Transcript THE NATIONAL COUNCIL FOR TECHNICAL EDUCATION (NACTE)

Relevance of TVET to Market Demands:
Skills for Employability
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INTRODUCTION
This paper
 Looks at the relevance of TVET to labour
market demands.
 Presents the context of TVET in Tanzania, gives
the role of TVET in supporting Tanzania’s
economic growth and poverty reduction strategies.
 Presents also the key issues affecting the
provision of TVET and proposes the way forward.
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Rationale for TVET in Tanzania
Rationale includes:
 Global Human Resource Development Agenda –TVET’s
orientation towards the world of work – need to train for
skilled workforce and gainful employment.
 National stability: TVET reduces unemployment and
poverty, creates sustainable livelihood thereby minimizing
crimes, violence and other vices.
 Employable skills accentuate productive capacity of the
population through attaining job specific competences;
 Raising economic growth and development: through
application of relevant skills on jobs and increasing
entrepreneurial activity.
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Current Status of TVET in Tanzania
TVET system has two subsystems:
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Vocational Education and Training (VET) under VETA a
statutory body established by Act No.1 of 1994 .
Technical Education and Training (TET) under NACTE a
statutory body established by Act No. 9 of 1997.
Both VETA and NACTE are accountable to the Ministry
of Education and Vocational Training (MoEVT).
TVET in Tanzania is delivered by public and non-public
providers.
VET sub system has over 900 centres, 22 of which are
owned by VETA the remaining by religious bodies, NGOs,
and Private persons.
TET subsystem has 222 registered technical institutions.
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Main Strengths of TVET
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Recognition by National policies and strategies as
a tool for economic growth and poverty reduction.
Presence of diverse set of providers – public and
non-governmental;
Presence of overall coordinating regulatory bodies
NACTE and VETA;
Incorporation of a variety of stakeholders
including employers, professional bodies, workers
organizations and the Government;
Adoption of the Competence Based Education and
Training (CBET) approach providing a system of
developing training according to labour market
demands.
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Main Weaknesses
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Weak partnership between TVET institutions and
employers to enhance training relevance.
 Weak placement services for trainees and inadequate tracer
studies to evaluate relevance of training offered.
 Over-reliance of TVET on institutional based training
neglecting the importance of work based learning.
 Training delivery focuses on long courses neglecting short
and tailor made courses to enhance productivity of the
employed.
 Low adaptation to the requirements of the informal sector
e.g. shot term training and flexible training delivery.
 Poor TVET training infrastructures, inadequate TVET
teachers with industrial experience or training in CBET
delivery.
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National Policies and Strategies for TVET
TVET policies need to be in line with overall
development policies and the needs of the labour
market. TVET is reflected in the various
Government development strategies related to
economic growth and poverty reduction. Policies
from which TVET strategies are reflected include:
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The 1995 Education and Training Policy (ETP);
The 2008 National Employment Policy (NEP);
The National Small and Medium Enterprises
(SME) Policy;
The National Strategy for Growth and Reduction
of Poverty (MKUKUTA);
The Education Sector Development Programme;
Student Support and Development;
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Problems Leading to 1994
VET Act
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Problems of first VET Act of 1974 were:
 Training centres operated in isolation from
industry following privatisation of
parastatals;
 National Vocational Training Council had
no power of system development;
 Problems of centralised VET management
to training system and inadequate financing.
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1994 VET Act
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The 1994 Vocational Education and
Training Act was established to:
 Provide the creation of Vocational
Education and Training Board for overall
implementation of the VET system;
 Provide for the establishment of VETA to
assume day to day operational responsibility
for implementation;
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VET Act contd.
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Provide the establishment of VET Fund to
support training system;
 Provide for a decentralised implementation
authority to regions to optimise utilisation
of resources for training;
 Provide for a demand driven training
system meeting labour market demands.
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Envisaged Changes under
1994 Act
Old System
Supply driven
Ministry driven
New System
Demand driven
Autonomous government
agency
Centralised management Decentralised to the regions
Examination driven
Competence based
Fixed entry and exit point Flexible entry and exit
(modular)
Long institutional training Includes short courses
Emphasis on formal
Both formal and informal
sector
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Major Achievements
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Implementation of the 1994 Act based on
Strategic Development Plans;
 First plan: establishment of institutional
arrangements including training Boards and
Committees;
 Second plan: developing demand driven
framework by linking market information to
curricula development;
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Achievements Contd.
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Current plan (2007-2011) quality improvement of
CBET implementation :
 Increasing percentage of girls participating in VET
from 20% to 45%;
 Increasing the number of VETA owned centres
from 14 to 22;
 Raising enrolments , including non government
providers from 20,000 to 130,000 per year.
NACTE
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Problems Leading to NACTE Act
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Lack of coordination of Tertiary Technical
Education and Training
Lack of uniformity in standards and consistent
pattern of awards;
Lack of nationally recognised and transferable set
of Qualifications;
Lack of standard pattern of registration and
accreditation;
Duplication and under utilisation of resources .
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1997 NACTE Act
The statutory Obligations of NACTE Act No. 9 of 1997
includes the following:
 To ensure overall coordination of technical education and
training;
 To bring order to the pattern of qualifications offered by
non- university institutions by establishing a national
system of awards;
 To ensure the relevance of technical education and training
to labour market demands;
 To register and accredit both public and private technical
institutions capable of delivering courses;
 To register technical teachers and other qualified
technicians;
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Major Achievements
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Coordination of technical education and training
through 5 Subject Boards;
Establishment of a National System of Awards
(National Technical Awards);
Registered 222 technical institutions and
accredited 91 of them by June 2010;
Validated competence based curricula for about
200 programmes by June 2010.
Registered 1,740 technical teachers by June 2010.
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DIFFERENCES BETWEEN CBET AND KBET
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CBET
KBET
Purpose of learning
Qualification is described by sets
of competences that should serve
as reference for the performance of
specific job positions, irrespective
of time taken to attain such
competences.
Qualification is normally defined by
the coverage of subjects and the time
taken by a learner to accomplish the
same, without necessarily referring to
the requirements of any specific world
of work.
Curriculum Contents
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Contents include statements
describing abilities that are
required to successfully carry out
occupational activities of specific
context and level.
Contents are mainly academic and are
characterised by indication of subjects
with respective topics/outlines and how
the same will be delivered to learners.
A subject is a defined area of
knowledge, without adequate reference
to specific occupational needs.
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DIFFERENCES BETWEEN CBET AND KBET
S/
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CBET
Teaching and learning
It is based on smaller modules with
clear meaning and value, each
consisting of knowledge, skills and
understanding prescribed to meet
standards. It is learner centred.
Teacher not regarded as knowledge
source but facilitator.
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KBET
It is based on longer, more inflexible
and full programmes. It is relatively
less controlled and not strictly
referenced to workplace activities.
Much of learning takes place in
classroom (teacher centred). Teacher
regarded as knowledge source.
Curriculum Assessment
Carried out as a process to gather
evidence of performance of a
learner in relation to competence
standard. Not associated to study
programme but occupation related
performance, questions to some
extent are known.
Assessment is a set of tests and
examinations on subjects, associated
with a programme, questions are
unknown, carried in a defined amount
of time, approbation based on scales of
points and compare individuals.
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National Technical Awards
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NACTE awards are known as National Technical
Awards (NTA) and adopt a Competence-based
(CBET) modular system.
 The NTA are designed to testify that the holder of the
award is able to apply competently the knowledge and
skills described in the relevant occupational sector.
 The NTA system has seven levels linked to a three level
system of VETA, known as National Vocational
Awards (NVA), to provide a framework of Technical
and Vocational (TVET) qualifications.
 Each NVA and NTA qualification has a broad
competence level descriptor.
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TVET Qualifications Framework
Level
NVA 1
Award
Certificate of Competence - Level I
NVA 2
NVA 3
NTA 4
Certificate of Competence - Level II
Certificate of Competence - Level III
Basic Technician Certificate
NTA 5
NTA 6
NTA 7
Technician Certificate
Ordinary Diploma
Higher Diploma
NTA 8
Bachelors Degree
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Competence Level Descriptors
Level
Competence Descriptor
NVA 1
Vocational Basic
Competence - Level I
NVA 2
Vocational Certificate of
Competence - Level II
Apply basic vocational skills
and knowledge
Apply intermediate vocational
skills and knowledge
NVA 3
Apply advanced vocational
Vocational Certificate of skills and knowledge
Competence - Level III
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Competence Level Descriptors
Level
Competence Descriptor
NTA 4
Basic Technician
Certificate
NTA 5
Technician
Certificate
Apply skills and knowledge at
routine level.
NTA 6
Ordinary Diploma
Apply skills and knowledge in a
broad range of work activities, most
of which are non-routine.
Apply skills and knowledge in a
range of activities, some of which
are non-routine and be able to
assume operational responsibilities.
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Higher Awards
NTA 7
Higher Diploma
Apply knowledge, skills and
understanding in a broad range of
complex technical activities, a high
degree of personal responsibility
and some responsibility for work of
others.
NTA 8
Bachelors
Degree
Apply knowledge, skills and
understanding in a wide and
unpredictable variety of contexts
with substantial personal
responsibility, responsibility for the
work of others and responsibility for
the allocation of resources, policy,
planning, execution and evaluation.
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General Challenges Facing
TVET
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Some programmes are not adopted to the changing needs
of the labour market;
Inadequate qualifications for teaching staff in TVET
institutions;
Minimal imparting of Teaching Methodology to TVET
staff;
Inadequate funds for TVET programmes;
Weak Learning Progression Pathway especially for VET
graduates;
Inadequate training infrastructure and facilities;
Inadequate publicity of TVET and its importance to the
general public, parents and other potential sponsors;
Poor linkages between TVET training institutions, the
industry and other employers.
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Main Achievements
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Increase in enrolments in TVET programmes
although it still falls short of national
requirements;
Increased application of Competence based
education and training in tertiary and vocational
training institutions;
Smoother progression of VET graduates under
TVET system eg. Some RVTSCs approved to
offer NTA programmes;
Improving human, physical and financial
resources for sustainable provision of training
under TVET system;
Increasing capability to design and develop
training programmes by institutions;
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The Way Forward
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TVET curricula should be linked by harmonising skills and
knowledge imparted at each level of the TVET system
(from primary school to tertiary);
 Strengthen and harmonize national labour market
information systems;
 Institutionalize tracer studies in TVET institutions;
 ‘Build the capacity of TVET teachers and modernise and
increase training facilities;
 Diversify modes of TVET provision, including tailor-made
short courses, work based learning, integrated technology
teaching and learning, field/industry training.
 Strengthen linkage with industry, professional bodies and
the general public.
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Despite financial limitations, TVET system has realised
tremendous achievements and contributed significantly
to economic growth and poverty reduction as per
national goals. The TVET authorities are thankful to the
Government and all stakeholders for their support.
Thank you
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