ASSESSMENT ON IMPACTS OF COHABITATION AMONG
UNIVERSITY STUDENTS IN HIGHER LEARNING INSTITUTIONS
IN TANZANIA: CASE OF MOSHI UNIVERSITY COLLEGE
OF COOPERATIVES
AND BUSINESS STUDIES (MUCCOBS)
Vicent Binamungu Mulungwana
BACHELOR
OF ARTS IN COMMUNITY ECONOMIC DEVELOPMENT
July,
2012
ASSESSMENT
ON IMPACTS OF COHABITATION AMONG UNIVERSITY STUDENTS IN HIGHER LEARNING
INSTITUTIONS IN TANZANIA: CASE OF MOSHI
UNIVERSITY COLLEGE OF COOPERATIVES
AND
BUSINESS STUDIES (MUCCOBS)
By
Vicent Binamungu Mulungwana
A
research Report submitted in partial fulfillment of requirements for the Award
of Bachelor of Arts in Community Economic Development of Sokoine
University
of Agriculture
Moshi
The undersigned certify
that he/she has read and hereby recommend for acceptance by the Sokoine
University of Agriculture a research report entitled “Assessment on
Impacts of Cohabitation among University Students in Higher Learning
Institutions in Tanzania” in
fulfillment of the requirements for the award of a degree of Bachelor of Arts
in Community Economic Development of Sokoine University of Agriculture.
………………………………………………………………..
(Supervisor’s
Name)
…………………………………………………………………
(Supervisor’s
Signature)
Date:
……………………………………………………………
I, Vicent B. Mulungwana, declare that
this research report is my own original work and that it has not been presented
to any other higher learning institution for a similar or any other academic
award.
Name: Vicent B. Mulungwana
Signature: ……………………………… Date ………………………..
This research report is
copyright material protected under the Berne Convention, the Copyright and
Neighboring Right Act of 1999 and other international and national enactments, in
that behalf, on intellectual property. It may not be reproduced by any means,
in full or in part, except for the short extracts in fair dealings, for
research of private study, critical scholarly review or discourse with an
acknowledgement, without the written permission of the Moshi University College
of Cooperatives and Business Studies, on behalf of both the author and the
Sokoine University of Agriculture.
I wish to extend
my profound thanks to God who led and protected me throughout my studies
including this report, likewise, I
would like to acknowledge the following organizations and people for assisting
me: my gratitude’s goes to the Higher Education Students’ Loans Board (HESLB)
for financial support.
I am sincerely
grateful to many people who directly or indirectly participated in the
preparation of this work. It is not possible to mention all by names, however,
I am obliged to mention a few on behalf of the rest.
First is my supervisor,
Grace Maleko a Senior lecturer, Moshi University College of Business Studies for her tireless reading and
comments, constructive suggestions including intensive supervision that have
contributed to successful completion of this research report.
I acknowledge
with many thanks the Moshi University College of Cooperative and Business Studies
(MUCCoBS), Lecturers who enabled me to accomplish this task.
I am also
grateful my colleague students their encouragement in writing this research
report for the whole period.
Lastly, I would
like to thank all other MUCCoBS staff and students who were interviewed during my
research survey.
This research
report is dedicated to my family for their encouragement and moral support
during the whole period of the study. John Joseph Mganga, and Teresa John, who
plated a sense of love to education, and encourages me to study hard.
I dedicate this
work also to my friends, Shada D. Kilambo, Pius J. Kirenga, Anton Itemba. Class
representatives, and all students at MUCCoBS.
This study
examines the impacts of cohabitation among university students in higher
learning institutions in Tanzania. The main objective of the study was to
examine the impacts of cohabitation among students in higher learning
institutions. The study was conducted in Kilimanjaro Region. Geographically the
region Kilimanjaro is located between 2 degree south and 4 degree North of
latitude and 37 west and 38 East.
The study
employed case study approach whereby qualitative and quantitative data were
collected. Data collection methods were observation and interviews; also questionnaire
was used as instrument in the process of primary data collection. Secondary
data were collected through reviewing various documents.
The study
observed that, impacts of cohabitation among university students in higher
learning institutions in Tanzania and other countries is caused by transactional
sex where one engage in sexual relations in exchange for money, food, or favor
to meet their needs, presented as a survival strategy in focus groups
discussions by residents of Nairobi’s slums, (Dondoo et al, 2003).
Findings from
the research had put forward or suggest on improving the existing education
system at Moshi University College of Cooperatives and Business Studies and
other higher learning institutions matters on adulthood, marriage and family.
At the same time
the research had to be used in adjusting outdated policies in education systems
and improve the process of training among students at universities.
Table 4.2. Respondents Age Distribution
-----------------------------------------------------
Table 4.3 Education Level of
Respondents ----------------------------------------------------32
Table 4.5 Respondents Profile
------------------------------------------------------------------
Table 4.9 Best procedures towards Marriage
-------------------------------------------------
MUCCoBS – Moshi University College
of Cooperative and Business Studies
SUA -
Sokoine University College of
Agriculture
KCMC - Kilimanjaro Christian Medical College
URT -
United Republic of Tanzania
SMMUCo -
Stefano Moshi University College of Education
MUCE -
Mwenge University College of Education
KPS -
Kilimanjaro School of Pharmacy
LCTR -
Lecturers
OW -
Other Workers
P -
Parents
CL -
Community Leaders
RL -
Religious Leaders
LGO -
Local Government Officials
It
is far an undeniable fact that cohabitation is getting its way through the
Tanzania society very fast and the situation is so alarming.
With
an increase in population, economic hardship, and urbanization where there is
free movement of people from one place to another specifically Rural – Urban
migration, ethics erosion and non – adherent to religious teachings, just to
mention a few, man and woman have found themselves, out of sexual intimacies,
living together, but not to have legally married. This habit has brought us
into the concubine institution. Cohabitation is the act of living together, by
two people of opposite sex (heterosexual couples) as well as same sex partners
(homosexual) while involved in romantic or intimate relationship.
Cohabitation
is the word that originated from Latin “Co – habitare to inhabit,” from
frequentative of habare to have more or give. (According to Web dictionary).
According to the web definition; Cohabitation is the act of living together and
having a sexual relationship especially without being married.
(WorldNetweb.princeton.edu/perl/webn. 11.11.2011) Cohabitation is an emotional
and physical intimate relationship which includes a common living place and
which exists without legal or religious sanction. The act of living together, a
place where two or more individual reside together. (en.wikitionary.org/wiki/cohabitation).
Cohabitation usually refers to an arrangement
whereby two people decide to live together on a long term or permanent basis in
an emotionally and/ or sexually intimate relationship, to the couple who are
not married. (en.wikipedia.org/wiki/cohabitation)
Higher
Educational level is not found to reduce marriage intensities for a woman,
although educational enrollment appears to be less compatible with marriage for
woman than man. The effect of employment varies according to prevailing sex –
role expectations. The assumption behind this is that modern cohabitation
developed from two socially opposite origins. The educated elites and the
working class. A social value dimension is assumed to have a major effect up on
the present day choice between marriage and cohabitation.
Presently in America it seems that cohabitation is becoming
a new alternative in the way male to female unions are formed. It has
become an indirect form of courtship. The trend seems to be that “Americans are
marrying less and succeeding less often at marriages because alternatives have
become more attractive, relative to marriages” (Cohabitation, 4). Those
who are single and possibly considering getting involved in a long-term
relationship are aware of the risks involved with marriage. Couples
hunger for stability and a different life for their children. “As
children of divorce, they are all eager to rewrite history, not repeat
it”. The question at hand, is cohabitation becoming the new form of marriage?
According to social science evidence, cohabitation presents numerous troubles
for the couple. Through the research provided by the historical,
political science, sociological and psychological perspectives, the some
problems identified include:-
(www.faculty.rsu.edu/~felwell/Probweb/Presentations/cohabit.html)
Similarly
presently in Tanzania it seems that cohabitation is becoming a new alternative
in the way male to female unions are formed. It has become an indirect form of
courtship. The trend seems to be that
Tanzania men are marring less and succeeding less often at marriage. Those who
are single and possibly considering getting involved in long term relationship
are aware of the risks involved with marriage.
Throughout history, it has been shown that cohabitation has
become more accepted due to societal issues, legal issues, and the changes over
time. In the past, cohabitation has been referred to as "living
together," "shacking up," "serial monogamy" or
"living in sin". The tendency to move in the direction of
cohabitation and away from marriage is unique. "Never before in
Western history has it been acceptable for unmarried couples to live
together," said Andrew Cherlin, a sociologist at Johns Hopkins
University. "It was unacceptable a couple decades ago. It is
acceptable now" (Stalcup 1997). As
well in Tanzania history has been accepted for unmarried couple to live
together. It is so far an undeniable fact that concubinage institution getting
its way through the Tanzania society very fast. (Kaniki, 2010).
The graduates from higher learning
institutions and students in higher learning institutions in Tanzania are the
one’s who have been affected by this actions in number of ways, few people or
students engaged in cohabitation has made it to marriage, most of them had
ended up in disappointment and broken heart. Increased single parenthood in community,
as most of the cohabitants do not marry. Therefore single parenting is becoming more
rampant from cohabitation. (International Bureau of Education, 2000).
The
word Cohabitation originates from the Latin “ cohabitare” from Latin Co - +
habitare means to inhabit, from frequentative of habare to have more given.
(According
to web dictionary). Cohabitation usually refers to an arrangement where by two
people decide to live together on a long
term or permanent basis in an
emotionally and or sexually intimate relationship without being married.
(
en.wikipedia.org/wiki/cohabitation).
Recent decades have witnessed a
dramatic increase in premarital cohabitation in the Western world. Moreover,
there are researchers who argue that cohabitation has become a normative part
of the life cycle (Smock, 2000). Comparative statistics reveal variance in the
rates of cohabitation in different Western societies: United States (7.4%),
France (17%), Canada (18%), Finland (24%), and Norway (22%; Israel Central
Bureau of Statistics, 2007, 2009). In Israeli society, which is in a process
transition from traditional patterns of marital life to modern, Western
patterns (Lavee & Katz, 2003), there have been changes in the proportion of
cohabiting couples. Between 1998 and 2002, there was an increase of over 25% in
the number of cohabiting couples, and in 2007, about 3.4% of all couples in
Israel cohabited (Israel Central Bureau of Statistics, 2009).
In
the 1960s and 1970s, the small number of couples in America who were cohabiting
could be justly described as ant – marriages. They were purposely looking for
an alternative to traditional marriages. They viewed marriage as repressive or
irrelevant. The outlook of many cohabiting couples today has changed. Rather
than ant – marriage it may be more accurate to say that more of these couples
are ant – divorce. Meaning that they are
so afraid of a marital breakup that they are looking at cohabitation as a trial
marriage that can protect them from entering a marriage that could end up in
divorce (Mattox 1997).
Cohabitation
appeared in Africa as long as formal schooling had inverted them in Europe.
There was no cohabitation as long as transition from childhood to adulthood
went smoothly and did not require years of preparation between those two
stages. By and large customs provided models for life and the older generations
guided the younger ones. Of course changes took place and conflicts had to be
dealt with. Yet on the whole older generation were able to uphold social
control, discipline the young, assign those tasks and involve them in common
aims. (Rwebangira, et al, 1998).
According
to Radclilte – Brown (1950), the African does not think of marriage as a union
based on romantic love although beauty as well as character and hearth are
thought in the choice of a wife. The strong attention that normally exists after some years of successful marriage is the product of the marriage itself
conceived as a process resulting from living together and cooperating in many
activities and particular in the rearing
of children.
This
fact is true when it is put into the comparisons of the marriages in early
decades and the marriages in contemporary communities in Tanzania . The result
that you can observe is that marriage process is not administered by
family any more rather the couple
themselves, especially the elites and working class. This has put forward the
testing of marriage before marriage especially among university students in
higher learning institutions.
According
to Walle and Lardoux (2005), the distinction between marriage and cohabitation
is not easy to make. In the DHS(Demographics and Health Survey) done in Nigeria
in 1999, the answer left to respondent and no criterion is provided to
distinguish these modalities of unions. The word marriage and cohabitation are
themselves most ambiguous, since most marriages imply co- residents of spouses.
But in most instances the distinction between marriage and co sexual union is
made either on the basis of a ceremony (religious or civil). Or of payment of
bride wealth, the latter being by far the most important. However the reflected
customs were the religious marriage is arranged by the parents at every early
ages of the woman and couple may be married without living together. (Walle et
al , 2005).
The
extent to which these kinds of marriage are in current days to most educated
people and working class is different. For the fact that 70% of the marriages
in contemporary community in Tanzania are not fresh married. And 30% can be fresh marriages. (Father
Kimboy, 2011). Most of fresh marriage is that of the families which is
traditionally rooted. That enforce the couple to get married before living
together unless, if they were to live together.
The
family with strong cultural values, has found themselves in chaos when their
Sons and Daughter whom are in higher
learning institutions abandoning their ways and adopting the alternative way,
cohabitation once they know that such relationship their parent might not allow
them to get into. Hence, they found themselves affected by the impact of
cohabitation once they finish their course.
Cohabitation
is replacing marriage as the first living together experience for younger men
and woman. Cohabitation among the students in Tanzania comes into being as the
period of preparation for future. This preparation however is lopsided, while
the education system has opened avenues to the labor market for those who manage to reach its
higher levels, the same education system leaves students unprepared when it
comes to human reproduction and gender relation, (Rwebangira and Liljestrom,
1998) for the marriage life.
This
research will provide some answers to most problems that face the young men and
woman concerning the marriage with the respect to impact of cohabitation to
students in higher learning institutions in Tanzania.
The
societal history of cohabitation has changed from being an uncommon alternative
lifestyle; it has progressed from a more common lifestyle. This kind of
lifestyle where young men and women at the higher learning institutions living
together as husband and wife, has been facilitated by the existence of contraceptives and condoms which protect
couples from getting pregnancy, not to
mention abortion which is of great increase among students in higher learning
institutions. At the end the impacts of cohabitation to the couples has been as
it is worse for most of them break up before marriage. Things, which have, lead
to the study of this problem in higher learning institutions.
Marriage
is an institution, which can join people’s lives in a variety of emotional and
economic ways. In many world culture’s marriage usually leads to the formation
of the household composing the married couple; with the married couple living
together in the same home, often sharing the same bed, but in some cultures
this is not tradition. (Mattox, 1997).
The
issue of married couple is therefore known and recognized by every body. There
could be no doubt about who to call father, mother, son, daughter , brother,
sister. But these names were actually used quite differently. The Tanzanian man calls not only his own
children son, and daughters, but also the children of his brother and they call
him father. The children of his sister however, he calls his nephews and nieces
and they call him their uncle. Tanzanian woman on the other hand, calls her own
and her sister’s children, sons and daughters and they call her mother. However,
her brother’s children are her nephews and nieces and she is known as Aunt. Similarly,
the children of brothers call one another brothers and sisters and so the
children are of sisters. A woman’s own children and the children of her brother
on the other hand calls on another cousin. (Engels, 1972).
Cohabitation
has changed the magnitude of the marriage relationship, and single parents has
no chance to enjoy the presence of their partners’ as they always breakup
before marriage and suffer the responsibility of children .
In
marriage, the wider family and kin group supported the couple materially and
psychologically. Any lack of wisdom, direction and emotional maturity was
cushioned by invaluable support received from the bigger family. Families were
guided by the social norms and values, but these were no longer there, the few
transitional rites that still exist was inappropriate. The protective nature to
the coupled with all attendants’ guidance belongs to the past. The present
vacuum in relevant ideals and exploratory dialogues leaves young people and
parents bewildered, despite the intention to do the best, they fail.(Ntukula, et al, 2004).
As
a new wave of life among students in higher learning institutions, cohabitation
has washed the values and norms among students, since they don’t see its
importance no more. Therefore, this is a counterpart to the problem of cohabitations
that has been studied, hence, conducting this research.
A
decline in Tanzania marriage began sometime in the late 1970s or early 1980s
and this decline has been especially marked in urban areas. It has been
accompanied by a rapid increase in contraceptives prevalence from the very low
level before 1990 to just fewer than 20% of currently female students of
reproductive age use contraceptives. And this has caused infertility to
students in their marriage hence increase in divorce and facilitation of
cohabitation among the students.( As according to Hinde, Andrew, Mtur, Akim J. or
Tanzania Trends on Fertility).
According
to the late president of Tanzania J. K. Nyerere’s philosophy on adult
education, lifelong learning and education for liberation is in many ways, a
natural development of his ideas embodied in education for self – reliance, particular
those relating to some of the inherent limitations and inadequacies of formal
schooling.
The
purpose of education is the linearization of man from the restraints and
limitations of ignorance and dependency.
Education has to increase their control over themselves, their own lives, and
the environment in which they live. The idea imparted by education, should
therefore be liberating ideas and the skills acquired by education should be
liberating skills (Nyerere, 1978).
In
the process of doing things and acting on reality individual has no choice but
to co operate with others. During this cooperation especially to students in
higher learning institutions, they go beyond and cohabit. However, learning will not have the desired liberating
impact on the people, if their learning is oriented to obtaining a certificate,
for such a desire is merely another aspect of disease of the acquisition
society, where the focus of educational purpose is centered in certificates, while knowledge and skills
to liberate themselves from ignorance is left behind, hence they fail to
differentiate between how to cooperate, instead they turn to adoption of other
people’s practice of life , particular cohabitation by starting living
together.
The
technological advancement, global networking and global village now dominate
cultural life. Almost what is happening in big cities in Tanzania is what is
happening in big cities all over the world. Cohabitation at universities is the
result of advance in technology especially the mass media and internet, through
mass media the lifestyle of students from abroad was revealed to Tanzanian
students who an intentionally started copying what was happening in Europe and
America university, hence them too adopted such kind of lifestyle. Not only
they adopted cohabitation but has led them to loose their morals and values
hence they forget their parents existence in terms of relationship and jumped
into relationship without consulting them.
That is they practiced cohabitation which end up at the time of
graduation. This problem of cohabitation among the students is of great
necessity to be researched since, students have to be guided not only on maters
of education to get certificate but also on moral and value that will made them
good husbands and wives.
The main
objective of the study was to examine the impacts of cohabitation among students in higher learning institutions.
1.3.2.1 To
identify factors responsible for increase of cohabitation among
students in higher learning institutions.
1.3.2.2 To
determine the weaknesses and strengths of education system towards
adulthood, marriage and family.
1.3.2.3 To
examine how cohabitation contribute to effectiveness of marriage
processes.
1.3.2.4 To
suggest the best procedures to be followed in marriage or other union
like cohabitation.
1.4.1
What were the factors responsible for increase of
cohabitation among
students
in higher learning institutions?
1.4.2
What were the challenges facing students at higher
learning institutions in
entering
the relationship or courtship?
1.4.3
How cohabitation among students leads to successful or
failure of marriage?
1.4.4
What were the standard procedures for education system
best result in cohabitation and marriage?
§
The study was to bring benefit to higher
learning institution in Tanzania as students were to understand the new methods
and opportunities when interring into relationships.
§
On the other hand the findings from the research
had put forward or suggest on improving the existing education system at Moshi
University College of Cooperatives and Business Studies and other higher
learning institutions matters on adulthood, marriage and family.
§
At the same time the research had to use in
adjusting outdated policies in education systems and improve the process of
training among students at universities.
§
Also, the findings may serve as the basis for
further research on the same topic or other interest related to these arenas of
cohabitation.
The
united republic of Tanzania, comprising the old Tanganyika and the people’s
republic of Zanzibar, was formed on 26 April 1964. Tanzania total geographical
area is 890km2 makes it one of the largest countries on the African continent.
It is relatively sparse populated with the majority of its inhabitants living
in rural districts. The population was recorded as 34.5 million at the 2002
census, with the projected figure of 38.67million by 2006. (Catherine Ngugi et al, 2007).
Moshi
University college of cooperative and business studies (MUCCoBS),is the
government institution with the responsibilities of providing education
services; not only to the people who are living in Kilimanjaro but also
students from Tanzania at large and overseas, whereby the university have
capability of caring over 4000 students. (muccobs, web 11.11.2011).
The
Moshi University College of Cooperatives and Business Studies(MUCCoBS), is the
result of the transformation of cooperate collage Moshi which was enacted in
2004. For the time being Moshi University College of Cooperatives and Business
Studies is a constituent College of Sokoine University of Agriculture(SUA).
Having
sufficient number of students, Moshi University College of Cooperatives and
Business Studies (MUCCoBS), is exposed to an increase to the practice of
cohabitation among its students.
The
number of unmarried couple who together has increase six fold since 1970,
reaching 3.6million in 1995 (statistical abstract, 1996). Most cohabiters 60%
have /are under age 35, a majority 58% have never been married; one third are
divorced; 4% are widowed; and reminding are married but living with someone
other than their spouses. About one third have children under age 15 living in
their household. Only a small percentage of couples see cohabitation as a
substitute for or alternative to marriage. For most it has become a stage in
route to marriage, somewhat like engagement a time that allows couple to find
out whether they are compatible before getting married. At least one partner
expects to get married in 90% of cohabitations(Bumpass, 1990). Within a year
and half of moving in together, most couples either get married (about, 60%) or
beak up (about, 40%), (Bumpass, et al,
1991).
According
to National survey of married people by (Booth and Johnson, 1988), those who
had lived with their spouses before they were married reported that they argued
more and spent less time together than did couples who married before living
together. They also were likely to separate or divorce.
Marriage
and cohabitation are often not easily distinguishable in sub – Saharan Africa,
such that the frequent use of the in union category, which includes married as
well as cohabiting persons, can, at best be considered tenuous. Discerning the
complex spectrum of marital types in Africa can be difficult, which is probably
why either co- residence of a formal ceremony are frequently employed as a
delineator of in union status in surveys (Bledsoe et al, 1993). Marriage is typically not reducible to a distinct
event, rather being a process that easily take years to complete, depending on
the couples lineage and associated traditions (Meeker, 1992). All this makes
marriage more difficult to capture in a survey. The students in higher learning
institution they fail to inter into marriage process, then cohabiting become
their own opportunity.
Western
research on the institutions of marriage reveals that economic hardship lead to
instability in union (Raley, 2000). This is precisely what is happening with
higher learning institution students in Tanzania, thus the economic hardship
forces the students to cohabit. The recent state of research on Kenyan’s urban
poor suggests similar findings, with transactional sex where one engages in
sexual relations in exchange for money, food, or favor to meet their needs,
presented as a survival strategy in focus groups discussions by residents of
Nairobi’s slums, (Dondoo et al,
2003).
One
study found that less than ten percent of woman who has their first child in
cohabitating relationship is still cohabiting ten years later. About 40% will
have married, but 50% will be lone unmarried mothers because their
relationships have broken up. (Berthoud et
al, 2000).
The
case study was used. The study aimed at collecting information from respondents
on their attitudes, and opinions in relation to the impact of cohabitation
among the students in higher learning institutions in Tanzania. The design which
had been recommended is because it was comparatively tested expensive and data
collected was more manageable than in other research designs.
Kilimanjaro is one of the
26 regions in Tanzania. The capital of the region is Moshi. Kilimanjaro
region is home to Mount Kilimanjaro. Kilimanjaro Region is bordered to the
North and East by Kenya, to the South by the Tanga Region, to the
Southwest by the Manyara Region, and to the West by the Arusha
Region.
According
to the 2002 Tanzania National Census, the population of the Kilimanjaro Region
was 1,381,149. (http://en.wikipedia.org/wiki/Moshi 05.01.2012).
The
region called Kilimanjaro today, borrows its name from the tallest mountain in
Africa, Mount Kilimanjaro. Of the six districts mentioned above, four
traditionally had the Chagga settlements which are Hai, Moshi urban,
Moshi rural, and Rombo, and the other two which have historically been
of Pare settlements, namely Mwanga and Same. However, during colonial
rule, in the late 19th century and to the mid of 20th century, the region was
divided into two main districts: Moshi district, which comprised all the areas
settled by the Chagga people on the slopes of the mountain, and Pare district,
which was a Pare tribe settlement. The region, from earlier times, had been
settled by the people collectively called the Chagga, the Maasai, Wakwavi and
Waarusha (in the lower parts of Mount Kilimanjaro), and the Pare on the Pare
mountains. These have been intermingling, trading and even fighting from time
to time for various socio-political reasons. Later, other tribes also migrated
to the land.
The
study was conducted in Kilimanjaro Region. Geographically the region
Kilimanjaro is located between 2 degree south and 4 degree North of latitude
and 37 west and 38 East.
The map of Tanzania to show Research Area
The Kilimanjaro
Map to Show Moshi Urban
Kilimanjaro
lies on a tectonic line intersection 80 kilometers (50 mi). East of the
tectonically active Rift Valley. The activity which created this stratovolcano
dates back less than a million years and the central ash pit on Kibo, the
highest volcanic centre, may be only several hundred years old. Steam and
sulphur fumaroles here are indicative of residual activity.
Shira
and Mawenzi were two other areas of volcanic activity. Both became inactive
before Kibo. The Shira volcanic cone collapsed leaving the Shira Ridge as part
of its Caldera Rim. Mawenzi has been heavily eroded to leave a mass of
steep-sided ridges and summits, particularly dramatic on the infrequently-seen
eastern side. Kibo is the best preserved centre; it has three concentric
craters and the outer crater rim rises to Uhuru Point – the chief summit. The
middle, Reusch crater contains the main fumaroles and in its centre the 130
meters (430 ft) deep and 400 meters (1,300 ft) wide Ash Pit. The outer
crater has been breached by lava flows in several places, the most dramatic of
these being the Western Breach.
The
ash and lava covered slopes of Kibo are mainly gentle-angled from the steep,
glaciated precipices which defend its southern and south-western flanks. The
impressive rock walls on Kilimanjaro and Mawenzi are generally composed of
lavas and ashes. Deep gorges (barrancos) have been carved into the soft rocks
and ashes of Kilimanjaro. The most impressive of these is the Great Barranco
below the Western Breach and the two Barrancos on the east side of Mawenzi. (http://en.wikipedia.org/wiki/Moshi visited 05.01.2012).
Moshi is
a Tanzanian town with a population of 144,739 (2002 census)
in Kilimanjaro Region. The town is situated on the lower slopes of Mt
Kilimanjaro, a volcanic mountain that is the highest mountain in Africa.
Moshi
is home to the Chagga and Maasai tribes and lies on the A
23 Arusha–Himo east–west road connecting Arusha and Voi, Kenya.
Just to the east of Moshi is the intersection with the B 1 north–south road
eventually connecting with Tanga and Dar es Salaam. Moshi is
often considered the cleanest town in East Africa. Moshi host a number of higher education
facilities; among others are part of Tumaini University, Kilimanjaro Christian
Medical College (KCMC), and The Stefano
Moshi Memorial University College (SMMUCo), Mwenge University College of
Education (MUCE)- Part of Saint Augustine University of Tanzania, Moshi University College of Co-operative and
Business Studies (A constituent College of Sokoine University of Agriculture),
The College of African Wildlife Management-Mweka (Mweka College) and
Kilimanjaro school of Pharmacy (KSP). (http://en.wikipedia.org/wiki/Moshi 05.01.2012).
MUCCoBS
(formerly Ushirika College) is the oldest training institution in Tanzania
located along the Sokoine Road in the Moshi Municipality. MUCCOBS with
accumulating experience of 43 years, in the fields of co-operative accounting,
co-operative management and rural development has of recently turned into other
expertise in accounting, management, marketing, auditing and cooperative
development employed in different institutions within and outside Tanzania. The
Institution grew from a College enrolling only 150 students, conducting
tailored courses to a University College with a capacity of 1500 students.
MUCCoBS came into being as a result of upgrading the former Cooperative College
into a Constituent College of Sokoine University of Agriculture (SUA) in May
2004. Consequently, the name changed to Moshi University College of
Co-operative and Business Studies.
The
study had used both primary data and secondary data.
These
are those data, which were collected through communication, which involve
interview conducted by the researcher and questionnaires designed by the
researcher, also those that were collected through observation.
These
are the data, which was obtained from the document and on what other
researchers had written about the research topic being conducted. Secondary
data were conducted through literature review from books, internet and other
documentations.
The
sources of Data that were involved, includes the primary source and the
secondary source whereby several methods of data collection were used as
follows:
The study has involved the following
types of data collection methods
The
researcher was required to go through different documents that related to the
study are. In addition, the researcher had to review other literature on the
topic.
Selected
questions (open & closed question) which have been designed and prepared by
the researcher were used to collect relevant data and information from respondents.
The
researcher has conducted face to face discussion (interview) with the
lectures, community leaders, and
selected students from secondary schools, and colleges.
This
was done on ethnicities, colleges, secondary school students and the (14 – 34)
age group population. The researchers observed the impacts of cohabitation in
catering for the need of the students and how education system is doing in
respect to students at higher learning institutions.
3.4.3. Techniques of data collection
Both
Qualitative and Quantitative methods had been applied in processing of the
collecting data. Qualitative research techniques have been applied in
collecting and analyzing non-numerical data. For qualitative (that is numerical)
data simple statistics were used.
Is
the process of selecting a numbers of individual or objects from a population
such that the selected group contains elements representative of the
characteristics found in entire group, from which they are selected (Kombo et al, 2002). The study had a set of respondents (people) that will be
selected from a larger population for purpose of a survey.
According
to 2002 Census for the region of Kilimanjaro total population; 1,381,149. Male
population; 667,865. Female population; 713,284. Average household size 4.6 and
annual average population growth 1988 – 2002(%) was 1.6.
Kilimanjaro
Region comprises of 5 universities with an estimation of 20,000 students. The
subject of the study was drawn from Moshi University College of Cooperative and
Business Studies. MUCCoBS, The respondents included students, parents of
students, Management (lectures), and community leaders.
S/N
|
CHARACTERISTICS
|
FEMALE
|
MALE
|
TOTAL
|
1.
|
Students
|
34
|
46
|
80
|
2.
|
Lecturers
|
4
|
6
|
10
|
3.
|
Other workers
|
5
|
3
|
8
|
4.
|
Parents
|
5
|
3
|
8
|
5.
|
Community
leaders
|
1
|
2
|
3
|
6.
|
Religious
leaders
|
1
|
1
|
2
|
7.
|
Local government officials
|
0
|
1
|
1
|
TOTAL
|
53
|
59
|
112
|
Source: Compiled by researcher 2012
The
size of the sample had involved 112 people, the number of students from the
university in Kilimanjaro were be 80 students, lectures 10 respondents, parents
of students 8 respondents , community leaders 6 respondents. The actual number
of sample will include 13% of total respondents.
The
study has applied stratified, random, and purposive sampling technique to
select levels respondents who will form the sample size.
The
technique allowed researcher to use representative that had required
information with respect to the objectives of the study in which impact of
cohabitation to higher learning institutions were recalled as the two gender
women and men among the students.
Simple
random sampling referred to as no
complexities were involved. All that need was a relatively small, clearly
defined population to use this method. (Kombo et al, 2009). As sample were drawn from each category as analyzed
in table: 1.
Stratified
random sampling involves dividing your population into homogeneous subgroups
and then taking a simple random sample in each group. The sample was selected
in such a way to ensure that the certain subgroup in the population was
represented in the simple proportion to their number in the population.
Purposive
sampling is the method of sampling, the researcher purposely targets a group of
people believed to be reliable for the study. (Kombo et al, 2009). In this study the targeted groups includes students,
lecturers, parents, workers, community leaders, and community members as in
Table:1.
Data analysis is a process of
inspecting, cleaning, transforming and modelling of data with the goal of
highlighting useful information, suggesting, and supporting decision making. The purpose was to determine validity of data
collected. For explaining the findings,
descriptive statistics technique was used.
Also, tables and narrative models were used to represent results
obtained Kothari, (2002). In this study data analysis techniques used
depended to the type of data collected, whereby, for those qualitative data, Qualitative techniques was used to
analyze data where descriptive technique were used for such type of data. However, those descriptions were quantified.
Both
Qualitative and Quantitative methods were applied in processing of the
collecting data. Qualitative research techniques were applied in collecting and
analyzing non-numerical data. For qualitative (that is numerical) data simple
statistics were used.
Qualitative
data, such as finding out the views of respondents on a certain issue for
example cohabitation, is not always computable by arithmetic relations; the
respondent were categorized into various classes which were categorical
variables. The analysis of qualitative data varies from simple descriptive
analysis to more elaborated reduction and multivariate associate techniques.
The analysis varies with the purposes of the research, complexity of the
research design and the extent to which conclusion was reached easily. (Orodho et al, 2002).
Quantitative
data analysis consists of measuring numerical values from which descriptions
such as mean and standard deviation were made. Data can be put into order and
further divided into two groups; discrete data or continuous data. Discrete
data were countable data and Continuous data were parameters that were measured
and are expressed on continuous scale. The analysis of quantitative data varies
from simple to more elaborate analysis techniques. (Kombo et
al, 2009).
Data
being collected were processed by summarizing the bulk data and analyzing them
using both qualitative and quantitative methods. The analysis had involved
calculations, averages, percentages and trends. Presentation was in the form of
tables and pie charts. Finally the conclusion and recommendation was base on
the findings of the research.
4.0 RESEARCH FINDINGS AND DISCUSSION
4.1 Data Presentation, Analysis and Interpretation
This
chapter discusses in details the findings and interprets them into the simple
format that is easy to understand. The chapter is mainly about discussing in
details the research objectives. It is concern with Analysis and presentation
of research findings. It focuses on the guiding of the study in general. The
analyses and presentation of the main findings were collected from the field.
This study was carried out to assess the impact of cohabitation among
university students in higher learning institutions in Tanzania. A case study
of Moshi University College of Cooperative and Business studies (MUCCoBS). The
research questions interviewed to 136 respondents in order to collect important
information’s relating to the impact of cohabitation among University students in
Higher learning institutions in
Tanzania.
Table
4.1 Show the respondents household members according to their sex. Out of 112
respondents who were involved in this study; there were 58 males (51%) and 54
(48%) females. The research was conducted in Kilimanjaro region, at Moshi
University Collage of Cooperative and Business Studies MUCCoBS. The information
was collected through three methods that were; Interview, Questionnaire and
observation. The respondents were divided in seven groups; Students, Lecturers,
Other workers, Parents, Community leaders, Religious leaders, and Local
Government officials.
Sex of respondent
|
Frequency
|
Percent %
|
Male
|
58
|
51.8%
|
Female
|
54
|
48.2%
|
Total
|
112
|
100.0%
|
Source:
Research Findings (2012)
The
above analysis shows that, the total number of the groups who responded in the
field was 79 Students, 10 Lecturers, 6 Other workers, 8 Parents, 3 Community leaders,
2 Religious leaders, and 1 Local Government officials. A total of 112 which is
equal to 100%, among of them, 58 (51.8%) respondents were Males and 54 (48.2%)
were Females. This means that, males respondents were large in number than
females respondents in the field.
The
study found out that women’s participation from the studied university of
MUCCoBS is relatively high. This indicates that Men are increasingly engaged in
cohabitation lifestyle directly or indirectly. The findings revealed that the
number of Men who were involved in cohabitation at the university were many
compared to Woman. This could partly be due to their environmental forces thus
university has no enough dormitory for the students to be living inside the
compound and their needs to satisfy their body desire.
4.2.2 Age of Respondents
The
surveyed university of MUCCoBS in Table 2indicate that 88.4%(99) 0f respondents
were aged between 19 – 30 years. The second group was 7.1%(8) respondent were
aged between 31 – 40 years, and 4.5%(5) of respondents had the age that ranged
between 41 – 60 years. The findings from the studied university revealed that
the active age group between 19 – 30 years was dominant among the studied
respondents in the university. This implies that most of the cohabiting active
people were the students with age between 19 – 30 years. These are the
energetic people to be involved in the cohabitation lifestyle.
Table
4.2- Respondents Age Distribution
Age of
respondent
|
Male
|
Female
|
Frequency
|
Percent
|
19-30 years
|
46
|
52
|
99
|
88.4%
|
31-40 years
|
8
|
1
|
8
|
7.1%
|
41-60years
|
4
|
1
|
5
|
4.5%
|
Total
|
58
|
54
|
112
|
100.0%
|
Source; Research Findings (2012)
4.2.3 Education Level of Respondents
In examining the impact of cohabitation among students in Higher Learning
Institution in Tanzania. The study
involved the respondent of different level of education. The study found that
97% (109) of respondents had a university college level of education, 2.7% (3)
of respondent had a secondary school level of education as shown in Table 4.3
Respondents who are literate are expected to use their knowledge and skills
well in interring the marriage relationship and intimacy. Especially through
legal marriage as expected by the whole community. But sometimes literate
respondent may divert from the cord of living into proper lifestyle of which
they consider to be out fashioned, and adopt cohabitation which is easy for
them and does not bind them together. People who are knowledgeable on
cohabitation especially the students who studied sociology, Anthropology and
Basic Law at MUCCoBS have the capacity to understand the terms and situations
in cohabitation lifestyle. The low education level has implication on
insufficient knowledge on cohabitation life, in the Higher learning
institutions in Tanzania.
Education level
|
Frequency
Students
|
Lctr
|
O W
|
P
|
C L
|
R L
|
L G O
|
Total
|
%
|
Secondary
|
0
|
0
|
2
|
1
|
0
|
0
|
0
|
3
|
2.70%
|
College/university
|
79
|
10
|
4
|
7
|
3
|
2
|
1
|
109
|
97.30%
|
Total
|
79
|
10
|
6
|
8
|
3
|
2
|
1
|
112
|
100%
|
Source: Research Findings (2012)
The researcher also interviewed students, workers, parents, and
management of the University (MUCCoBS) on whether they have any training on the
impacts of cohabitation to the students before. The result indicated that 60.7%
(68) said yes they have trainings in different Disciplines such as Basic Law
and Sociology. On the other hand 39.3% (44) respondents said no it does not
offer knowledge on cohabitation. The students interviewed said that although it
is given to them, it does not satisfy the needs of students not to enter into
cohabitation. This result implies that,
respondents were not actually trained on life skills including Marriage and
Cohabitation.
The result from the studied University of MUCCoBS indicated that most of
respondents were Single. This implies that most of respondents were not married
or they did not have legal marriage. Whereas 84% (94) respondents were single,
13% (15) were married and 3% (3) were separated. This shows that 84% of
respondents were in great possibility to involve themselves in cohabitation or
live the cohabitation life. The married respondents were very few in number,
which implies that most of student and Lecturers in Higher Learning
institutions are not married, and 10 respondents married were male which means
that 5 respondent married were female thus the ratio of married female is
smaller than the married male in higher learning institution in Tanzania. As
well the separate male was 1 respondent out of 112 respondent and 2female out
of 112 respondents. This shows that woman is more separated than men. This
implies that the separated woman were in great danger to inter into
cohabitation life than man.
Category
|
Male
|
Female
|
Total
|
Percentage (%)
|
Marital Status
Single
|
48
|
46
|
94
|
84%
|
Married
|
9
|
6
|
15
|
13%
|
Separated/ Divorced
|
1
|
2
|
3
|
3%
|
Total
|
58
|
54
|
112
|
100%
|
Source:
Research Findings (2012)
4.3 Presentation of Findings and Analysis
The University in which the respondents were drawn involved the
University in Kilimanjaro Particularly, Moshi University College of
Cooperatives and Business Studies (MUCCoBS). The students were predominantly single
and those who married were few, others were separated. During the interview the
respondents, mostly seem to be interested in living in the legal marriage once
they will inter in the commitment life.
Category
|
Male
|
Female
|
Total
|
Percentage
(%)
|
living in cohabitation
|
9
|
7
|
16
|
14.30%
|
Not cohabiting
|
39
|
39
|
78
|
69.64%
|
Married
|
10
|
5
|
15
|
13%
|
Separated/Divorced
|
1
|
2
|
3
|
3%
|
Total
|
59
|
53
|
112
|
100%
|
Source:
Research Findings (2012)
Whereby
among the respondents interviewed, 14.3% (16) live in Cohabitation and 85.7%
(96) said to be single. According to the observation done by the researcher,
the findings revealed that 86% of students who live out campus were living in
cohabitation though they did not admit it when were interviewed. Some students
were cohabiting with their fellow students others were cohabiting with common
people in the community. This implies that many students at the university live
in cohabitation yet, they don’t admit it, even though to larger extent the
respondents were having a certain type of family preference in life. Among them
81.3% has a common type of family they preferred while 18.8% did not have any
preference. This means that those with specific family preference had focus on
ending up their relationship with legal marriage. And those with no preference
had no idea of what will be their future life of commitment. The future
preference depends on the present choice hence they needed to be informed or
trained.
Source:
Research Findings (2012).
The
study also shows that out of 112 respondents interviewed, 71.4% (80) have
partners and 28.6% (32) had no partner. This implies that the students in
higher learning Institutions to large extent are in relationship with their
friends hence were in great possibility of entering in cohabitation or others
living with their partner. Having a partner was the factor for cohabitation
since the following factors result or exactly is part of having a partner.
Unplanned Pregnancy; it forces students to start living together without being
legally married. Peer group; it is the other reason for students to start
dating and having the unplanned pregnancy. Peer Pressure; it is on the adoption
of what others are doing, whereas the students were forced to have partner
because others have partner therefore in order to be not different from others
one has to have a partner. Other students especially the ladies they bring
their roommate a partner. Insufficient dormitories; also facilitates increase
of partnership hence cohabitation as many student were an able to rent room for
themselves due to high rent around the university therefore living with others
was the only solution hence they cohabit. “Tunasindikizana Ukubwani” this was
what they said mostly.
Have partner
|
Male
|
Female
|
Frequency
|
Percent
|
Yes
|
36
|
43
|
80
|
71.42857%
|
No
|
22
|
11
|
32
|
28.57143%
|
Total
|
58
|
54
|
112
|
100%
|
Think of living with them
|
Male
|
Female
|
Frequency
|
Percent
|
Yes
|
3
|
34
|
37
|
33.03571%
|
No
|
55
|
20
|
75
|
66.96429%
|
Total
|
58
|
54
|
112
|
100%
|
Source:
Research Findings 2012
According
to the group discussion conducted among students, it was evidenced that, those
who had no partners were restricted by their religion and their commitments to
study. They argued that “it was due to religious matters that they had no right
to have partners before marriage”. Others said “were supposed to concentrate on
study therefore it was not wise to mix things up”. This implies that there were
students who do not want to confuse their life by involvement in love
affairs. Others had a number of
partners before therefore they had decided to live without one.
The
findings show that, 33% (37) of respondents with partner were going to live
with their partners they had been with. Thus they will keep their former
relationship even though they will be married, which implies that either way
they were going to cohabit. And 67%
(75) respondents decided not to follow the past partners they had been with this
implies that, they were going to have new partners of whom to marry.
Source:
Research Findings 2012.
4.4. To determine the weakness and Strengths of Education system towards Adulthood, Marriage and Family
The
Tanzania education system was adopted from colonial education system, which
basically had the intention of preparing Africans to become subordinates to the
colonial officials. Colonial education was for the purpose of civilizing the
African. So that they must forget their ways of life and adopt the whites way
of life (culture). Colonial education were provided by missionaries at a
primary level,(low school), Middle school and High school. All that they
learned was how to become white men in black color. In other words it was the
assimilation process of Africans.
Most
of parents today in Tanzania are the assimilated ones. This implies that they
had disguised themselves from their way of life and adopts the new one
especially after independence. And with the help of globalization, development
of science and technology especially in the medical stuffs, where
contraceptives and condoms has been made available to the rest of the world,
most of young people were able to study in secondary school, High school and University.
Meaning that pregnancy is no longer an issue to people (students) for they can
flash it within a minute. This has increased students enrolments to colleges
and university.
Increase
of enrolments of students to Higher Learning Institution has adequately
facilitated cohabitation among the students, since the education system does
not consider other matters such as marriage and family as core matter of the
society, rather it still produce the working people in different organization
and government.
According
to the study, 112 respondents were interviewed whether the university was
providing education on family matters that include marriage and cohabitation.
60.7% (68) respondents said yes the university does offers kills and knowledge
on life skills including Marriage, adulthood and family. 39.3% (44) respondents
interviewed said no the university does not offer education on family, marriage
and cohabitation. This means that although education system has been proved to
provide knowledge on family matters of marriage and cohabitation, it is
insufficient to facilitate the students in interring the legal marriage and
live happily ever after. This is so because those who said yes had other
reasons for marriage failure or cohabitation as different behavior and peer
group, alcoholism, it’s a kind of fusion to cohabit, in commitment and
unfaithfulness, marriage is the process that a careful investigation and
procedure, social and economic behavior are the reasons for marriage failure or
people(students) to cohabit. Those who said No they argued that lack of
knowledge on marriage and cohabitation facilitate people to inter into early
marriage which end up with divorce or separation and cohabitation as the
religious leader said “Cohabitation is like cuing sugarcane and once the
sweetness is over, you split it out” thus this is not the best living style
alternative to marriage.
EDUCATION SYSTEM
|
STRENGTH
|
WEAKNESS
|
Primary education
|
Enrolment effort has increased
from 59% in 2000 to 97% in 2008.
|
Great emphasis is on passing exams to secondary school.
|
Secondary education & High
school education
|
Facilitate further knowledge
|
It is more of theory; Challenge of capacity and education
quality; National strategy for Growth and reduction of poverty (MKUKUTA).
Education goals of ensuring equitable access to primary education, secondary
education does not include marriage education.
|
Colleges and Universities
|
Commitment to both academic and other
affair, focusing on promoting family welfare and happiness, balancing
relationships, sharing responsibilities, not over committing to activities
outside the home, and setting common goals; The ability to cope with stress
and crisis ,uniting the family through good communication skills, adding
humor to the situation, keeping things in perspective;
Positive communication,
respectfully using listening and conversation skills to discuss family issues
without attacking each other; Appreciation and affection, positive
recognition in a positive environment to enhance personal self-worth
|
Very little practical;
Education system at
university does not nurture, support,
offer parental discipline, encourage
the growth and maturation of all family members, spiritual well-being of
members, good communication,
problem-solving skills, and meaningful
participation.
|
Source:
Research Findings (2012)
The
findings in table 4.8 show that, Marriage education relevant to be included in university
curriculum, this has been proved by the interviewed respondents. Where 92%
(103) respondents said there was relevance in marriage education to the
University this implies that, despite the fact that some discipline has some
topics on marriage and life skills. Still there is a need to introduce marriage
education in university. 8% (9) respondents did not see the relevance of having
marriage education involved in university curriculum. This implies that it is
relevant to have education knowledge on adulthood, marriage and family. For in
future it will sustain the legal marriage practice and reduce divorce and
separation among the marriage couples.
Category
|
Male
|
Female
|
Frequency
|
Percentage
|
Relevance
|
50
|
53
|
103
|
92%
|
Not relevant
|
8
|
1
|
9
|
8%
|
Total
|
58
|
54
|
112
|
100%
|
Source:
Research Findings (2012).
Source:
Research Findings 2012
4.4.2 Best procedures towards Marriage.
The
precise marriage procedure to be followed in order to reach into the legal
marriage was religious, traditions and legal procedures. Among which 52% (58)
of respondents argued those Marriage procedures should be followed to in order
to reach a legal marriage. This implies that most of students were willing to
marry through their religion. 31.5% (35) of respondents argued that Traditional
procedures should be followed in order to get marriage. This implies that among
other things traditional procedures were acknowledged as best procedures. 12%
(14) of respondents argued that legal procedures should be followed in order to
get marriage for it is very easy and less coast full. 4.5% (5) of respondents
argued that both religious and Traditional procedures are best so as to get
marriage. This implies that there were different perceptions in marriage
procedures since all three procedures could be used. More importantly religious
procedure was more preferred.
Table 4.9 Best procedures towards Marriage
Category
|
Male
|
Female
|
Frequency
|
percentage
|
Religious
procedures
|
31
|
27
|
58
|
52.00%
|
Traditional
Procedures
|
16
|
19
|
35
|
31.50%
|
Legal
procedures
|
8
|
6
|
14
|
12.00%
|
Religious
and Traditional
|
3
|
2
|
5
|
4.50%
|
Total
|
58
|
54
|
112
|
100%
|
Source: Research Findings 2012
4.5 Contributions of cohabitation to effectiveness marriage
Table 4.9 shows that traditions does not conflict marriage
to some extents, because the findings shows that 112 respondents were
asked whether traditions and customs conflict them, and the answer were as
follows; 43% (49) respondents argued that the traditions and customs do
conflict them in the process of getting marriage, where by bride price and
marriage ceremony were presented as the contradictions that conflicts them in
marriage process.
Extended
family which interest interact individual family matters, here family member
are responsible in who is to be married in their family. Difference in
religious beliefs and difference in cultural beliefs between different tribes
all of these were said to contradict the marriage process between couples.
56.3% (63) of respondents said that No, traditions and customs does not
conflict marriage process among couples. This means that apart from traditions
and customs there were other reasons which hinder couple to process their
marriages through accepted procedures rather than cohabitation. Thus the larger
number of people interviewed disagreed to the traditions reasons. Thus behavior
from youth, cost, insufficient skills on marriage procedures, as expressed in
the table 4.10
Categories
|
Customs and Traditions that
contradicts couple in marriage
|
Bad
behavior from youth
|
Reasons
for
|
Ø Bad beliefs on various issues like in caring for
children and obtaining wealth
|
Ø High cost of marriage preparations.
|
Ø Bride price
|
Ø Insufficient skills and Knowledge on marriage
procedures
|
|
Ø Marriage ceremony
|
Ø Change in culture and lifestyle plus globalization
|
|
Ø Difference in lifestyle and difference in religion
|
Ø Avoiding legal restriction on marriage especially
when it happen a divorce.
|
|
Ø Choose spouse for sons and daughters
|
Ø Poor education.
|
|
Ø Early Marriage
|
Ø Desire for sex.
|
|
Ø Female genital mutilation and ethnicity.
|
Ø Economic problems such as money and economic status
of partner
|
|
Ø Inheritance of widow to brother of the dead husband
|
Ø Globalization, changing in altitudes and culture of
people
|
|
Ø Inter tribal marriage
|
Ø Infidelity among partner and time consuming
|
|
Ø Negative behavior of some tribes or clan.
|
Ø Just ignoring
|
|
Ø Polygamy
|
Ø Lack of trust among partners
|
|
Ø Traditional marriage procedures
|
Ø General decline of moral of the society.
|
|
Ø Fear of being committed
|
||
Ø People are too emotional than logical in marriage
relationship.
|
||
Ø Unplanned pregnancy.
|
||
Ø Love and peer group
|
Source:
Research Findings (2012)
4.6 Impact of cohabitation to students in Higher learning institutions
The findings shows that pregnancy ensures
children bearing and the children availability leads to decline of marital
quality overtime. Where there is an unplanned pregnancy quality of marriage was
endangered hence cohabitation. Poor communication; depression; and stress prior
to birth and when births results from unplanned pregnancy. The causal problem
is complicated by the fact that children also bring couples new pleasures and
have a positive net effect on union stability. Although, the ratio of stress to
satisfaction may be higher for poor couples and those in informal relationship
in transition to parenthood.
Table 4.11 shows that 83.8% (94) respondent
interviewed argued that, the welfare of children in cohabitation life were said
to be bad, because there is no assurance of the future, because anytime the
relationship might break up, and once the relationship ended up children would
be subjected by the discrimination by others whenever they live. Others would
end up becoming street children or living with single parent and raise up with
poor morals due to the insufficient time that single parent has to look for
children.
According to the findings on this research
respondents, 10.8% (12) argued that the
welfare of children will depend on the family, with those who were in
cohabitation if they are separated or still live together, thus if they were
separated after child was born the welfare would be bad but if they hold on
together after the birth of a child the welfare would be good. 5.4% (6)
respondent argued that, the welfare of children will be good. When we compared
the findings we found that research findings show that, the welfare of children
was very bad. The findings from group discussion shows that those children in
cohabiting families which live together and those who register their marriages
were the ones with good welfare and the rest were even worse.
Categories
|
Male
|
Female
|
Frequency
|
Percentage
|
Good welfare
|
4
|
2
|
6
|
5.4%
|
Bad welfare
|
47
|
47
|
94
|
83.8%
|
It depends on family
|
7
|
5
|
12
|
10.8%
|
Total
|
58
|
54
|
112
|
100%
|
Source:
Research Findings (2012)
Figure 4.4 Children welfare in cohabitation life
Source: Research Findings (2012)
There
is concern that cohabitation is replacing marriage with a less stable
arrangement and fostering attitudes detrimental to subsequent marital quality
and stability. The study found that most of the marriage students are affected
by cohabitation since once the come to university while left their wife and
husbands at home, they met new partners and for the habit of living with
family, the freedom allow them to live with their new partners. This has
resulted to increasing fertility rates within informal unions, increased
cohabitation meant a higher fraction of non-marital births were to cohabiters.
At
the same time marriage increasingly was being postponed, but the degree to
which cohabitation is a cause of
later marriage has been established. This means that once they finish their
studies and get back to their family the union were over, and the left partner
were suffering the depression, and stress alone. The welfare of children also
was not as good. Others break their marriage and go with their new partner
hence cohabitation also cause separation of married couples.
Cohabitation
increases fertility compared to being single, and does so more for intended
than unintended births. Most work in this area, however, does not address
concerns that fertility and union formation were joint processes, and that
failing to account for the joint nature of these decisions can bias estimates
of cohabitation on childbearing. Most of students are having children for the
purpose coping with time at university, especially female students they are
using children as a bind to their boyfriends. According to the observation done
at Moshi University College of Cooperatives and Business studies
(MUCCOBS). Good number of students are
pregnant, especially the finalist students. This implies that their spouses or
partners use the pregnancy to stop them from being unfaithful.
Cohabitation
has increased the supplementary to students at MUCCoBS, this was so because
most of times were used to satisfy the needs of their partners rather than
studying, or attending to the class. This has been evidenced by the number of
students who attends daily to the university and those who came for class test
or examination. Where by the findings from university managements shows that
about 70% of students at MUCCoBS do attend to classes and 30% of students
attends during the tests and examination. Meaning the 30% students does not
successfully win the examination hence had to come back on September for
supplementary.
After
graduation all the students with partner the does loose them, for they go back
home to their parents and no more pocket money to support the relationship. For
those who were very close hence, it results into separation between
partners. Those with partners from lower
classes are left to find new friends, of which most of them suffer from
depression, psychological complex, stress and even being pregnant. Pregnancy has been resolved by abortion,
where most of students opt for it even though its effects were very
severe. Depression has increased
insecurity among students and psychological complex.
5.0 CONCLUSION AND RECOMMENDATIONS
5.1 Conclusion
Inefficiencies may arise in relationships due to lack of access to a
commitment. However, more importantly, individuals can choose the degree of
commitment they had access to in their relationship, through choosing between
marriage and cohabitation. These choices depend on their observable and
unobservable characteristics, the characteristics of their potential matches,
the quality of their match, as well as preferences.
The result from the study shows that, cohabitation has great impacts to
the students compared to others since students does suffer from the depression
and stress to the separation and divorce. Increasingly cohabitation has
resulted to early marriages or quick marriages which end up in divorce and
separation where there was infidelity among couples.
Basing on the findings of study this study, I draw occlusions that
require attention of the management of the university as well as policy maker
and other interested parties. Generally the evidence from the study reveals
that the overall impact of cohabitations among the students has to be
controlled in higher learning institutions in Tanzania. It was concluded that
education system should involve some teachings for marriage knowledge and
adulthood. The training should focus on the factors for increase of
cohabitation among students at the university.
The effectives of marriage education and trainings and establishments of
marriage education in university curriculum would facilitate to resolve the
problem attached to cohabitation for students. Students would be aware of what
is and what is not. So as to reduce students cohabiting and improved student
performance at the University.
5.2 Recommendations
Based on the findings, discussion and conclusions drawn in the study,
recommendations are made as follows:-
·
Education
and training to the students and MUCCoBS officials
·
The findings show that MUCCoBS students were not
given adequate training before and after they involve themselves into
cohabitation. As a result students were getting into cohabitations as a fashion
of life at the university of which they end up suffering the consequences very
severely. On the other hand MUCCoBS employees and management members did not
acquire any training on Marriage education and adulthood as a result was not
able to facilitate students on matters concerning family life. It is therefore
recommended that MUCCoBS’ students and officials should get effective training
before and after joining instructions, the training will equip them with
relevant knowledge on marriage, adulthood and family.
·
Discourage
un-planned pregnancy to students
Pregnancy
is the major factor which binds partners together or separates them completely
either pregnancy lead to abortion and hence infertility to a woman. Therefore
un-planned pregnancy is not advised to be the loop hole to marriage or child
bearing because it is both. It is recommended that students should plan if they
want to have a baby or not for both will be safe. Cohabitation is not the ant
divorce kind of relationship for it is recognized by law that cohabitation
children and members have the right to inherited property. Therefore there is
no escape from law of family and marriage. Hence it is recommended that people
should merry in order to live happy and raise their family better.
·
Improvement
of education system
The
MUCCoBS are required to treat marriage, adulthood and family knowledge at least
with equal to other academic discipline, including to include it in the
curriculum to all programs. Students come to the university in order to get
education so as to improve their life. In order to improve the education system
at higher learning institutions, it is recommended that MUCCoBS should put in place
the new discipline concerning with marriage, adulthood and family to all
programs as it is with communication skills and Basic Mathematics. This will
encourage students to increase their personal interest on marriage and family
and will also motivate students to join the university with the expectation of
acquiring better knowledge and expatriates from MUCCoBS. Furthermore, it is
recommended that, there is a need to improve the education policy by involving
the matter of great importance like marriage, adulthood and family. So as
students understands what is that their supposed to do when comes temptation to
cohabit.
·
Encourage
marriage among un-marriage couples
For
students who wish to have family, should be encouraged so that they can
register their marriage and mentor them well so that their marriage to survive.
This could be done through support, to the students who are in relationship to
make their relationship grow towards marriage. It is recommended that students
to students support and lecturer to student support will do better to improve
the situations. As well it is recommended that students should marry because,
cohabitation is associated with a lower degree of household specialization,
higher relationship instability, and greater degree of positive assortative
mating. This will contradict their life and lead them into miserly life.
·
Encourage
the education system of Tanzania, to regaled the importance of social settings
The
Tanzania education system, right from the primary education system, O- level
education system and High level education system to Higher learning
institutions education systems, to large extent does not consider the validity
of importance of legal marriage and adulthood education to the youth of
Tanzania.
As
it was during the tine of indigenous knowledge, where the kind of formal
education given to youth were basically on how to become a father for the boys and
how to become a mother for the girls. This brought about strong and everlasting
marriages among the community member. The focus on technological, economical,
and political development education to Tanzania education systems has denied
most of youth the chance to understand what is in marriage life before getting
into the marriage life.
The
boarding schools from primary level to university level, working parents had no
sufficient time to handle the children. Children are reared in the hands of a
house keeper, this increases the need of having an education system which will
ensure what the children doesn’t get at
home or in community they get it in schools, colleges and university. The
education system is advised to adopt the adulthood and marriage education in
all aspects of education.
REFERENCES
Books
Engels F. (1972):
The origin of the family: Private property and the state;
Kassam Y. et al, (2000): Julius Kambarage Nyerere:
The quarterly review of
comparative
education; UNESCO: International Bureau of Education
Kothari R. C
(2004) Research Methodology Methods and
Techniques; 2nd
Edition. New Age
International Publication
Kombo C. D et al, (2006)
Proposal and Thesis Writing: An
Introduction;
Pauline’s publications Africa, Nairobi.
Ntukula
M. et al, (2004) Umleavyo: The dilemma of parenting.
Parkin
D. et al, (1987)
Transformation of African Marriage; Press for the
international
African institutes. Manchester university.
Smart C. et
al, (2000) Cohabitation Breakdown, London: family study centre.
Journals
United Nations, (
2000) The worlds’ woman; Trends and Statistics
Walle E. V et al, (2005) Living with a man;
Cohabitation in Africa
Research reports
Ahu Gemici and
Steve Laufer (2010): Marriage and Cohabitation; New York
University
Tanzania Gender Networking Programme (TGNP) Convener & Legal
Project
Holder:
Civil society participation in the
implementation
Beijing platform of action
(BPFA) (2004).
World Health
Organization. 2001. Advancing Safe
Motherhood through Human Rights. Available at http://
www.who.int/reproductive-health/publications/
RHR_01_5_advancing_safe_motherhood/
RHR_01_05_table_of_contents_en.html
Internet sources
Kaniki A.O.J,
(2010): What are the rights of concubines?
http://www.thecitizen.co.tz/sunday-citizen/43-sunday-citizen-opinion-edittorial/1954-what-are-the-rights-of-concubines.html
11.11.2011
National
Lagislative Bodies, (1996): Law on Confirmed Cohabitation; Iceland,
http://www.unhcr.org/refworld/docid/3ae6b4e28.html
12.11.2011
East African
Medical Journal Vol. 80 No. 4 April 2003: Male Condom Use in
Tanzania: Results
from a National Survey
S.H. Kapiga, MD. Sc.D, Department of
Population and International Health,
Harvard School of Public Health, Boston, M.A, 02115 USA and J.L.P. Lugalla,
PhD,
Department of
Sociology and Anthropology, University of New Hampshire, Durham, NH, USA
wordnetweb.princeton.edu/perl/webwn
www.wisegeek.com/what-is-cohabitation.htm
5 Sep 2011
– Brief and Straightforward Guide
Appendices
1.0 Research Question For Students
Some of the
Questioners which will help in conducting the research about the Impact of
cohabitation in Higher Learning Institution in Tanzania
Questionnaire
to heads of households
Part
one
Demographic
information
- Sex of the respondent
Male………………. Female……………..
- Age
i)
0-18 years
ii)
19-30 years
iii)
31-40 years
iv)
41-60 years
v)
Above 61 years
- Level of education of the respondent
i)
Primary
ii)
Secondary
iii)
College
iv)
No formal education
- Marital status
i)
Single
ii)
Married
iii)
Separated
iv)
Widowed
- Number of members in a household…………
- Occupation of the respondent
i)
Peasant
ii)
Livestock keeping
iii)
Civil servant
iv)
Carpentry
v)
Hunting
vi)
Business man/woman
vii)
Others
(specify)……………………
i/ Do you live in cohabitation?
 |
|
Yes No
ii/(a) Do you have a common type
of family life you prefer?
 |
|
Yes No
(b) If answer is yes for question
(a) above is it cohabitation or legal marriage you
Prefer………………………………………………………………………………
iii/
(a) Do you have any partner?
|
|
Yes No
(b)
If answer is yes for (iii)(a) how many had you been with? And if no why?
………………….……………………………………………………………………………………………………………………………………………………….
iv/
(a) Do you ever think of living with them all?
Yes No
(b) If yes are you ready to follow marriage
procedures and why?…………………………………………………………………………………………………………………………………………………………………….
v/
(a) Does the University College of Cooperatives and Business study MUCCoBS
offer life skills knowledge?
 |
 |
Yes No
(b)
If yes does it facilitate the needs and desires for better life or facilitate
you to legal marriage?
…………………………………………………………………………………………………………………………………………………………………
(c)If
no what will leads to legal marriage success or failure?
…………………………………………………………………………………………………………………………………………………………………………………………
vi/ Do you think marriage
education is relevant to be included in university curriculum ?
|
 |
Yes No
Vii/ What do you
think are the best procedure to follow in order to get married?
……………………………………………………………………………………..
………………………………………………………………………………………
Viii/(a) Does the
customs and traditions conflicts you in marriage or marring?
|
|
Yes No
(b) If the answer in
(a) is yes what custom or traditional habits contradicts you?
……………………………………………………………………………
……………………………………………………………………………
(c ) If the answer in (a) is No what do you think make
people not to follow marriage procedures?
………………………………………………………………………………………
………………………………………………………………………………………
ix/ What do you think will be the welfare of children in
cohabitation life?
……………………………………………………………………………………….
GUIDELINES QUESTIONS TO WORKERS
GUIDELINES QUESTIONS TO WORKERS
Demographic
information
1.Sex of the
respondent
Male………………. Female……………..
2.Age
i)
0-18 years
ii)
19-30 years
iii)
31-40 years
iv)
41-60 years
v)
Above 61 years
3. Level of
education of the respondent
(i) Primary
(ii)
Secondary
(iii)
College
(iv)
No formal education
4. Marital
status
(i)
Single
(ii)
Married
(iii)
Separated
(iv)
Widowed
5. Cohabitation has been acknowledged as an important part
of lifestyle for family development do you have any statistical document which
shows cohabitation at University? If yes provide data………………..
5. Does the
institution offer education on cohabitation?
Yes No
a) If
yes; which kind of education?
b) If
no; Why?
6. Have students being participating in education and life
skills program concerning with cohabitation?
|
|
Yes No
a) If
yes to what extent
b) If
no, Why?
7. What are the constraints and problem the institution face
as the result of cohabitation?
8. Is there any interaction and cooperation with the level
of District in implementing the marriage policy?
9. What are the recommendation and suggestion on
cohabitation in Higher Learning Institutions?
GUIDELINE
QUESTION TO COMMUNITY LEADERS
Demographic information
1. Sex of the respondent
Male………………. Female……………..
2. Age
……………….
i) 0-18
years
ii) 19-30
years
iii) 31-40
years
iv) 41-60
years
v)
Above 61 years
3. Level of education of the respondent
(i)
Primary
(ii)
Secondary
(iii)
College
(iv)
No formal education
4. Marital status
i) Single
(v)
Married
(vi)
Separated
(vii)
Widowed
5. Name of District or Ward…………………………………
6. What
is District or ward family profile?
7. Are
people registering their marriages?
|
|
Yes No
a) If
yes; to what extent they have been registered?
b) If
no; why?
8. Views and advice
of a community leader to cohabiters
GUIDELINE QUESTIONS FOR FOCUS GROUP DISCUSSION FOR COMMUNITY
MEMBERS
Demographic
information
1. Sex of the respondent
Male………………. Female……………..
2. Age
(i)
0-18 years
(ii)
19-30 years
(iii)
31-40 years
(iv)
41-60 years
(v)
Above 61 years
3. Level of
education of the respondent
i) Primary
ii) Secondary
iii)
College
iv) No formal education
4. Marital
status
(i)
Single
(ii)
Married
(iii)
Separated
(iv)
Widowed
5. Name of the
group……………………………………………….
7.
Understanding about cohabitation, its establishment,
objective and how it works.
8.
What is the contribution of cohabitation towards
marriage?
9.
What are the challenges facing cohabitaters?
10. Views
and Advices of the community to the cohabitates.
Its is a student behavior to cheat, do you agree? what are your views on this?
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