World TVET Database Tanzania - UNESCO-UNEVOC
World TVETDatabaseTanzaniaCompiled by: UNESCO-UNEVOC International Centre for Technical andVocational Education and TrainingFebruary, 2016Validated by: Arusha Technical College
World TVET DatabaseTanzaniaFebruary, 2016Compiled byUNESCO-UNEVOC International Centre forTechnical and Vocational Education and TrainingUN CampusPlatz der Vereinten Nationen 153113 BonnGermanyTel: [ 49] 228 815 0100Fax: [ 49] 228 815 0119www.unevoc.unesco.orgunevoc@unesco.orgCountry profiles are compiled from a variety of national andinternational sources and have been informed and validated byUNEVOC Centres in the country or other TVET national authorities.All photos and design are copyright of UNESCO-UNEVOC unlessstated otherwiseThe designations employed and the presentations of materialthroughout this report donot imply the expression of any opinion whatsoever on the partof UNESCO concerningthe legal status of any country, territory, city or area or ofits authorities, or concerning thedelimitation of its frontiers or boundaries.The author is responsible for the choice and the presentationof the facts contained in thisreport and for the opinions expressed therein, which are notnecessarily those of UNESCO anddo not commit the Organisation.UNEVOC/2016/TVETDB/TZA/1 UNESCO 2016All Rights Reserved2 Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET DatabaseTanzaniaFebruary, 2016ContentsAbbreviations . 41. TVET mission, strategy and legislation . 52. TVET formal, non-formal and informal systems . 73. Governance and financing . 94. TVET teachers and trainers . 105. Qualifications and Qualifications Frameworks . 116. Current reforms, major projects and challenges . 147. Links to UNEVOC centres and TVET institutions . 158. References and further reading . 153 Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET DatabaseTanzaniaFebruary, VTTCNACTERESENSDLTETVETVETAVTCCCentre for Development of Advanced ComputingCompetency-based Education and TrainingCertificate of Secondary Education ExaminationsCompetency Certificate for TradesDar Es Salaam Institute of TechnologyDiploma in Vocational Education and TrainingFull technician CertificateInformation and Communication TechnologyLifelong learningMorogoro Vocational Instructors Training CollegeNational Council for Technical EducationEducation Sector AnalysisSkills and Development LevyTechnical Education and TrainingVocational Education and TrainingVocational Education and Training AuthorityVocational Teachers Certificate Course4 Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET DatabaseTanzaniaFebruary, 2016United Republic ofTanzaniaPopulation:3,470,000 (2015)1Youth population :10,259,000 (2015)Median population age:17.3 (2015)Annual population growth3.16%Data OpenStreetMap Design Mapbox(2010-2015)2:1. TVET mission, strategy and legislationTVET missionTVET is an integral part of the whole education system in theUnited Republic of Tanzania and aims to guide and promote thedevelopment of citizenship and an appreciation of the cultures,customs, and traditions of Tanzania. In particular, TVETprogrammes aim to enable and expand the acquisition of lifeskills needed to meet the changing needs of industry and theeconomy.TVET strategyThe development of TVET is guided by a number of documentsincluding:(1) The Medium Term Strategic Plan 2012/13 – 2015/16 whichoutlines TVET related objectives including: Improve access to TVET programmes by increasing the numberof adequate places in higher, technical, and vocationaltraining institutions;Ensure that the TVET curricula is relevant to the needsand interests of the country;Develop new TVET curricula with focus on skills for selfemployment;Promote an environment for investment in science,technology, technical and vocational education, and highereducation; andPopulation aged 14-25All statistics compiled from the United Nation’s 2015Revision(http://esa.un.org/unpd/wpp/DVD/)125 Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET DatabaseTanzaniaFebruary, 2016 Develop clear policies and guidelines regarding the TVETstructure.(2) The National Strategy for Growth and Reduction of PovertyII 2010-2015 addresses a number of issues related to the nationaleducation system, and particularly issues related to the qualityof TVET, higher education, and adult, non-formal and continuingeducation. Specifically the Strategy sets out a number of TVETrelated objectives, including the need to: Increase TVET capacity to include secondary school leavers;Equip young people with the necessary skills to enhancetheir employability and mobility;Improve apprenticeship schemes and mentoring systemsorganized in partnership with the private sector;Expand and improve TVET infrastructure in order to expandenrolment – especially for girls;Review and update the curriculain order to make TVET morerelevant to the needs of the labour market;Improve the quality of teaching and learning environments;Strengthen quality assurance mechanisms; andPromote the use of Information and Communication Technology(ICT) in teaching and learning.TVET legislation The National Council for Technical Education Act (1997)has established the National Council for TechnicalEducation (NACTE) which covers technical education attertiary non-university institutions. The Vocational Education and Training Act (1994) aims toimprove TVET provision and management. The Act hority (VETA) which is supervised by the VocationalEducation and Training Board. The Education Act No. 25(1987) forms the legal basis foreducation in Tanzania and defines the roles of nationaland local education bodies.Sources:UNESCO-IBE (2010). World Data on Education VII Ed. 2010/11.United Republic of Tanzania. Geneva: UNESCO-IBE.United Republic of Tanzania (1997). National Council forTechnical Education Act. Dodoma: United Republic ofTanzania.6 Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET DatabaseTanzaniaFebruary, 2016United Republic of Tanzania (2006). Vocational Educational andTraining Act. Dodoma: United Republic of Tanzania.United Republic of Tanzania (2010). National Strategy for Growthand Reduction of Poverty. Dodoma: United Republic ofTanzania.United Republic of Tanzania (2012). Medium Term Strategic Plan2012/13 – 2015/16. Dodoma: United Republic of Tanzania.2. TVET formal, non-formal and informal systemsCompiled by UNESCO-UNEVOC from UNESCO-IBE (2010). World Data onEducation VII Ed. 2010/11. United Republic of Tanzania. Geneva:UNESCO-IBE.7 Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET DatabaseTanzaniaFebruary, 2016Upon completion of 7 years of compulsory primary education,students proceed to a secondary education that completes 13 yearsof education. General secondary education is divided into twocycles; a first cycle named Ordinary level lasting 4 years, anda second cycle named Advanced Level lasting 2 years.Formal TVET systemoffered through two distinct sub-systems, namely vocationaleducation and training (VET) and technical education andtraining (TET). VET centres offer programmes in, for example,masonry and bricklaying, carpentry and joinery, welding andfabrication, electrical installation, secretarial duties, airfare and ticketing, tour guiding, and others of similar nature.TVET programmes are offered at the secondary education level.Specifically at the Ordinary Level students can opt for two yearprogrammes in vocational and crafts training offered at districtand regional vocational and technical training institutes.Students who take vocational and crafts training will not beable to proceed to the next level of education and will normallyenter the labour market. At the Advanced Level, students can optfor three year technician training courses.TVET at the tertiary education level is offered in universities,university colleges, and tertiary-based institutions. Studentscan take a three year professional training courses.Non-formal and informal TVET systemsNon formal TVET programmes are offered through different means,including: Lifelong learning education programmes; andAdult education programmes such as vocational training bydistance learning, development colleges, and universitydepartments and institutes.For example, the Dar Es Salaam Institute of Technology (DIT) andIndia Centre for Development of Advanced Computing (CDAC) hasestablished the India-Tanzania Centre for Excellence in ICT,promoting ICT by coordinating and running modular short-termproficiency courses.Currently there is no information on informal TVET systems.8 Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET DatabaseTanzaniaFebruary, 2016Sources:UNESCO-IBE (2010). World Data on Education VII Ed. 2010/11.United Republic of Tanzania. Geneva: UNESCO-IBE.3. Governance and financingGovernanceAt the national level, the Ministry of Education and VocationalTraining is responsible for TVET. Particularly, the Technicaland Vocational Education Training Division – under the Ministry– is responsible for developing TVET related guidelines andstandards, and conducting research on the provision of TVETprogrammes.In Tanzania TVET is divided into vocational educationtraining (VET) and technical education and training (TET).andVET centres are under the administration of the VocationalEducation and Training Authority (VETA). VETA’s objectivesinclude coordinating, regulating, financing, promoting andproviding vocational education and training in Tanzania.Currently VETA is responsible for VET programmes in trainingcentres, including Regional Vocational Training and Services,Vocational Training Centres, Vocational Teachers TrainingCollege and District Vocational Training Centre.TET centres are under the administration of the National Councilfor Technical Education (NACTE). NACTE is in charge of deliveringtechnical education at all tertiary non-university institutions.The Council provides courses for technician, semi-professionaland professional levels leading to the award of certificates,diplomas, degrees and related qualifications. NACTE is alsoresponsible for: Coordinating technical education and training;Registration and accreditation of public and privatetechnical training institutions; andEstablishing a central database for technical educationand training and a national qualifications framework fortechnical education.FinancingVET is mainly funded by the VET Fund, administered by the VETboard. The fund is composed of:9 Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET DatabaseTanzaniaFebruary, 2016 All assets previously owned by VETA’s predecessor, theNational Vocational Training Department;Sums paid as Skills and Development Levy (SDL);Sums paid by the Government;Grants and donations from external sources; andInternally generated income through training fees andtraining material recovery.According to VETA, SDL makes up for the largest share of the VETFund (81%). SDL is payable by employers with four or moreemployees as a monthly fee at 6% of the total employee payroll.The Tanzanian Revenue Authority collects the levy and gives athird of the money collected to VETA. The other two thirds goto the Government.TET is financed through cost sharing between providers nstitutions). TET providers mainly rely on internally nanceandinternational student exchange programmes.Sources:UNESCO-IBE (2010). World Data on Education VII Ed. 2010/11.United Republic of Tanzania. Geneva: UNESCO-IBE.4. TVET teachers and trainersThe Morogoro Vocational Instructors Training College (MVTTC) –under the administration of the Vocational Education andTraining Authority (VETA) – is responsible for training VETteachers and trainers. MVTTC offers two programmes; theVocational Teachers Certificate Course (VTCC) and the Diploma inVocational Education and Training (DVoET).(1) VTCC aims to develop TVET teachers’ pedagogical tencies.The minimum entrance requirements for the VTCC areas follows: Certificate of Secondary Education Examinations (CSEE)with passes in four subjects;A minimum of Trade Test Grade One or Competency-basedEducation and Training (CBET) Level Three or Fulltechnician Certificate (FTC);At least two years teaching experience in the area ofoccupation and any vocational training centre;Have a reliable sponsor or be able to pay tuition fees andother required costs.10 Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET DatabaseTanzaniaFebruary, 2016(2) DVoET aims to enhance existing pedagogical and managerialskills of TVET teachers. The minimum entrance requirements forthe DVoET are as follows: Certificate in Vocational Teachers Training from arecognized institution/college;Certificate of Secondary Education Examinations (CSEE)with passes in four subjects;At least two years teaching experience in the area ofoccupation and any vocational training centre;Have a reliable sponsor or be able to pay tuition fees andother required costs.Sources:Webpage of the Morogoro Vocational Instructors Training College.Accessed: 04 August 2014.5. Qualifications and Qualifications FrameworksSecondary vocational educationProgrammeDurationVocationaland 2 yearscrafts training(Ordinary Level)Technician training 3 years(Advanced Level)QualificationCompetencyCertificateforTrades (CST)CertificateofSecondary EducationExaminations (CSEE)Post-secondary vocational educationProgrammeTechnicalEducationTraining loma, Bachelor’sDegree,Master’sDegreeandDoctorate degree asappropriateNational Qualifications Framework (NQF)The Vocational Training and Education Authority (VETA), incollaboration with the National Council for Technical Education(NACTE), has established a TVET qualification framework composedof ten levels.VETA is in charge of managing levels 1-3(National Vocational Awards), while NACTE coordinates levels 4-11 Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET DatabaseTanzaniaFebruary, 201610 (National Technical Awards). The competencies required forobtaining the National Vocational Awards are as follows:Level 1LevelLevelSchemeof theCompetencies to carry out routine and predictableoccupational duties and tasks under supervision.2Competences to carry out a significant range ofoccupational duties and tasks or specializedoccupational duties and tasks, some of which arecompleteornon-routine.Individualresponsibility may be required and collaborationwith others, working in groups, or teams isnormally required.3Competencies to carry out a broad range ofoccupational duties and tasks or specializedoccupational duties and tasks, mainly complex andnon-routine in a wide variety of contexts.Considerable responsibility and autonomy aregenerally required, guidance and supervision ofothers are mostly required.compiled by UNESCO-UNEVOC and extracted from the webpageVocational Education and Training Authority.The competencies required for the granting of the various NTAqualifications are as follows:LevelLevel 4Level Level 6OrdinaryDiplomaLevel 7HigherDiplomaLevel 8Bachelor’sDegreeDescriptionApply skills and knowledge at routinelevel.Apply skills and knowledge in a rangeof activities, some of which are nonroutine andbeabletoassume operational responsibilities.Apply skills and knowledge in a broadrange of work activities, most ofwhich are non-routine.Applyknowledge,skillsandunderstanding in a broad range ofcomplex technical activities, a highdegree of personal responsibility andsome responsibility for work ideandunpredictable variety of contextswithsubstantialpersonalresponsibility, responsibility forthe work of others, and responsibilityfor the allocation of 12 Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET DatabaseTanzaniaFebruary, 2016Level 9Master’sDegreeDisplay mastery of a complex andspecialized area of knowledge andskills,employingknowledgeandunderstanding to conduct research oradvanced technical or professionalactivity, able to work autonomouslyand in complex and unpredictablesituations.Level 10 Doctorof Apply knowledge and understanding andPhilosophydo advanced research resulting intosignificantandoriginalcontributions to a specialized field,demonstrateacommandofmethodological issues and engaging incritical dialogue with peers, able towork autonomously and in complex andunpredictable situations.Scheme compiled by UNESCO-UNEVOC and extracted from the webpageof the National Council for Technical Education.Quality assuranceThe Vocational Education and Training Authority (VETA) and theNational Council for Technical Education (NACTE) are responsiblefor registering public and private institutions and accreditingtheir programmes. Both bodies contribute to analysing the labourmarket and subsequently developing the TVET curricula.In VET, the Trade Advisory Committees ensure that vocationaleducation and training programmes meet the needs of the labourmarket, assess training needs, determine training standards andrelated specifications, and coordinate related trade trainingactivities.In TET, NACTE, through the Subject Boards and Standards SettingCommittees, is responsible for developing standards of trainingprogrammes based on occupational standards.Sources:Webpage of the National Council for Technical Education.Accessed: 04 August 2014.Webpage of the Vocational Education and Training Authority.Accessed: 04 August 2014.UNESCO-IBE (2010). World Data on Education VII Ed. 2010/11.United Republic of Tanzania. Geneva: UNESCO-IBE.13 Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET DatabaseTanzaniaFebruary, 20166. Current reforms, major projects and challengesCurrent reforms and major projectsThe Tanzania Development Vision 2025 envisages the developmentof high quality education at all levels, with an emphasis ontransforming the education system by enhancing scientific oductivity.The Education Sector Development Programme (2008 – 2017)outlines key operational targets. The following targets addressTVET in particular: To improve provision and equity of TVET by designingdemand-driven TVET programmes, developing facilities,providing adequate finances, and introducing a student loansystem.To provide conducive teaching and learning environments byenhancing the quality of TVET teachers and the use of ICTapplication in TVET institutions, strengthening thequality assurance system, and reviewing the TVET curriculumin cooperation with key stakeholders.To improve micro and macro management and governance ofTVET by developing a three year rolling plan for the TVETeducation sector, enhancing planning and coordination, andpromoting and funding consultative dialogue.ChallengesAccording to the Education Sector Analysis (RESEN) (2012), TVETis key to Tanzania’s development. In order to enhance TVETprogramme, key actions are identified to address the currentchallenges facing TVET, including: Strengthen TVET’s coordinating mechanisms as regulatoryand quality assurance bodies still face difficulties inadjusting training courses to the demands of the labourmarket and target populations;Coordinate and harmonize the TVET programmes offered bythe various providers and ensure a continuation betweenthe vocational and technical curricula;Balance financing between technical non-higher educationfunding (57% of all TVET resources) and vocational training(37% of TVET resources); andDefine a funding formula to institutionalize the allocationof resources amongst technical institutions to limit thevariations in the costs of courses offered by institutions.14 Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET DatabaseTanzaniaFebruary, 2016Sources:United Republic of Tanzania (1999). Tanzania Development Vision2025. Dodoma: United Republic of Tanzania.United Republic of Tanzania (2008). Education Sector DevelopmentProgramme 2008-2017. Dodoma: United Republic of Tanzania.United Republic of Tanzania (2012). Education Sector Analysis(RESEN). Dodoma: United Republic of Tanzania.7. Links to UNEVOC centres and TVET institutionsUNEVOC Centres Arusha Technical calTrainingTVET Institutions Ministry of Education and Vocational TrainingNational council for Technical EducationVocational Education and Training Authority8. References and further readingReferencesUNESCO-IBE (2010). World Data on Education VII Ed. 2010/11.United Republic of Tanzania. Geneva: UNESCO-IBE.United Republic of Tanzania (1997). NationalTechnical Education Act. Dodoma: UnitedTanzania.Council forRepublic ofUnited Republic of Tanzania (1999). Tanzania Development Vision2025. Dodoma: United Republic of Tanzania.United Republic of Tanzania (2006). Vocational Educational andTraining Act. Dodoma: United Republic of Tanzania.United Republic of Tanzania (2008). Education Sector DevelopmentProgramme 2008-2017. Dodoma: United Republic of Tanzania.15 Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET DatabaseTanzaniaFebruary, 2016United Republic of Tanzania (2010). National Strategy for Growthand Reduction of Poverty. Dodoma: United Republic ofTanzania.United Republic of Tanzania (2012). Education Sector Analysis(RESEN). Dodoma: United Republic of Tanzania.United Republic of Tanzania (2012). Medium Term Strategic Plan2012/13 – 2015/16. Dodoma: United Republic of Tanzania.Webpage of the Morogoro Vocational Instructors Training College.Accessed: 04 August 2014.Webpage of the National CouncilAccessed: 04 August 2014.forTechnicalEducation.Webpage of the Vocational Education and Training Authority.Accessed: 04 August 2014.16 Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
education in Tanzania and defines the roles of national and local education bodies. Sources: UNESCO-IBE (2010). World Data on Education VII Ed. 2010/11. United Republic of Tanzania. Geneva: UNESCO-IBE. United Republic of Tanzania (1997). National Council for Technical Education Act. Dodoma: United Republic of Tanzania.
The QAF TVET KEN is developed under the above project as output 1. The objective of the output is that a TVET Quality Assurance Framework (QAF) and Quality Assurance System (QAS) supporting the implementation of the TVET Act is developed and tested. The QAF will specifically outline and specify the quality assurance roles of TVETA. DRAFT
Vietnamese-German Programme "Reform of TVET in Vietnam", compiled this "Greening TVET" brochure. The brochure is developed from the results of technical workshops on the 'Action Plan for Greening TVET', and on 'Greening of TVET institutes' organized in July 2018, as well as various Vietnamese and
The UNESCO -IHE Institute for Water Education (UNESCO -IHE) became part of the UNESCO Water Familyduring the 31 st session of the UNESCO General Conference in October 2001 and started its operations in June 2003. Before becoming a UNESCO Category I Institute, UNESCO -IHE
UNESCO Office, Jakarta Publications 2006-2007 UNESCO Office, Jakarta www.UNESCO.or.id Jl. Galuh II no 5. Kebayoran Baru. Jakarta 12110 Tel: 62-21 7399818. Fax: 62-21 72796489 Email: Jakarta@unesco.org UNESCO Librarian : Rosinta P. Hutauruk (rp.hutauruk@unesco.org ) Basic Sciences (BSC) -2007 / 2006 Coastal and Small Island -2007 / 2006
TVET teacher training - will inform UNESCO-UNEVOC's work in support of TVET teachers and trainers. Analytical framework and methodology To gain a better understanding of latest trends in digital skills development in TVET teacher training, this study explores its status both before and during the COVID-19 pandemic. It examines how different
TARP Tanzania Agricultural Research Project TAWIRI Tanzania Wildlife Research Institute TAWLAE Tanzania Association of Women Leaders in Agriculture and Environment TBC Tanzania Broadcasting Cooperation TBS Tanzania Bureau of Standard TCC Tanzania Communications Commission TCCIA Tanzan
The UNESCO-UNEVOC trends mapping study on 'The future of TVET teaching' is the result of a . Utilize results of skills assessments to develop in-service and reform pre- . Future-focused TVET systems value industry experience and exposure Trend 5 - Linking in-service training to career progression improves TVET staff’s receptiveness Trend .
R&D projects, but there are doubts on how many innovations have effectively gone to the market. The mid-term evaluations show outputs and results coming out of collective actions and support to regional filières and clusters. 2011 is the first year with outputs in the field of
