Evaluation of Co-Operative Education for Agricultural Marketing Co-Operative Societies’ Development in Sengerema and Ukerewe Districts, Tanzania

This study evaluated suitability of the provided co-operative education (CE) on the aspects of context, input and process of delivery. The study was informed by the Context, Input, Process and Product (CIPP) Model. A Constructivist Paradigm was used to focus the study. While a cross-sectional design was employed to evaluate co-operative education, the qualitative approach was used in data collection and analysis. Face-to-face interviews and Focus Group Discussions were used to collect data from the key informants and AMCOS members respectively. Content analysis with the support of Atlas.ti 7 software was used to analyse data. Results show that the context, input and process of co-operative education are not well managed to deliver the desired output among AMCOS because objectives of CE were never emanated from the co-AMCOS’ needs and environment; hence making the provided CE inappropriate for the development of AMCOS. Again the required physical resources were not readily available and most human resources lacked competence, experience and andragogical skills for facilitation. Therefore, co-operative education providers ought to conduct needs assessment prior to delivery of co-operative education and facilitators should improve their delivery methods. The government of Tanzania in partnership with private sectors should set conducive environment for CE delivery