Attitudes towards VET and their Impacts on its development in Tanzania

1. Attitudes towards VET and their Impacts on its development in Tanzania NAMWAKA J. LYAMBA namwakalyamba@gmail.com

2. My paper is about the attitudes of Tanzanians towards vocational Education and training (VET) and the impacts of these attitudes, towards the development of VET in Tanzania. my paper consists of four main parts 1. the abstract and introduction 2. the methods and procedures i used to assess data 3. the results of my small research and challenges 4. the conclusion, which reveals what is really special and unique about my paper.

3. INTRODUCTION Jung (1971) define Attitudes as the readiness of the psyche to act or react in a certain way. Also attitude is a settled way of thinking or feeling about someone or something, typically the one that is reflected in one´s behavior. It is a tendency to respond positively or negatively towards certain idea, object, people or situations. According to VETA (2014), Vocation Education Training in Tanzania, started via mission trade schools that operated during the colonial period and offered training in common skills such as carpentry, tailoring. Shoe-making and bricklaying for a period of three to four years.

4. Later in 1969, a vocational educational center was established at changómbe Dar-es-salaam. This was the first center to conduct vocational education in Tanzania. VET was focused on soldiers and workers from ministry of works and later integrated primary school leavers. VET provided education on carpentry, vehicle mechanics, filter mechanics, electric installation, bricklaying. Plumbing, welding&fabrication, painting and decoration, tailoring and shoe-making with a total number of 258 candidates.

5. In 1994, VET in Tanzania was guided by vocational Education and Training Act which was passed by the National Assembly. Additionally, in 1995, a general Education and Vocational Education Training Policy was established which guides VET provision in Tanzania until today. Also, VET in Tanzania is controlled by VETA an autonomous Government agency established by the act of parliament no. 1 of 1994. and VETA is responsible for regulating, coordinating, financing and providing vocational education and training in Tanzania.

6. However Vocational education is based on occupation or employment and it is a kind of training aimed at preparing individuals for specific careers at various levels. Vocational education training is education that is more practical in nature and focused at exploiting psycho-motor skills of an individual. This paper is based on, a pilot study which revealed that, VET is perceived negatively by majority of Tanzanians. The paper intends to discuss an analysis upon attitudes towards VET, and their impacts on its development in Tanzania.

7. Majority members of the society think that, VET is for academic failures and they justify their assumption by a question on.... ´´ If VET was for all, why not those who have academically passed join Vocational Education centers?´´ This question is raised and after people seeing that, majority of those who join VET are those unsuccessful students to continue with further grades in general education, together with those, who never got a chance to access education.

8. Methods/procedure In search for the depth information on attitudes towards VET and its impact on development in Tanzania, various regions in the country were visited, among the visited places were Mwanza, Mbeya, Sumbawanga, Mpanda, Kigoma and Dar-es salaam. An interview was conducted upon various Stakeholders Managers and Directors of several vocational education and training centers, together with several members in the society like parents, workers and graduates on the subject matter.

9. But also this paper, is based on four main criterion which are; Attitudes of the society towards Vocational Education and training development in Tanzania Attitudes of the learners towards undertaking VET in Tanzania Attitudes towards inputs and investment on VET Attitudes towards the end outcome of VET

10. Methods/procedure CONCEPTUAL FRAMEWORK

11. Methods/procedure

12. Methods/procedure QUESTIONAIRE What do you know about VET ? What are the attitudes of the society towards VET ? Do you think people are ready to invest into VET for the their children? Do you think VET has benefit; What are they? What are the response of those undertaking VET? What are the criteria considered for a person to join VET? What should be done to improve VET? What are your opinions on the whole framework of VET in Tanzania?

13. RESULT1; Attitudes of the society; Negative response VET is for those who failed to continue with further studies- it is seen that most of the people who join VET centers are unsuccessful students on their final school exams,VET is therefore seen as an alternative for those who did not get a chance to continue with general education. However It should be noted that, people go to VET center to get additional psycho-motor skills apart from the cognitive skills acquired from general education, good example is driving, this is just an additional skills that is necessary for anyone in the society.

14. RESULT1; Attitudes of the society; Negative response VET graduates are less valuable- Dar technical college, Moshi technical are all institute that give VET graduates an opportunity to acquire diploma and degrees in Tanzania. The same, these students can have qualification to acquire masters at the same-time PHD. Some believe that it is the VET graduates who put most of plans in construction and building into practice.

15. RESULT1; Attitudes of the society; Negative response VET is not an official education – whereby VET is considered to be just normal education by majority of the people. it should be noted that vocational education is of great value probably more than other types of education, in away that, this education equips an individual with life time skills that will enable them be self employed and in one way or another survive in the society. For example, we have seen people in the society who have lived and succeeded on their carpentry skills acquired from VET centers. Additionally,VET is an official education because it follows formal procedures,has a curriculum, syllabuses, medium of instruction, policies, service centers, provides certificates and are a recognition to any organization set up.

16. RESULT1; Attitudes of the society; Negative response VET is thought to be for economically poor people - majority passive that those who join VET centers are the sons and daughters of financially poor people; simply because Vocation Education and Training in Tanzania is offered at a relatively cheaper price compared to other type of formal education. Here the rich will be given a priority even if they don't have a skill and the poor will be marginalized, irrespective of the VET skills, instilled in them. However, this implies that if VET is cheap then its certificate will be cheap too, for it is assumed by mark cooray (1996) that. the output of something is proportional to the inputs of the product.

17. RESULT1; Negative response; Attitudes of the society; VET for children who have no direction-respondents believe those who join VET centers do it, depending on their needs and wants it is not compulsory. The choice to join VET centers in Tanzania is left for the child himself, in a way that, a parent will take his child to VET only if he/she has no direction in matters concerning academics. So the damping place for such children in the society is considered to be VET centers. Which means that, a parent whose child is academically fit can not take her child to VET center.

18. Therefore, it is advisable for parents and society at large to consider taking their children to VET centers especially during holidays to avoid staying idle at home, giving a child an extra skill in life will help him or her succeed in all corners of life

19. RESULT1; Positive response Attitudes of the society; Revolution/savior for the failed-VET is taken as a Savior for the failed because it gives those who failed an opportunity to continue with formal education despite the fact that, they were not selected to join and continue with other general education levels. This increases the rates on investment as well as enrollment on Vocational, Educational and Training in the country. Additionally, it is seen as revolution/Saviour centers for those, especially class seven and form four failures, who use it as an opportunity, to continue with formal education as well as acquire certificate for the psycho-motor skills like bricklaying, carpentry and so on.

20. RESULT1; Attitudes of the society; Positive response Last but not least, Majority are ignorant about VET, the paper also reveals that, majority are not aware of VET, resulting into unofficial information and wrong perception of Vocation Education and Training in Tanzania, which affects the confidence on one way or another of those who would like to join VET. Basing on the later-case,initiatives and general campaign should be created to raise general awareness in the country and Possibly to encourage and integrate VET with general education, to enable graduate acquire skills and to combat absolute poverty existing in our nation.

21. RESULT 2;Attitudes towards input/investment on VET

22. RESULT 2; negative response Attitudes towards input/investment on VET parents are not ready to invest into VET for their children - Another finding show that, majority are not ready to invest on VET despite the fact that, majority say it depends on the child's direction. Most parents once asked, if they are ready to take their children to VET center, their response is; To VET centers to do what? It depends on the direction and the child himself/herself.

23. The above response gives a lot of meaning, one of them being that, majority are not ready to advise and guide their children on joining the vocational centers, unless their children have on one way or another failed to continue with general education levels. Also, unless the child ask herself/himself to join VET centers, no one will opt for VET. This assumes that parents are only ready to take their children who did not pass general education to Vocational Education and Training centers. It is a challenge if the parents are not ready to invest, and so funds for VET expansion and growth will really be slow to rise.

24. RESULT 2; Positive response Attitudes towards input/investment on VET VET is cheaper compared to general education-It is relatively cheaper compared to acquisition of general education, because majority of the centers offers short courses which are relatively cheaper compared to the general education which offer long term courses.For example, the VET boarding fee for kigoma vocational and Training center is 120,000tshs and day-fee is 60,000tshsonly, compared to a basic certificate fee of 1.2 million tshs charged by mzumbe university for instance. As in both centers offer basic certificates.

25. RESULT 3; Positive response Attitudes towards outcome of VET VET provides employment - Most of VET graduates, get employment opportunities in various sectors, like the mining sector, and industry sector, for both private and public sector. For example, the paper found out that, majority of VET graduates, are both employed and self-employed in small scale industries, construction companies like in construction of roads, building houses, bridges and so forth. one of the motivational factor for joining the VET centers, is to be employable in the future. Once a campaign is initiated on the outcome of VET and its significance for members in the society, rest assured, enrollment rates will increase as well and VET which will lead to development.

26. RESULT 3; Attitudes towards outcome of VET Positive response It provides skills– VET provides life time skills to those who seek education from their centers, such skills are carpentry, construction, tailoring, brick laying computer courses, mechanics and so forth. These acquired skills enable the learners to later self-employ themselves and do various income generating activities for lives and society as well. A good example is drivers and builders. However, the acquired skills accelerates growth on various sectors as well helps the so called failures to have ability to build their future.

27. RESULT 3; Attitudes towards outcome of VET Positive response It provides certificates- VET centers provides certificates which helps the learners to succeed in other aspect of their lives. For example, for someone having a VET certificate, it is very easy for her/him to acquire some licenses like driving license to join the police, the army and other public institutions. Therefore, it Helps in the growth and development of other sectors in Tanzania, such as transportation, building and production sector in the country.

28. RESULT 3; Positive response Attitudes towards outcome of VET And finally VET accelerates innovation and technology in Tanzania- study show that, sometimes it is really expensive for Tanzania to buy new machines and equipments on its own. Through VET center, technology transfer has been to some extent made simple. Also, through VET centers and its products, technology has advanced and to some extent, it has stimulated innovation and creativity, most especially in poetry, mechanics and construction sector. This has stimulated national development, mostly in matters concerning science and technology specifically, information technology (IT), via computer training centers.

29. RESULT 4; Positive response Attitudes of VET learners Learners personally seek to join VET course for their own interest-A majority of the leaner seek VET courses themselves for their own interest, VET skills are more specific and gives the learner option to chose the ability/skills that he/she would like to acquire. However, this positive attitude stimulates enrollment and retention of the learners in VET centers, that is to say facilitating the growth of the whole framework of vocation education and training in Tanzania.

30. RESULT 4; Negative response Attitudes of VET learners They feel uneducated –Despite the fact that the students have gone through VET centers especially at basic certificate level, VET learners once asked about their education they will always respond that they are not educated for they did not get a chance to go through formal education. As discussed earlier that is necessary for every VET graduate to know that, VET is an official education and indeed formal since it follows special curriculum. It has syllabus as well as have organized management and administration.

31. On the other hand, VET centers have been providing only psycho-motor skills though nowadays subjects like entrepreneurship and communication skills have been integrated, as there are levels from basic certificates at level three and then one can go to level four, acquire a bachelor degree and even get a Masters as well as PhD, so, anyone who goes through VET system can still consider oneself as an equally educated person as any other.

32. CHALLENGES Increasing enrollment - One challenge that VET centers are facing is the problem of increasing enrollment. The number of students who want to join VET centers are many, but the VET centers are really few, and majority that are there, are privately owned. However some interested learners apply to join VET centers but due to insufficient carrying capacity of the centers to absorb the majority, many apply and few are selected to join. Therefore, the government should take initiatives to increase publicaly owned vet centers, so as to bring VET services close to its citizens and increase the rate of enrollment.

33. Few teachers –another challenge facing Vocational education and training in Tanzania, is the inadequacy of teachers as well as the capacity building for the teachers. It is necessary For a full equipped VET teacher, to have both the practical and theory part of the skill to be instilled into the student. However, one of the mechanism used in getting VET teachers, is through retaining the students who have performed well, and then take them to teaching colleges to learn more on the theoretical part as well as teaching skills, and then come back and teach. The results are few teachers in the VET centers which affects the development and expansion of VET and its services in Tanzania.

34. CHALLENGES Cont… Changing technology – The changing technology is another challenge for VET in Tanzania. There is increasing innovation and advancement of technology in the world, this result into the gap of keeping up to date with the new technology as well as increasing need of upgrading the VET trainers and teacher with the new technology, which is really expensive for a developing country like Tanzania. However, it is advisable for the government to encourage technology integration and transfer for VET in Tanzania to keep up with the evolving technology.

35. CHALLENGES cont.. Inadequate funds – vocational education and training in Tanzanian is facing a problem of inadequate funds, the paper noticed that the main funder of the VET centers in Tanzania, like kigoma VET center is the government and the Tanzanian government faces a deficit budget yearly that makes it wait for outside donation and aids for it to sponsor long term/developmental educational goals. Hence it is still a big challenge for the development of Vocational education and training in Tanzania.

36. CONCLUSION In a nutshell, this paper has proven that Vocational Education and Training in Tanzania is perceived negatively by majority of the people in Tanzania, as many are ignorant and still perceive VET to be for academic failures.However, this paper has also helped to realize that VET skills are necessary for everyone in Tanzania irrespective of any academic status. Additionally, it should be noted that, one of the contributing factor to slow development and lack of self-reliance in Tanzania, is the prevailing ignorance of Vocational Education and Training skills, which make people take such skills for granted without realizing that, these are the skills that will enable many to self employment, and especially graduates to recognize new ventures, invent opportunities, and explore such opportunities with simplicity. For instance:

37. CONCLUSION cont.. If a person acquires tailoring skills, which is more practical and then again acquires marketing skills or Human resource skills which is more on the theoretical part of education, the end-full result of this will be a graduate who will be able to organize a company which will create its own clothes designs as well as managing the market side for this business which will be different from someone who will acquire one sided skill, again proving the importance of VET

38. CONCLUSION cont… To summarize, it should be noted that, the advantage of learning VET in Tanzania is that, students are offered an opportunity of pursuing their own interest. The so called academic failures will always end up with an employable skill after training and this is a different case of general education provided in East Africa a good example is Uganda where science subjects are compulsory at ordinary level and one is forced to study chemistry or biology even if such person has no interest or is unable to perform in that area of education.

39. CONCLUSION Therefore, initiatives should be taken and a general campaign for awareness upon VET in Tanzania should be created and given high priority as well as to career guide and counsel the public most especially the final year so called ordinary secondary school level students together with advanced secondary school level students to integrate VET skills with their general education skills, as where we are heading now in the very near future, self-employment, self-reliance and general life goals will be the number one self development in Tanzania as far as VET is concerned.

40. ASANTE SANA • THANK YOU

41. BIBLIOGRAPHY Atchoarena, D. and Delluc, A.M. (2001) Revisiting Technical and Vocational Education In Sub-Saharan Africa. (Paris, IIEP for the World Bank) Aspiration and Work in Ghana 1959-2000’. In International Journal of Education Development 22, pp. 5-26. Agenda for Vocational Education and Training in Sub-Saharan Africa. In Journal of International Development, 8/3 pp. 467-487. Approaches, Developments and Systems. (London and New York,Routledge) Bennell, P. (1996) Privatization, Choice and Competition: The World Bank’s Reform CEDEFOP (2008) Systems for Anticipation of Skill needs in the EU Member States. (Thessaloniki, CEDEFOP) Chappell, C. (2003) Researching Vocational Education and Training: Where to From Here? In Journal of Vocational Education and Training, 55/1, pp.21-32. Clarke, L. and Winch, C. (Eds) (2008) Vocational Education – International Dr. Mark Cooray, The Australian Achievement from Bondage to Freedom, 1996, Equality Of Opportunity And Equality Of Outcome, Accessed on July 12, 2014.

42. BIBLIOGRAPHY Jung, C.G. (1968).Psychology and Alchemy, Collected Works, Volume 12, Princeton, N.J. Princeton University Press. ISBN 0-691-01831-6. Jung, C.G. (1971).Psychological Types, Collected Works, Volume 6, Princeton, N.J.: Princeton University Press. ISBN 0-691-01813-8. Lasswell, H.D. (1936) Politics Who Get What When and How. (Gloucester, Peter Smith Publisher Inc.) King, K. and Martin, C. (2002) The Vocational School Fallacy Revisited: Education, McGrath, S. (2002) Skills for Development: A New Approach to International Cooperation In Skills Development. In Journal of Vocational Education and Training, 54/3, pp. 413-430. Middleton, J. A., Ziderman, A. and Van Adams, A. (1993) Skills for Productivity: Vocational Education and Training in Developing Countries.

43. BIBLIOGRAPHY Moodie, G. (2002) Identifying Vocational Education and Training. In Journal of Vocational Education and Training, 54/2, pp.249-266. Oketch M.O. (2007) To Vocationalise or Not To Vocationalise? Perspectives on Current Trends and Issues in Technical and Vocational Education and Training in Africa. In International Journal of Educational Development, 27, pp.220-234. VETA (2014, July 25). The VETA history. Retrieved from http://www.veta.go.tz/index.php/en/history, Accessed July 25 2014.