The Influence of Workshop Format on the Enhancement of Financial Literacy for Public Pre-Retiree Employees at Arusha City Council

This study examined the influence of retirement planning workshops on enhancing financial literacy among public pre-retiree employees at Arusha City Council. Specifically, the study evaluated the influence of workshop content, assessed the impact of workshop duration, and examined the influence of workshop format on financial literacy. The study adopted a pragmatic research philosophy and a mixed-methods approach using a descriptive research design. The target population comprised 129 pre-retiree employees, workshop facilitators, human resource officers, and financial advisors, from which a sample of 98 respondents was determined. Data were collected using questionnaires, interviews, and documentary review. Quantitative data were analysed using descriptive statistics and multiple regression analysis, while qualitative data were analysed thematically. Of the 98 questionnaires distributed, 95 were returned and analysed. The findings revealed that workshop content had a mixed influence on financial literacy. Although 31.6% of respondents agreed that workshop content helped them manage budgets and control expenses, 34.7% disagreed or strongly disagreed, indicating inadequacies in practical and personalised financial guidance. Workshop duration was found to be an important factor, with 44.2% of respondents agreeing that the duration was sufficient for understanding basic budgeting techniques, while a substantial proportion indicated that more time was required to address complex investment topics. Workshop format was also important, with 52.6% of respondents preferring active learning methods such as group discussions and hands-on exercises, followed by 26.3% who preferred offline, face-to-face workshops. Only 5.3% preferred online learning formats. Multiple regression analysis demonstrated that workshop duration had the strongest positive and statistically significant influence on financial literacy (β = 0.628, p < 0.001), followed by workshop format (β = 0.421, p < 0.001). Workshop content had a statistically significant but negative relationship with financial literacy (β = -0.117, p = 0.036), suggesting that the existing content required improvement in relevance, practical application, and personalisation. Collectively, workshop content, duration, and format explained 85.8% of the variation in financial literacy (R² = 0.858; F = 181.889, p < 0.001). The study concludes that effective retirement planning workshops should allocate sufficient time to complex financial topics, prioritise interactive and participatory learning, and redesign content to provide practical and personalised financial guidance. The study recommends continuous follow-up support and differentiated workshop sessions to address the diverse financial needs of public pre-retiree employees.