Effect of Teaching and Learning Approaches on Graduates’ Entrepreneurial Competency for Self-Employment in Tanzania

Purpose: Over the past decade, the need for improved teaching and learning approaches that enhance entrepreneurial competencies has been a critical agenda in Tanzania. Despite its importance, the process of realizing entrepreneurial competencies through education, suffers from various shortcomings especially in relation to teaching and learning approaches. This paper assesses the effects of teaching and learning approaches on graduates’ entrepreneurial competencies for self-employment in Tanzania. Methodology: The study used a cross-sectional case study research design with the aid of snowball sampling. A sample of 202 respondents was picked from selected universities of Sokoine and St. Augustine of Tanzania. Data were collected using a structured questionnaire which included a Likert scale, key informant interviews and documentary reviews. While content analysis was used to analyze qualitative data, statistical package for social sciences (SPSS) was used to analyze quantitative data. Findings: The results showed that a theoretical active participation approach (with the mean 3.8614) was used to develop capacity that empowered graduates with entrepreneurial competencies indicating a shift from rote learning that previous studies established. Most of the practical teaching and learning approaches ascribing to entrepreneurial framework were, however, not applied to yield greater effect on graduates’ self-employment. Based on the results, the paper concludes that universities used only fragments of a student-centered approach as opposed to incorporating the holistic approach recommended for educating for entrepreneurship. Recommendations: The paper recommends that university instructors should apply holistic teaching and learning approaches that would increase graduates’ confidence and commitment to seek self-employment in Tanzania.