Enhancing Capabilities through E-Learning : A Framework for Entrepreneurial and Practical Training for Disadvantaged Groups in Tanzania

In Tanzania, and in other developing countries, a large number of students drop out at various educational levels, from primary to secondary schools, from secondary schools to tertiary institutions, and, at the universities. In 2022, a total of dropout rate for primary schools was 58% boys and 42% girls and secondary schools dropouts was 51.2% boys against 49.8 girls. Several factors make it difficult for these dropouts to return to traditional face-to-face education, including increased age, location constraints, institutional regulations, and economic challenges. A framework was previously developed by Mwishwa (2017) to impart entrepreneurial, hands-on business, and career skills through a flexible and blended learning approach, but, it did not describe how online courses are prepared and aspects for conducting practical courses so as to enroll disadvantaged groups of students. This study therefore set three objectives: (i) to identify characteristics of disadvantaged groups and prepare online & practical courses and its operational modality (ii) to examine online technology on how it supports a large number of dropout students who are geographically dispersed, and (iii) to explore how the available technologies - computers, smartphones, and the Internet - can be effectively utilized. The three research questions were: How do the online and practical courses conducted; how does the online technology support large number of learners; and how can the available technologies be well utilized; In order to answer these questions, the following methods were deployed: a literature review, a survey to prospective students and small-scale business practitioners in Mbeya Municipal Council, and interviews with Information and Communication Technology experts. The results helped to develop a framework for delivery of online and practical career training to Disadvantaged groups. This framework consists of five (5) dimensions: (i) analyzing characteristics of learners, (ii) formulating course content, (iii) evaluating online technology delivery methodologies, (iv) assessing course modalities, and (v) testing competencies achieved by learners. It was concluded that, a framework developed is applicable for building the capabilities of disadvantaged groups in Tanzania and could be adapted for use elsewhere. Future studies should focus on validating the framework and monitor the results during implementation. The study also recommends for institutions and policymakers leverage online education, guided by the framework, as a tool for promoting social inclusion and empowering marginalized groups.