Investigation of the Importance of Quality Retirement and Old Aging Education for Employees and for Primary and Secondary Education Students, Tanzania
Keywords:
Retirement, Old Age; Retirement Planning Education
Abstract
This study examined the Importance of Quality Old Ageing Retirement Planning Education for employees and students at primary and secondary education levels in Tanzania. Three specific objectives guided this study. Qualitative and Quantitative methods were both used in this study. Quota and purposive sampling techniques were used to obtain a sample of 120 participants. Questionnaires, special interviews and focus group discussions were used to obtain data from the study areas. Study results show that a majority among "employees" [57 out of 60 (95%)] say retirement planning education is desperately needed for them, respondents [46 out of 60 (77%)] of them say they do not have this education. Results also show that 98.3% (59 out of 60) of "students" respondents need quality retirement planning education, out of which [53 out of 60 (88%)] of students collectively "secondary and primary education" acknowledge the Quality Retirement and Old Ageing Education introduced and taught by the Researcher is well understood by them. Half of the students from "primary education" [15 out of 30 (50%)] performed better on A and B grades in a test given to them after being taught the pilot subject of effective retirement planning and old age. The study concludes that a lack of educational knowledge from reliable and dependable sources has left employees and students without a "culture" or psychology of preparing for their future life. The study comes up with two recommendations; one, things to be worked on and second, more studies to be conducted.
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2. Atchley, R. C. (1999). Social forces and ageing. Belmont, MA: Wadsworth.
3. Avis, W. (2015). Research tools: Focus group discussion. Retrieved from http://www.odi.org/publications/5695-focus-group-discussion.
4. Baruti, W. E. (2007). Investment of social security funds: A need for common guidelines in Tanzania. MBA (Finance) dissertation, University of Dar es Salaam, Dar es Salaam, Tanzania.
5. Boulton, L. (2010). Handbook of research on human development in the digital age. https://www.google.co.tz/search?tbm=bks&hl=en&q=Boulton-Lewis+%282010%29.
6. Bradford, A. (2015). Empirical evidence. New York, NY: Live Science.
7 Busagara, T. (2012). Assessment of retirement planning awareness of the self- employed individuals in the informal sector: A case of SME’s Owners in Dar es Salaam. MBA (Finance) Dissertation, University of Dar es Salaam, Dar es Salaam, Tanzania.
8. CBP (2016). Children’s book project for Tanzania. Retrieved from, https://web.facebook.com/CBPTz/?_rdc=1&_rdr.
9. Census. (2022). Matokeo ya mwanzo oktoba 2022. Retrieved from, https://www.nbs.go.tz/nbs/takwimu/Census2022/matokeomwanzooktoba2022.pdf
10. Cowgill, D. O., Holmes, L. D. (1972). Aging and modernization. New York, NY: Appleton-Century-Crofts.
11. Crawford, P. A. (2015). Rock of Ages: Developing Healthy Perspectives of Aging in the Elementary Grades. Childhood Education, 91, 395-401. https://doi.org/10.1080/00094056.2015.1090858.
12. Cooper A.D., Beehr T.A. (2015). Retirement and Continuity Theory. In: Pachana N. (Eds.), Encyclopedia of Geropsychology (pp. 1-8). Springer, Singapore.
13. Diego, S. (2019). Nine reasons why retirement planning is important. Retrieved from https://purefinancial.com/learning-center/blog/why-retirement-planning-is-important/.
14. Foreman, G. (2017). Retirement planning for teachers. The Dollar Stretcher, Stretcher.com. Retrieved from http:///www,stretcher.com/index.cfm.
15. Frank, J. C. (2015). A missing piece in the infrastructure to promote healthy aging programs: Education and work force development. Front Public Health. 2014; 2: 287. doi: 10.3389/fpubh.2014.00287.
16. Generations United (2017). Intergenerational learning activities: Aging. http://www.gu.org/RESOURCES/LearningActivities/IntergenerationalLearningActiviti esAging.aspx.
17. Havighurst, R. J. (1991). Adjustment to retirement: A cross-national study. Chicago, IL: University of Chicago.
18. ILO. (2013). An inclusive society for an ageing population: The employment and social protection challenge. Geneva, Switzerland: International Labour Organisation.
19. Joanne, M. & Onwuegbuzie, A. J. (2013). Towards conceptualisation of mixed method phenomenological research. Journal of Mixed Methods, 9(1), 91-107.
20. Levy, B. R., Ferrucci, L., Zonderman A., Slade, M. D., Troncoso, J., & Resnick, S. M. (2016). A Culture-Brain Link: Negative Age Stereotypes Predict Alzheimer’s Disease Biomarkers. Psychology and Aging, 31, 82-88. https://doi.org/10.1037/page 62.
21. Lichtenstein, M., Pruski, L., Marshall, C., Blalock, C., Lui, Y., & Plaetke, R. (2005). Disseminating the positively aging teaching materials: Results of a controlled study. Educational Gerontology, 31, 541-561. https://doi.org/10.1080/03601270590962505.
22. Margaret, M. M. & Melissa, L. C. (2019). Why people ageing? Journal of Gerontology & Geriatrics Education Volume 40, 2019 - Issue 4 Pages 442-448.
23. McGuire, S. L., Senter, S., & Stephens, B. (2013). Growing up and growing older: Promotion of nonageist literature for children. In Tennessee Library Association 2013 Conference: “Libraries Out of the Box”.
24. McGuire, S. L. (2017). Aging Education: A Worldwide Imperative. Creative Education, 8, 1878-1891. Scientific Research Publishing. Retrieved from, http://www.scirp.org/journal/ce.
25. Mitula, M. G. (2015). Ninastaafu kazi: Sistaafu maisha. Dar es Salaam, Tanzania: EGYS Artistes Artistic.
26. Mitula, M. G. (2019). Factors influencing primary school teachers’ retirement planning: The case of Kinondoni District in Dar es Salaam Region, Tanzania. PhD (Education) Thesis, University of Dar es Salaam, Dar es Salaam, Tanzania.
27. Mitula, M. G. (2019). Semina on life after employment. University of Dar es Salaam, Tanzania: School of Education SOED (Unpublished material).
28. Mitula, M. G. (2020). Kuishi bila mipango, majuto uzeeni. Dar es Salaam, Tanzania: pS- Counseling Consultants.
29. Morgan, R. E., & Ellis, D. W. (2007). The Longevity revolution: New opportunities for science centers. Public Policy and Aging Report, 17, 1-6. Retrieved from, https://doi.org/10.1093/ppar/17.1.1.
30. Mugenda, O. M. (2009). Research methods: Quantitative and qualitative approaches. Nairobi, Kenya: Acts Press.
31. Murphy, D. L., Lichtenstein, M. J., Pruski, L. A., Marshall, C. E., Blalock, C. L., Lee, S., Plaetke, R., & Lee, S. (2001). The positively aging teaching materials improve middle school students’ images of older people. The Gerontologist, 41, 322-332.
https://doi.org/10.1093/geront/41.3.322.
32. Myers, J. W. (1977). Aging curricula for the public schools. Objectives and materials. S. L. McGuire DOI: 10.4236/ce.2017.812128 1891 Creative Education Unpublished Doctoral Dissertation, Akron, OH: University of Akron.
33. NBS. (2014). Tanzania demographic survey: Mainland report. Dar es Salaam, Tanzania: National Bureau of Statistics.
34. NBS. (2022). Matokeo ya mwanzo oktoba 2022. Retrieved from, https://www.nbs.go.tz/nbs/takwimu/Census2022/matokeomwanzooktoba2022.pdf.
35. Newman, S. (1995). History and current status of the intergenerational field. Educational Resources Information Center [ERIC] ED448079.
36. Newman, S., Ward, C. R., Smith, T.B., Wilson, J. O., & McCrea, J. M. (1997). Intergenerational programs: Past, present, and future. New York, NY: Routledge.
37. NRTA & NATLA (1998). Teaching about aging: Enriching lives across the lifespan. Washington DC: NRTA.
38. Pratt, F. (1992). Why teach about aging? In D. Couper, & D. W. Gregg (Eds.), Schools in an Aging Society. Social Studies Classroom Activities for Secondary Schools (pp. 101-102). Hartford, CT: Connecticut Department of Education and Connecticut Department of Aging. Educational Resources Information Center (ERIC) ED370875.
38. Robert, S. (2019). Seminar on life after employment. University of Dar es Salaam, Tanzania: School of Education SOED (Unpublished material).
40. Schmalleger, F. (2009). Modeling theory. In Schmalleger, F. Criminology today: An integrative introduction (5th ed.), (pp 231-233). Upper Saddle River: Pearson education, Prentice Hall.
41. Tanzania Knowledge Network (2015). Social Welfare and Ageing in Tanzania. Retrieved from. http://www.taknet.or.tz/viewclosedtopics.asp? topic_id=15&topic_status=1 & discussions.
42. Ulin, R. O. (1982). Teaching and learning about aging. Washington DC: National Education Association.
43. United Nations (2017). World population prospects: The 2017 Revision. Geneva: United Nations Department of Public Information (UNDP).
44. URT (2016). Numbers of government primary schools and teachers. Dar es Salaam: President’s Office - Regional Administration and Local Government (PO-RALG).
45. Wellner, T., & Spadafora, P. (2016). Revera report on ageism: Independence and choice as we age. Ontario: Revera, Inc.
46. WHO. (2013). Demographic revolution worldwide. Geneva, Switzerland: World Health Organisation.
Published
2025-09-25
How to Cite
Mitula, M. G. (2025). Investigation of the Importance of Quality Retirement and Old Aging Education for Employees and for Primary and Secondary Education Students, Tanzania. International Journal of Social Science Research and Review, 8(10), 242-261. https://doi.org/10.47814/ijssrr.v8i10.3020
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