Browsing by Author "Olomi, Donath"

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    Aninclusiveapproachto regulatingthesecondeconomy AtaleoffourSub-SaharanAfricaneconomies
    (Emerald Group Publishing Limited, 2018-09-03) Olomi, Donath; Charles, Goodluck; Juma, Norma
    Purpose – This study aims to examine the experiences and lessons from formalisation initiatives in four sub-Saharan African countries. Drawing upon the three main theories that explain the existence of business informality – the exclusion model, rational exit model and dual economy model – the study offers an alternativepathtobusinessformalisation. Design/methodology/approach – The researchers adopted a descriptive-qualitative method, and throughthetriangulationofdata,identifiedemergingthemesandpatterns. Findings – The findings suggest that the informal sector has a small layer that responds to the simplification of regulations and a larger one that requires a different formalisation framework. This shift in paradigm, indirect or group formalisation, where business associations facilitate traceability (registration), self-regulation, access to resources and services for members was observed in all four of the economies studied:Kenya,Ghana,RwandaandTanzania. Research limitations/implications – As with every qualitative study, subjectivity and interpretation inevitably affect the replicability and generalisability of the findings. However, the rich meanings emerging fromthequalitativeanalysisofthetextarecriticallyinsightful. Practical implications – Developing countries should explore indirect formalisation. Provision of workspace and construction of business premises for informal operators should be given high priority. The model for building structures for micro enterprises should change in favour of ownership by the operators throughtheirownassociationsorotherprivatesectorinvestors. Originality/value – A pioneering study on cross-country analysis based on sub-Saharan African nations tounearthanewparadigm,ashifttowardsindirectorgroupformalisation.
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    Borrower Characteristics and Delinquency among Rural Based Savings and Credit Co-operative Societies in Tanzania.
    (2016-08) Mori, Neema; Nyantori, Thadei; Olomi, Donath
    This study examines the influence of economic and financial literacy on the delinquency and default rate of clients of rural Savings and Credit Co-operative Societies (SACCOSs) in Tanzania. The data were collected from a random sample of 200 individual loan beneficiaries drawn from eight SACCOSs, and analysed using regression models. The findings established that the level of economic and financial literacy of rural borrowers is very low. The study also found a negative relationship between economic literacy and financial literacy, on the one hand, and default and delinquency, on the other. This suggests that borrowers’ inability to make prudent borrowing and investment decisions, rather than poor intentions, is the main explanation behind the failure to meet debt obligations. Therefore, conventional microfinance may be penalising those with the least human capital, who happen to be the poorest people. The findings underline the need to invest in enhancing the poor’s human capital to ensure sustainable financial deepening and a positive impact on poverty.
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    Micro-Finance
    (2009-12) Mori, Neema; Olomi, Donath
    Access to finance is often cited as the most serious constraint by micro, small and medium enterprises in Tanzania. Access is even more difficult for the disadvantaged groups, such as women, youth, the disabled and rural dwellers. Typically, these groups are trapped in a vicious cycle of marginalisation, with limited social and human capital, limited access to resources and limited power, making it difficult for the conventional markets to work for them. Therefore for this to happen, different institutional and product innovations are required. This chapter explores the needs, challenges and prospects for enabling the disadvantaged groups to overcome their liabilities and become part of the financial services market.
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    Students’ entrepreneurial self-efficacy: does the teaching method matter?
    (2015-11-09) Abaho, Ernest; Olomi, Donath; Charles, Goodluck
    Purpose – The purpose of this paper is to examine the various entrepreneurship teaching methods in Uganda and how these methods relate to entrepreneurial self-efficacy (ESE). Design/methodology/approach – A sample of 522 final year students from selected universities and study programs was surveyed using self-reported questionnaires. Findings – There was a statistically significant positive relationship between ESE and lecturers’ business experience. Interacting with successful people, personal reading and handout notes, class presentationsandimaginarycasestudieshadastatisticallysignificantpositiverelationshipwithESE. There was no statistical significance in the relationship between ESE and some teaching methods. A positively significant correlation was also observed between lectures’ business experience and the choice of teaching method(s). Research limitations/implications – Further research should explore how various methods are used to teach different aspects of entrepreneurship as well as the attitudes and perceptions of entrepreneurship educators about entrepreneurial experience and its relevancy in entrepreneurship education. Practical implications – Lecturers should seek opportunities for attaining business experience throughpracticeandbusinessnetworks.Institutionsshouldorientlecturersthroughdifferentteaching stylesandtrainthemonhowtorelatelearningoutcomestolearningenvironmentsaswellasinvesting in learning aids. Originality/value – The study provides insights about the most feasible methods of activating ESE inthemostpracticalandefficientways.Italsoinformsreadersaboutthestateoflearningtechnologies from a developing country’s perspective.
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    Success Related Attributes in Tertiary Training Institutions in Tanzania
    (Papers in Education and Development, 1997) Assad, Mussa Juma; Olomi, Donath
    The Government of Tanzania has made a major commitment to expand higher education since independence. Although there is still a growing demand for higher education, resource utilization and quality in institutions of higher learning have generally deteriorated Privately managed education institutions are few but increasing as field has been historically dominated by government and parastatal institutions. Tanzania’s future policy on education and training is moving away from government managed educational institutions to concentrate on the creation of an enabling environment for private sector to participate in provision and management of education. It would eventually disengage itself from direct management and operation of “non-core” activities, including the running of training institutions.