This study explored the impact of Cooperative Education and Training (CET) on the performance of Agricultural Marketing Cooperative Societies (AMCOS) in Ukerewe and Sengerema districts, Tanzania, using the qualitative approach. The study sample consisted of 64 respondents who were selected using purposive sampling. Respondents were members of AMCOS in Ukerewe and Sengerema districts. Data was analyzed using qualitative thematic approach. The study revealed that CET has a positive impact toward effective implementation of set goals in cooperative organizations. The education helps leaders of the AMCOS to know the direction in which the organization should move. It is therefore concluded that without CET, cooperative organizations under investigation would have lost their direction. The study recommends that cooperative organizations should prioritize CET to help members understand their rights and responsibilities and improve the organization’s performance. Leaders of cooperative organizations should take CET seriously to ensure that the organizations move in the right direction. Cooperative societies should periodically evaluate the effectiveness of their education and training programs so as to identify areas that need improvement and to ensure that the programs meet the needs.

Indigenous knowledge has existed within the diverse African societies since the beginning of the life of such societies. However, it is claimed that during the colonial era in Africa such knowledge was ignored by colonialists, and later by African leaders after independence. Thus, most African indigenous knowledge including that used for improving human health was ignored by existing knowledge management theories; and people have come to depend more on exogenous (foreign) knowledge. Various theories on knowledge management have been proposed, however many have not focused on the management of African indigenous knowledge. This prompts a need to charter new theoretical models for the management of African indigenous knowledge. This article aimed at examining and highlighting various theories from different schools of thought that have explained the processes and activities involved in the management of knowledge by focusing on how they fit in managing the diversity of African indigenous knowledge systems. A total of three knowledge management theories were examined based on their significance and limitations. Given the existing theories’/models’ limitations to manage indigenous knowledge, a new framework that focuses on processes and strategies for the management of indigenous knowledge in the African context where such knowledge is generated and developed has been proposed. The five main attributes of the proposed framework are the following: the environment and setting, stages and phases for managing indigenous knowledge, the role and support of agents, the institutionalisation of indigenous knowledge and the legal framework for the management of indigenous knowledge.

Background: The economic well-being of any organisation in the world today significantly depends on the intellectual capital possessed by these institutions. However, with its richness in intellectual capital, some higher learning institutions in Tanzania are facing financial hardships.Objectives: To establish methods used by Tanzania’s higher learning institutions in managing the intellectual capital in their possession, with the focus of establishing a link between such practices and the financial performance of such institutions.Methods: This study was conducted using a multiple case study design, employing a purely qualitative research approach. Purposive sampling technique was used to involve respondents in this study. Collected data were analysed using thematic content analysis.Results: The visited institutions had a wide range of intellectual capital such as human, relational and structural capital. The intellectual capital found was managed using various methods, including careful recruitment of staff and knowledge-sharing strategies. Although the practices of managing some aspects of such capital were at a very basic level at the registry points, the practice was found to be very important for the economic well-being of the institution.Conclusion: Tanzania’s higher learning institutions possess a wide range of intellectual capital, and its management methods vary depending on the aspect of such capital. More importantly, the intellectual capital had a significant link with the financial performance of the institutions. However, the process of managing intellectual capital faced some challenges, including improper succession planning and the lack of a sharing culture.

In the world today, co-operative societies are important to the extent that cooperators have opted to ensure their sustainability by establishing guiding principles, education and training. With this regard, the Tanzanian government has made efforts to ensure regular provision of Co-operative Education and Training (CET) in each co-operative society. However, CET provision in Tanzania remains unevaluated and mal-evaluated, resulting in unsustainable, dormant and extinct co-operative societies. Yet, the extant studies on CET are too general as they cover the overall performance of the co-operatives, leaving out CET evaluation unexplored. This study evaluates CET in Tanzania by determining the status of CET and examining the practice of CET evaluation in Ukerewe and Sengerema districts. Findings were drawn from 64 respondents using purposive sampling technique. Data were collected through focus group discussions, key informant interviews and documentary review. Thematic analysis was used to analyse data. The study used a context, input, process, and product (CIPP) model of education evaluation to examine the practice of CET evaluation. The findings revealed that regardless of the existence of CET evaluation both formative and summative, there were some shortfalls. In terms of practice, the findings revealed that CET was seasonal while the context, input, process and product evaluation were unsatisfactory; hence confirming the poor trend of cooperative societies’ development. The study concludes that CET is still a necessity to ensure both the status of CET and practice. The study recommends CET institutions to prepare a centralised curriculum for all co-operatives and review CET regularly to suit societal needs. The government should set aside funds for CET and needs assessment to avoid irrelevant knowledge to the co-operators.

This chapter examines the integration of a business perspective in the management of indigenous knowledge (IK). Indigenous knowledge existed among the diverse societies in Tanzania since the beginning of life in such societies. With a business perspective it is considered that IK will be properly managed as the IK owners will be rewarded with some benefits for engaging in such business. Therefore, this chapter is designed to help readers understand: the status quo of managing IK in Tanzania; the applicability of the business perspective to the management of IK; the impacts of the business perspective in the management and development of IK; and the roles of stakeholders (IK owners and the government) in managing IK as a business enterprise. Thus, a business perspective for the management of such knowledge as a major source of development in this era of the knowledge economy is highly recommended for the appreciation revival of such knowledge.