Bridging secondary school instruction to real-life settings through entrepreneurial instructional approaches
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Date
2021
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Publisher
International Journal of Education and Social Science Research
Abstract
Tanzanian educational policy regards secondary education as a strategic weapon in fighting against
poverty. This means that classroom instructional practices should equip learners with the knowledge
and skills that could be useful in their lives. This article assessed the role of classroom teaching and
learning methods in inculcating entrepreneurial related knowledge that could be helpful and applicable
to learners' real-life situations.
A semi-structured interview was purposely done with Agricultural Sciences, Biology, and Civics
subjects’ teachers in ten ward secondary schools in the Mvomero district in Tanzania. Besides, focused
group discussion was conducted with secondary education leavers to assess how both teaching and
learning methods play the role of inculcating entrepreneurial related skills and knowledge to learners.
The study shows both teaching and learning practices employed in secondary schools do not inculcate
entrepreneurial related skills and knowledge, and thus, school knowledge does not help fight against
poverty. Although the findings revealed the importance of entrepreneurial methods in imparting skills
and knowledge in fighting against poverty, resources scarcity was noted as a setback for implementing
entrepreneurial approaches. To address the instructional resources scarcity, the study suggests inservice
training for teachers to equip them with the knowledge of integrating entrepreneurial skills in
the teaching and learning process. The study recommends teachers to be motivated because welltrained
and motivated teachers are likely to address instructional- resources scarcity by improvising
the locally available resources.
Description
Journal article
Keywords
Entrepreneurial teaching methods, Poverty reduction, Education policy, Secondary education, Tanzania