ANALYZING THE STRUGGLES OF STUDENTS AND GRADUATES OF TECHNICAL AND VOCATIONAL EDUCATION IN TANZANIA

Forfattere

  • Athanas M. Garaba PhD Scholar, University of Delhi (DU), India Assistant Lecturer, Tanzania Public Service College, Tanzania
  • Sandeep Kumar Assistant Professor, University of Delhi (DU), India

DOI:

https://doi.org/10.46827/ejsss.v8i4.1438

Nøgleord:

education, technical, vocational, students, graduates, learning, struggle, labour market, pedagogy and TVET

Resumé

Education aims forever to provide a better life, and still, the aim is the same. However, the meaning of better has changed with time, particularly at the individual, national, and international levels. The changes for the betterment are influenced by many factors, including the country’s educational systems. This study finds a better situation of learning and easy job acquisition by exploring the struggles encountered by students and graduates from Technical and Vocational Education and Training (TVET) colleges, institutions, and centers in Tanzania and highlighting the possible way forward. The Findings on students’ struggles in learning and struggles in the labor market (of getting jobs) after graduating from TVET colleges or centers of Tanzania are caused explicitly by the existing TVET system. TVET teachers are not well equipped with technological, management, and personal (TMP) skills, pedagogical skills, content knowledge, lack of commitments, poor motivations, and unrealistic technical and vocational policies. Students, parents and employers’ perceptions also contribute to students’ struggle in learning and job attainments. The study mainly answered the questions like why students struggle in learning and why they struggle in the labor market to get jobs. Several themes (thematic analysis) were drawn from the study and addressed/ attempted to answer the raised questions with references to the existing evidence of the Tanzanian context and Africa. The study is purely a qualitative. Lastly, the study strongly advises revamping the existing pedagogy in TVET and TVET policy due to their weaknesses in the educational system. Though, the government should take into consideration all issues noticed.

 

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Forfatterbiografier

  • Athanas M. Garaba, PhD Scholar, University of Delhi (DU), India Assistant Lecturer, Tanzania Public Service College, Tanzania

    Athanas Garaba is a PhD scholar at Delhi University and Assistant Lecturer (AL) at Tanzania Public Service College (TPSC). He previously worked at Mbeya University of Science and Technology (MUST) and at the Ministry of Education, Science, and Technology for several years. He has taught at secondary schools, colleges, and universities for over a decade. Garaba holds a Bachelor of Science with Education, a Master of Educational Management and Planning, and a Postgraduate Diploma in Educational Planning and Administration. He is a Ph.D. scholar in the Department of Education at the University of Delhi, New Delhi-India. The author has enough teaching experience at all levels, including technical and vocational Education. He is reachable at the ResearchGate; Orcid and Google Scholar.

  • Sandeep Kumar, Assistant Professor, University of Delhi (DU), India

    Sandeep Kumar is an Assistant Professor at the University of Delhi, Department of Education. He is an expert in educational psychology, social theory of education, human rights education, social sciences, and political science pedagogy. Kumar is also competent in psychosocial perspectives in education, gender studies, academic research, and continuous professional development. He has taught different subjects in different colleges and universities at different levels. Kumar published books, journals, articles, and seminars attended and presented in India and outside India. He also holds various positions in and outside the education department, such as resident tutor, admission committee convenor, and M. Phil. Member of the departmental research committee, a committee of courses, faculty of education, convenor of M.Ed Programme, examination superintendent of B.Ed., M.Ed., M.Phil, and a member of the NCTE core Committee constituted for three years B.Ed-M.Ed., integrated Programme. He supervised different scholars from different nations like America, Africa, and India.

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Publiceret

2023-03-10

Nummer

Årg. 8 Nr. 4 (2023)

Sektion

Articles