DETERMINANTS OF YOUTH PARTICIPATION IN

COMMUNITY DEVELOPMENT PROJECTS

IMPLEMENTATION:

EMPIRICAL EVIDENCE FROM FOUR SELECTED WARD IN

MBOZI DISTRICT, SONGWE

By

Olomi Hyasinta

Research report submitted in partial fulfillment of the Requirement for

Award of the Degree of Bachelor of Science in Economics, Economic Project
Planning and Management of Mzumbe University

2018
 CERTIFICATION
We, the undersigned, certify that we have read and hereby recommend for acceptance
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Participation in Implementation of Community’s Development Projects:
Empirical Evidence from Four Selected Wards in Mbozi District” in partial
fulfillment of the Requirements for Award of the Degree Bachelor of Science in
Economics project planning and management of Mzumbe University.

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 DECLARATION AND COPYRIGHT
I, Hyasinta Olomi, declare that this research report is my own original work and that it has not
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 ACKNOWLEDGMENT
Preparation and writing of this report has been contributed by many people, I have to say
thanks for their contribution. My special thanks go to the Almighty God who on his infinite
mercy gave me the strengths, health, and giving me the courage to pursue my studies and
conducting this research study.

Second I would like to express my gratitude to my researcher supervisor DR. Jennifer Sesabo
who worked tirelessly reading and giving comments and encouragement at every turn up to the
completion of this work.

I would like to extend my sincere thanks and appreciation to my father Mr.Titus, my mother
Imelda, my husband Sebastian as well as my son Melvin for their tolerance during the time I
was preparing this report. Also I acknowledge my friends Vaileth Mwazyunga, Rachel
Paradiso, Chrispine Barnabas, Rebeca Nyangi and Lilian Masawe and my four brothers Steven
Olomi,Evance Olomi,Regan Olomi and Goodluck Charles; and my two sisters Aika steven and
Deborah for their contribution in preparation of may research report. It is not possible to
mention everyone who assisted me during the study; kindly receive my gratitude and may
Almighty God bless them all.

Lastly I would like to convey my very special thanks to the residents and local leaders of
Isansa, Vwawa, Ihanda, and Itaka Wards in Mbozi District for their assistance during collection
of the data used and hence enabling completion of this research work.
 ABSTRACT

The major objective in this study was to identify the determinants of youth participation in
CDPSPs implementation, the specific objectives were to determine the extent of youth in
implementation of CDPs, to identify the challenges that facing youth participation in
implementation of CDPs, lastly to assess the perception of youth in implementation of CDPs.
The study included a sample of 100 respondents from Vwawa ward, Isansa ward, Itaka ward,
and Ihanda ward in Mbozi District, Songwe. The results from a used probit model point out
that, education level, income level, gender, and willingness to participate influenced youth
participation in CDPs implementation but the age of youth does not influence his participation
in CDPs implementation. The results also indicated that youth faced a number of challenges
such as lack of financial resources and equipment’s, limited opportunities in expressing their
view, inadequate of information, damage and hunger, time limitation and lack of cooperation.
Therefore, based on the results, the following implications were made such as government
should improve devices to raise community consciousness towards CDPs, provide education
based on the benefits of youth to participate in community development projects, and lastly
helping women and youth to build their capacity to participate in community development
activities. Also they should provide motivation to those who participate in community
development implementation activities that will encourage more youth to participate in
implementation of community development activities when required.
ABBREVIATIONS AND ACRONOMYS

CD _ Community Development

CDPs _ Community Development Projects

IANYD _ Inter Agency Network Youth Development

ILO _ International Labor Force

MDGs _ Millennium Development Goals

NBS _ National Bureau Statistics

NGO’s _ Non-Governmental Organisations

SDGs _ Sustainable Development Goals

TDP _ Tanzania Demographic Profile

UN _ United Nations

UN-HABITAT _ United Nations Human Settlement Programme

UNICEF _ United Nations Children’s Fund

WB _ World Bank

WHO _ World Health Organization

 CHAPTER ONE

INTRODUCTION
1.1 Background

Today’s generation of young people is the largest in history, 26 percent of people of the
world’s populations are under the age of 25 years and young persons aged between 15 to 24
years accounts for 16% and people aged above 25 years accounts for 46%.Latin America and
the Carribbean ,and Asia ,which have experienced greater decline in fertility have smaller
percentages of children 25 and 24 respectively but smaller percentages of youth 17 and 16
percents respectively .in total of these regions are home to 1.8 billion children and 1.1 young
persons in 2017.Providing these generations of children and youth with health care ,education
and employment opportunities ,including in the poorest countries and groups (UN 2017)

Africa is the world’s youngest continent, as the proportion of youth among the region’s total
population is higher than in any other continent. In 2017, 41 percent of the region’s population
was under the age of 25 years, and 19 percent were young people between the ages of 15 to 24
years. These indicate that youth form a serious development opportunity as well as challenge
particularly in developing countries. The vital of youth participation in community
development programmes considering their statistical strength is unrestricted gap in which
workforce who can obtain economic development faster and play a major role in national
security ,leadership and social development of their communities can be improved .Angba et
al.,(2009) argue ,it will be possible to reach the Millennium Development Goals targets
,particularly on extreme poverty and hunger (MDG 1),child mortality (MDG 4),maternal health
(MDG 5)and environmental sustainability (MDG 7) if youth are not properly incorporated into
the MDGs programmes .The youth can play an active role in the development of community
projects whereby they would support the development of skills such as working in a group
,decision making, and confidence to be able to interact with a range of stakeholders.
Positioning youth as agent of change, youth for the SDGs trains representatives of youth and
events surrounding the SDGs within their communities.in line with 2030 Agenda for
sustainable development, these workshops offer ‘‘valuable opportunities for youth engagement,
leadership and participation, while also allowing young people to acquire skills, build their
capacities and increase their employability,’’(Bairley,2018)
.

Tanzania has the tenth largest youth population globally with 66% under the age of 25 already
and the figure set to rise significantly, understanding young people and their situation are
critical in Tanzania (TDP, 2018). Young people see what is around them in a fresh light and itch
to improve what is their inheritance they are bubbly and full of inspiring ideas, and they have a
strong voice and the ability to make a huge difference worldwide (Kurtenbach, 2012). Young
people are a valuable asset to their countries and investing brings tremendous social and
economic benefits. They also encounter challenges such violence, crime, unemployment and
HIV/AIDS that undermine their rights and create significant social and economic costs to their
community.

Participation is commonly used approach and concept within development ,through active
participation young people are empowered to play vital role in their own development as well
as in that of their communities ,the UN has long recognized that young people are a major
human resources for development and key agents for social change, economic growth and
technological development, there are needs to be a shift in working with young people
,valuing youth as assets , colleagues ,and stakeholders and having an active approach to
participation in crucial if development policies are to be truly representative and effective ,the
active informed and voluntary involvement of young people in decision making both locally
and globally is vital if valuing youth as assets is to be achieved (United Nation Conference
report 2017)

Implementation refers to the delivery of development interventions through government ,civil

society or other partners ,young people have an important role to play in the implementation of
development project and programmes and initiatives ,the role that young people can play
include acting as peer education in communities designing projects taking up these roles can
also dramatically improve their own lives for example through developing skills to increase
employability (Williamson,Howard 2016).

In order to benefit from young people capabilities communities must ensure opportunities for
youth to be engaged in developing process, failure to do so can lead to the exclusion and
marginalization of youth while depriving communities of their energy dynamism and
innovativeness while youth can form the most energetic and innovative segment of the
population if unemployed and excluded they can be a source of social disruption ,doors must
be open to youth participation in community development and project (IANYD 2015).

The national youth development policy has facilitated the implementation of various youth
development programs which includes skills for competence for economic empowerments,
good values, ethics and good conduct, youth participation and provision of youth friendly
services however a number of challenges have been registered which call for the review of the
policy to accommodate new focus of youth development issues ,these includes lack of youth
skills and capacity ,lack of community of community leadership awareness ,will and capacity
,limited program resources, limited scope of program impact ,lack of integrative
approach(world Bank 2017).young people are innovation minded and most receptive to
changes , to create a better footing for community development to achieve their potential and
make decision that affects their lives as well as to support their participation in the society and
coping on the development ,youth participation has an important role due to changes in the
society and development of technology

Therefore the motivation for involving youth in implementation of community development

project stem from a belief the communities often suffer from a lack of committed involved and
knowledgeable leadership, the youth of community are both the potential actors and a resource
and to o`1mit members of this group from contributing to community affairs on the basis of
their age unnecessarily limits a community capacity to solve local problems participation in
decision making ,the traditional relationships between adults and youth shift from being
recipients if directions to adult and youth working as active members of a team.

There is growing momentum on youth participation within the development community.

Governments around the world are increasingly supporting youth ministries, youth policies,
and youth programmers’, and there is now greater recognition that young people are the future
of their countries’ development but there is still a long way to go to realize this potential.

Project implementation is a complex process usually comprising of multiple variables which

influence implementation including resources management, the operational systems, the
organizational culture and the leadership of the organization. Projects are designed, planned
and implemented in tandem with the sequence displayed by the project cycle. The Log Frame
is the specific planning tool that is used to design, appraise, manage, monitor and evaluate the
passage of a project through the project life cycle from policy framework to final evaluation. It
presents the objectives-related activities and corresponding assumptions and pre conditions of
the project design of different hierarchical level matrix format (Chikati, 2009).

Many research shows that the community can benefit greatly from the involvement of young
residents in all aspects of the community development process (Barnett & Brennan, 2006;
Brennan, 2008; Scales &Leffert, 1999). Such research also suggests that when youth
participate in the community, they gain important protective factors and achieve master in
social competence, problem solving, autonomy, and sense of purpose. Equally important,
through this process young people can become empowered to be problem solvers, decision
makers, and committed leaders who will lead community development efforts in the future
(Barnett & Brennan; Benson, 2007; Brennan, Barnett, &Lesmeister, 2007). Lastly, through the
active interaction of youth and adults, a wider representation of local society is provided that
reflects the diverse needs and wants of the community

1.2 Statement of a problem

Community based youth project are recognized as an integral component of economic
development and a crucial element in the effort to lift countries out of poverty (Dungumaro and
Madulu, 2011). Such projects are a driving force for economic growth, job creation, and
poverty reduction in developing countries. They have been the means through which
accelerated economic growth and rapid industrialization have been achieved (Nikkhah and
Redzuan, 2009). According to Paul (2009), youth participation in community projects implies a
proactive process in which the beneficiaries influence the development and management of
development projects rather than merely receiving a share of project benefits. Nikkhah and
Redzuan (2009) notes that community participation creates an enabling environment for
sustainability by allowing users, as a group to select the level of services for which they are
willing to pay, to guide key investment and management decisions, and also to make choices
and commit resources in support of these choice. Youth are a heterogeneous group, and their
life experiences, cultural background, education, gender, social group and economic status can
be very different, depending on where they live. Understanding the dynamics of youth in every
local context is therefore essential. Each generation of youth faces different challenges, and so
when working with, and planning for youth it is important to ask (Woollcombe D. Shumacher
2007)
The youth could play an active role in the development of community projects whereby they
would support the development of skills such as working in a group, public speaking, and
confidence to be able to communicate and interact with a range of stakeholders. The process of
participation and empowerment is not about actions simply prescribed by others. Rather, it
cultivates opportunities for young people to develop skills and competencies in a climate of
mutual respect and understanding (Liebel and Saadi, 2010)
Youth input in local decision making, problem solving, and community action has received
only limited attention. It is also often the case that only token gestures have been presented to
youth, resulting in limited contributions to long-term community involvement. However,
recent trends suggest that youth are being called upon to play increasingly important roles in
the development of their communities (Huber, Frommeyer, Weisenbach, &Sazama, 2003).
Therefore, the aim of this research is to assess the participation of youth in implementation of
community development projects

1.3 General Objective

The general objective of this study is to assess participation of youth in implementation of

community development projects

1.3.1 Specific objectives

1. To determine the extent of youth participation in implementation of community

development projects?
2. To identify challenges that facing youth to participation in implementation of
community development projects
3. To assess the perception of youth in implementation of community development
projects

1.4 Research question

1. What are the factors influencing youth participation in implementation of community

development projects?
2. To what extent of youth participation in implementation of community development
projects?
3. What are the perception of youth in implementation of community development
projects?
 4. What are challenges facing youth to participation in implementation of community
development projects?

1.5 Significance/justification of the study

Firstly, this study will provide practical information on Planners and Policy makers on issues
concern community development projects and this research will suggest important areas to
look-over and that can be improved as a way of escaping from inequalities.

This research study will contribute to the already existing literatures pertaining to this familiar
of knowledge due to the new result that will be acquired. Also provide awareness to
succeeding readers and serve as a stimulant for others to the related field so that it will assist
policymakers, planners, and other stakeholders to formulate appropriate strategies and
interventions

Also this study is expected to gain practical experience on youth in implementation of

community development projects where the study is a part of academic achievement in partial
fulfillment of Bachelor Degree in Economics Project Planning and Management of Mzumbe
University.

1.6 Organization of the study

Chapter one, elaborates background of the study, statement of the problem, research questions,
the general objectives and specific objectives of the study, significance of the study and
organization of the study.

Chapter two, consist of literature reviews which demonstrated different understanding

concerning the research problem where by a literature review classified with three major
categories that is Theoretical literature, Empirical literature, Conceptual framework and the
research model; all these provide an integrated overview of the study.

Chapter three, concerned about Methodology. The methodology used in this research is
quantitative research because the model was building from the collected data to determine the
relationship between variables. This chapter shows the study area, study population, units of
analysis, variables and their measurements, sample size and sampling techniques, types and
sources of data, data collection methods, and data analysis methods.
Chapter four, includes findings and discussions of the study.it includes descriptive and
inferential findings.

Chapter five, consists of summary, conclusion. Summary summarizes the whole work.
Conclusion answers the research questions. Also it provides a solution to the problem.
 CHAPTER TWO

LITERATURE REVIEWS

2.1 Theoretical literature reviews

a. Theory of Community Driven Development

Community driven development theory represents people centered approach to social change,
whereby local actors take the lead in conceptualizing projects and programs that address social
and economic needs. Local actors are fully involved in implementing such projects and
programs. Stakeholder involvement, therefore, is a key element of development focused on
collaboration. A major assumption embedded in this stakeholder involvement theory is that, the
greater the collaboration, the greater the productivity of the resources and the more favorable
conditions for community driven development (Bowen, 2003).

b) Theory of human diversity

The theory of community dynamism demonstrates how the group of people in a society differs
individually in number of categories which are not constant. This means within one community
there are people with different level of income and wealth, culture, female and male
individuals, youth and old, needs, abilities skills, capacities, perceptions, ways of seeing the
world, ethnic minority and majority, illiterate and literate people, employed and unemployed,
and people with different type of unemployment. The developers of the theory argue that these
human differences within a community define people’s behavioral characteristics and hence
have the most important impact on local people’s involvement in communal activities.

Therefore, the application of this theory in this study is valid since the participation of youth in
the implementation of community development projects is expected to be highly influenced by
these human differences. So the theory will be useful in testing the validity of the factors such
as age of youth, gender, income level, education level and willingness on youth participation in
the implementation phrase of the community development projects.
c). Community participation theory
The most important process in any development project is the encouragement of the local
community. Without community participation it is not possible to determine what are the
problems, constraints, and local desires for a given community. According to Harvey and Reed
(2007) participation of project beneficiaries.” if of a great essence in that it enhances the sense
of ownership among members. This is important in ensuring that water projects are operated
and maintained after the implementation phase.
Community participation theory assumes that the higher the community participation in a
decision, the less the likelihood of interference of external organizations as on that decision. In
this theory focus is given on participation of beneficiaries and not that of personnel from the
implementing agencies in development projects. Community participation is attained through
collaborative or joint involvement of project beneficiaries and the implementing agencies.
(Khwaja 2004)

2.2 Empirical literature reviews

a) Willingness to participate in community development project

Young people as seen as beneficiary of development project and have few opportunities to
influence decision which affecting their lives or have a voice in their communities, it is now
increasingly recognized that youth participation is a critical aspect of positive youth
development, when young people have a genuine voice in development there are real gains for
themselves and their communities (World Bank,2017) willingness to participate in the
community development projects is a broadly defined it is an approach that empower
community groups and local government with greater control over local development project
and decision making (Bartlett,s (edu)2015.often include provision of direct financing to local
community groups, then decides on implements small micro project typically at building local
services and infrastructures such as roads ,clinics and schools(African commission,2016)this
approach thus has great potential to empower youth by involving them in decision making
,addressing their needs and priorities and promoting their active engagement in building a
better future for their communities.

b) Age
Community members’ willingness and tendency of participating in implementation of
development projects often depend largely on their age. According to Manase (2016) has been
revealed that age is one of the most factor affecting determinants of local people’s participation
in implementation of development projects. Mwei (2016) examined the factors that influencing
youth participation in CDPs in Kenya. He used the sample of 278 youth from two wards. He
found that age has an impact on how one approaches his environment and activities.

c) Education level

Education is one of the most powerful instruments known for reducing poverty and inequality
and for laying the basis for sustained economic growth. It is fundamental for the construction
of democratic societies and dynamic, globally competitive economies. For individuals and for
nations, education is the key to creating, applying, and spreading knowledge (World Bank
2015). Nikkhah & Redzuan (2009) argued that education enables youth to have attractive
qualities that promotes them to participate in the implementation of community development
projects. They were more reiterated that educated youth have strong concentration towards
development and therefore are more involved in the implementation of community
development projects. Educated youth are more worried with economic empowerment that
their uneducated counterparts who are depicted to have a strong indifference towards
community development. The development of a community currently depends largely on youth
participation. This therefore means that to increase community development, youth should be
empowered in terms of their educational achievements.

d) Level of income
Income refers to money that you can make from a range of sources including working,
business activities and investments. Some studies have shown that income level of a person has
a significant influence on his or her participation in implementation of development projects.
Generally, in traditional society the higher income earners are measured as one’s with ability
and so they simply get participation in government programs than lower income earners due to
their social status and prosperity, hence the higher income level for a person, the higher the
level of participation (Mohammad, 2010). Mading (2013) examined the factors influencing
community participation in geothermal energy projects implementation in Kenya. He used the
sample of 2545 youth from Menengai district .He found that the higher the level of income of a
people, the faster the process of fast tracking the development agenda of people .People who
have higher standard of living are always considered elegant and can make normal decisions.
 e) Gender
Gender refers to the socially constructed difference between men and women that varies from
place to place. Mohammad (2010) has revealed that most of the societies in developing
countries are primarily male-controlled in which female participation in implementation of
development projects is limited for great extent. Despite the facts that female members of the
community tend to have increased opportunity for better health and education when the
community has access to develop social and health services, the number of female participants
in the development projects’ implementation is still low compare to that of men (Mading,
2013).

2.3 Conceptual framework

The conceptual framework (Figure 2.1) starts with an idea that participation of youth in
implementation of community development projects it is well placed to offer high returns in
intensive community, the dependent variable is youth participation in community development
projects while the independent variables are willingness to participate, age of youth, education
level, income level and gender.

Conceptual Framework
INDEPENDENT VARIABLES DEPENDENT VARIABLE

Willingness to participate
Youth participation in
Education level Community Development
Figure 2.1 Projects implementation
Source: Author’s Construct, 2018
Age of youth

Income level

Gender
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

The methodology used in this research is quantitative research because the model was built
from the collected data to determine the relationship between variables. This chapter presents
the study area, study population, units of analysis, variables and their measurements, sample
size and sampling techniques, types and sources of data, data collection methods, and data
analysis methods.

3.1 Research Design

According to Kothari (2004;31) refers to the arrangement of condition for collection and
analysis of data in a manner that aims to combine relevance to the research purpose with
economy in procedure. In facts the research design is the conceptual structure within which a
research is conducted, it constitutes the blueprint for the collection, measurement and analysis
of data. To improve the quality and relevance of this study, gathering of empirical data,
supported by different guiding theories, to clarify adoption patterns across a range of
consumers. Combinations of qualitative and quantitative approaches also might effectively test
these conceptual models and investigate semantic relationships among the factors or constructs
applied. The study used the set of questionnaires to measure the dependent variable

3.2 Study Area

The research was conducted in Mbozi District Songwe Region among selected wards and
villages, such as Vwawa ward, Ihanda ward, Itaka ward, and Isansa ward that found in the
district where majority of civilian are living and who having ability to work and engaged in
Agriculture production.
3.3 Study population
According to Nworgu 1991:69 the population may be small enough to warrant the inclusion of
all of them in the study. But a study may entail a large population which cannot all be studied
that portion of the population that is studied is called a sample of the population. Therefore,
Since the district consists of Twenty-five wards; four wards selected with two hamlets from
each ward and visited twenty-five respondents from selected hamlets. Therefore, the sample
size of one hundred (100) respondents was used from the whole district. Both probabilistic and
non-probabilistic sampling was used. In probabilistic sampling the simple random sampling
was used, where by each respondent have equal chances of being selected. In rare cases the
non-probabilistic used especially in receiving information about the study from District
community development officer. The study includes youth from the four selected ward in
Mbozi District in which each ward 25 youth was taken and therefore make the total of 100
youth to represent the total population of 141534 youth at confidence level of 90%. As derived
from Yamane (1967), the following sample size mathematical formula was used to estimate the
preferred sample size of youth.
n=N/ (1+N (e) ²)
Whereby; N is the total number of people =141534, n is the Number of respondents, and e is
the sampling error=10%
n=141534/ (1+141534(0.1) ²)
n=99.9293955~100 respondents

3.4 Units of analysis

A cross sectional survey was conducted in Mbozi District in Songwe Region. Data was
collected from various randomly selected households. The study includes Youth, community
leaders, and parents. It is due to the fact that those people were very vital in providing their
views on this study, where by the district total population of According to the 2002 Tanzania
National Census, (NBS 2012) the population of Mbozi District was 515,270.
 Variables and their Measurements in the Analysis

Table 3.1 Variable Measurability

Variable Measurement Category Expected sign(+/-)

Youth participation in Yi = 1 when youth participated Nominal scale

implementation Of CDPs in implementation of CDPs
Y0 = 0 when youth did not
participate in CDPs
implementation
Willingness to participate 0= not willing Nominal scale Positive
1= willing
Education level Level of education i.e. number Ordinal scale Positive
of years in formal education
Age of youth Years Scale Negative

Level of income Monthly income level Ordinal scale Positive

Gender 0=female Nominal scale Positive
1=male

Source: Authors Construct, 2018

Dependent variable Youth participation in Community development projects
Independent Variables are: Willingness to participate, Education level, Age of Youth, Level
of income and Gender, these variables were used to test the relationship between variables in
which each variable have some contribution to community development project.

3.5 Data collection procedures

Most methods of data collection can be used in both qualitative and quantitative research the
distinction is mainly due to the restrictions imposed on flexibility, structure, sequential order,
depth and freedom that a researcher has in their use during the research process. Quantitative
methods favor these restrictions whereas qualitative one’s advocate against them. In order to
collect data for the study, various techniques were applied so as to obtain both secondary and
primary data for the study.

Questionnaire
According to Kothari (2004; 31) in this method a questionnaire is sent (usually by post) to the
persons concerned with a request to answer the questions and return the questionnaire. A
questionnaire consists of a number of questions printed or typed in a definite order on a form or
set of forms. The questions were prepared and filled after receiving answers from the
respondents. Through the questions the information was obtained from the selected
respondents personally; also a set of questionnaire prepared that is close ended questions that
allow a respondent to respond and provide answers.

3.6 Data analysis methods

In this research, the collection of data was analyzed using econometrics (regression) analysis
and descriptive analysis.
Descriptive analysis
In data analysis and interpretation, the computer software STATA was used. The STATA used
to run regression equation. therefore, the study used both quantitative and qualitative data
analysis methods in an attempt to respond to the posed research question. The data was
processed and used for analysis, discussion and interpretations to reach a meaningful
conclusion. This is due to the fact that some data were presented in terms of numbers and
others in terms of descriptions (words). After the analysis, the research findings were put into
categories based on the research objectives and presented through.

Econometrics analysis
Probit model was employed to test the significance or relevance of the model. Since the
dependent variable is a binary that takes two values. In statistical analysis, a probit model is
applied mostly where the dependent variable takes two possible values for instance,
participating in community development projects implementation or not participating in
implementation of community development project. Etymology, the name is from probability
and unit hence probit. The mostly purpose of the model is to estimate the likelihood or
probability that an observation with certain characteristics will fall into a particular one of the
categories.

The assumptions underlying the probit model are, the dependent variable Y is associated with
the independent variables’ X’s, the independent variables are determined by the influence
outside the model, also the observation on dependent variable Y supposed to have been
randomly sampled from the population of concern. The distribution of error terms must be
measured to conclude if the carefully chosen model is suitable and the model is normally
distributed with the same mean and variance.
The use of probit model over the other model is because probit follows the cumulative
distribution functions of standard normal distribution unlike the logit model which follows
cumulative distribution function of logistic distribution and also the linear probability model do
not satisfy the ordinary least square. The probit model also satisfying the probability
assumption for the outcome that fall between 0 and 1.
The probit model can be expressed as:
Y=    1inc   2 will   3Gen   4 educ   5 age   6 age  
2

Where:
Y is the dependent variable measuring participation of youth in community development
projects implementation (1 if participated,0 otherwise)
Inc=Income Level
Willing=Willingness to participate
Gen=Gender
Educ=Education level
Age=age
β=is the coefficient on the first, second, third, fouth and fifth predictor variable.
α=constant
μ=error term

CHAPTER FOUR
PRESENTATION OF FINDINGS AND DISCUSSION

4.0 Introduction
This chapter presents a summary result of the analysis from the primary data that have been
gathered through questionnaires prepared. This chapter is divided into descriptive analysis and
regression analysis of the proposed mode to discuss the research findings. Therefore, the
findings are organized and discussed into logical and significant arrangements that is textual,
tabular and graphical presentation

4.1 Response rate

A total of 100 questionnaires were well distributed and administered to the sample population
of 100 people in Itaka, Isansa,Vwawa and Ihanda. However a researcher succeeded to collect
back all 100 well answered questionnaires from the respondents that are Itaka(25),Ihanda
(25),Vwawa (25) and Isansa(25).

4.2 Descriptive analysis

4.2.1 Youth participation in implementation of Community Development Projects

Figure 4.1 presents the part of participants and non-participants of CDPs implementation
activities. In concern to youth participation in community development projects, the research
results discovered that 68(68%) people participating in implementation activities of CDPs
while 32(32%) respondent of the sample population have never been concerned in any of
CDPs implementation activities. According to this results the number of people from the
sample population participate in CDPs implementation activities is higher compared to those
who do not participate. The findings found that those who do not participate were due to
inadequate of information of the CDPs implementation activities or not ready to participate.
Figure4.1: Youth participation in CDPS implementation (n=100)

Source: Research findings, (2018)

4.2.2 Age of the respondents

Figure 4.2 presents highest age of the respondents was 35 years while the lowest age was 15.
Also the results show that 25(25%) respondents were aged between 15 and 25 years, (42%)
respondents were aged between 26 and 30 years while 33(33%) respondents were aged
between 31 and 35years.The mean age was 28. Further, out of 68 respondents in sample
population of 100 respondents who claimed to be participating in CDSPs projects
implementation, 21(21%)respondents were aged below the sample mean age of 28 years while
47(47%) respondents were aged above the sample mean age of 28 years which implying that
older people participate more in CDSPs implementation. These results function in arrangement
with (Kwena, 2013) who argued that youth with older people are concerned more in
implementation of development projects than youth generation.

Figure4.2: Age of the respondent

Source: Research findings, (2018)

4.2.3 Income of the respondents

Figure 4.3 indicates the highest income earned by an individual from the sample population
was 500000 and the lowest individual income was Tsh 10,000 with a mean income Tsh 99915.
The level of individual’s income might be highly subjective by the kind of activities as most of
the residence in the study area are agriculturalists and quarrymen and have access to the market
due to presence of good transport which influence international trade from Tunduma to
Zambia. Also the our findings show that 59% respondents earned less to Tsh 100,000 and 36%
of them participate in CDPs implementation, 40% of respondents earned between Tsh 100,000
and 400,000 of which 32% of them participate in CDPs implementation. Therefore youth with
higher income are highly involved in CDPs implementation activities compared to low income
earners.

Figure4.3: income of
respondents

Source: Research
findings, (2018)

4.2.4 Gender of
the respondents
Figure 4.4 indicates
gender of the respondents that is (36%) were female respondents and (64%) were men
respondents. The study findings revealed that majority (48%) were male participants while
female participants constituted only (20%) who participated in community development
projects. This indicate that majority of youth’s males participating in community development
projects and few are female youths who participating in community development activities.
These results comply with that of, Mbogori (2014) who found that women were not involved in
participation in most of the community development projects compared to men counterpart.
Figure 4.4 Gender of the respondents (n=100)

Source: Research findings, (2018)

4.2.5 Education level of the respondents

Figure 4.5 shows that 32(32%) respondents of the sample population, lied under primary
education level, 59(59%) respondents lied under secondary education level, 9(9%) respondents
attained college/university education level with education mean 1.77. According to the results
the youth who attained secondary and college/university education level participate more about
91(91%) in CDPs implementation than those of primary level which participate on CDPs about
9(9%).The implication of this findings is that as one attains a higher level of education
attitude towards participating in CDPs is likely to be more favorable .In essence the higher the
education level attained the more the favorable the attitude towards participating in CDPs .The
results go contrary with the findings of Mumbua, (2010) that the increase in educational
opportunities increase the probability of youth to participate in community development
projects.
Figure 4.5 Education level of respondent ( n=100)
Source: Research findings, (2018)

4.2.6 Willingness to participate

Figure 4.7 presents the willingness of youth to participate in implementation of community
development projects; From the total number of respondents involved in the study 64%of
respondents were willing to participate in implementation of community development projects
without payment and 36% of the respondents were not willing to participate in the
implementation of community development projects without payments. The study shows that
the number of people who are willing to participate in implementation of CDPs without
payment is higher compared to those who are not willing to participate in CDPs without
payment. Among those who were willing to participate, only 16%participate in CDPs while
20% were not willing but they were not participating in CDPs implementation activities. These
results are related to those of Gikonyo (2015 ) who found that people are interested in projects
that happen around them and they are ready to support these projects as long as projects
address their issues .
 Figure 4.6: Willingness to participate (n=100)
Source: Research findings, (2018)

Table 4.1: Descriptive Statistic

Variable Observation Mean Std.Dev Minimum Maximum

Willingto 100 0.64 0.482 0 1
participate
Income 100 99915 91291.49 10000 500000

Participation 100 0.68 0.469 0 1

Education 100 1.77 0.601 1 3

Gender 100 0.64 0.482 0 1

Age 100 28 4.942 15 35

Age square 100 808.18 266.0472 225 1225

Source: Research Results, (2018)

4.3 Empirical findings
Results of probit model on determinants of youth participation in CDSPs implementation
Table 4.2: Regression results
(1) (2)
VARIABLES participation Marginal effects
Income 5.94e-06** 1.87-06
(2.72e-06) (0.000)
Willingness to participate 0.678** 0.224**
(0.340) (0.118)
Education 0.624** 0.196**
(0.279) (0.088)
Gender 0.749** 0.248**
(0.342) (0.118)
Age 0.573* 0.180
(0.346) (0.112)
Age2 -0.00900 -0.002
(0.00633) (0.002)
Constant -10.70**
(4.670)
Observations 100 100
Standard errors in parentheses
*** p<0.01, ** p<0.05, * p<0.1

Source: Research Results, (2018)

Table 4.3: Regression results

(1) (2)
VARIABLES participation Marginal effect
Income 5.91e-06** 0.000
(2.73e-06) (0.019)
Willing to participate 0.676** 1.86e-06**
(0.340) (0.118)
2.education 0.661* 0.214**
(0.345) (1.89)
3.education 1.176* 0 .241*
(0.677) (2.98)
Gender 0.752** 0.249**

(0.343) (0.118)
Age 0.569* 0.179
(0.346) (0.112)
age2 -0.00893 -0.003
(0.00632) (0.002)
Constant -10.03**
(4.659)
Observations 100 100
 Standard errors in parentheses
*** p<0.01, ** p<0.05, * p<0.1

Source: Research Results, (2018)

Correlation matrix of variables

Table 4.3 Correlation matrix for independent variables

willin~e income age educat~n gender age2

willingtop~e 1

income 0.2602 1
0.0089

age 0.2627 0.1633 1

0.0083 0.1046

education 0.2343 0.1855 0.1531 1

0.019 0.0646 0.1282

gender -0.0417 0.0722 0.0127 -0.0098 1

0.6806 0.4751 0.9001 0.9232

age2 0.2577 0.1518 0.9942 0.1418 0.0064 1

0.0096 0.1317 0 0.1593 0.9495

Source: Research Result, (2018)

4.3.1 Objective one: factors affecting youth participation in CDPs implementation

The results from Table 4.2, expose that income level was statistically significant at 5% as it p
value was only 0. 018. The positive sign of the coefficient means that the higher income
earners are more likely to participate in CPDs implementation. This result comparable with the
predicted outcome; income level is positively influence youth participation in CDPs
implementation.
Also our findings from Table 4.2, show that gender was statistically significant at 5%. As it p
value was only 0.035. The marginal effect of 0.2483674 in the table implies that under ceteris
peribus, the probability of youth to participate in CDPs implementation is likely to increases
when a male member is involved compared to benchmark category of female. The positive
sign of the coefficient means that men are more likely to be involved in implementation of
CDPs compared to the women counterparts. This shows that the results accepted with the
hypothesis that gender is positively influencing youth participation in CDPs implementation.
From the above Table 4.2, our results mean that education level was statistically significant at
5%. The findings tell us that when other explanatory variables are held constant, the probability
of participating in CDPs implementation is likely to increase when youth have higher level of
education compared to a benchmark category with lower level of education. The positive sign
of the coefficient means the results are similar to the hypothesized outcome that education level
influences youth participation in CDPs implementation positively.
Table 4.2 reveals that willingness to participate was statistically significant at 5%. The
research found that under ceteris peribus, the probability of youth to participate in CDPs
implementation is likely to increases when youth are ready to be involved compared to the
benchmark category which is when they are not ready to participate. The coefficient of
willingness to participate explains the positive relationship between readiness to participate and
youth participation in CDPs implementation and hence matched with the hypothesized results.

Age of the respondents was statistically insignificant at 5% as shown in the table 4.2 above.
Also the Age square was introduced in the model to check for the effect of non-linear
relationship between age and youth participation in CDPs.The marginal effect of -0.0028331
which means the as the age of youth increases the probability of youth participation in CDPs
decreases.
4.3.2 Objective two: Extent of youth participating in CDPs implementation

The results showing that youth implementation in CDPs is moderately. Whereby only 68% of
the respondents participate in CDPs implementation activities, 16% participate in initial stages,
32% participate in implementation stages while only 18% participate in all stages making the
total of respondents participate in any of the project activities and 35%who do not participate
in any of CDPs activities.

4.3.3 Objective three: challenges facing youth when participating in CDPs

implementation

Moreover, the research results from Table 4.3 show that there are number of challenges local
people are facing when participating in CPDs implementation activities since 54% respondents
said they are facing challenges while 46% respondents said they are not facing any challenge.
These problems mentioned, including 9 respondents pointed on limited with time, 12 said lack
of financial resources and lack of equipment’s, 8 respondents complained at inadequate
information concerning the project while 25 respondents mentioned other problems like
cultural factors, lack of education and cooperation as well as damage and hunger.

Table 4.3.3; Challenges facing youth participation in community (n=100)

Challenges Freq.
Cultural factors 5
Damage and hunger 6
Inadequate of information 8
Lack of financial resources and equipment’s 12
Lack of cooperation 9
Lack of enough education to the community 5
Time limitation 9

Source: Field Data, (2018)

4.3.4 Objective four: Youth perception towards participation in implementation of CDPs

Youth have different perceptions as far as participating in CDPs implementation is concerned.
From the figure 4.8, research findings show that 7% of respondents said participating in CDPs
implementation it is a duty to be assigned by project developers , 10%of respondents said
local leaders and project developers should be involved in the implementation of CDPs,37%
of respondents said project implementation activities should involve the cooperation between
project developers and the community while 46% of respondents said community development
activities it is the duty of all in the society

Figure 4.8 Youth perception in

CDPs implementation activities
(n=100)
Source: research findings, (2018)
 CHAPTER FIVE

Summary, Conclusion and Policy Implications

5.0 Summary and Conclusion

Youth participation in community development project is important to the development of the
community, from this point of view community development is facilitated by the ability of
local people to mobilize resources to address local needs. Youth are in a position to be the
stable and help guide this process. Youth represent a vast and often available resources for
immediate and long term community development efforts. They also provide an invaluable
resource for program planning and effective implementation and evaluation. Through their
cooperation with adults and organizations, youth achieve skills and knowledge enhancement,
experience, confidence building, and leadership development. The important role of youth in
community development and their motivations for this kind of community engagement,
remains an important research and plan development focus. With such knowledge youth and
community workers can better understand how to maximize these powerful resources and build
up local development efforts in both the short and long term.

The results show that the local beneficiaries of CDSPs implementation face a number of
challenges when participating and hence discourage their willingness to participate. This
including, lack of equipment, and lack of financial resource, inadequate information, cultural
factors and mismanagement of their funds contributed by community members. Also the
community still hold the perceptions that implementation of the CDSPs is a duty of the
government or NGO’s project agencies only.

5.2 Policy Implication

According to the research findings, the following are proposed to encourage youth
participation in CDSPs implementation.
 The main challenges in the study area were inadequate information, lack of financial
resources and equipment’s, and limited opportunities to the youth to express their
opinions. Therefore, it is suggested that the government, donors and NGO’s should
motivate youth participation through raising consciousness of the community
concerning CDSPs implementation, increase project budget clearness and create and
develop methods that is quick to respond to the community concerns and ideas.
  Separately from the stated problems, still the community holds some negative attitude
towards participating in CDSPs implementation as most of them assumed not to be
accountable and demanded it is a duty of the project agencies and their local leaders. As
well as some of them claimed to be not willing to participate in CDSPs implementation
activities without touchable payments. Therefore, the government and NGO’s should
provide concrete knowledge on the benefits of their participation to the youth through
community meetings, mass media like radios and televisions to increase their
participation in development projects.
 Also the research outcomes show that women participation in CDSPs implementation is
very low. Where by women are limited to participate in community development
projects. Chinguta (2001) has suggested that youth enterprises support programmes in
developing countries should consider social cultural constraints that limit the
participation of youth in particular young women who want to engage in income
generating activities. Also government and NGO’s should provide education to the
society on the benefits of development projects in the society; build women and youth
capacity to participate in different development projects.

5.1 Limitations of the Study

Gathering primary information from any rural area in Tanzania has never been an easy task.
Besides many attempts taken by a research to make the study a success, the study suffered
from the following limitations;
Some study respondents for one reason or another broke down important information and
therefore participants were assured of their secrecy so that they would freely open up to
provide information
Challenge in accessing youth: gathering information from the youth was not a simple task most
of the respondent thought they will be paid after answering the questions and they were
demanding for money, others were very busy at their place of work doing different activities
the and so it was very difficult to obtain collect data. Others were not ready to participate in
providing data due to the young age of the researcher and type of questions like age, income,
and marital status.

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APPENDICIES

APPENDIX I: Stata Probit Model Results of the Determinants of Youth Participation in

Community’s Development Projects Implementation

Probit regression Number of obs = 100

LR chi2(7) = 45.62
Prob > chi2 = 0.0000
Log likelihood = -39.874558 Pseudo R2 = 0.3639

participation Coef. Std. Err. z P>|z| [95% Conf. Interval]

income 5.91e-06 2.73e-06 2.16 0.031 5.54e-07 .0000113

willingtopartcipate .6761232 .3395454 1.99 0.046 .0106264 1.34162

education
2 .6605947 .3451253 1.91 0.056 -.0158385 1.337028
3 1.176004 .6768757 1.74 0.082 -.1506481 2.502656

gender .7523517 .3426917 2.20 0.028 .0806884 1.424015

age .5691653 .3457257 1.65 0.100 -.1084446 1.246775
age2 -.0089346 .0063206 -1.41 0.157 -.0213226 .0034535
_cons -10.02965 4.658596 -2.15 0.031 -19.16033 -.8989686
Marginal effects after probit
y = Pr(participation) (predict)
= .75426428

variable dy/dx Std. Err. z P>|z| [ 95% C.I. ] X

income 1.87e-06 .00000 2.37 0.018 3.3e-07 3.4e-06 99915

willin~e* .2240611 .11809 1.90 0.058 -.007384 .455506 .64
educat~n .1964499 .08767 2.24 0.025 .024623 .368277 1.77
gender* .2483674 .11779 2.11 0.035 .017497 .479238 .64
age .1804392 .11247 1.60 0.109 -.039996 .400874 28
age2 -.0028331 .00204 -1.39 0.165 -.006837 .001171 808.18

(*) dy/dx is for discrete change of dummy variable from 0 to 1

Probit regression Number of obs = 100

LR chi2(7) = 45.62
Prob > chi2 = 0.0000
Log likelihood = -39.874558 Pseudo R2 = 0.3639

participation Coef. Std. Err. z P>|z| [95% Conf. Interval]

income 5.91e-06 2.73e-06 2.16 0.031 5.54e-07 .0000113

willingtopartcipate .6761232 .3395454 1.99 0.046 .0106264 1.34162

education
2 .6605947 .3451253 1.91 0.056 -.0158385 1.337028
3 1.176004 .6768757 1.74 0.082 -.1506481 2.502656

gender .7523517 .3426917 2.20 0.028 .0806884 1.424015

age .5691653 .3457257 1.65 0.100 -.1084446 1.246775
age2 -.0089346 .0063206 -1.41 0.157 -.0213226 .0034535
_cons -10.02965 4.658596 -2.15 0.031 -19.16033 -.8989686
Marginal effects after probit
y = Pr(participation) (predict)
= .75393881

variable dy/dx Std. Err. z P>|z| [ 95% C.I. ] X

age .1793414 .11226 1.60 0.110 -.040694 .399377 28

age2 -.0028152 .00204 -1.38 0.168 -.006813 .001182 808.18
income 1.86e-06 .00000 2.36 0.019 3.1e-07 3.4e-06 99915
willin~e* .2235663 .11807 1.89 0.058 -.007841 .454974 .64
gender* .2495314 .11794 2.12 0.034 .018372 .48069 .64
educati2* .2140755 .11357 1.89 0.059 -.008513 .436664 .59
educati3* .2411373 .08093 2.98 0.003 .082525 .399749 .09

(*) dy/dx is for discrete change of dummy variable from 0 to 1

APPENDIX II. Correlation matrix of variables

. pwcorr income willingtopartcipate age education gender age2,sig

income willin~e age educat~n gender age2

income 1.0000

willingtop~e 0.2602 1.0000

0.0089

age 0.1633 0.2627 1.0000

0.1046 0.0083

education 0.1855 0.2343 0.1531 1.0000

0.0646 0.0190 0.1282

gender 0.0722 -0.0417 0.0127 -0.0098 1.0000

0.4751 0.6806 0.9001 0.9232

age2 0.1518 0.2577 0.9942 0.1418 0.0064 1.0000

0.1317 0.0096 0.0000 0.1593 0.9495

APPENDIX III: Data Used in Regression Analysis

willtopartcipate Income participation Age education Gender Age^2

1 350000 1 33 3 1 1089
1 50000 0 28 2 0 784
1 135000 1 30 1 1 900
0 70000 1 29 2 1 841
1 200000 1 27 2 0 729
0 50000 0 25 1 1 625
1 350000 1 29 2 1 841
1 400000 1 28 2 1 784
0 90000 1 30 3 1 900
1 160000 1 35 2 1 1225
0 150000 1 27 1 0 729
1 132000 1 26 2 0 676
1 60000 1 35 2 0 1225
0 160000 1 32 2 1 1024
1 180000 1 28 3 1 784
1 90000 1 19 1 1 361
0 150000 1 26 2 1 676
1 90000 1 26 1 1 676
1 80000 0 35 2 0 1225
1 110000 1 34 3 0 1156
1 90000 1 33 2 1 1089
1 190000 1 34 2 1 1156
0 18000 0 23 1 1 529
0 12000 0 20 2 0 400
0 50000 0 19 1 1 361
1 19000 1 35 2 0 1225
1 21000 1 22 2 1 484
0 40000 0 26 1 0 676
1 140000 1 20 2 1 400
0 120000 0 15 1 0 225
0 45000 0 31 1 0 961
1 170000 1 30 2 0 900
1 210000 1 29 1 1 841
0 15000 0 27 2 1 729
1 40000 0 17 2 0 289
0 30000 1 25 2 1 625
1 80000 1 35 1 1 1225
1 90000 1 27 1 1 729
1 12000 1 29 1 1 841
1 170000 1 31 2 0 961
1 22000 1 35 2 1 1225
1 25000 1 27 3 1 729
1 19000 1 31 2 0 961
0 15000 1 20 1 1 400
1 14500 1 28 2 1 784
1 55000 0 20 1 0 400
0 40000 0 24 1 0 576
1 15000 1 32 1 1 1024
1 130000 1 27 1 1 729
0 156000 1 22 2 1 484
1 160000 0 26 2 1 676
0 80000 1 28 3 0 784
1 12000 1 25 2 0 625
1 170000 1 33 2 1 1089
1 70000 0 20 3 1 400
1 13500 1 31 3 0 961
1 180000 0 34 1 1 1156
0 210000 1 29 2 1 841
1 20000 1 32 1 0 1024
1 23000 1 33 2 1 1089
1 10000 0 27 1 0 729
0 110000 0 22 1 1 484
1 19000 1 28 2 1 784
0 18000 1 28 2 1 784
1 15500 1 26 3 1 676
1 50000 0 28 2 0 784
0 18000 1 27 2 1 729
0 34000 0 35 1 1 1225
0 35000 0 31 2 0 961
1 70000 1 34 2 1 1156
0 50000 0 25 1 1 625
0 21000 1 35 2 1 1225
1 60000 0 29 2 0 841
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1 220000 1 28 2 1 784