UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION, SCIENCE, AND TECHNOLOGY

VOCATIONAL EDUCATION AND TRAINING AUTHORITY

Ngorongoro District Vocational Training Centre

Tracer Study Report for TEA/SDF

funded Training Graduates on
Livestock Products

Ngorongoro District Vocational Training Centre,

P.O. Box 2849,
LOLIONDO ARUSHA – TANZANIA
Email: ngorongorodvtc@veta.go.tz
Website: www.veta.go.tz November, 2023

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Table of Contents
Table of Contents ........................................................................................................ii
List of Tables .............................................................................................................. iii
List of Figures .............................................................................................................iv
List of Appendices ......................................................................................................iv
Abbreviations and Acronyms ...................................................................................... v
Ngorongoro District Vocational Training Centre ........................................................ vii
January, 2024Glossary of Terms .............................................................................. vii
1. Introduction ......................................................................................................... 1
1.1. Background ................................................................................................... 1
1.2. Problem Statement ....................................................................................... 2
1.3. Objective of the study .................................................................................... 2
1.4. Specific objectives of the tracer study ........................................................... 3
2. Methodology ....................................................................................................... 4
2.1. Study Design ................................................................................................. 4
2.2. Respondents and Sampling Procedures ....................................................... 4
2.3. Development of the Study, Data Collection and Analysis ............................. 4
3. Findings .............................................................................................................. 6
3.1. Profile of Respondents .................................................................................. 6
3.1.1 Gender of the Graduates and Place of Residence ................................. 6
3.1.2 Age of Graduates ................................................................................... 7
3.1.3 Place of Residence of the Graduates ..................................................... 8
3.1.4 Training attended .................................................................................... 9
3.2. Enhancing Livestock Products Processing Skills to Youths and Women ...... 9
3.2.1 If the training has enabled the graduate to get employment ................... 9
3.2.2 Reported duration of staying after training to first employment or self-
employment; ..................................................................................................... 10
3.2.3 Type of employment or self-employment got as result of training
received: ........................................................................................................... 10
3.2.4 Reported reasons for not being employed or self-employed: ............... 11
3.2.5 Impact of Training on Incomes of Graduates ........................................ 12
3.2.6 How the acquired skills from the training has enabled the graduates to
increase income ................................................................................................ 13
3.2.7 Reported reasons for the training not enabled some graduates to
increase their incomes ...................................................................................... 14

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 3.2.8 Knowledge and Skills on Livestock Products ........................................ 15
3.3. Increasing the accessibility of milk handling equipment to 201 Youths and
Women ................................................................................................................. 16
3.3.1 Skills on Livestock Products Handling equipment ................................ 16
3.3.2 If respondents can Own and using equipment effectively. .................... 16
3.3.3 Reasons for some graduates not able to Own and use Dairy equipment
17
3.3.4 Skills on Selling Livestock Products and Handling Equipment ............. 17
3.4. Creating awareness on animal production and entrepreneurship skills ...... 19
3.4.1 Awareness on livestock feedings .......................................................... 19
3.4.2 Awareness on livestock diseases and caring ..................................... 20
3.4.3 Ability to Do Business: .......................................................................... 20
3.4.4 Usefulness of entrepreneurship education ........................................... 21
3.3.5 Reasons as to why some graduates cannot apply entrepreneurship
education skills to start businesses; .................................................................. 22
3.5. Comments and Suggestions from VET Graduates ..................................... 23
4 Conclusion and Recommendation .................................................................... 24
3.6. Conclusion...................................................................................................... 24
3.7. Recommendations ......................................................................................... 24
References ............................................................................................................... 26
Appendices .............................................................................................................. 27

List of Tables
Table 3-1: Participants’ Regions, Districts of Origin and sex ...................................... 7
Table 3-2: Age groups of Respondents ...................................................................... 7
Table 3-3: Villages/Streets Which Graduates Came from .......................................... 8
Table 3-4: Training Attended ...................................................................................... 9
Table 3-5: Employment Status of the Training Programme Graduates .................... 10
Table 3-6: Number of months stayed prior to first employment or self-employment by
sex............................................................................................................................ 10
Table 3-7: Duties/Tasks Performed by Employed and Self Employed Training
Graduates ................................................................................................................ 11
Table 3-8: Reported reasons for not being employed by sex ................................... 12
Table 3-9: How Training raised Incomes of Graduates ............................................ 14
Table 3-10: Reasons as why the training has not helped Graduates raise their
incomes by Sex ........................................................................................................ 14
Table 3-11: Type of Duties and Tasks performed by the employed/self-employed
Graduates ................................................................................................................ 15
Table 3-12: Reasons for not being able to use modern tools and equipment .......... 17

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Table 3-13: Usefulness of Entrepreneurship Education in Business ........................ 18
Table 3-14: Inputs on Contribution of Entrepreneurship Education to Business Skills
................................................................................................................................. 18
Table 3-15: Reasons as Why Graduates Do not apply Entrepreneurship Education to
Start Businesses ...................................................................................................... 22

List of Figures
Figure 3-1: Gender of the Graduates ......................................................................... 6
Figure 3-2: Age Groups of Respondents .................................................................... 7
Figure 3-3: Impact of Training on Incomes of the Graduates by sex. ....................... 12
Figure 3-4: Impact of Training on Incomes of the Graduates by Employment Status
................................................................................................................................. 13
Figure 3-5: If participants got enough skills on using modern tools and equipment in
the Training received by Sex .................................................................................... 16
Figure 3-6: Response from Graduates as whether they can use tools and equipment
effectively ................................................................................................................. 17
Figure 3-7: Ability by the Graduates to apply skills on livestock feeding .................. 19
Figure 3-8: Application of Skills on Livestock Diseases and Caring ......................... 20
Figure 3-9: If Entrepreneurship Education meets expectations of the Graduates .... 21

List of Appendices
Appendix 1: List of Graduates Captured during the Tracer Study by Sex, Age Group,
Phone Contact, Village, District and Region ............................................................. 27
Appendix 2: Number of Graduates captured in the Tracer Study by District,
Village/Street and Sex .............................................................................................. 31
Appendix 3: How Entrepreneurship education supports graduates perform their daily
duties........................................................................................................................ 32
Appendix 4: How Entrepreneurship education provided helps participants perform
their daily duties ....................................................................................................... 34
Appendix 5: Comments and Opinions from Graduates ............................................ 35

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Abbreviations and Acronyms
ICT – Information, Communication and Technology
INTEP - Integrated Training for Entrepreneurship Promotion
HSSE – Health, Safety, Security, Environment
RVTSC – Regional Vocational Training and Service Centre
TNA – Training Needs Assessment
VET - Vocational Education and Training
VETA – Vocational education and Training Authority
SDF - Skills Development Fund
TEA - Tanzania Education Authority
SADP - Small holders Agricultural Development Project
DVTC - District Vocational Training Centre

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Preface
Ngorongoro District Vocational Training Centre received some funds from the Skills
Development Fund (SDF) as grant support for training of youths and women in
livestock products. Ngorongoro district is dominated by the Masai and Sonjo
communities who are mainly pastoralists. Low profitability of livestock products is a
serious problem in the country. Statistics from the National Bureau of Statistics 2018
shows Tanzania is the second country in cattle rearing in Africa but her people do
not benefit enough with cattle despite an increase of dairy products demand in local
and foreign markets. Lack of dairy processing skills is one of the main causes of
unprofitability of dairy products. Major effects on unprofitability of dairy products have
led to persistence of poverty among cattle owners due to the fact they keep a lot of
cattle but market of their products is limited. This project namely Promotion of
Youth employment through Provision of Employable Skills in Livestock
Products is the intervention designed to enhance the livelihood of young men and
women who are disadvantage group in the community. Ngorongoro district benefited
the grant from SDF which consists of four financing windows, based on the following
training levels: (a) university level; (b) technical education and training; (c) vocational
education and training; and (d) alternative training (informal). Through these
windows, the SDF supports all levels of skills in the key economic sectors,
strengthen links with the private sector, stimulate demand for training, encourage
cost-sharing among firms and providers, and incentivize results at the provider level.
We are grateful that Ngorongoro DVTC obtained SDF funding through this VET
system window of opportunity for young people to learn on adding value to livestock
products for entering into the labour market.

Upon receiving the grant, Ngorongoro DVTC coordinated the training programme to
about 400 beneficiaries, the number being above the agreed target. Thanks to
participants who responded to the training and hopeful that they benefited from the
programme. Ngorongoro DVTC will continue to prepare vocational graduates with
the skills and knowledge for employability in both formal and informal
establishments. As Tanzania is currently promoting and supporting the diversification
of its economy to be of industrialization because both its natural resource and
suitable lands for agriculture along with husbandry and pastoral activities needs to
be added value. Therefore, Tanzania’s determination to diversification of its
economy and labour force would help the country meet the intended industrialization
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and for the needs enabling the growing youth population eradicate unemployment
rate.

It is against this background that this tracer study which covered 140 programme
training graduates from Ngorongoro DVTC has been undertaken to provide
understanding and a benchmark for further research on where skills development
needs to be focused to meet country’s current labour market demands. Emphasis in
the study was placed on the links between the quality of skills obtained by training
graduates, and the perception and satisfaction of fulfilling programme objectives.

The Tanzania Education Authority is commented for her initiatives to ensure this
study is carried out. It had indeed realized that this study has to play the role of
formative evaluation of the project, for better performance. We appreciate this
greatly.

Special appreciations are extended to Mr. Julius Paul Mjelwa for his expertise in
spearheading and carrying out this tracer study from its preparation to its successful
conclusion. Members of staff of Ngorongoro DVTC are also greatly appreciated for
their participation in preparation of the study and field work.

I am sure TEA and stakeholders of VET at various levels will appreciate the returns
associated with this work. It has certainly been opportune to learn through
information sharing and active participation in the entire process of producing this
report. This is indeed a manifestation of the current task expected to be performed
by training institutions on importance of tracing training graduates for getting
feedbacks on their progress in the labour market. Ngorongoro DVTC has discharged
this role and hopes beneficiaries will make the best out of it.

Gabriel Sikoi
Principal
Ngorongoro District Vocational Training Centre
January, 2024

vii
Glossary of Terms
TERMINOLOGY INTERPRETATION
1. Skills Ability which lies within an individual (potential) and when the
ability is given expression in terms of performance it becomes a
skill. Skills development is inclusive of any skills for making a
lawful living and can be acquired formally or informally.
2. Skilling The process of acquisition of skills without referring to the
source of skills acquisition.
3. Skills Gaps Skills bottlenecks that have significant impact on enhancing the
efficiency of the labour market.
4. Competence A skill or integral cluster of skills carried out within an integrated
range or context to specific standards of performance.
5. Professional skills Professional level skills acquired through qualifications and
experience required for membership of a professional body.
Most university graduates in engineering or other applied
sciences become professionals.
6. Technical skills Technician level skills acquired by a technician through
specialist technical education and practical training to work
under the general direction of a professional.
At this level the training last for 2 to 3 years leading to an award
equivalent to a diploma/FTC.
7. Vocational skills Skills acquired by a person employed as a skilled worker. The
work of skilled workers is related much more closely to that of
technicians who usually occupy responsible jobs involved a
higher level of scientific and technical knowledge but below that
needed by professionals.
8. Occupation A set of jobs whose main tasks and duties are characterized by
a high degree of similarity. A person may be associated with an
occupation through the main job currently held, a second job or
a job previously held.
9. Apprenticeship Any system by which an employer undertakes by contract to
employ a person and to train him/her or have him/her trained
systematically in a trade, the duration which is determined in
advance and in the course of which the apprentice is bound to
work in the employer’s business.
10. Field attachment A method of placing trainees at work places to gain work
experience during institutional based training programmes.
11. Industrial training It teaches and builds upon required practical and professional
skills.
12. Entrepreneurship Integrating small business management training with technical
training to prepare learners for self-employment.
13. Skills up grading Training given to those already working in order to improve the
productivity and competiveness of the economy.
14. Emerging skills Skills need emerging from undertaking economic and social
development programmes.
15. Technological Changes of technology used in workplaces that has direct
change impact of the content of courses delivered by skills training
institutions.
16. Technological up Specific skills upgrading programmes to address technological
grading charges at the work place.
17. Certification Certification of competence in a specified subject or area of
viii
 expertise awarded by a dully recognized and respected
accrediting organization. A certificate certifying the
competences of a person after approved examination to assess
the skills and knowledge in a designated trade or occupation.
18. Accreditation An act of granting credit or recognition to a registered
educational institute or programme that maintains suitable
standards. This is necessary for any programme or institution in
education that they meet a general standard of quality and
relevance.
19. Human capital The concept recognizes that not all labour is equal and that the
quality of employees can be improved by investing in them –
education, experience, and abilities of an employee have an
economic value for employers and for the economy as a whole.
20. Pre-employment Initial education and training system preparing young people
education and before employment. Its deliverables leads to awards of a
training system recognized qualification after validating the required knowledge
- leading to educational qualifications.
21. Post-education Lifelong learning system after initial education and training
education and designed to update and upgrade initial skills as a result of
training system technological and other changes taking place in the labour
market.

ix
1. Introduction
1.1. Background
Ngorongoro District Vocational Training Centre is located at Samunge Village in
Ngorongoro district in Arusha region. The Centre was established in 2020 as one of
vocational training centres owned by the Government to provide vocational training in
the district. Vocational skills provided by the centre includes Design Cutting and Sewing
Technology {DCST), Masonry and Bricklaying, Electrical Installations an Computer
Application.

Ngorongoro district is mainly dominated by pastoralist as livestock keeping enhance the

livestock of youngmen and women in Masai and Sonjo communities. The Government
of Tanzania has shown great effort to improve agriculture and livestock development in
the community by introducing different programmes like Small holders Agricultural
Development Project – SADP II) that aims to strengthen agricultural activities livestock.

Ngorongoro DVTC received an amount of TShs 129,400,000/= as grand from the Skills
Development Fund (SDF) via Tanzania Education Authority (TEA) for provision of
employable skills in livestock products. Two training programmes were conducted
under this project namely Promotion of Youth Employment through Provision of
Employable Skills in Livestock Products. The main expected outcome of the project
was to improve and enhance the livelihood of people in Ngorongoro district. Specifically,
objectives of the program was enhance skills provision in livestock products
(processing milk, hides and skins) to 201 young men and women in Samunge ward,
create accessibility of youths and women in handling modern tools and equipment and
create awareness on entrepreneurship skills.

At the beginning, the project was under the coordination of VETA Northern Zone Office
in Moshi. This is because Ngorongoro DVTC was still under construction and none of
the Centre staff had reported at the Centre. In this case, phase one project
implementation was coordinated from Moshi. Upon inauguration of the centre, training
coordination at phase two was fully under Ngorongoro DVTC Principal.

1
This report therefore aims to give out feedback on graduates follow up from the training
project and if it has achieved the intended objectives. This tracer study exercise was
spearheaded by report was prepared by the Ngorongoro DVTC under the expertise of
Mr. Julius Paul Mjelwa who is currently a Consultant in Education and Training Projects
based in Dodoma Tanzania available under email address:
juliusmzengaboma@gmail.com
1.2. Problem Statement
Ngorongoro district is one of the pastoralists’ area where most of the residents depends
on pastoralism as a major means of their economic life. However, most pastoralists face
serious challenges such as low profitability from livestock products like dairy products
regarding that communities own a lot of cattle yet they the one of the poorest people.
Ngorongoro DVTC designed a project on promotion of youths employment through
provision of employable skills in livestock products. Main outcome of the project was to
improve and enhance the livelihood of people in Ngorongoro district. This training
project for pastoralists is the intervention designed to enhance the livelihood of young
men and women who are disadvantaged groups in Masai and Sonjo communities. The
project focused at addressing three objectives which are effectively to enhance dairy
products processing skills; increase the accessibility of milk handling equipment; and
create awareness on animal production and entrepreneurship skills. Under this training
project, 201 youths and women were to receive training in dairy products and skins and
hides processing. This tracer study is therefore an important exercise to provide
valuable information to evaluate the results of the training as whether the intended
objectives targets has been achieved or not.

1.3. Objective of the study

The purpose of the study is to assess the impact of training project on promotion of
youth employment through provision of employable skills in terms of delivery,
accessibility to equipment and entrepreneurship awareness among training graduates in
the world of work. Specific objectives are: -

2
1.4. Specific objectives of the tracer study
(i) to determine relationship between skills studied and status of
employment, income increase and skilled in livestock products in the
labour market;
(ii) to examine as whether training graduates are skilled, accessible to use
and own milk handling equipment; and
(iii) to determine if training graduates has skills competencies on animal
feeding, diseases and able to do businesses with entrepreneurial
attributes required in the world of work.

3
2. Methodology
2.1. Study Design
Scope of the study is Ngorongoro district where the training programme was conducted.
This study was conducted in November, 2023. The study was designed specially to
follow up graduates of the training under the TEA/SDF funded training project namely
Promotion of Youth employment through Provision of Employable Skills in Livestock
Products.

2.2. Respondents and Sampling Procedures

The group of youths aimed to be reached in this study were those who attended and
graduated from two training programmes under the project. The training programmes
were: Training in Milk Processing and Training in Skins and Hides Processing. Sample
were drawn from the population which is a list of graduates from the two training
programmes conducted under the project.

Simple random procedure method was applied to get the required representation for the
study.
2.3. Development of the Study, Data Collection and Analysis
Major instrument used was a single questionnaire designed to collect information from
the graduates. The questionnaire was developed by the Team leader who involved a
number of Vocational Teachers from Ngorongoro DVTC. An orientation on the survey
content was conducted to the group. The orientation included definition and meaning of
tracer studies, follow ups surveys and steps used in conducting tracer studies. Pre-
testing of the questionnaire was conducted and the following issues were raised from
the observations:- 1. Over ambition on the side of respondents; 2. Humble responses
from respondents brings hope of getting the right information; 3. Aggressive language
needed during the survey in order to get the required information; 4. Difficulty in getting
respondents may hinder full coverage of the study; and 5. Telephone conversation
should be included to be one of data collection method.

Field work was prepared by the Centre Management in collaboration with the Team
leader by allocating data collectors to villages where the graduates were coming from.

4
The participants list with mobile contact numbers was used as a directory and starting
point for the data collectors to start the tracing process. The mobile phone approach
was decided to be adopted but not to be strictly since it had been agreed that this be left
to the discretion of the individual data collector depending on the circumstances in the
field. Field work was carried out from 13th to 18th November, 2023.

Upon receiving the questionnaires from the field, coding and editing of the
questionnaires were conducted. Data was entered using the statistical package for
social sciences (SPSS) software designed by the survey expert. The data entry
exercise started from 21st to 25th November, 2023.

After completion of the data entry exercise, data cleaning was undertaken for control
checks and reducing illogical entries. Further, tables nd figures were produced while
some data were transferred from the SPSS to Microsoft Excel. Production of tables and
charts were consistent with the overall and specific objectives of the project document.
Approach to analysis of data was based initially on specific objectives of the project
document. Analysis of data was mainly related to the collected information from the
graduates’ employment status. This made the base of this report titled “TRACER
STUDY REPORT FOR TEA/SDF TRAINING GRADUATES ON LIVESTOCK
PRODUCTS”.

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3. Findings
In this chapter, findings and results of responses from the traced sample is analyzed.
The first section is the profile of respondents whereby sex of respondents, age, village
location and training attended is analyzed. The second, third and fourth sections are
assessments to the traced graduates and analysis on whether the training has achieved
performance indicators linked in the three specific objectives of the project. The
objectives are enhancing daily products processing skills to 201 youths and women;
increasing the accessibility of milk handling equipment to 201 Youths and Women and
creating awareness on animal feedings, diseases and entrepreneurship skills to Youths
and women.
3.1. Profile of Respondents
3.1.1 Gender of the Graduates and Place of Residence
The survey population was 400 graduates being a number of all course participants as
per list maintained by the project implementer, i.e. Ngorongoro DVTC 1. However, actual
number of the sampled graduates captured during data collection was 146 as shown in
Appendix 1. This represented a response rate of 37% of the total population. Amongst
of the traced sample represent 95 (65%) male and (51) 35% female as shown in figure
3-1 and table 3-1.
Figure 3-1: Gender of the Graduates

70%
60%
50%
40% Female
65%
30% Male
20% 35%
10%
0%

1
Training Attendance and Participants Particulars Records were used as secondary data in this study

6
Findings reveals that respondents originates from four regions namely Arusha, Pwani,
Manyara and Dodoma. Although the training focused mainly to youths from Ngorongoro
district in Arusha region, labour mobility has caused this training to attract a number of
youths from other three regions apart from Arusha and another five districts apart from
Ngorongoro in Tanzania as indicated in Table 3-1.
Table 3-1: Participants’ Regions, Districts of Origin and sex
Sex
Region District District Total Percent
Male Female
Arusha Ngorongoro 89 50 139
Arusha 2 0 2
Arusha Sub -Total
Arumeru 1 1 2
92 51 143 97%
Pwani District Bagamoyo 1 1
Pwani Sub Total 1 1 1%
Manyara District Babati 1 1
Manyara Sub Total 1 1 1%
Dodoma District Kondoa 1 1
Dodoma Sub Total 1 1 1%
Total 95 51 146 100%
Percent 65% 35% 100%

3.1.2 Age of Graduates

Age of the graduates is an important element in the population cohort that is being
served in order to determine relevance of the programme. Table 3-2 shows the age
group which is the largest in percentage belongs to the 20-29 age group covering 59%,
followed by the 30-39 age group (16%) and the 40-49 age group which recorded at
10%. Participants above 50 years represented 8%.
Table 3-2: Age groups of Respondents
Age Groups Frequency Percent Cumulative Percent
10-19 10 7% 7%
20-29 86 59% 66%
30-39 23 16% 82%
40-49 15 10% 92%
50+ 4 3% 95%
99 8 5% 100%
Total 146 100%

Age groups of graduates of this training shows cumulative percent of the young adults is
82% being the internationally recognized active working population. Figure 3-2 shows
the high frequency age group of the training programme graduates were those belongs
to ages from 20 to 29 (59%).
Figure 3-2: Age Groups of Respondents

7
3.1.3 Place of Residence of the Graduates
Response rate by Village or Street of origin indicates majority of respondents came from
Samunge (41%), Mageri (16%), Digodigo (12%) and Mgongo (10%) Villages making a
cumulative percent of 79% as indicated in Table 3-3. Major reason for these villages
having larger number of graduates is because the villages are closer to the training
place Samunge where the training Centre is located.
Table 3-3: Villages/Streets Which Graduates Came from
Village/Street Frequency Percent Cumulative Percent
Samunge 60 41% 41%
Mageri 23 16% 57%
Digodigo 18 12% 69%
Mgongo 15 10% 79%
Jema (Oldonyo Sambu) 6 4% 84%
Wasso 5 3% 87%
Mgholo 3 2% 89%
Sale 3 2% 91%
Pinyinyi 2 1% 92%
Njiro 1 1% 93%
Kosovo 1 1% 94%
Minjingu 1 1% 95%
Marurani 1 1% 95%
Ngurero 1 1% 96%
Komela 1 1% 97%
Murieth 1 1% 97%
Kiseriani 1 1% 98%
Kisangiro 1 1% 99%
Masusu 1 1% 99%
Sokoni 1 1 1% 100%
Total 146 100%

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3.1.4 Training attended
Responses from the field as indicated in Table 3-4 reveals that 48 (33%) of respondents
attended a course on Milk Processing followed by 37 (25%) who attended Hides and
Skins processing training. 61 (42%) of the remaining respondents attended both two
types of courses.
Table 3-4: Training Attended
Sex Cumulative
Training Attended Total Percent
Male Female Percent
Training in Milk Processing 22 26 48 33% 33%
Training in Hides and Skins 30 7 37 25% 58%
Attended Both trainings in Milk
43 18 61 42%
Processing and Hides and Skins 100%
Total 95 51 146 100%

3.2. Enhancing Livestock Products Processing Skills to Youths and

Women
Objective one of the project objective contained five indicators. The indicators were: - 1.
Classrooms Renovated and bench works and chairs procured; 2. Number of youth and
women employed in livestock products processing; 3. Incomes of participants increased
after training; 4. Advertisement brochures designed and printed; and 5. Number of
training participants skilled on livestock products processing and handling. For the
purpose of tracing training graduates, only indicators 2, 3 and 5 were translated into
tracer study questionnaire.
3.2.1 If the training has enabled the graduate to get employment
A person in employment as defined by the International Labour Office (ILO) is a person
aged 15 or over who has done at least one hour's paid work in a given week, or who is
absent from work for certain reasons (annual leave, sickness, maternity, etc.) and for a
certain period of time. All forms of employment are covered (employees, self-employed,
family helpers), whether the employment is declared or not2.

The graduates were asked to answer as whether they were employed for pay, self-
employed or still unemployed. Findings Table 3-5 revealed 11% were employed by
another person or in formal establishment and 26% said as employed themselves (self-
employed). Referring to the ILO definition of employment, the cumulative percent of

9
37% of the respondents in table 3-5 can be defined as employed. These were those
found employed by another person or employed in formal establishment (11%) and
those who said to be self-employed (26%). Training graduates who were still not
employment accounted 62%.
Table 3-5: Employment Status of the Training Programme Graduates
Employment status Sex
Cumulative
of the training Total Percent
Male Female Percent
graduates
Employed by another
person or in formal 10 6 16 11% 11%
establishments
Employed themselves
30 8 38 26% 37%
(Self Employed)
Not Employed 54 37 91 62% 99%
Not Stated 1 0 1 1% 100%
Total 95 51 146 100%

Status of employment is almost the same for both male and female as compared to
their number. And also percentage of unemployed graduates is high in both sexes.
3.2.2 Reported duration of staying after training to first employment or self-
employment;
Findings from the study reveals that 40% of the traced training graduates stayed
between one to three months before getting their first employment or becoming self-
employed. Cumulative percent indicates at least 98% of all the graduates under study
get their first employment or became self-employed as indicated in Table 3-6.
Table 3-6: Number of months stayed prior to first employment or self-employment by sex
Number of months Sex
Cumulative
stayed prior to first Total Percent
Male Female Percent
employment
1 to 3 months 16 5 21 40% 40%
4 to 6 months 12 3 15 28% 68%
7 to 9 months 9 1 10 19% 87%
10 to 12 months 3 3 6 11% 98%
More than 12 months 0 1 1 2% 100%
Total 40 13 53 100%

This result gives hopes that the training has enabled the participants to get employment
immediately after getting employable skills.
3.2.3 Type of employment or self-employment got as result of training received:
Looking at Table 3-7, 63% of the employed graduates under study said to be engaged
themselves in collecting, processing and selling raw skins and hides as well as milk and
milk products. Some of them (11%) were involved only in collecting and selling fresh

10
milk. Agriculture and livestock keeping involves about 11%. For those graduates who
decides to employ themselves in small businesses (non-agricultural) activities account
9%. And the rest 6% went further by engaging themselves in the leather finishing
industry that is making shoes.
Table 3-7: Duties/Tasks Performed by Employed and Self Employed Training Graduates
Training Attended
Training in Training Cumulative
Type of duties/tasks performed Attended Total Percent
Milk in Hides percent
Both training
Processing and Skins
Collecting raw livestock skins and
hides, processing and selling 0 19 0 19 35% 35%
finished processed leather
Collecting Milk for processing and
selling fresh milk and its products 9 0 6 15 28% 63%
such as yoghurts, butter and ghee
Collecting and selling fresh milk 6 0 0 6 11% 74%
Involved in agriculture and
4 2 0 6 11% 85%
livestock keeping
Self-employed in small
businesses different(Non
3 2 0 5 9% 94%
agriculture) from the training
received
Making leather shoes 0 3 0 3 6% 100%
Total 22 26 6 54 100%
Findings in the above sub-section 3.2.3 indicates that about 86% of the employed
graduates were engaged in related area of the training received, i.e. livestock products
as per project objectives.
3.2.4 Reported reasons for not being employed or self-employed:
An unemployed person as defined by the ILO is a person aged 15 or over who
simultaneously meets three conditions: being unemployed for a given week; being
available to take a job within two weeks; having actively sought a job in the last four
weeks or having found one starting in less than three months3.

Respondents were asked to give out reasons on why they are up to now not employed
despite of the training received under the project. Majority (51%) of graduates who said
as not employed said lack of financial capital, raw materials and equipment were
possible causes for not being employed. Attending other trainings is another reason
mentioned by some graduates (16%) for not being employed. Another 14% of the
respondents responded that the area in the training lacks employment opportunities.
The issue of professionalism was also mentioned as one of the reasons for lack of

3
International Labour Organization, Unemployed person (according to the International Labour Organization (ILO)
definition), Geneva, Published on 7/6/2023

11
employment. The mentioned reasons were lack of professional certificates, training
duration and work experience. Quality of training was also mentioned by some
participants who said that training was too short for one to become competent.

Table 3-8: Reported reasons for not being employed by sex

Sex Cumulative
Reason for not being employed or self-employed Total Percent
Male Female percent
Lack of financial capital, raw materials, tools and equipment 27 17 44 51% 51%
Attending other trainings 10 4 14 16% 67%
Lack of employment opportunities in the area as few
7 5 12 14% 81%
companies can employ
Lack of reliable professional Certificates as some employers
5 2 7 8% 90%
demands professional certificates with recognitions
Did not practice the skills after training as employers
demands candidates attended training with longer durations 2 3 5 6% 95%
and enough experience
Training time was too short for one to complete all subjects
2 0 2 2% 98%
clearly and became competent
Despite of the training, still producing poor quality leather 1 0 1 1% 99%
Not employed due to social reasons (married after training) 0 1 1 1% 100%
Total 54 32 86 100%

Reasons given in table 3-8 indicates that still some steps needs to be taken as far as
employment creation is concerned. Some gaps needs to be addressed in order to
enable more training graduates’ access to employment opportunities.
3.2.5 Impact of Training on Incomes of Graduates
One of the objectives in this project training was to ensure number of youths and
women increase their income from livestock products. Targets linked to this objective
was to increase income to 20% of women and youths employed in dairy products.
Graduates were asked as whether training has made them to increase their incomes.
Responses by gender in figure 3-3 shows at least training has enabled increase of their
incomes to 43% of both male and female respondents. Among them, male accounted
32% while female accounted 12%. The rest 55% of respondents (34% male and 23%
female) said training has not enabled them to increase their incomes.

Figure 3-3: Impact of Training on Incomes of the Graduates by sex.

12
Analysis by cross tabulating impact of training on graduates incomes and employment
status indicates at least positive impact of training to employed and self-employed
graduates and even to unemployed ones. In figure 3-4 indicates at least positive impact
of training to 11% of the employed graduates, 25% of self-employed and 8% of those
graduates not employed.
Figure 3-4: Impact of Training on Incomes of the Graduates by Employment Status

55% of the unemployed graduates confessed that training has not increased their
incomes at all. This is reveals by the fact that this group has no employment so it is not
easy to apply skills to increase income.
3.2.6 How the acquired skills from the training has enabled the graduates to
increase income
In the previous section, impact of training on income has been analyzed. In this section,
it will be further analyzed and discussed on how training has enabled graduates
increase their incomes. In table 3-9, respondents gave explanations on how training

13
raised incomes of the graduates. Majority of the graduates (31%) said their incomes
raised after seeking and getting reliable markets, improving quality of products and
increasing sales. This of course is part of knowledge gained by the graduates in
particular entrepreneurship education.
Table 3-9: How Training raised Incomes of Graduates
Sex Cumulative
How the training raised incomes of Participants Total Percent
Male Female percent
Seeking and getting reliable markets, improving
10 7 17 31% 31%
quality of products and increasing sales
Increased production of milk, adding value by
processing milk to get cultured milk (Mtindi), butter, 9 3 12 22% 54%
ghee, seeking more markets and increasing sales
Employed myself by starting small businesses 7 1 8 15% 69%
By adding value in processing skins and hides,
selling leather and making shoes, bags, wallets , 7 0 7 13% 81%
belts, for selling
Improved feeding methods of livestock, increasing
livestock and preserving environments to get more 4 3 7 13% 94%
milk and good leather
Established vegetable gardens for income
1 0 1 2% 96%
generating
Formed a group to provide training and advices to
1 0 1 2% 98%
Milk sellers
Understanding how to operate business and setting
1 0 1 2% 100%
business targets
Total 40 14 54 100%

3.2.7 Reported reasons for the training not enabled some graduates to increase
their incomes
Training initiatives are typically made with good intentions mainly raising incomes
of beneficiaries. For this training programme the intention was to increase incomes
of the graduates. Initially, graduates were asked if this training had an impact on
raising their income. However, there are some graduates who said the training had
not benefited them in terms of raising their income. In table 3-10, a summary of
reasons is listed whereby lack of financial capita and equipment I listed as the main
reason as why the training had not raised incomes of beneficiaries.
Table 3-10: Reasons as why the training has not helped Graduates raise their incomes by Sex
Reasons as why the training has not helped Sex Cumulative
Total Percent
Graduates raise their incomes Male Female percent
Low production due to lack of financial capital, tools
7 6 13 42% 42%
and equipment
Not employed neither self employed 2 2 4 13% 55%
Not yet applied the skills because I am still attending
3 1 4 13% 68%
other trainings

14
 Engaged in activity not relates to training received 1 1 2 6% 74%
Have not fully applied the skill due to lack of
2 0 2 6% 81%
materials
Lack of employment opportunities 1 0 1 3% 84%
Lack of enough experience 0 1 1 3% 87%
Married immediately after training and not engage
0 1 1 3% 90%
with any activity relates to training received
No place to do business 1 0 1 3% 94%
Training helped get little income which is not
1 0 1 3% 97%
enough to sustain life
Training provided not enough to make one to be
1 0 1 3% 100%
competent
Total 19 12 31 100%

3.2.8 Knowledge and Skills on Livestock Products

Knowledge is a form of familiarity. Awareness, understanding, or acquaintance. It often
involves the possession of information learned through experience. Knowledge is a
broad concept acquired from reading, listening, and watching. It is often abstract and
general, while skill refers to the ability to perform tasks or activities. Skills are specific to
an area of interest or practice and are developed through practice over time 4. Duties
and tasks are symbol of knowledge of something that a person owns. Table 3-11 shows
duties and tasks performed by employed graduates which imply possession of
knowledge by the graduates. This also imply application of knowledge into practice.
Table 3-11: Type of Duties and Tasks performed by the employed/self-employed Graduates
Training Attended
Training in Training in Attended
Duties/tasks Total Percent
Milk Hides and Both
Processing Skins training
Collecting Milk for processing and selling
fresh milk and its products such as yoghurt, 7 0 6 13 33%
butter and ghee
Collecting and selling processed leather 1 9 0 10 25%
Involved in agriculture and livestock keeping 3 2 0 5 13%
Collecting and selling fresh milk 4 0 0 4 10%
Collecting raw livestock skins and hides,
processing and selling finished processed 0 4 0 4 10%
leather
Self-employed in small businesses different
2 1 0 3 8%
from the training received
Making leather shoes 0 1 0 1 3%
Total 17 17 6 40 100%
.

4 https://www.quora.com

15
3.3. Increasing the accessibility of milk handling equipment to 201
Youths and Women
Objective two of the project document directs on increasing the accessibility of milk
handling equipment to 201 youths and women by 2020. There are three performance
indicators linked to this objective. The first indicator is to ensure youths and women
becomes skilled on dairy products handling equipment with targets from 30% in year 1
up to 50% in year 2. The second indicator increasing number of youths and women own
and using dairy products handling equipment with targets of 45%. The third indicator is
increasing 30% of youths and women in selling dairy products and handling equipment
with of 45% in year 1 and 2. Analysis on each of the three indicators is detailed below.

3.3.1 Skills on Livestock Products Handling equipment

Results in figure 3-5, 93% and 94% of male and female said they got enough skills in
handling the equipment, respectively.
Figure 3-5: If participants got enough skills on using modern tools and equipment in the Training received
by Sex

The achievement above is higher than the 50% target as per indicator two in the project
objective.
3.3.2 If respondents can Own and using equipment effectively.
Indicator two of objective two in the project document, it was expected to reach the
target of ensuring 45% of youth and women own and using livestock products handling
equipment. Results from this question has been analyzed by type of training attended.
Figure 3-6 shows 79% of graduates who attended milk processing training said they can
use respective tools and equipment as compared to 81% of graduates on skins and
hides, and 97% of graduates who attended both two courses. This achievement above
is also higher than the 45% target set in the project objectives.

16
 Figure 3-6: Response from Graduates as whether they can use tools and equipment effectively

3.3.3 Reasons for some graduates not able to Own and use Dairy equipment
From the study findings, four reasons were given by graduates who said do not own
and using equipment in their respective fields of study. Table 3-12 shows 65% of
respondents said they don’t have those equipment as they can’t afford to buy them due
to higher costs and availability. Other reasons given by respondents includes learning
time, number of participants and availability of equipment at the time of training.
Table 3-12: Reasons for not being able to use modern tools and equipment
Training Attended
Reasons for not being able to use Training in Training in Attended
Total Percent
modern tools and equipment Milk Hides and Both
Processing Skins trainings
Don't have those tools and equipment
to practice as can't afford to buy due to 6 5 0 11 65%
high prices and their availability locally.
Training time was too short to
understand everything required in the 1 2 1 4 24%
training
Large number of participants hindered
1 0 0 1 6%
clear understanding of lessons
Some training equipment were not
0 1 0 1 6%
available during training
Total 8 8 1 17 100%

3.3.4 Skills on Selling Livestock Products and Handling Equipment

Targets linked to indicator 3 is to increase 45% of women and youths in selling
livestock products. Table 3-13 shows findings from the study with a question aimed at
justifying role of entrepreneurship training in enabled graduates to acquire business
skills including sales. Analysis by employment status shows in total 90% of respondents

17
said entrepreneurship skills is useful in business. The higher percentage of employed
and self-employed graduates indicates how the respondents had experienced
applications of the skills in increasing sales in their respective businesses.
Table 3-13: Usefulness of Entrepreneurship Education in Business
If Skills in Entrepreneurship useful
Employment status of the training in Business
Total Percent
graduates Yes No
Count Percent Count Percent
Employed by another person or in formal
16 100% 0 0% 16 100%
establishments
Employed themselves (Self Employed) 35 92% 3 8% 38 100%
Not Employed 81 89% 11 12% 91 101%
Total 132 90% 14 10% 146 100%

The following table 3-14 indicates inputs and views on entrepreneurship education in
business skills including sales.
Table 3-14: Inputs on Contribution of Entrepreneurship Education to Business Skills
How Entrepreneurship education contributes to Sex Cumulative
Total Percent
business skills Male Female percent
Communicate positively with people to get more
8 4 12 14% 14%
customers
How to find markets, create business networks and
10 1 11 13% 28%
get expand business
To be more creative, business oriented with
2 6 8 10% 37%
confidence
How to keep ad serve money obtained from sales,
preparing income and expenditure (Budgeting) and 4 3 7 8% 46%
calculate profits and loss
Opened my mind on how to keep savings to get
2 4 6 7% 53%
capital, start business to employ myself
Encouraged to increase production for more sales
2 3 5 6% 59%
and profits
Encouraged to produce more products, sell more for
5 0 5 6% 65%
more profits
Know how to utilize the available resources and
business opportunities to start business for 2 3 5 6% 71%
employment creation
Cleanliness of utensils attracted large number of
customers, created good customer care, good 4 0 4 5% 76%
language and faith
Understanding selling methods and money circulation 3 1 4 5% 81%
Understand how to be operate livestock business 0 3 3 4% 84%
Collect milk from farmers by observing, oreserving
1 2 3 4% 88%
milk products for sales
Can provide advises and teaching people who wants
2 0 2 2% 90%
to start businesses
Improved working and business conditions,
2 0 2 2% 93%
cleanliness and environments
Time management and careful in separating working
1 1 2 2% 95%
hours and resting time

18
Using skills in performing my duties 2 0 2 2% 98%
Entrepreneurship education enables him to keep
1 0 1 1% 99%
livestock by applying entrepreneurial principals
How to collaborate with people to create markets for
0 1 1 1% 100%
more sales and profits
Total 51 32 83 100%

3.4. Creating awareness on animal production and entrepreneurship

skills
Creating awareness on animal production and entrepreneurship skills is object three in
the project document. This objective has three indicators with targets in year one and
year 2. The first indicator is about number of youths and women get skills on animal
production increased. It is targeted that in year 1, 30% of women and youths increased
skills in animal feedings practices and in year 2, the target is to increase skills on animal
feedings to 70% of women and youths. The second indicator is on number of youths
and women get skills in animal diseases. Targets under this indicator is to increase
skills on animal diseases and caring to about 30% of youths and women in year 1 and
to 70% in year 2. The third indicator is on number of women and youths are able to do
business in creativity way with targets of increasing 30% of youths and women to
become entrepreneurs on livestock products in year 1 and 70% in year 2. In this
subject, graduates were asked some questions to assess if this objective will be
achieved.

3.4.1 Awareness on livestock feedings

Respondents were asked to respond as whether understood teachings and good
practices on livestock feedings and whether the skill had been useful to them. Both
male and female responded positively on this question. Figure 3-7 indicates 80% of
male and 76% of female said they can use skills on livestock feedings.
Figure 3-7: Ability by the Graduates to apply skills on livestock feeding

19
The higher response to this question indicates that indicator 1 in the project objective
has been achieved.

3.4.2 Awareness on livestock diseases and caring

Awareness on livestock diseases and caring was measured from the graduates by
asking them if they can apply the skills. Figure 3-8 shows 76% male and 88% female
Figure 3-8: Application of Skills on Livestock Diseases and Caring

Graduates said they can apply skills on animal diseases. The higher percentages to
both male and female indicates also higher level of awareness on the skill.
3.4.3 Ability to Do Business:
Ability to do business in creative way is one of indicators in objective. Target linked to
this indicator is increasing 30% of youth and women on dairy enterprising in year 1 to
70% in year 2. In connection to this response, entrepreneurship education has been a
major support to both employed and the unemployed graduates do enter into business.

20
The following are the responses from the graduates on how entrepreneurship skills
supports them enter into business.
 To be more creative, business oriented with confidence
 Communicate positively with people to get more customers
 How to find markets, create business networks and get expand business
 How to serve money obtained from sales, preparing income and expenditure
(Budgeting) and calculate profits and loss
 Encouraged to increase production for more sales and profits
 Can provide advises and teaching people who wants to start businesses
The study also wanted to know if entrepreneurship education meets the expectations of
the graduates especially in applying the acquired skills in starting business. Figure 3-9
indicates higher percentages of graduates from all programmes who said
entrepreneurship skills meets their expectations of staring businesses.
Figure 3-9: If Entrepreneurship Education meets expectations of the Graduates

3.4.4 Usefulness of entrepreneurship education

Entrepreneurship skills are highly valuable and can be instrumental in various aspects
of personal and professional life. The following are some of the responses from
graduates on usefulness of the entrepreneurship skill in their daily activities: -
 How to find markets, create business networks and get expand business
 Communicate positively with people to get more customers

21
  To be more creative, business oriented with confidence
 How to keep ad serve money obtained from sales, preparing income and
expenditure (Budgeting) and calculate profits and loss,
 Encouraged to increase production for more sales and profits,
 Cleanliness of utensils attracted large number of customers, created good
customer care, good language and faith,
 Entrepreneurship education enabled them be creative and produce more
products
Appendix 4 is a table contains detailed answers from graduates on usefulness of
entrepreneurship skills and how the skill supports their day to day activities.
3.3.5 Reasons as to why some graduates cannot apply entrepreneurship
education skills to start businesses;
The study also wanted to get views from graduates who felt that they still cannot apply
entrepreneurship education to start businesses and either the skill is irrelevant to them.
Their responses was that some of them were still attending other trainings. Some said
that they are still unemployed so there is no way they can apply the skills outside of
working environments. Some also said training provided was more theoretical than
practical so they are still incompetent in the world of work. The last comment was that
training time was too short hence training contained few practice. See table 3-15.
Table 3-15: Reasons as Why Graduates Do not apply Entrepreneurship Education to Start Businesses

22
3.5. Comments and Suggestions from VET Graduates
The study also was interested to capture any views, comments and suggestion form
graduate on effectiveness of the training received and its relevancy in the world of work.
Detailed comments and views from the traced graduates are in Appendix 5. The
following are the summary of views, comments and suggestion which appeared to be
dominant against the others.
 Provide more training to most youths for income generation and employment
creation;
 Increase training time to make training more effective with impact;
 Requesting the Government to facilitate with capital to those training
beneficiaries under loan basis;
 Requesting VETA Ngorongoro to support small entrepreneurs with modern
equipment and tools as they not available locally and also high prices;
 Training should be provided to more youths to enable them generate income;
 Training should be provided to most pastoralists so as to educate them on how to
employ themselves

23
4 Conclusion and Recommendation

3.6. Conclusion
The findings of this survey have given feedback to a number of issues related to the
SDF/TEA funded training as provided by the Ngorongoro DVTC. Main objective of the
project was to provide employable skills to women and youth in livestock products in
Ngorongoro district. Training records from training reports shows about 400 participants
attended training in phases. This number is above the targeted 201 participants as per
project document.

Geographical location and coverage of the participants shows majority of them come
from villages around Ngorongoro district. However, lack of transport and
accommodation near to the training venue gave opportunity to women and youths in
closer villages to the training centre such as Samunge, Digodigo, Mageri and Mgongo
to attend the training in large number than those residents from far villages. It is hereby
suggested in the next training programmes to arrange better transport and
accommodation logistics so as to attract more women and youths from other villages
around Ngorongoro.

From this tracer study, impact of training in employment creation is 35% in both paid
and self-employment. The employment rate is above than target of 20% set in the
project document. Although this rate shows success of the project in one way or
another, it is still lower to employment rate of vocational graduates as compared to 75%
as recorded in the tracer study of vocational graduates of 2010-2015 conducted by
VETA.

3.7. Recommendations
Based on the findings and discussion presented in the conclusion part, the following are
of the recommendation which if the responsible authorities take them into consideration
as will play key roles in promotion of youth employment through provision of employable
skills in livestock products:-

24
 Requesting the Government to facilitate with capital to those training
beneficiaries under loan basis

 Requesting VETA to support small entrepreneurs with modern equipment and

tools as they not available locally and also high prices

 Increase number of training equipment and tools for every trainee have own tools
and equipment

 Tools and equipment should be provided to participants after training on loan

condition

 It is suggested to provide training in leather finishing such as shoe making and

other leather products such as bags, belts,

 Lastly, this project training was a starting point to be conducted under support
from the Skills Development Fund managed by the Tanzania Education
Authority. Since funding support included training tools and equipment, there
should be an arrangement for the Centre to establish long and short courses in
livestock products. We hopeful this training will be sustainable as most of
necessary requirements has been in place.

25
References

ALISON FULLER & LORNA UNWIN (2003): Learning as Apprentices in the

Contemporary UK Workplace: creating and managing expansive and restrictive
participation- Centre for Labour Market Studies, Journal of Education and Work-
University of Leicester, Salisbury Road, Leicester LE1 7QR, UK,

BOTA (2010) Tracer Study for Vocational Training Graduates (Draft Report) Phase
1. BOTA, Gaborone;

URT (2016): Integrated Labour Force Survey: 2014: Key Indicators of the Labour
Market, National Bureau of Statistics, Dar es Salaam, Tanzania;

VETA (2019): Tracer Study Report for 2010-2015 Vocational Education and
Training Graduates of Tanzania Mainland, VETA Head Office, Dar es Salaam
Tanzania;

26
Appendices
Appendix 1: List of Graduates Captured during the Tracer Study by Sex, Age Group, Phone Contact,
Village, District and Region
Sn Name of Respondent Sex Age Phone Village District Region
Group
1 Rifini Ragaya Gibande Male 50+ 0682883584 Mgongo Ngorongoro Arusha
2 Jackson Sendeyaa Bodiai Male 50+ 785923444 Mgongo Ngorongoro Arusha
3 Shadia Shamim Ibrahim Female 20-29 682498344 Mgongo Ngorongoro Arusha
4 January Vicent Lazaro Male 40-49 683489272 Mgongo Ngorongoro Arusha
5 Aidan K. Lengume Male 30-39 682153365 Mgongo Ngorongoro Arusha
6 Isack Robert Girabya Male 20-29 0 Mgongo Ngorongoro Arusha
7 Ayubu Lukoo Male 30-39 785335552 Mgongo Ngorongoro Arusha
8 Waziri Issa Safari Male 20-29 789303447 Mgongo Ngorongoro Arusha
9 Sylvia Foes Kadalida Female 20-29 785026713 Digodigo Ngorongoro Arusha
10 Filimon Laurence Male 99 785032754 Digodigo Ngorongoro Arusha
11 Anjela Gwagway Female 20-29 764293843 Digodigo Ngorongoro Arusha
12 Muyenjwa Damas Mayaga Male 20-29 782307153 Digodigo Ngorongoro Arusha
13 Fanuel Ezekiel Budenu Male 40-49 754530963 Samunge Ngorongoro Arusha
14 Mussa Elisha Barnaba Male 30-39 692236161 Njiro Arusha Arusha
15 Ozbon Obadiah Mbise Male 20-29 612894525 Samunge Ngorongoro Arusha
16 Hendry Mathias Giliday Male 30-39 782686536 Digodigo Ngorongoro Arusha
17 Emiliana John Kwaranje Female 20-29 787416648 Samunge Ngorongoro Arusha
18 Ludovick Joseph Sautie Male 20-29 766573948 Kiseriani Arumeru Arusha
19 Sayuni Long'ido Female 20-29 683600347 Samunge Ngorongoro Arusha
20 Given Losyoki Thomas Female 20-29 787181733 Samunge Ngorongoro Arusha
21 Elizabeth Mathayo Female 20-29 620581416 Samunge Ngorongoro Arusha
22 Joseph Daud Guabo Female 20-29 620489759 Samunge Ngorongoro Arusha
23 Patrick Eneza Samwel Male 20-29 748405161 Samunge Ngorongoro Arusha
24 Samwel Saimalik Memoi Male 20-29 953333198 Samunge Ngorongoro Arusha
25 Thobias H. Mallya Male 20-29 685980406 Samunge Ngorongoro Arusha
26 Anna Gidion Nalina Female 20-29 788553828 Samunge Ngorongoro Arusha
27 Meshaki Miseyeki Male 20-29 789671899 Samunge Ngorongoro Arusha
Mbalakai
28 Lebanat Augustine Male 20-29 692625403 Samunge Ngorongoro Arusha
29 Elisante Stephen Kivuyo Male 19-Oct 629632890 Samunge Ngorongoro Arusha
30 Emmanuel John Msaki Male 20-29 762835237 Kosovo Bagamoyo Pwani
31 Sauli Samwel Mollel Male 20-29 689997247 Minjingu Babati Manyara
32 Freddy Sediya Mbaryo Male 99 Samunge Ngorongoro Arusha
33 Ayubu Faustine Lukoo Male 30-39 785335552 Mgongo Ngorongoro Arusha
34 Samwel Benedicto Nnko Male 20-29 682530453 Mgongo Ngorongoro Arusha
35 Esuphat George Sedia Male 30-39 Mgongo Ngorongoro Arusha
36 Faustina Jiha Kaduga Female 20-29 789303444 Mgongo Ngorongoro Arusha
37 Elisifa Edward Kalea Male 30-39 687170877 Samunge Ngorongoro Arusha
38 Aminiely Emmanuely Male 19-Oct 692167417 Samunge Ngorongoro Arusha
Gerenyi

27
Sn Name of Respondent Sex Age Phone Village District Region
Group
39 Seme Samwel Magera Male 20-29 Mageri Ngorongoro Arusha
40 Leah Abel Mwaya Male 99 748388717 Digodigo Ngorongoro Arusha
41 John Richard Mragery Male 20-29 685704004 Jema Ngorongoro Arusha
(Oldonyo
Sambu)
42 Alex Adam Lameck Male 20-29 755051664 Mgholo Ngorongoro Arusha
43 Edina Hamisi Manyonyi Female 20-29 685102565 Samunge Ngorongoro Arusha
44 Hosiana Piniel Jonathan Male 19-Oct 683542654 Marurani Ngorongoro Arusha
45 Abdulkadir Suleiman Bilali Male 20-29 689986576 Samunge Ngorongoro Arusha
46 Jamal Miraji Ibrahim Male 20-29 783816722 Samunge Ngorongoro Arusha
47 Robson John Luwunzu Male 20-29 686733623 Samunge Ngorongoro Arusha
48 Nasra Iddi Kisawasawa Female 20-29 788546195 Samunge Ngorongoro Arusha
49 Bright Marandu Male 20-29 692828278 Samunge Ngorongoro Arusha
50 Florida Emily Goroi Female 30-39 693757779 Mgongo Ngorongoro Arusha
51 Faustine John Baduga Male 20-29 789303441 Mgongo Ngorongoro Arusha
52 Nathaniel Naftal Lotha Male 20-29 627081450 Samunge Ngorongoro Arusha
53 Honest Gabriel Shirima Male 20-29 682530453 Samunge Ngorongoro Arusha
54 Justine Salvatory Male 20-29 683989272 Ngurero Arusha Arusha
55 Innocent Elibariki Munga Male 20-29 692193695 Samunge Ngorongoro Arusha
56 Faraja Michael Varsae Male 19-Oct 692382501 Samunge Ngorongoro Arusha
57 Anold John Minja Male 20-29 683852622 Komela Ngorongoro Arusha
58 Mogelwa Samwely Mgoria Male 20-29 620632607 Sale Ngorongoro Arusha
59 Ombeni Lesian Lekimyaki Male 20-29 754064327 Samunge Ngorongoro Arusha
60 Esther Ernest Mmbaga Female 19-Oct 765952549 Murieth Arumeru Arusha
61 Mtaji Edward Female 20-29 789303447 Samunge Ngorongoro Arusha
62 Happy George Chao Female 20-29 Digodigo Ngorongoro Arusha
63 Pyalla Philipo Female 20-29 786556612 Digodigo Ngorongoro Arusha
64 Sophia David John Female 20-29 686383171 Samunge Ngorongoro Arusha
65 Bertha K. Shonga Female 30-39 623449540 Sale Ngorongoro Arusha
66 Abdullah L. Juma Male 20-29 764734100 Masusu Ngorongoro Arusha
67 Veronica R. Mbusheni Female 20-29 621448650 Sale Ngorongoro Arusha
68 Samwel C. Ndikere Male 20-29 789351394 Pinyinyi Ngorongoro Arusha
69 Reuben Edward Male 30-39 612237351 Pinyinyi Ngorongoro Arusha
70 Emmanuel M. Shungi Male 40-49 785418034 Samunge Ngorongoro Arusha
71 Wilson Mbande Dipira Male 40-49 682331818 Samunge Ngorongoro Arusha
72 Lugano Elith Mbilinyi Male 20-29 784699543 Samunge Ngorongoro Arusha
73 David Nataniel Gerson Male 20-29 684599990 Samunge Ngorongoro Arusha
74 Monica Shereu Bigoli Female 99 762708281 Samunge Ngorongoro Arusha
75 Wilson Dipira Male 40-49 682331818 Samunge Ngorongoro Arusha
76 Juliet Daudi Paulo Female 20-29 685800480 Samunge Ngorongoro Arusha
77 Mengisson Ebessngo Male 99 788316269 Kisangiro Ngorongoro Arusha
78 Suzzy John Barago Female 99 692301771 Digodigo Ngorongoro Arusha
79 Stephano Leshau Male 20-29 748475869 Samunge Ngorongoro Arusha

28
Sn Name of Respondent Sex Age Phone Village District Region
Group
80 Colin Charles Marindao Male 20-29 788354971 Samunge Ngorongoro Arusha
81 Anipha Zephania Female 99 Samunge Ngorongoro Arusha
82 Lechi John Kajeyani Female 20-29 683782924 Mgongo Ngorongoro Arusha
83 Mary Joseph Kisega Female 40-49 756635744 Samunge Ngorongoro Arusha
84 Dismas Paulo Shoide Male 20-29 747376606 Samunge Ngorongoro Arusha
85 Amos Stephen Ndelyayo Male 20-29 688194203 Samunge Ngorongoro Arusha
86 Boniface Jamus Berere Male 30-39 693049602 Samunge Ngorongoro Arusha
87 Hassan G. Uronu Male 20-29 762769251 Samunge Ngorongoro Arusha
88 Naino Joseph Lemali Male 20-29 785921213 Jema Ngorongoro Arusha
(Oldonyo
Sambu)
89 Geofrey Hosea Kangero Male 20-29 692595222 Wasso Ngorongoro Arusha
90 Sarah Yoeza Mnzava Female 30-39 754237422 Wasso Ngorongoro Arusha
91 Yonah Phares Mahuli Male 40-49 756437604 Wasso Ngorongoro Arusha
92 Sheilla Robert Mosha Female 20-29 686681379 Wasso Ngorongoro Arusha
93 Joseph Mbayani Lesikari Male 40-49 683489272 Wasso Ngorongoro Arusha
94 Magreth M. Leshau Female 20-29 687354242 Samunge Ngorongoro Arusha
95 Rehema M. Berere Female 20-29 762428766 Samunge Ngorongoro Arusha
96 Juma Simbano Abdallah Male 99 754464265 Samunge Ngorongoro Arusha
97 Stephen Mathayo Baraz Male 40-49 789191327 Samunge Ngorongoro Arusha
98 Lukai S. Lulei Male 40-49 784735632 Samunge Ngorongoro Arusha
99 Halifa Iddi Shemdangiwa Male 20-29 684442261 Samunge Ngorongoro Arusha
100 Habibu S. Kiriama Male 20-29 755052867 Samunge Ngorongoro Arusha
101 Moses Sandeya Male 40-49 787974970 Mageri Ngorongoro Arusha
102 Anna Emmanul Gaima Female 30-39 628861494 Mageri Ngorongoro Arusha
103 Josephine Buseni Female 30-39 765688464 Mageri Ngorongoro Arusha
104 Nelson Moloi Nerau Male 40-49 745578940 Mageri Ngorongoro Arusha
105 Richard Karashe Male 40-49 782506514 Mageri Ngorongoro Arusha
Baragiswa
106 William Sajin Sembeo Male 40-49 693639884 Mageri Ngorongoro Arusha
107 Shaibu Agostino Sella Male 30-39 749486000 Mageri Ngorongoro Arusha
108 Luten Kanyansuya Male 40-49 685330132 Mageri Ngorongoro Arusha
109 Victor Philipo Male 20-29 692804464 Mageri Ngorongoro Arusha
110 Emmanuel Molla Nang'awe Male 20-29 621244123 Mageri Ngorongoro Arusha
111 Annonimous Male 40-49 685704004 Mageri Ngorongoro Arusha
112 January Peter Ramani Male 40-49 683909423 Mageri Ngorongoro Arusha
113 Eliphao Michael Seleya Male 40-49 688152185 Mageri Ngorongoro Arusha
114 Dedas Stanslaus Gindury Female 20-29 785533405 Mageri Ngorongoro Arusha
115 Anjelika Kaijo Female 20-29 688635469 Mageri Ngorongoro Arusha
116 Babwel Jongo Male 20-29 627070439 Mageri Ngorongoro Arusha
117 Aminieli Lucas Ndao Male 30-39 Mageri Ngorongoro Arusha
118 Joyce Roman Gidu Female 20-29 783117852 Mageri Ngorongoro Arusha
119 Florida Daniel Female 20-29 784079979 Mageri Ngorongoro Arusha
120 Marekani Lemenya Male 40-49 789308054 Mageri Ngorongoro Arusha

29
Sn Name of Respondent Sex Age Phone Village District Region
Group
121 Julius Sajiri Sembeo Male 30-39 624468820 Mageri Ngorongoro Arusha
122 Moment M. Merau Male 40-49 693639884 Mageri Ngorongoro Arusha
123 Ally Salum Hussein Male 20-29 783826421 Samunge Ngorongoro Arusha
124 Mohamed Hamis Hante Male 20-29 682498344 Sokoni 1 Kondoa Dodoma
125 Glory Philipo Female 20-29 Digodigo Ngorongoro Arusha
126 Tulivu Daudi Kanangi Male 20-29 784068897 Mgholo Ngorongoro Arusha
127 Veronica Leonard Female 20-29 693001534 Mgholo Ngorongoro Arusha
Baradungaso
128 Estophily Elias Zakaria Male 19-Oct 693558243 Samunge Ngorongoro Arusha
129 Mwala William Kakulla Male 19-Oct 683576753 Samunge Ngorongoro Arusha
130 Kafoi Emmanuel Kabodoi Male 19-Oct 792847889 Jema Ngorongoro Arusha
(Oldonyo
Sambu)
131 Happines Daniel Siriagi Female 19-Oct 685854383 Jema Ngorongoro Arusha
(Oldonyo
Sambu)
132 Loveness Edward Female 19-Oct 792847889 Jema Ngorongoro Arusha
Kadanga (Oldonyo
Sambu)
133 Exavery Lodovick Sirway Male 40-49 685474905 Jema Ngorongoro Arusha
(Oldonyo
Sambu)
134 Veronica Daniel Kaoga Female 20-29 625408423 Samunge Ngorongoro Arusha
135 Diana Simon Lucas Female 20-29 746270023 Samunge Ngorongoro Arusha
136 Veronica Elibariki Imbele Female 20-29 782336929 Samunge Ngorongoro Arusha
137 Ayubu Juma Mangumbuli Male 20-29 785335552 Digodigo Ngorongoro Arusha
138 Miriam Ndewario Kitomari Female 20-29 695912641 Samunge Ngorongoro Arusha
139 Tulivu Donald Ranangu Female 20-29 784068897 Samunge Ngorongoro Arusha
140 Alfayo K. Nebugo Male 50+ 783348738 Digodigo Ngorongoro Arusha
141 Helana Lucas Namjogo Female 20-29 693601650 Digodigo Ngorongoro Arusha
142 Milina N. Barasobiani Female 20-29 683856553 Digodigo Ngorongoro Arusha
143 Dofia Gagarino Medai Female 20-29 685279752 Digodigo Ngorongoro Arusha
144 Lucas Senedi Namjogo Female 50+ 784720327 Digodigo Ngorongoro Arusha
145 Gladness Lulu Mgeri Female 20-29 768597195 Digodigo Ngorongoro Arusha
146 Spora A. Massando Female 20-29 786686328 Digodigo Ngorongoro Arusha

30
Appendix 2: Number of Graduates captured in the Tracer Study by District, Village/Street and Sex

District Sex
Total
Male Female
Mgongo 11 4 15
Digodigo 6 12 18
Samunge 39 21 60
Mageri 17 6 23
Jema (Oldonyo
4 2 6
Sambu)
Mgholo 2 1 3
Village/Street
Ngorongoro Marurani 1 0 1
Komela 1 0 1
Sale 1 2 3
Wasso 3 2 5
Kisangiro 1 0 1
Pinyinyi 2 0 2
Masusu 1 0 1
Total 89 50 139
Njiro 1 1
Village/Street
Arusha Ngurero 1 1
Total 2 2
Village/Street Kosovo 1 1
Bagamoyo
Total 1 1
Village/Street Minjingu 1 1
Babati
Total 1 1
Murieth 0 1 1
Village/Street
Arumeru Kiseriani 1 0 1
Total 1 1 2
Kondoa Village/Street Sokoni 1 1 1
Total 1 1
Mgongo 11 4 15
Digodigo 6 12 18
Samunge 39 21 60
Njiro 1 0 1
Kosovo 1 0 1
Total Village/Street
Minjingu 1 0 1
Mageri 17 6 23
Jema (Oldonyo
4 2 6
Sambu)
Mgholo 2 1 3

31
 District Sex
Total
Male Female
Marurani 1 0 1
Ngurero 1 0 1
Komela 1 0 1
Sale 1 2 3
Murieth 0 1 1
Kiseriani 1 0 1
Wasso 3 2 5
Kisangiro 1 0 1
Pinyinyi 2 0 2
Masusu 1 0 1
Sokoni 1 1 0 1
Total 95 51 146

Appendix 3: How Entrepreneurship education supports graduates perform their daily duties
Training Attended
Training
How Entrepreneurship education supports Training in Attended
in Hides Total Percent
graduates perform their daily duties Milk Both
and
Processing trainings
Skins
How to find markets, create business networks and
0 3 7 10 7%
get expand business
To be more creative, business oriented with
2 1 5 8 5%
confidence
Communicate positively with people to get more
2 3 0 5 3%
customers
How to serve money obtained from sales, preparing
income and expenditure (Budgeting) and calculate 1 1 3 5 3%
profits and loss
How to find markets, create business networks and
0 2 3 5 3%
get expand business
Communicate positively with people to get more
1 2 1 4 3%
customers
Incouraged to increase production for more sales and
0 1 2 3 2%
profits
Opened my mind on how to keep savings to get
0 0 3 3 2%
capital, start business to employ myself
Can provide advises and teaching people who wants
0 0 2 2 1%
to start businesses
Encouraged to produce more products, sell more for
0 2 0 2 1%
more profits
Increased business courage and improve customer
2 0 0 2 1%
care.
Managed to increase number of customers in
1 0 1 2 1%
businesses doing
Opened my mind on how to keep savings to get
0 1 1 2 1%
capital, start business to employ myself
Time management and careful in separating working 0 2 0 2 1%

32
 Training Attended
Training
How Entrepreneurship education supports Training in Attended
in Hides Total Percent
graduates perform their daily duties Milk Both
and
Processing trainings
Skins
hours and resting time
Using skills in performing my duties 1 1 0 2 1%
Encouraged to increase production for more sales
1 1 0 2 1%
and profits
Collect milk from farmers by observing business ethics
0 0 1 1 1%
and in hygiene
Entrepreneurship education enables him to keep
0 0 1 1 1%
livestock by applying entrepreneurial principals
Entrepreneurship education enabled him produce
0 0 1 1 1%
more products
Entrepreneurship skills gave experience to everyday
0 0 1 1 1%
activities
Good customer care, good language and faithful 0 0 1 1 1%
How to collaborate with people to create markets for
1 0 0 1 1%
more sales and profits
How to keep ad serve money obtained from sales,
preparing income and expenditure (Budgeting) and 1 0 0 1 1%
calculate profits and loss
How to protect grazing area, protect environments and
0 0 1 1 1%
generate profits from livestock
Improved working and business conditions,
1 0 0 1 1%
cleanliness and environments
Managed to design small projects for generating
0 1 0 1 1%
income
Number of customers increased due to good business
1 0 0 1 1%
language (customer care)
Opened my mind and started business to employ
0 0 1 1 1%
myself
Providing good language to customers (Customer
0 0 1 1 1%
care)
Understand how to be operate livestock business 0 0 1 1 1%
Understanding meaning and importance of
0 0 1 1 1%
entrepreneurship
Understanding on how to employ myself 0 0 1 1 1%
Understanding selling methods and money circulation 0 0 1 1 1%
Understanding to know value of available resources
0 0 1 1 1%
for starting business
Understood on how to start own business 0 0 1 1 1%
Using the skills to perform livestock keeping more
1 0 0 1 1%
skilful
Applying entrepreneurship skills in doing business 1 0 0 1 1%
Cleanliness of utensils attracted large number of
1 0 0 1 1%
customers
Entrepreneurship education enabled him to be
0 0 1 1 1%
creative
How to keep well milk products for selling 0 0 1 1 1%
How to serve money obtained from sales, preparing
income and expenditure (Budgeting) and calculate 0 0 1 1 1%
profits and loss
Improved working and business conditions,
1 0 0 1 1%
cleanliness and environments

33
 Training Attended
Training
How Entrepreneurship education supports Training in Attended
in Hides Total Percent
graduates perform their daily duties Milk Both
and
Processing trainings
Skins
Know how to utilize the available resources and
0 0 1 1 1%
business opportunities for employment creation
Time management and careful in separating working
1 0 0 1 1%
hours and resting time
Understanding how to overcome various economic
0 0 1 1 1%
challenges
Total 48 37 61 146 100%

Appendix 4: How Entrepreneurship education provided helps participants perform their daily duties

How Entrepreneurship education provided helps participants perform Sex

Total Percent
their daily duties Male Female
How to find markets, create business networks and get expand business 10 1 11 13%
Communicate positively with people to get more customers 7 3 10 12%
To be more creative, business oriented with confidence 2 6 8 10%
How to keep ad serve money obtained from sales, preparing income and
4 3 7 8%
expenditure (Budgeting) and calculate profits and loss
Encouraged to increase production for more sales and profits 2 3 5 6%
Cleanliness of utensils attracted large number of customers, created good
4 0 4 5%
customer care, good language and faith
Entrepreneurship education enabled him be creative and produce more
3 0 3 4%
products
Opened my mind on how to keep savings to get capital, start business to
2 1 3 4%
employ myself
Opened my mind on how to keep savings to get capital, start business to
0 3 3 4%
employ myself
Can provide advises and teaching people who wants to start businesses 2 0 2 2%
Encouraged to produce more products, sell more for more profits 2 0 2 2%
Improved working and business conditions, cleanliness and environments 2 0 2 2%
Managed to increase number of customers in businesses doing 1 1 2 2%
Time management and careful in separating working hours and resting time 1 1 2 2%
Understood on how to start own business 2 0 2 2%
Using skills in performing my duties 2 0 2 2%
Collect milk from farmers by observing business ethics and hygiene 1 0 1 1%
Entrepreneurship education enables him to keep livestock by applying
1 0 1 1%
entrepreneurial principals
How to collaborate with people to create markets for more sales and profits 0 1 1 1%
How to keep well milk products for selling 0 1 1 1%
How to protect grazing area, protect environments and generate profits from
0 1 1 1%
livestock
Know how to utilize the available resources and business opportunities for
0 1 1 1%
employment creation

34
 Managed to design small projects for generating income 1 0 1 1%
Time management and careful in separating working hours and resting time 0 1 1 1%
Understand how to be operate livestock business 0 1 1 1%
Understanding how to overcome various economic challenges 1 0 1 1%
Understanding meaning and importance of entrepreneurship 0 1 1 1%
Understanding on how to employ myself 1 0 1 1%
Understanding selling methods and money circulation 1 0 1 1%
Understanding to know value of available resources for starting business 0 1 1 1%
Using the skills to perform livestock keeping more skilful 0 1 1 1%
Total 52 31 83 100%

Appendix 5: Comments and Opinions from Graduates

Sex
Comments and opinions on training provided Total Percent
Male Female
Provide more training to most youths for income generation and
8 6 14 10%
employment creation
Increase training time to make training more effective with impact 7 2 9 6%
Requesting the Government to facilitate with capital to those training
0 2 2 1%
beneficiaries under loan basis
Requesting VETA to support small entrepreneurs with modern
1 1 2 1%
equipment and tools as they not available locally and also high prices
Training should be provided to more youths to enable them generate
0 2 2 1%
income
Training should be provided to most pastoralists so as to educate
2 0 2 1%
them on how to employ themselves
VETA should provide this type of training to enable more people get
1 1 2 1%
skills
Train more youths in milk processing, and skins and hides processing 1 1 2 1%
Got skills on how to process livestock skins and hides 1 0 1 1%
Increase number of training equipment and tools for every trainee
1 0 1 1%
have own tools and equipment
More training tools and equipmet needed to make the training with
1 0 1 1%
high impact
Provide small loans to training beneficieries 0 1 1 1%
Provide training on how to fatten livestock 1 0 1 1%
Requesting the Government establish industries for processing milk
1 0 1 1%
and hides and skins in the area
Suggesting to the Government to provide training to more youths get
1 0 1 1%
skills for employment
Suggesting VETA to provide training in horticulture 1 0 1 1%
Thanking VETA for such important training 1 0 1 1%
This training should focus on mixed farming methods such as modern
0 1 1 1%
livestock keeping and farming
This type of training should be provided frequently to more pastoralists
1 0 1 1%
youths make them add value to livestock products
To get more advanced training 1 0 1 1%
Training received has enabled to get skills in processing skins and
1 0 1 1%
hides to get good quality and valuable leather
Training should be provide to most groups of people as they are
0 1 1 1%
valuable to pastoralists in general
Training should be provided every time to enable youths become
1 0 1 1%
entrepreneurs

35
 Sex
Comments and opinions on training provided Total Percent
Male Female
Training was very helpful to me to understand how to process milk and
0 1 1 1%
hides and skins
Tools and equipment should be provided to participants after training 1 0 1 1%
VETA should provide more training opportunities to more youths on
1 0 1 1%
milk processing and skins and hides processing
VETA should provide tools and equipment to small entrepreneurs
0 1 1 1%
under loan conditions
Youth groups should be supported with loans 1 0 1 1%
Total 95 51 146 100%

36