereby youths were involved to gain skills and get employment. Such, an approach was deemed to lead to reduction of youth rural-urban migration. The study involved 64 respondents, whereby 16 were workers in different capacities, community members (18) youth in rural areas (20), and youth in urban areas (10). Purposive sampling procedure was used to workers, while random sampling was employed to choose the remaining respondents. The findings from this study included the following: ICBAE programmes provided participants with employment and life skills. ICBAE programmes were accessible to all regardless of age, sex and education background. Banking type of methodology (lecturing), a ready-made curriculum and free services recipient attitudes were revealed as militating problems. Moreover, instructors lacked motivation, and there were inadequate preparations prior to launching locally initiated ICBAE programmes. Finally, taking the example of Ng’wasonge village, it was possible to reduce youth rural-urban migration through application of ICBAE programmes. The study recommended that there was a need for launching a campaign to popularise the programme as a means of eradicating poverty and reducing rural-urban migration. The instructors ought to be motivated by either being employed permanently or increase their honoraria. Lastly, ICBAE programmes should be adopted as one of the Poverty Reduction Programmes nation-wide. | en_US |
| dc.identifier.citation | Maige, E N (2006), Non-formal education as a rural development strategy for reducing migration in tanzania. A Case Study of Integrated Community Based Adult Education in Misungwi District, Master dissertation, University of Dar es Salaam.Dar es Salaam | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/11744 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Non-formal education | en_US |
| dc.subject | rural development strategy | en_US |
| dc.subject | migration | en_US |
| dc.subject | tanzania. | en_US |
| dc.subject | Integrated Community | en_US |
| dc.subject | Adult Education | en_US |
| dc.subject | Misungwi Distric | en_US |
| dc.title | Non-formal education as a rural development strategy for reducing migration in tanzania. A Case Study of Integrated Community Based Adult Education in Misungwi District | en_US |
| dc.type | Thesis | en_US |