The role of education for rural development : the case of selected Haydom Lutheran Hospital`s educational activities in Mbulu district, Tanzania
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This study explores the role that education and training programs initiated and/supported by Haydom Lutheran Hospital play to the development of the rural community. The study have identified some education and training programs by Haydom Lutheran Hospital and explored the motives behind the establishment of those programs as well as the perceptions of the local community towards education in general and established programs in specific. The challenges associated with the establishment of education and training programs have also been explored. The experiences learned from the case study as a development project have been highlighted as lesson and example for the expected project at Kabanga Nickel in implementing the Corporate Social Responsibility mission. The findings indicate that various education programs, formal and non-formal have played a great role in the improvement of the living standard of the people around the hospital. On the other hand the contribution of education has been evidenced in the capacity building to the majority of the population that have been possible through education programs. This was highlighted by the number of people that have passed though Haydom Primary School, Dr. Olsen Secondary School, Nursing school, The vocational/trade School, Ngwandaq Primary School as well as by the working population that have been going through in-service training for various professions in the hospital. The life standard of the educated working population is used as a role model to the rest of the illiterate community and continues to build the positive attitude towards education. The main recommendation for the Kabanga Project is that they should aim to build the capacity of the local community through quality education programs that fit the local community around the project. The educated population will be the foundation of the socio-economic success of the community and they will not solely depend on the project because of the skills and knowledge through education. The establishment of the programs should be in a participatory way so that the community also contribute to the development of education programs using the available resources. The implication here is that they will feel that they own the programs and they are responsible for future improvement of the programs.
Master thesis in development management- University of Agder 2011