1. Dr. Thadeus Mkamwa St. Augustine University of Tanzania April, 2014

2.  Introduction: Tanzania at a Glance  Shortage of Social Welfare Services  Increase in Social Welfare Interventions  Need for Community Based Social Work approach  Conclusion

3.  Faculties:  Education- Biggest in number of students  Social Sciences and Communications-Oldest  Engineering- smallest in number of students  Law – transformed into the School of Law  Business Administration

4.  SAUT Main Campus: 11,880 students  Mwenge University College (MWUCE)  Iringa University College (RUCO)  Stella Maris Mtwara University College  Archbishop Mihayo University College of Tabora  Jordan University College  St. Francis University College ogf Health and Allied Sciences  SAUT Songea Centre  Mbeya Centre, Arusha Centre, Dar es Salaam Centre

11. Universities in Pre-Independence Era:  Emulate the Universities of formal colonial powers  Promote cultural superiority of colonial powers in the colonies  Educate small elite of civil servants (Sawadogo, 1995, cited in Luhanga et al., 2003).

12.  To be national institutions of HE supportive of national governments  Effect social and economic transformation  To improve on the national HR needs  Formulate strategic national research agenda  Formulate development-relevant research

13.  Traditional: research, teaching, consultancy  Train intellectuals to sustain economies  Expand enrolment and monitor their growth  Ensure and control quality delivery  Manage finances and other resources  Enhance expertise and professional competence (McCaffery, 2010)

14.  Make Tanzania a Nation imbued with:  High quality livelihood  Peace, stability and unity  Good governance  A well educated and learning society  A competitive economy capable of producing sustainable growth and shared benefits

15.  Major Issue: Education, Unemployment and Poor Livelihood Questions of Importance:  Why increasing youth unemployment while we have natural resources and colleges around?  How can the youth be mobilized to get out of this problem and improve livelihood?

16.  What type of Education?  Education that will give the youth development opportunities  Education from sound institutions: self regulation and standard setting, performance monitoring  Education that is entrepreneurial: face job demands and demanding aspects of the community (agility, commitment, motivated )

17.  Financial and institutional sustainability:  Ability of national financial services providers  Affordable services from financial providers  Diversified financial services: credits, savings, insurances, pensions, etc.  Governance, risk management, client protection, delivery channels, performance management, etc.

18.  Lack of sources of financial services (esp. rural areas)  High information barriers, infrastructure, women being neglected, etc.  Poor linkages with the formal sectors  Bureaucracy in reaching out to the poor or the poor reaching out to the national machinery in the economy

19.  Financial inclusion of the youth (and low- income earners) in the economic agenda  Make available and accessible financial services and adequate credit to vulnerable people (youth)  Let the services be cost effective, fair and transparent  Mainstream the youth, women, low income earners in the national agenda

20.  BEST AC - Business Environment Strengthening for Tanzania-Advocacy Component.  ANSAF - Agricultural Non-State Actors Forum.  Supporting Donors: UK, Sweden, Denmark, Netherlands – DFID, SIDA, DANIDA, RNE.  Purpose: Achieve a business enabling environment that is more conducive to private sector growth and for the youth

21.  The SAUT-SWEYA Community Project – CSR & a learning project  Community members get some training and interest free loans to boost their enterprises  The project gets some grant from the Vice Chancellor’s office (Tshs.30 million ) to invest in small businesses  Project boosts investment in accommodation among Sweya community members

22.  Aim is to generate half of its income from university-business community partnership  It is a programme - imparting entrepreneurial skills to local community  It is business – running a business center, set to put various businesses together  It has its strategic plan and business plan  Aim – to change managers who understand technology and business environment

23.  National Strategy for Growth and Reduction of Poverty (NSGRP 2005-2010): government is the main responsible agent for the alleviation of poverty  SAUT BIP facilitates technical assistance and advisory services on business development  BIP collaborates with the Lake Zone Private Sector Development Consortium (the Inter- Business Direction Inc., CHIGOTO Plus, SNV )

24.  Facilitates projects to help graduates start some project with low interest loans  BIP identifies and admits best business ideas from applicants from various sectors  The programme assesses and certifies incubatees  They should meet set business criteria such as innovation & economic viability

25.  ILO. (2002). Men and Women in the informal economy: a statistical picture. Geneva  Luhanga et al., (2003). Higher Education Reforms in Africa. Dar es salaam, U. Press.  McCaffery, P. (2010). The Higher Education Manager’s Handbook. Second Edition.  Narayana, S.L. (2014). African Livelihoods and Partnership: 2 nd Knowledge exchange visit program. Hyderabad, India.