Abstract:
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 discussion, key informant interviews and documentary review. Thematic analysis was used to
analyse data. The study used a 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 co-operative 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.
