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

Autores/as

  • 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

Palabras clave:

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

Resumen

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.

 

Article visualizations:

Hit counter

Biografía del autor/a

  • 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.

Referencias

Adamson, L. (2014). Language, literacy and learning in Tanzanian secondary schools. Retrieved from https://files.eric.ed.gov/fulltext/ED588853.pdf

African Development Fund. (2017). Vocational education and training in Sub-Saharan Africa: Current situation and development. In Volkswagen Stiftung. https://www.ssoar.info/ssoar/bitstream/handle/document/53189/ssoar-2017-eicker_et_al-Vocational_Education_and_Training_in.pdf?sequence=1%0D%0A%0D%0A

Dagne, T. (2011). Tanzania: Background and current conditions. Congressional Research Service, 1–8. https://fas.org/sgp/crs/row/RS22781.pdf

David, W., & Paul, S. D. (1995). The Education and Training of Artisans for the Informal Sector in Tanzania: A study funded by the Overseas Development Administration (Education Division).

Garaba, A. M. (2022). Non-teaching staff in the education system of Tanzania: A review paper on training practices and service delivery. International Journal of Scientific Research and Management (IJSRM), 10(May), 2368–2376. https://doi.org/10.18535/ijsrm/v10i5.el07

Gran, L. K. (2007). Language of Instruction in Tanzanian Higher Education: A particular focus on the University of Dar es Salaam Master thesis PED 4390 University of Oslo Institute for Educational Research.

Jelas, Z. M. (2010). Learner diversity and inclusive education: A new paradigm for teacher education in Malaysia. Procedia - Social and Behavioral Sciences, 7(C), 201–204. https://doi.org/10.1016/j.sbspro.2010.10.028

King, N. A. S., Massoi, L., & Kyando, N. (2015). The Role of Political Leaders in Enhancing Peace and Tranquility: Thinking Big The Role of Political Leaders in Enhancing Peace and Tranquility : Thinking Big. International Journal of Managerial Studies and Research (IJMSR), 3(6), 84–90.

Kumar, S. (2015). The Impasse: The Communication. Journal of Applied Research in Open and Distance: University of Kashmir, Kashmir, 23 No.01(December), 1–6.

Kumar, S. (2022). Understanding Others: Perspective, Coercion and Ambiguities.

Luhala, P. P., & Yuting, Z. (2021). Contribution of Technical and Vocational Education Training towards Industrial Development in Tanzania. Northern American Academic Research (NAAR) Journal, 4(5), 118–136.

Mikova, K. D., & Msafiri, L. C. (2019). Trends of climate parameters over Tanzania. IOP Conference Series: Earth and Environmental Science, 321(1). https://doi.org/10.1088/1755-1315/321/1/012035

MoEST. (2021). United Republic of Tanzania Ministry of Education Science and Technology: TVET Indicators Report.

Mulongo, G., Kitururu, I., & Irira, M. (2016). Determinants for positioning and promoting TVET in Tanzania: Information for developing a marketing strategy. Journal of Technical Education and Training, 8(2), 22–37.

Munishi, E. J. (2016). Factors Contributing to Lack of Employable Skills Among Technical and Vocational Education (TVET) Graduates in Tanzania. Business Education Journal, I(2), 1–19. http://www.cbe.ac.tz/bej

NACTE. (2020). Mapping skills gap and skills needs for technician graduates in the selected economic sectors for industrial growth in Tanzania. 84.

NACTVET. (2022). NACTVET Newsletter. 10. https://www.nacte.go.tz/wp-content/uploads/2022/06/NACTVET-2022-NEWSLETTER.pdf

NBS. (2013). National Bureau of Statistics: Tanzania in Figures 2012.

Nguliamali, M. B., & Temu, E. B. (2012). Vocational Education and Skills Training in Mainland Tanzania for National Development: A Review of the Literature from a Historical Perspective. HURIA Journal of The Open University of Tanzania, Vol. 10(2012), 112–140.

Okocha, M. (2010). Parental attitudes towards vocational education: implications for counselling. Edo Journal of Counselling, 2(1), 81–89. https://doi.org/10.4314/ejc.v2i1.52657

Possi, M. K., & Milinga, J. R. (2017). Learner Diversity in Inclusive Classrooms: The Interplay of Language of Instruction, Gender and Disability. Malaysian Online Journal of Educational Sciences, 5(3), 28–45. www.moj-es.net

Reagan, N. K., & Kafeni, C. T. G. (2022). Need for a pedagogy of large groups in Congo -Kinshasa. 10(05), 2377–2384. https://doi.org/10.18535/ijsrm/v10i5.el08

Sa, E. (2000). Language Policy for Education and Development in Tanzania. Journal of the London Mathematical Society, 28.

Sarfati, H. (2013). Book Review: Better Jobs for a Better Economy – World of Work Report 2012. In Transfer: European Review of Labour and Research (Vol. 19, Issue 1). https://doi.org/10.1177/1024258912469924c

Sule, T. M., & Ntawigaya, N. J. (2021). The Role of Higher Education on Graduates’ Self-Employment in Tanzania’s Industrial Era: A Need for Reviewing Educational Curricular. TEKU Journal of Interdisciplinary Studies (TJIS), 1(1), 45–52. http://teku.ac.tz/article6.php

Telli, G. (2014). The language of instruction issue in Tanzania: Pertinent determining factors and perceptions of education stakeholders. Journal of Languages and Culture, 5(1), 9–16. https://doi.org/10.5897/jlc12.039

Tularam, R. & Kumar, S. (2019). Underachievement of Students’ in Technical Education Subjects in Guyana School System. 8(2).

UNESCO-UNEVOC. (2016). World TVET Database: Tanzania (p. 16). International Centre for Technical and Vocational Education and Training. http://www.unevoc.unesco.org/

UNESCO. (2001). Understanding and Responding to Children’s Needs in Inclusive Classrooms. 116. https://unesdoc.unesco.org/ark:/48223/pf0000124394

URT. (1996). The Technical Education and Training Policy in Tanzania. 1–35.

URT. (2013). Technical and Vocational Education and Training Development Pragramme (TVETDP).

URT. (2014). Tanzania Education and Training Policy (Vol. 59).

URT. (2021). Integrated Labour Force Survey 2020/2021: Key Labour Market Indicators for the United Republic of Tanzania. https://www.nbs.go.tz

URT. (2022a). Ajira Buhigwe: Halmashauri ya Wilaya ya Buhigwe: Tangazo la Nafasi za Kazi (p. 3).

URT. (2022b). Ajira Mafinga-Town-Council-Vacancies (p. 4).

URT. (2022c). Ajira Simiyu. Tangazo la nafasi ya Kazi (p. 2).

URT. (2022d). Tangazo la nafasi za kazi: Halimashauri ya Wilaya ya Meatu. 6.

Wandela, E. L. (2014). Educational System and Perspectives on Secondary Science Education, Pedagogy, and Curriculum: A Qualitative Study. http://via.library.depaul.edu/soe_etd/71

Descargas

Publicado

2023-03-10

Número

Vol. 8 Núm. 4 (2023)

Sección

Articles