School-based coffee farming schemes and future youth co-operators potential in Mbozi district, Tanzania

Abstract

Coffee plays a critical role in Tanzania’s economy, yet productivity levels remain low due to various challenges. Despite the strategic significance of coffee as a cash crop, efforts to build skilled, future-oriented agricultural actors remain insufficient. Schools, as institutions of knowledge transfer are essential in addressing this gap by preparing youth for agricultural development and fostering their interest in co-operatives to enhance sustainable coffee production. This study examines the involvement of secondary schools in coffee farming and the future of co-operative development in Tanzania, with a particular focus on Mbozi District. The study employed a case study research design to facilitate in-depth exploration of issues under investigation, selecting nine out of ten secondary schools engaged in school-based coffee farming schemes. Data were collected via interviews, observation and focus groups with students, teachers, and leaders of Agricultural Marketing Co-operative Societies (AMCOS). The collected data were analysed using content analysis. The findings reveal a shortage of qualified agricultural educators, leaving schools reliant on local expertise and external support. Resource challenges, such as outdated farming equipment and insufficient funding, also hinder practical agricultural training. However, students are highly motivated to participate in coffee farming, driven by financial incentives and cultural significance. Despite this passion, the study identifies a considerable gap in co-operative education, which limits students’ understanding of co-operative models which is the key for future participation in coffee farming activities as well as in co-operatives. The study concludes that limited qualified staff, inadequate facilities, outdated tools, and insufficient co-operative education hinder sustainable innovation, knowledge transfer, and the future youth engagement potential in coffee farming and co-operatives. The study recommends that the government prioritize hiring or training qualified agricultural teachers to equip students with advanced skills in coffee farming. Likewise, the secondary schools should introduce internal reward systems, such as recognition awards for high-performing students. Moreover, the local governments, in collaboration with non-governmental organizations, should provide modern farming tools and necessary infrastructure, such as irrigation systems, tractors, and pest control equipment, to support practical learning among students. There is also a need for the schools to explore alternative funding strategies by forming partnerships with agricultural co-operatives, community members, and seeking grants from local governments for school-based agricultural projects.