School-Based Coffee farming Schemes and Future Youth Engagements in Cooperatives
Evidence from Mbozi District, Tanzania.
DOI:
https://doi.org/10.58547/yb5q5s46Keywords:
Coffee Farming Schemes, School, Youth Engagement, Co-operatives, FutureAbstract
Coffee is vital to Tanzania’s economy, yet productivity remains low due to persistent challenges. Despite its strategic role as a cash crop, efforts to develop skilled, future-oriented agricultural actors remain insufficient. Schools are essential in closing this gap by preparing youth for agricultural development and fostering interest in cooperatives. This study investigated secondary schools’ engagement in coffee farming and potential future youth engagement in co-operative development in Tanzania, focusing on Mbozi District. A case study research design facilitated in-depth assessment of issues, selecting eight secondary schools engaged in school-based coffee farming schemes. Data were collected via interviews, observation and focus groups with students, teachers, and leaders of Agricultural Marketing Co-operative Societies (AMCOS). The collected data were analyzed using content analysis. Findings reveal a shortage of qualified agricultural educators, leaving schools reliant on local expertise and external support. Resource challenges, including outdated equipment and insufficient funding, hinder practical agricultural training. Students remain highly motivated to participate in coffee farming, driven by financial incentives and cultural significance. Despite this passion, the study identifies a considerable gap in co-operative education, limiting students’ understanding of models key for future participation in farming and co-operatives. The study concludes that limited staff, inadequate facilities, outdated tools, and insufficient co-operative education hinder sustainable innovation, knowledge transfer, and youth engagement. The study recommends that the government should prioritize hiring or training qualified agricultural teachers to equip students with specialized skills in coffee farming. Secondary schools should introduce internal reward systems, such as recognition awards for high-performing students. Local governments, in collaboration with coffee stakeholders, should provide modern tools and infrastructure, including irrigation systems, tractors, and pest control equipment, to support practical learning. Schools also need to pursue alternative funding strategies by partnering with agricultural co-operatives, community members, and seeking grants from local governments for school-based agricultural projects.
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