Recently the use of mobile phones has been a widespread phenomenon. Various services have been provided by mobile phones which delivers opportunities to reduce costs and incomplete information dissemination in the agricultural sector and ensure efficient functioning of markets. But in order to successfully use mobile phones for the optimal development of agricultural markets, understanding the determinants of mobile phone usage in marketing agricultural products is crucial. This study aims at assessing the determinants of mobile phone usage for marketing agricultural products of small-scale orange farmers in Muheza, Tanzania using the UTAUT model. The study applies a mixed method approach utilizing questionnaire and focus group discussion. Data were collected from 288 randomly selected small scale orange farmers. The data were analysed using structural equation modelling and content analysis techniques. Findings show that the determinants of mobile phone usage for marketing of agricultural products are Effort expectance, social influence and facilitating conditions. Regarding the usage patterns of mobile phones, results indicate that many farmers own normal mobile phones and use those frequently. Further, the findings indicate that orange farmer’s use mobile phones for communication, money transaction and business purposes. Therefore, the study recommends that extension officers should be role models in using mobile phones in disseminating marketing information to farmers. In addition, technical facilities and support should be established in rural areas. Further, the government should ensure provision of infrastructure and equipment needed in the uptake of ICT by farmers. This study is important as the results provide insights on the determinants of mobile phone usage in marketing of farm produce which will help agricultural stakeholders to come up with strategies to help farmers make better use of mobile phone to enhance their marketing activities.
A 4-year decline culminating in a collapse of school leaver exam results sent shockwaves through the Tanzanian state education system. Students and citizens attribute the collapse to visible deficiencies in classroom teaching, which is the product of a complex, governmentadministered system of teacher training colleges, schools, schools inspectorate, an examinations council, and a curriculum development institution. A model of the system is constructed and 'interrogated' to establish a research framework of key questions and propositions for functional analysis and evaluation of the system.
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