Pathway to vocational employment in the emerging Tanzanian gas sector - November 2014

Pathway to vocational
employment in the
emerging Tanzanian
gas sector
A Collaborative Assessment of Vocational
and Educational Training Needs
TANZANIA LNG PLANT PROJECT
November 2014

2 Pathway to vocational employment in the emerging Tanzanian gas sector

3March 2014
Preface
The potential labour needs of the Tanzanian energy sector over the medium term are likely
to be shaped by an export-oriented hydrocarbon sector and a domestic energy sector that
uses natural gas as part of its feedstock. Given the considerable overlap in skills requirements
for both sectors as well as other related sectors that are expected to expand as a result of
these developments, direct and indirect employment is expected to present a significant
opportunity for Tanzanians. Building the human capacity needed to serve these developments
should provide the country with a sustainable asset that could benefit the country’s
development more generally.
The Ministry of Education and Vocational Training recognises that the country is generally
facing a gap between the skills the economy needs, particularly in the future, and the skills
the education system delivers. In general terms, in order to meet Government aspirations
for Tanzania to become a Middle Income Country by 2025, as set out in its Vision 2025, there
needs to be an overall increase of 20% of medium skilled labour, especially in certified trades
and crafts. This is particularly evident in gas sector related skills, where without further
training, very few are likely to be able to access employment opportunities beyond the
lowest level of skills.
To address this situation, several stakeholders are currently working on programs aimed at
upgrading vocational and higher education training programs. To avoid duplication of efforts,
VETA, Tanzania LNG and VSO are taking several initiatives to support the Ministry of Education
and Vocational Training (MoEVT) in ensuring proper coordination of these efforts.
One of those initiatives was to commission a study to analyze the current gaps. A dedicated
joint VSO and Tanzania LNG team, including a VET expert from Glasgow Kelvin College in
Scotland, worked in collaboration with VETA and MoEVT, to conduct an in-depth assessment
study, building on existing higher level research and experience from grass roots initiatives.
The MoEVT, VETA, the Tanzania LNG Plant Project and VSO Tanzania are very proud to present
the conclusions of this study and hope that they will contribute to VETA and MoEVT efforts to
address current training needs, and to prepare Tanzanians to make the most of the potential
opportunities related to the emerging gas sector.
Thomas Katebalirwe
MoEVT
Director of TVET
Zebadia Moshi
VETA
Director General
Kate Sullam
Tanzania LNG Plant Project
Social Investment Manager
Jean Van Wetter
VSO Tanzania
Country Director

Executive Summary
Tanzania is one of the world’s 30 fastest growing economies and
spends a higher percentage of its GDP on education than all but 26
othersi
. Rapid economic growth, coupled with a policy emphasis on
education should have yielded increased opportunities for young
people in the labour market. And indeed, in 2008, a World Bank
report highlighted Tanzania’s relatively low youth unemployment
rate, stating that young people accounted for 28 per cent of the
labour force - a major presence compared to developed countries.
However, by 2012, Tanzania was home to more unemployed 15
to 24-year-olds per capita than 109 other countriesii
and in 2014
Tanzania faces a youth unemployment crisis ‘rivaled by few other
nations in the world’iii
. This is partly because, in absolute numbers,
the size of Tanzania’s youth has almost doubled from 4.4 million
in 1990 to 8.1 million in 2010. It is expected to swell to 11 million
by 2020 and 15 million by 2030.iv
A recent survey by Restless
Development showed that only 14 percent of young people in
Tanzania reported working a formal, wage-earning job. Of that
number, about 75 per cent of employed youths are active in the
agriculture sector, and only 6.7 per cent hold public sector wage
jobs.v
Those in formal employment tend to find poor quality work,
due to low educational attainment (despite investment) and a lack
of training. Of the approximately 900,000 youths (15 – 24 years) that
entered the labour market in 2010/11, 14% did not complete primary
school, 44% finished their primary but did not transition to secondary,
an additional 38% per cent went to secondary but did not reach or
finish Form IV, and a mere 4 per cent went beyond O-level.’vi
The Tanzanian government and its citizens have high expectations on
the positive economic impacts of the country’s emerging natural gas
sector, including the creation of local employment opportunities. The
majority of these opportunities will be vocational in nature require
skills that meet international industry standards.
This scoping study is a joint effort by VETA (governmental Vocational
Education Authority), Tanzania LNG Plant Project and VSO
(international development NGO) with expert advice from Glasgow
Kelvin College, Scotland. The report has assessed the gaps across
the existing VET system to ensure students attain skills delivery to
international standards. It identifies these gaps by focusing on 13
trade occupations across five key disciplines relevant to the energy
sector, but which are also transferable to other economic sectors. It
does not address training at TET (Technical Educational Training) level
as this was beyond the scope of the analysis.
The five main disciplines addressed are metal, building, civil
engineering & infrastructure, mechanical and electrical works.
Metal works includes steel workers, pipe welders, pipe fitters and
metal sheet workers. Building works includes masons, brick workers,
carpenter/joiners, painters and scaffolders. Civil engineering &
infrastructure works includes asphalt/concrete workers, and heavy
equipment operators. Mechanical works includes mechanic/heavy
equipment repair workers, while electrical works covers electricians.
All these trade skills are currently offered by VETA, with the exception
of scaffolding.
The report analysis breaks down into three areas:
• Providing background by laying out generic aspects of the demand-
side labour associated with major gas developments and the
country-specific supply-side labour.
• Describing the status quo of the provision of vocational education
and training in relation to the 13 identified trade occupations
relevant to the emerging industry and its supply chains. This
is based on the experiences of the governmental and non-
governmental organisations involved in the provision and
regulation of this education and training, as well as companies and
other third parties, and
• Mapping the range of existing technical and vocational education
and training initiatives that are already underway in the country.
The key findings are as follows:
• Curricula in the relevant trades are largely theoretical, and leave
graduates underexposed to the practical experience (both in
training workshops and on-the-job) required to apply skills in a
modern technology-intensive industry. Graduates are therefore not
considered directly employable, often requiring a minimum of 3-6
months of additional on-the-job training until they become fully
effective at a supervised junior level;
• The trades taught cater for existing economic sectors, which
require different types of skills and lower levels of Health & Safety
awareness than is required by emerging industrial sectors. While
these skills provide a decent skills base, they are not sufficient to
access employment opportunities associated with the construction
of modern industrial plant. Therefore additional training would
be required to match the labour supply with the potential labour
demands associated with the new emerging industries;
• The quality of teaching is constrained, because teachers and
trainers themselves are inexperienced in the practical application
of the trades they are teaching. Often they themselves have not
had an opportunity to work directly in Industry and therefore lack
that industrial experience, and also lack a firm grounding in English;
i. http://www.globalpost.com/dispatches/globalpost-blogs/rights/tanzania-youth-unemployment-crisis
http://www.restlessdevelopment.org/file/tanzania-annual-report-2012-amended-pdf
ii. http://www.globalpost.com/dispatches/globalpost-blogs/rights/tanzania-youth-unemployment-crisis
iii. http://blogs.worldbank.org/africacan/youth-in-tanzania-a-growing-uneducated-labor-force
iv. http://www.restlessdevelopment.org/file/tanzania-annual-report-2012-amended-pdf
v. http://blogs.worldbank.org/africacan/youth-in-tanzania-a-growing-uneducated-labor-force
vi. http://blogs.worldbank.org/africacan/youth-in-tanzania-a-growing-uneducated-labor-force

5March 2014
• VETA programmes have to cover additional training to overcome
low entry level standards (in English language comprehension, soft
skills and basic Maths and Science knowledge) than is required by
new students for these types of programmes. This has a negative
impact on the time available to gain practical workshop experience
(approx. only 60% of time spent on trade skills training).
• The quality of VETA workshops varies, and in many cases equipment
is outdated, of poor quality, and insufficient for the curriculum
requirements. In addition, supplies of consumables to undertake
practical work are also limited.
• Few opportunities for quality industrial placements, both for
students, and indeed for teachers during their teacher training
programmes. Feedback from the placements is also limited
reducing its effectiveness.
• The accreditation process puts too little emphasis on practical
demonstration of skills, and therefore a VETA certification is not
considered by companies interviewed to be a reliable indicator of a
student’s competency for employment.
Large private investors, both International and National have to
recognize that they have to play a stronger role in supporting skills
development, through shaping curricula to fit with modern industry
demands (both existing and emerging), and through the provision
of practical on-the-job opportunities. Both contributions are critical
to address the gaps between supply and demand in relation to the
current VET training. However, the limited numbers of companies
that are able and equipped to provide this support, combined with
the constraints of the existing system to provide practical training
opportunities in the short timeframe available, presents a significant
obstacle to getting the labour force prepared for the predicted
demand associated with the emerging natural gas sector. The only
option to achieve scale in this area is to establish joint ventures
between the existing VET organisations and private enterprise
that can enhance teaching standards and provide practical work
experience in a simulated environment.
From this work a number of priority recommendations have been
developed. Those for immediate action are:
Nationwide actions
• VETA Curriculum review and strengthening - course contents should
address and meet international standards to enhance employability
in the emerging industries. This is a critical first step. This is the
responsibility of the VETA Training Advisory Committees (TACs)
whose work must be robust in reviewing occupational standards
and if need be, initially involve expert advisors from international
companies already working in gas and related industries.
• Trade testing - deploy an improved accreditation process to
underpin the training delivered by VETA
Targeted interventions
• ‘Bridging’ courses - targeted at prospective VETA students, prior
to entering the VETA programme, to better equip them with
the background knowledge and skills required to undertake the
programme.
• Enhanced teacher training (CBET) - to provide new and existing
VET teachers with increased skills to deliver enhanced curricula.
• Practical training - explore and pilot new ways to strengthen
practical training of VET students, and increase numbers of
practical assistants to enable students to spend increased time
honing practical skills in workshops.
Cross cutting
• Enhanced Industry participation - across all of these findings,
industry needs to be appropriately involved to ensure that all
efforts are designed to meet their emerging demands. Therefore,
a critical first step in this quest is to identify the most appropriate
mechanism that could work in the Tanzanian context to facilitate
broader participation by the gas industry, and in turn inform
the relevant components of the VETA system. Arrangements in
overseas mature VET systems should also be reviewed to glean
alternative options. As discussed in Section 3, there is a significant
demand for imported knowledge about occupational standards
from other countries that are developing their VET systems.
Countries such as India, Pakistan and those in the Middle East
are doing this as their industries become more global and the
standards demands increase. In the immediate term, it would be
suggested to pilot different mechanisms of industry participation
through existing and emerging pilot initiatives.
• Roll out additional VETA centre pilot initiatives - targeting specific
priority VETA owned centres considered strategically important for
the emerging gas industry, building on the extensive learnings from
existing initiatives and replicating as far as possible.
• Data management - implementation of a new system across VETA
to ensure that performance towards capacity and quality objectives
can be effectively tracked and assessed.
Recognising the challenge some of the above impose, Figure 9 in the
report conclusions (page 54) details a number of potential areas for
Industry and Donor cooperation with VETA to help implement the
above recommendations.

Table of contents
3 VET as a pathway to meeting emerging industry
demand – challenges
21
3.1. Requirement 1:
Availability of target programmes to meet industry
demand
22
3.1.1. Background context 22
3.1.2. International standards 24
3.1.3. Assessment of VETA 24
3.1.4. Options for addressing capacity constraints 26
3.2. Requirement 2:
Student preparedness for training programmes
27
3.2.1. Background context 27
3.2.4. Options to VETA for improving educational
preparedness of students
29
3.3. Requirement 3:
Ensuring VET programmes delivered to
international standards
30
3.3.2.1. Quality of curricula 30
3.3.2.2. Delivery/implementation of
programme (workshops, teacher
capacity)
31
3.3.2.3. Practical work experience of
students
32
3.3.2.4. Quality assurance (Occupation
Testing)
33
3.3.3. Options for addressing quality gaps 34
List of tables and diagrams 8
Acronyms 9
1 Introduction 11
1.1. Objectives 11
1.2. Methodology 11
1.3. Structure and scope 12
2 Baseline context of Tanzania’s existing
and emerging gas sector
13
2.1. The Tanzanian gas sector 13
2.2. Current labour demand and supply: Exploration
phase
14
2.3. Assessing emerging demand related to a LNG
Development
14
2.3.1. Direct, indirect and induced employment 14
2.3.2. Identifying specific occupations likely to be
in demand
16
2.3.3. Industry expectations for employed and
contracted staff
17
2.4. Emerging labour pool: Where will future skilled
workers come from?
17

7March 2014
5 Conclusions and Recommendations 47
5.1. Overall gaps to international standards
in gas-related programmes
48
5.2. Summary of options for addressing gaps
to meet international standards
49
5.3. Priority actions 53
5.4. The need for a coordinated approach
to streamline efforts
54
3.4. Requirement 4:
Matching VET graduates to employment
opportunities
35
3.4.1. Baseline context 35
3.4.3. VETA Assessment 35
3.4.3.1. Immediate employability 35
3.4.3.2. Professionalism and softer skills
requirements
36
3.4.3.3. Leaving support for graduates 36
3.4.3.4. Visibility of graduate pipeline 36
3.4.4. Options for addressing challenges in
matching graduates to employment
opportunities
36
3.5. Summary of challenges to ensuring VET delivery
meets emerging industry demand
37
4 Efforts being made to address these challenges/gaps 39
4.1. Efforts by VETA to address gaps centrally 40
4.2. Third party macro-level initiatives 41
4.3. Third-party micro-level initiatives 42
4.3.1. Approach and impact 43
4.3.2. Technical and geographical coverage 44
4.3.3. Scalability 44
4.3.4. Key observations 45
6 Annexes 55
Annex 1. Stakeholder interviewed 56
Annex 2. Research Approach/Methodology 57
Annex 3. Purpose of stakeholder meetings
and guiding questions
59
Annex 4. TET and VET Institutes in Tanzania 60
Annex 5. Further background information on VETA 60
Annex 6. Further details on the macro-level initiatives 62
Annex 7. Further details on the micro-level initiatives 62
Annex 8. Key publications and reports 64
Additional sources 66

List of tables and figures
Table 1 Numbers of Tanzanians employed in relation to
Block 1, 3 and 4 during exploration phase 2012-2013
14
Table 2 Indicative estimates of direct labour demand, by
phases
15
Table 3 Transferable vocational occupations 16
Table 4 TVETDP plans for increasing VET enrolment 19
Table 5 Mapping of VET programme curricula to target
occupations
22
Table 6 Extent of provision of gas-related VETA programmes
across VETA-managed centres
23
Table 7 Overview of types of test taken and pass rates for
VETA students in Tanzania 2005-2009
33
Table 8 Reasons for being out of work, Tanzanian VET
students 2005-2009
35
Table 9 Summary of VETA initiatives being designed to
address gaps outlined in section 3
40
Table 10 Mapping macro-level initiatives 41
Table 11 Mapping micro-level VET initiatives 42
Table 12 Characteristics of each initiative 44
Table 13 Overview: quality of VETA versus industry standards 48
Table 14 Summary of options for improving quality in target
gas sector related programmes and efforts being
made to address these
49
Figure 1 Direct employment created at each of the three key
phases
14
Figure 2 Outline of general health & safety requirements 17
Figure 3 National and TVET-specific development plans and
strategies
18
Figure 4 The pathway to vocational employment that meets
international standards
21
Figure 5 Educational Attainment in Tanzania 27
Figure 6 Allocation of students’ time between technical
and generic skills learning
29
Figure 7 Student allocation of time available
for technical training
32
Figure 8 Overview of VETA system and student performance 37
Figure 9 Proposed division of support from other sectors to
facilitate achievement of objectives
54
Figure 10 Tanzania’s TVET system 61
Tables Figures

9March 2014
Acronyms
ACCC Association of Canadian Community Colleges
ATE Association of Tanzanian Employers
BRN Big Results Now (a government of Tanzania
development plan)
C&G City and Guilds
CBET Competence Based Education and Training
COSTECH Commission for Science and Technology
CRB Contractors Registration Board
DIT Dar es Salaam Institute of Technology
EPC Exploration, Production and Construction
ERB Engineers Registration Board
EEVT Enhancing Employability through Vocational
Training project
GER Gross Enrolment Rate
HSSE Health, Safety, Security, the Environment
HwK Handswerkskammer Hamburg
ILO International Labour Organisation
IMTT Integrated Mining Technical Training project
IPPE Integrated Post Primary Education
IPR Intellectual Property Rights
KPI Key Performance Indicator
LNG Liquefied Natural Gas
MIC Middle Income Country
MoCST Ministry of Communications, Science and Technology
MoEVT Ministry of Education and Vocational Training
MEM Ministry of Energy and Minerals
MoF Ministry of Finance
MoIT Ministry of Industry and Trade
MoLE Ministry of Labour and Employment
M&E Monitoring and Evaluation
MPSA Model Production Sharing Agreement
MVITC Morogoro Vocational Instructors Training College
NABE National Business Examination
NACTE National Council for Technical Education
NBE National Business Examination
NEMC National Environment Management Council
NFAST National Fund for Advancement of Science
and Technology
NGO Non Governmental Organisation
NSGRP National Strategy for Growth and Reduction of Poverty
NTA National Technical Award
NTNU University of Trondheim
NVA National Vocational Award
OfD Oil for Development (NORAD programme)
OGAT Oil and Gas Association of Tanzania
OSHA Occupational Safety and Health Agency
PEDP Primary Education Development Programme
PPP Public-Private Partnership
PPVT Post Primary Vocational Education
QA Quality Assurance
SEDP Secondary Education Development Programme
SPX Industrial Subcontracting and Partnership Exchange
(UNIDO programme)
TCCIA Tanzanian Chamber of Commerce, Industry and
Agriculture
TCME Tanzania Chamber of Minerals and Energy
TEN Tanzanian Education Network
TET Technical Education and Training
TPDC Tanzania Petroleum Development Corporation
TQF Tanzanian Qualifications Framework
TVET Technical and Vocational Education and Training
TVETDP TVET Development Programme
UDSM University of Dar es Salaam
UDOM University of Dodoma
UNESCO United Nations Educational, Scientific
and Cultural Organisation
UNIDO United Nations Industrial Development Organisation
URT United Republic of Tanzania
VET Vocational Education and Training
VETA Vocational Education and Training Authority
VSO Volunteer Services Overseas
VTC Vocational Training Centre

11March 2014
1. Introduction
This report presents a consolidated picture
of the current availability and quality of gas-
related vocational education and training
(VET), recognised as being a critical pathway
to vocational employment in the emerging
gas sector. It outlines the actions required to
address the barriers that constrain the quality
of VET training in gas related trades, which will
hinder access by Tanzanian graduates to future
employment opportunities.
The assessment has been conducted as a collaborative effort between VSO Tanzania and
Tanzania LNG, in partnership with VETA, and with expert advice from Glasgow Kelvin College.
It has also benefited from input from the Tanzanian Ministry of Education and Vocational
Training. The collaborating organisations hope that the assessment will support further
collaboration to strengthen the provision of high-quality TVET in Tanzania.
1.1. Objectives
The objectives of the assessment are threefold:
1. To establish a consolidated picture of the gaps that exist between Tanzania’s national
vocational education and training (VET) standards currently delivered by the Vocational
and Educational Training Authority (VETA)in gas-related programmes, and the standards
required by the international oil & gas industry.
2. To gain a better understanding of government and non-governmental initiatives for VET in
the oil and gas sector; and
3. To identify a range of actions and initiatives required to address capacity and quality gaps in
target programmes.
1.2. Methodology
The report presents a qualitative assessment based on:
a. Review of secondary data: studies and information available in the public domain, plus
studies made available by key VET actors.
b. Structured discussions held with more than 50 stakeholders from 38 organisations over a
period of four weeks in August 2013, guided by a VET expert from Glasgow Kelvin College
in Scotland.
c. Visits to five regional VETA-owned centres (Mtwara, Lindi, Morogoro, Moshi and Dar), the
VET teacher training centre in Morogoro, and two third party VET initiatives, to assess first-
hand the current situation regarding programme delivery.
d. Feedback received at a workshop held in November 2013 ,where the initial findings of the
assessment were presented.
e. Further feedback and validations received as a result of the workshop and drafts shared
with senior managers of the Tanzanian Vocational Education and Training Authority (VETA).
Annex 1 contains a detailed list of the stakeholders and their organisational affiliations.
Annex 2 explains how the assessment was structured.

There are several limitations to the assessment presented in this
report.
• First, while Tanzania’s VET system comprises a myriad of VETA-
assured providers, the focus of this assessment is on the training
provided by the 26 centres across Tanzania owned and managed by
the Tanzanian Vocational Education and Training Authority (VETA).
It is through these centres where the majority of gas-related
programmes are currently delivered.
• This review draws on observations made through visits to a sample
of these institutes rather than a comprehensive review of all 26
institutes.
• The review comprises a high level critique, rather than an in-depth
assessment, of the curricula for each of the target gas- related
programmes.
1.3. Structure and scope
The report is structured as follows:
Section 1: Introduction
Section 2: Baseline context of Tanzania’s gas sector:
• The current and future demand for the types of skills that are
relevant to the emerging Tanzanian gas sector
• the current and emerging market supply
Section 3: Assessment of VET training programmes as a pathway to
meeting emerging industry demand:
• Challenges that exist to up skill the emerging labour force to the
appropriate standards in 13 target trades, focusing on the key
elements of an international standard VET programme:
• Availability of target programmes to enable broad access to
courses
• Student preparedness for training programmes
• Quality of VET courses compared to international standards
• Ability of graduates to access employment.
Section 4: Efforts being made to address identified challenges/ gaps:
• To gain a better understanding of government and non-
governmental initiatives for vocational education and training in
the oil and gas sector through:
• Mapping ongoing or planned initiatives
• Demonstrating how current and planned government and donor
initiatives are addressing quality and capacity gaps in VETA
programs
• Synthesizing lessons learned from ongoing vocational education
training initiatives and models.
Section 5: Recommended priority actions
• To identify a range of actions and initiatives required to address
capacity and quality gaps in the target programmes.

13March 2014
2. Baseline context of Tanzania’s
existing and emerging gas sector
2.1. The Tanzanian gas sector
Exploring for and producing extractive resources is not a new economic activity in Tanzania.
As well as mining – a sector that has existed for many decades – there have been investments
in a near-shore hydrocarbon sector. More recently, though the country has also encouraged
exploration further offshore in deep water which has resulted in some significant discoveries.
The Petroleum exploration activities in the country to date have led to the following gas
discoveries:
1. SongoSongo in Kilwa District – Lindi – which is under exploitation for power generation in
Dar es Salaam and for use in industries;
2. Mnazi Bay in Mtwara – which is also under limited exploitation for power generation;
3. Mkuranga, Coast region – which is under appraisal;
4. Kiliwani/East SongoSongo area also under appraisal;
5. Deep-sea Blocks 1, and 4 South East of Mafia Island and East of Mnazi Bay, by BG/Ophir/
Pavilion - some fields are still under exploration while others are under appraisal;
6. Deep-sea Block 2 East of Lindi town, by Statoil/ExxonMobil- some fields are still under
exploration while others are under appraisal;
7. Ntorya in Mtwara by Ndovu Resources/Aminex- the field is planned for appraisal.
Up to 2013, the total discovered natural gas reserves in the country amounts to 46.5 trillion
cubic feet (TCF) of which about 8 TCF are from nearshore fields of SongoSongo, Mnazi Bay,
Mkuranga, Kiliwani North and Ntorya1
.
The remaining resources were discovered offshore in Deep-sea Blocks 1, 2 and 4 by their
respective partners between years 2010 and 2013. These reserves are considered enough to
support a potential LNG development. However, the technical and commercial feasibility of
developing an actual LNG development will remain under assessment for several years. The
Government of Tanzania will also have to approve such a development. Should an LNG plant
be constructed, it would be expected to be a key economic driver for the development of
the export and domestic energy sectors, as well as other economic sectors. Such a broader
development would be expected to generate employment opportunities for Tanzanians who
possess the required skills. The Government is looking to maximise opportunities for Tanzanians
to work in the natural gas value chain.2
To support the country’s preparedness for an LNG development, and the economic stimulus
that it could provide, BG Tanzania (the Tanzanian subsidiary of BG Group) commissioned a
preliminary and hypothetical assessment of the macro-level economic and social impacts
of such a development. This work was carried out between 2011 and 2013, and has been
shared with the Government of Tanzania. Its main objective was to establish and share
an evidence base for answering some of the questions that the Tanzanian Government,
its citizens and Tanzania’s development partners have been raising in relation to such a
development. BG Tanzania also commissioned a preliminary comparative labour demand
study, to compile information on the potential direct demand for labour a typical LNG
development would present.
1. Draft One- Local Content Policy of Tanzania for Oil and Gas Industry, 2014.
2. Draft Natural Gas Policy May 2013.

Table 1: Numbers of Tanzanians employed in relation to Block 1, 3
and 4 during exploration phase 2012-2013
Location Tanzanian employees
Dar based staff 33
Dar based contractors 355
Drilling rig (offshore) 72
Supply base (Mtwara) 500
A key finding of both assessments was that Tanzanians could benefit
from the expanding employment opportunities the development
of the country’s gas resources would offer, particularly during the
construction phase of an LNG plant. However, it is important to
recognise that such developments are both capital and technology
intensive and that long term revenues from the project will be the
most significant benefit for Tanzania. At present, the Tanzanian
education and skills development system delivers few of the specific
skills that such a development would require and that long term
revenues from the project will be the most significant benefit for
Tanzania. Furthermore, beyond the construction phase, substantive
and sustainable employment opportunities are most likely to be
created indirectly, via the local supply chain and the potential wider
links of the gas sector with the national and local economy.
The following section sets out broad demand estimates and
workforce profile for the types and numbers of occupations that
would be required by such a development.
2.2. Current labour demand and supply:
Exploration phase
Specific publicly-available assessments of the Tanzanian labour force
and Tanzania’s education sector3
conclude that there is a short supply
of Tanzanians who currently possess the types of skills relevant for
the sector. Table 1 shows numbers of Tanzanian workers that have
been employed (directly and indirectly) to support BG Tanzania
exploration activities from 2012 to 2013. These labour requirements
have largely been to support construction activities at Mtwara Port as
well as the provision of, for example, drivers and security guards, and
have been mainly generated indirectly through the supply chain.
Additional ‘induced’ jobs have been created in the supply chain to
support the direct and indirect roles.
While it has been possible to recruit Tanzanians at all skills levels,
most recruitment has been at the craftsman (semi-skilled) and
labourer (unskilled) levels. IOCs and suppliers all concur that finding
local workers to satisfy current demand has been challenging,
particularly for more technical skills levels. It is recognised that this
situation will intensify as activities expand.
From this it is clear that the existing labour pool in the type and level
of skills demanded by the international industry is small.
3. UNESCO/GOT, 2012, Education Sector Analysis.
2.3. Assessing emerging demand related
to a LNG Development
2.3.1. Direct, indirect and induced
employment
The impact of extractive industry projects on the demand side of the
labour market has typically been associated with different types of
employment opportunities. Regarding a potential LNG development,
these can be defined as direct, indirect and induced employment:
• Direct employment– this is the direct labour demand generated
by an LNG development. It refers to the staff directly hired by gas
companies holding block licences, as well as their immediate 1st
tier sub-contractors who are constructing and servicing upstream
and midstream (gas processing) developments.
• Indirect employment–this is the labour demand generated through
the gas sector-related supply chain as a result of the demand for
goods and services that an LNG development would consume as
inputs (i.e. via 2nd, 3rd, 4th etc. tier sub-contractors).
• Induced employment –this is the labour demand generated as a
result of the economic stimulus created by the incomes spent by
those directly or indirectly employed by an LNG development. Plus
the wider supply chain of goods and services produced and/or sold
in the national economy. Examples of the employment markets
that would be expected to be stimulated include retail, hospitality
(hotels and restaurants), transportation, construction, production
of non-gas related goods and services, and so on.
The labour demand associated with an LNG development varies
across the key phases of such a development, where each phase
requires a different mix of skills. Figure 1 presents the three key
phases, and gives a broad picture of the typical direct employment
opportunities associated with such a development.
Figure 1: Direct employment created at each of the three key phases
02.
Construction phase
4-5 years
03.
Operations phase
20-30 years
Hundreds of jobsHundreds of jobs Thousands of jobs
01.
Planning phase
Several years

15March 2014
Table 2 provides a very indicative breakdown of the required skills
levels and the associated occupations. Because they indicate the
potential total demand for direct labour in the country on the basis
of the skills required, these figures do not distinguish between
expatriate and Tanzanian labour. The share of the latter depends on
the supply of the skills available nationally.
As indicated in the table, and consistent with the industry-typical
pattern for this type of development, demand for labour will build up
and reach a peak at some point during the LNG plant’s construction
phase. Indicatively, this is expected to start after the final project
approval decision (anticipated 2017) and last around 4 years. Most
direct (as per Table 2) and indirect employment opportunities during
this phase would be vocational in nature. After this, during operation
phase, labour demand would drop to a more sustainable level,
and would be maintained throughout the operational phase until
decommissioning of the plant.
Skills Level Examples Sourcing Planning Construction Operations
University graduates Sector-related
Engineering, Earth
and Marine Sciences,
Management, Finance,
Accountancy, Legal
Services, etc.
International workforce
and suitably qualified
Tanzanians – university
qualifications as a
minimum.
150 350 200
Highly skilled
and professional
certified technicians
(e.g. advanced TET)
Electronics, Electrical
Engineering, Plumbers,
Instrument and Machine
Operators, Welding
specialists, Metallurgy
technicians, other
specialist technicians, etc.
and suitably trained
Tanzanians – advanced
TET training based on
successful completing of
secondary education as a
minimum.
+ offshore drilling 1,000 80
Certified
Occupations& Crafts
(e.g. VET graduates)
Scaffolding, basic
Electricians/Plumbing/
Welding/ Metal work,
Carpentry, Vehicle
maintenance, Catering
and Hospitality.
and suitably trained
Tanzanians – training
based on successful
completion of lower
secondary education as
a minimum, or primary
education with relevant
work experience.
+ offshore drilling
+ onshore base
2,000 - 2,500 Required
sporadically for
maintenance of
equipment
Lowest level of
skilled labour
Logistics/Drivers, Security
guards, Housekeeping
and Catering, basic
Construction skills
Tanzanians – training
based on targeted short
training courses. Have
to meet basic sector-
relevant requirements,
including English language
proficiency, health &
safety awareness.
+ drilling, base,
camp labour
400-700
+ camp labour,
+ security guards
+ security guards,
drivers, camp
labour
Table 2: Indicative estimates of direct labour demand, by phases
*Sourcing assumes the possibility and success of sector-specific skills development interventions.
Source: BG Tanzania Preliminary Labour Demand study (2011), unpublished document, internal estimates
It’s important to stress that the figures estimated above are indicative
and remain subject to further assessments. Not least because
one of the key uncertainty factors relates to the technical design
underpinning a potential LNG development and the contracting
approach for the construction phase. Over the next few years,
extensive studies will be undertaken to inform the technical design,
the contracting approach, and the related employment requirements.
Furthermore, decisions on where facilities will be located and how
these will be designed and assembled will influence the overall
demand and the distribution of the direct, indirect and induced
labour demand. It will only be possible to derive more precise
estimates once the scale and design of a project have been confirmed
and approvals to proceed have been granted. Tanzanians could
benefit from all three types of employment opportunities generated
during the various phases, provided they have the skills demanded.

Whilst accurate demand figures relating to direct employment
opportunities are only indicative at this stage, what is known are
the types of core roles that will underpin the construction of an LNG
plant. Furthermore, whilst estimates of indirect/ induced labour are
even more difficult to assess4
, it is recognised that there is an overlap
between many of these roles and the skills that would be required by
suppliers (indirect employment) and other sectors stimulated by the
project (induced employment), particularly the construction sector.
This understanding helps to build a fuller picture of the potential
future demand for an appropriately skilled local labour force that can
help underpin the economy beyond an LNG project.
Table 3: Transferable vocational occupations
Source: BG Group
Area No Professional Profiles Outline of competency
Metal work 1 Steel worker Fabricates heavy steel (excluding pipes). Cutting, shaping and preparing heavy
steel elements for construction of steel structures and plant.
2 Pipe welder Welds a wide range of steel and alloy pipe and pipe elements into petrochemical
pipeline systems and related equipment.
3 Pipe fitter Prepares pipe and pipe fittings for welding by pipe welders.
4 Metal sheet worker Cuts, shapes, prepares light steels and alloys for fabricating into industrial plant,
equipment and structures.
Building works 5 Mason Cuts and prepares natural stone for use in stone buildings and structures.
6 Brick worker Prepares and builds brickwork structures.
7 Carpenter/Joiner Fits and assembles parts and sub-assemblies made from wood, working from
detailed drawings or specifications using hand and machine tools and precision
measuring instruments.
8 Painter Prepares and covers external and internal surfaces of major plant with
protective coatings.
9 Scaffolder Builds temporary access structures for working at heights and in difficult locations.
Civil engineering/
infrastructure
10 Asphalt and/or
concrete worker
Prepares and lays tarmac and road surfaces, as well as heavy structural elements
made from concrete.
11 Heavy equipment
operator
Drives, operates and does basic maintenance of construction plant such as cranes,
excavating and earthmoving equipment, and heavy road transportation.
Mechanical work 12 Mechanic and/or
heavy equipment
repair worker
Carries out mechanical maintenance and repair of major plant and equipment
Electrical work 13 Electrician Installs domestic and industrial-standard electrical supply and appliances. Also
carries out electrical maintenance and repair of equipment.
2.3.2. Identifying specific occupations likely
to be in demand
An initial high-level scoping study conducted by BG Tanzania has
identified 13 core vocational occupations that an LNG development
would require, and which would be most transferable to other
economic sectors. The criteria applied to identify these occupations
included:
• Focus on the phase of LNG development with the greatest
potential for providing local employment opportunities, i.e. the
construction phase.
• The roles which are likely to be the most numerous in demand, as
well as have the greatest potential to be demanded by the supply
chain and other sectors. In other words, transferable vocational skills.
Table 3 below lists the target occupations that meet these criteria.
4. Multipliers derived from input/output modelling are sometimes used to provide estimates on these employment impacts. Being based on assumptions,
respective results come with caveats and require caution with respect to how these are interpreted. No such modelling has been done in relation to the
proposed LNG development.

17March 2014
Figure 2: Outline of general health & safety requirements
This assessment focuses on the ability of the national VET system to
deliver suitably trained workers in these 13 occupations.
2.3.3. Industry expectations for employed
and contracted staff
All personnel directly or indirectly employed by international oil & gas
companies have to meet certain professional or trade standards and
levels of qualification. This is to ensure specific levels of competency,
as well as adherence to industry-defined health & safety behaviours
and associated work disciplines. Professional or trade standards,
qualifications and behaviours are preconditions for accessing
employment opportunities with international oil & gas companies
and their suppliers.
Health & safety behaviours in particular are of critical importance
and will not be compromised. Figure 2 gives an indication of the level
of health & safety requirements that any employee in the industry
will need to demonstrate proficiency in.Thus industry-relevant
qualifications are expected to have exposed and familiarised students
to these requirements.
Given the immaturity of the industry in Tanzania, it is to be expected
that there would be a time lag between demand being generated and
availability and quality of the desired skills. Therefore the next section
focuses on whether those coming through the education pipeline will
be equipped to satisfy anticipated future demand.
Competence
Job specific training*:
Welder, rigger, operators, drivers,
scaffolder, electrician
Certification*:
Different levels are available with the
same trade
Language:
Medium English
Risk Assessment (RA):
Complete a RA, identifying hazards
Permit to Work:
Apply the permit to work process
Emergency Response:
First Aid, fire fighting.
Incase of offshore - BOSIET & HUET*
Mandatory*:
Helmet, coverall, safety boots, safety
glasses, high visibility vest, gloves
Job Specific*:
Welder’s helmet, respiratory
protection, life vest, etc
*From approved / certified agencies *From OPTITO Certified centers
*Shall be compliant
to international codes
• Job / Trade specific training
• Certification
• Language
• Risk Assessment
• Permit to Work
• Emergency Response
• Mandatory
• Job Specific
Procedures / Process Personal Protective Equipment
2.4. Emerging labour pool:
Where will future skilled workers come from?
The Tanzanian government recognises that the country is facing a
serious gap between the skills the economy needs and the skills the
education system delivers. In its Vision 2025 strategy, the Tanzanian
government has set itself the target of moving the country’s economy
and society towards that of a middle-income country, for which a
significant effort will be required to up-skill the current and future
labour force.
Given skills are currently in short supply in the form required by
the emerging gas industry, an assessment must be made as to
whether students pursuing relevant qualifications will be likely to
meet the necessary requirements by the time substantial jobs start
to be generated in several years’ time. This lead time provides an
opportunity to consider interventions that could contribute to short-
and medium-term improvements to enhance the quality of the
emerging labour pool.
Shorter-term impacts would require interventions at the education
and training levels closest to entry-level employment. This means
targeting school leavers – those entering the labour force from
secondary and university education. It also means targeting those
already in the labour force.
At university graduate level, the government has encouraged
industry to support capacity-building initiatives resulting in many
gas-related companies supporting Tanzanian universities, to
strengthen the quality of current gas sector-related programmes,
and sponsoring promising students to study overseas. In 2013, nearly
200 students were enrolled in petroleum science-based bachelors
and masters programmes at the University of Dar es Salaam and the
University of Dodoma (Norad Report, 16/2013). International oil &
gas companies provide support to both universities in the form of

teaching support, curriculum support and provision of equipment. In
addition, more than 40 scholarships are awarded by international oil
& gas companies for promising students to progress their studies at
Tanzanian and overseas universities. Most of these scholarships are
for 1–2 years, which will certainly help to widen the labour pool for
these types of roles (Norad Report, 16/2013).
Given that the majority of roles expected to be generated by the
sector in the short and medium term are vocational in nature, the
main educational route for developing this type of skilled labour,
particularly those occupations identified in section 2.2.2, is via
the national TVET system. Indeed, the main starting point for an
individual to develop these skills at all is through VET programmes
offered by VETA.
While the numbers coming through the system look promising, it is
evident from this assessment and from the numbers of graduates
obtaining employment (see Section 3 onwards) that few VETA
graduates have completed training up to the level and qualification
required for employment with international gas companies. Therefore
the immediate priority is to help bridge the gaps in standards of
training, to enable a larger proportion of these trainees to graduate
with industry-accepted qualifications.
Several companies associated with the industry (e.g. Tanzania LNG,
Petrobras, Schlumberger and several companies in the mining
industry) are investing in skills-based initiatives to increase the quality
of the labour pool in these target occupations. This reflects an already
identified need to strengthen skills development at basic VET level
(refer to Section 4 for further details of these initiatives).
The Government recognises that the improved provision of TVET
plays a critical role in up-skilling the Tanzanian labour force in order to
achieve its Vision 2025 aspirations, and that the MoEVT in particular
is one of the key internal stakeholders for reaching this target.
Investing in TVET is an objective well embedded in most forward-
looking government plans. Figure 3 depicts the government’s plans
and strategies for the country as a whole, and in relation to TVET.
In the medium to longer term, several national strategies, especially
Big Results Now (BRN), focus on building the quality and capacity of
primary and secondary education. This will build a more robust core
skills base and enable a wider pool of students to proceed to higher
education. Strengthening the quality of education at the lower parts
of the education pipeline should also increase the numbers and
capacity of students progressing to TVET programmes. Currently,
TVET is not included as a priority as part of BRN. However, there is
recognition by a growing number of actors from all sectors that TVET
provides a significant opportunity to up-skill the existing labour force,
as well as the emerging pipeline of students.
While both VET and TET (Technical Educational Training) have the
capacity to support up-skilling of the target gas sector-related
occupations, given the need for both general vocational skills (VET) and
technicians (TET-level graduates) as part of the overall workforce, this
assessment focuses on the delivery of VET-related programmes as the
more immediate pathway to employment in the sector. Note that given
the lead time to peak-level employment, it would be expected that
an increase in capable and employable graduates from strengthened
VET programmes would stimulate an increase in students able to
progress to technician-level training at TET institutes. Therefore in the
first instance, VET-level support presents a more feasible opportunity
to trigger the up-skilling of an increased number of workers further
up the skills ladder. VETA, as both the regulator and a provider of
VET in Tanzania, can play a key role in improving the quality and the
consistency of the VET provided in the 13 target occupations.
Government plans and strategies
• Vision 2025
• 5 Year Development Plan 2011/12 2015/16
• National Strategy for Reduction of Poverty
• Educational Sector Development Programme
• Natural Gas Policy
• Big results now - Education - TVET not included
Objectives
• MIC status - significant shift from agricultural
to EMC sectors
• Annual economic growth 8-10%
• Enable Tanzanians to participate strategically
in the natural gas value chain
TVETDP targets:
• Increase EMC enrolment from 17,000 today to 200,000
in 3 years time
• Increase in qualified workforce from 511,381 (2012/13)
to 1,202,200 (2017/18)
• Capacity focused: 32% total budget (US$2.7bn) allocated
to infrastructure
• Emerging OG sector demand not captured
TVET Development Programme
(TVETDP) 2013/14-2017/18
The role played by TVET in the provision of skills
is vitel for an economy to grow and complete
Figure 3: National and TVET-specific development plans and strategies
Source: BG and VSO analysis based on review of TVET Development Program and other relevant Government plans

19March 2014
Recognising the growing demand for VET and VETA’s critical role in
achieving national VET objectives, the MoEVT and VETA have set
out specific targets for growth. The recently-launched Technical and
Vocational Education and Training Development Programme (TVETDP)
for 2013/14–2017/18 contains as one of its objectives the increase
of overall enrolment of VET students – from 121,348 in 2011/12 to
1,012,967 in 2017/18. This objective is set out in Table 4.
These plans are extremely ambitious, requiring significant financial
resources that have not yet been fully identified and secured. It will
also take time to implement the changes for these expansion plans
to take effect. This suggests that, while progress will be made, the
hoped-for increase in enrolment may not happen in the desired
timeframe. The plan also recognises the efforts required to improve
the quality of training already being delivered. These kinds of
initiatives will provide a shorter term solution to skills development.
These TVETDP plans have not considered the demand for the types
of occupations required by the country’s emerging gas sector. This
is where the assessment presented in this report aims to provide
a valuable contribution: to inform the further planning needed to
underpin the implementation of the TVETDP. Importantly, VETA-
managed VET training in gas-related occupations will have to equip its
graduates to meet the industry’s internationally-defined professional
standards and behaviours.
Table 4: TVETDP plans for increasing VET enrolment
Number of learners 2013/14 2014/15 2015/16 2016/17 2017/18
VET Long courses 365,229 419,532 506,203 574,485 661,193
Short courses 77,232 121,826 179,474 238,205 351,774
Total 442,461 541,358 685,677 812,690 1,012,967
Source: TVETDP, Incorporated Stakeholders and TWG inputs, 2013 p. 2, 21
The remainder of this report presents an assessment of the gaps
and challenges which needs to be addressed in order to achieve an
expansion in the qualified labour pool to meet emerging demands. In
particular, the following questions are asked:
-- What is the availability of target programmes to enable broad
access to motivated students?
-- To what extent are students equipped with the appropriate
educational background to enable them to succeed in their chosen
occupation?
-- How does current VET training in target occupations compare to
international standards?
-- To what extent are capable graduates supported to find
appropriate employment as quickly as possible after graduation?
It should be noted that in addressing these challenges, an opportunity
lies in the shared understanding among stakeholders that the skills
available in the domestic labour market need to be broadened.
Several types of organizations, including government ministries/
departments/agencies, bilateral and international development
organizations, together with other companies, are already engaging
in efforts to analyze the vocational skills gap and to identify options
for addressing it. Section 4 presents these initiatives and the extent to
which they are able to address the gaps and challenges.

21March 2014
3. VET as a pathway
to meeting emerging industry
demand – challenges
This section presents an assessment of
the characteristics required to deliver
international-standard quality VET in
target gas-related programmes. It has been
structured around four components that
represent the critical pathway to vocational
employment in the target occupations in the
emerging industry. Improving quality in each
of the four components will enable students to
meet the prerequisite international standards
for entry into the sector.
The review focuses on the VET delivered by VETA-owned centres, thus leaving aside the VET
offered by a myriad of VETA-assured non-government and private training providers.
The findings have been validated with VETA to reflect a common pattern across most centres.
However, it should be noted that there are variations in the extent to which the findings apply
to individual programmes and centres, some centres being more modernized than others.
Figure 4: The pathway to vocational employment that meets international standards
Accessing VET
programmes
PathwaytoVocationalEmployment
Core education
Primary and
Secondary
Graduating
from VET
programme
Accessing
employment
Availability of target programmes that meet
emerging demand
Across a number of geographical locations and
to the required level, to increase accessibility to
motivated and capable students.
Student preparedness for training programme
Good levels of attainment and qualifications from
school, especially in literacy, numeracy and science,
and technical subjects.
• At least Form Four
International standard of VET training
• Strong focus on practical, industry-relevant,
skills-based training in terms of time spent and
competency-based training methods.
• Industry recognised certification.
Work ready students matched with
employment opportunities
Student equipped with appropriate softer skills to
make them prepared for workplace. Institutional
mechanisms in place to facilitate pathways from
training into employment.

3.1. Requirement 1: Availability of target
programmes to meet industry demand
Accessing VET
programmes
International standard:
Across a number of geographical
locations and to the required
level, to increase accessibility to
motivated and capable students.
In order to ensure a wide pool of capable graduates available for the
emerging gas industry, there is a need to ensure that current and
emerging gas industry demand is understood so that the VETA system
can respond accordingly with the right type of programmes delivered
across the appropriate geographical locations (i.e. close to markets)
and in the numbers sufficient to meet this demand. This section
assesses the extent to which the VETA system is currently set up to
achieve this for the expanding gas industry.
3.1.1. Background context
VETA Trade Advisory Committees (TACs) are established, the main
function of which are to ensure that VET programmes meet the
needs and demands of the employment market. These TACs have
established around 60 occupational standards, which are the basis
for curriculum development.
Table 5: Mapping of VET programme curricula to target occupations
Target Occupations VETA course provision
Steel worker CLOSE FIT: Welding and fabrication
Pipe welder CLOSE FIT: Welding and fabrication
Pipe fitter PARTIAL FIT: Not a specific course. Some elements of pipe fitting included within following programmes
(although generally focused on civil rather than industrial):
• Boiler mechanics and pipe fitting; Welding fabrication; Plumbing and pipe fitting
Sheet metal worker PARTIAL FIT: Not identified as a specific course. Elements of this would be included in welding and
fabrication courses.
Mason CLOSE FIT: Masonry and bricklaying
Brick worker CLOSE FIT: Masonry and bricklaying
Carpenter/ joiner CLOSE FIT: Carpentry and joinery
Painter PARTIAL FIT: Painting and sign writing - This is focused more on domestic painting and sign writing rather
than industrial.
Scaffolder ABSENT: Does not exist as a standalone programme, and only exists as minor modules in other programmes.
There is not sufficient curriculum coverage to develop these types of skills.
• This is an area that may have to be introduced to the VETA curriculum.
Asphalt/concrete worker CLOSE FIT: Road construction
Heavy equipment
operator
CLOSE FIT: Heavy duty/Diesel Engine Mechanics most closely fits gas sector requirements. The other
programmes (Motor vehicle mechanics, Truck Mechanics, Agro Mechanics) relate to lighter vehicles .Any
of these programmes would provide a good basis of training although additional short courses would be
required to train for industry-specific machinery.
Electrician CLOSE FIT: Electrical installation
The table below shows that VETA currently offers 10 programmes that
most closely map the target occupations identified in section 2.2.2.
The classification in the table is as follows:
CLOSE FIT: A programme is in place, covering the majority of the
core elements of the target occupation. Courses would be expected
to deliver basic-level training in the designated trade. Overall
assessment: there is a good basis to build on but enhancements are
still required to satisfy international industry standards.
PARTIAL FIT: A programme exists, but it needs tailoring to adapt to
the relevant industry through the introduction of additional modules
and/or tailoring of existing modules to fit industry requirement. For
example, the Painting and Signage course would need a shift in focus
from predominately domestic to industrial painting skills. Overall
assessment: there is some basis on which to build, but substantial
adaption would be required to meet industry demand.
ABSENT: No standalone programme exists, and there are insufficient
modules included in other programmes to satisfy the knowledge and
skills requirements of the international industry. Overall assessment:
programme needs to be developed from scratch.
Source: VETA, Feb 2014

23March 2014
Source: VETA, Feb 2014.The boxes highlighted in yellow indicates Level 2 programmes; green indicate Level 3 programmes.
There are nine target occupations that are currently delivered via
seven programmes in the VETA portfolio, in a form which broadly
meets occupational requirements in terms of course content. A further
three (pipe fitter, sheet metal worker, painter) do not have specific
programmes that satisfy target occupational requirements, but elements
of these are embedded in other VETA programmes. Further modules/
elements would need to be added to meet the target occupational
requirements as demanded by the industry. Only one target occupation,
scaffolding, does not currently feature in the VETA portfolio.
Note that a high level assessment of the quality of the curricula for
each of these target programmes is included in section 3.4.3.1.
Table 6 (below) indicates the scope of delivery of these VETA
programmes, and the numbers of students currently enrolled. Of a
total of 21,226 students enrolled at VETA-owned centres in 2012,
5,553 (26%) were taking courses in the target occupations. The table
shows that the lions share of students were training in 4 occupations:
Welding and Fabrication, Masonry and Bricklaying, Mechanics and
Electrical Installation, all of which are considered close fit programmes.
Table 6: Extent of provision of gas-related VETA programmes across VETA-managed centres
VETA owned centre
Target Programmes Taught
TotalProgrammes
PerCentre
Weldingand
fabrication
Boiler
mechanicsand
pipefitting
Plumbingand
pipefitting
Masonryand
bricklaying
Carpentryand
joinery
Paintingand
signwriting
Road
construction
Plantoperator
(shortterm)
Mechanics
(motor/diesel
engine/agro/
truck)
Electrical
installation
1 Pwani RVTSC 3
2 Kihonda RVTSC 5
3 Mikumi VTC 1
4 Dakawa VTC 5
5 Dodoma RVTCS 7
6 Singida VTC 6
7 Manyara RVTSC 4
8 Dar es Salaam RVTSC 7
9 Kipawa ICT 1
10 Kigoma RVTSC 7
11 Shinyanga VTC 7
12 Tabora 5
13 Ulyankulu VTC 5
14 Kagera VTC 5
15 Mara VTC 7
16 Mwanza RVTSC 7
17 Mbeya 6
18 Mpanda VTC 3
19 Lindi RVTSC 4
20 Mtwara RVTSC 7
21 Tanga RVTSC 7
22 Arusha VTC 6
23 Moshi 5
24 Makete VTC 3
25 Iringa RVTSC 7
26 Songea VTC 6
Total Veta Centres per
Programme
19 1 16 21 23 8 1 1 24 22
Total Enrolled 2012 : Male 556 20 387 583 430 68 25 264 1,082 1,542 4,957
Total Enrolled 2012: Female 25 3 151 24 46 53 4 8 30 252 596

From the table it can be seen that not all VETA programmes are
delivered in all VETA-owned centres. Some tailoring is done to cater
to local industry and economic activities. The yellow shaded boxes
indicate that the respective programme is taught up to Level 2,
whilst the green is to level 3. In principle, each programme should
be able to absorb on average 20 students per year, with each
student then spending 1 year at each level before progressing to
graduation at either Level 2 (after 2 years of study) or 3 (after 3 years
of study). While this is an aspiration that VETA is working towards,
in line with the TVETDP targets, in practice to date enrolment has
been on a rotational basis due to capacity constraints. On average,
most programmes can only enrol new students every 2-3 years,
with enrolment rotating between the VETA centres and between
the programmes. Therefore, not all programmes are on offer in all
geographical locations every year, which limits the accessibility to
capable students. The main capacity constraint is the bottleneck
created by Level 1 students, who frequently spend up to 2
years studying at this level to catch up on the basic educational
requirements to enable them to proceed to Level 2. This means
that students are generally spending 3 years studying up to Level 2,
which reduces the capacity of the programme to support a student
spending additional time studying in order to progress to level 3.
The need to increase access to new students is another contributing
factor to many programmes only being offered to Level 2.
3.1.2. International standards
-- The TCA approach adopted by VETA is based on the DACUM
method which has been used in the US and Australia. It is a way
of creating a job profile in terms of duties and tasks. The DACUM
method produces a job profile chart that can be turned into a
training programme by curriculum specialists.
-- The challenge with this approach is that it depends on industry
standards being used by industry as the basis for skills demand.
These standards must reflect the working requirements of
the industry as defined by designers, constructors and related
companies.If for example an American welding standard is applied
to an industrial design or a British bricklaying standard, then the job
profile will reflect this. If in Tanzania, such standards are not being
used in industry, then the job profile will not reflect this and hence
the training programme will not include it. Importing international
occupational standards, or creating them with the help of
international advisers, is not unusual in other countries attempting
to address this matter. Other countries currently applying imported
standards due to absence of national industry standards, include
India, Saudi Arabia and Pakistan.
-- In a well-functioning DACUM system, all occupational standards
will be regularly updated to reflect evolving international
working standards, and any changes/ updates reflected in the
curriculum, facilities and staff training. That way vocational training
programmes consistently meet the required industry standard for
the trainees.Investment in programme expansion/ upgrade will be
influenced by geographic locations where demand, and therefore
employment will be greatest.
-- In terms of level of qualifications that would be offered across the
system, in a mature VET system, most effort would normally be
invested in the VETA Level 3 equivalent qualifications Graduates
at this level would be considered qualified to undertake work
unsupervised, and is the most common entry level qualification
demanded by industry. A UK National Vocational Qualification
at level 3 takes 2 years, with the student training full-time for 24
months with an employer. There is an option for students to exit
the programme after 1 year ie at VETA Level 2 equivalent, but most
(70%) would progress to Level 3.
3.1.3. Assessment of VETA
The enrollment figures for 2012/13 with respect to the target
occupations that are currently delivered in the VETA system
(see table 6 above), shows 5,553 students enrolled across all
programmes. This conveys an overall positive message that VETA’s
provision of gas-relevant VET programmes provides a good basis
upon which to build additional capacity where necessary. This
assessment focuses on the extent to which these programmes fit
the occupational requirements of the expanding gas sector, and
whether current availability of these programmes has the potential
to meet the need for an expanded workforce.
• Process for assessing industry demand
VETA is constantly striving to make sure curricula reflect industry
requirements and is based on labour market findings. This is done
though the occupational standards, which should be a starting point
for developing courses to the right level. However, there are inherent
challenges in obtaining the right type and timeliness of information
from industry to feed into central decision making regarding which
occupations should be delivered in which centres to meet future
industry demand. Very little information had been collated about
the labour demanded by the emerging gas industry prior to this
assessment, due to the following constraints:
-- Insufficient mechanisms in place for facilitating direct engagement
with a variety of businesses and sectors to enable VETA to
gather qualitative feedback from industry and translate this into
adjustments in delivery. This information is critical to ensuring that
VETA centres can cater to actual labour market needs and become
more responsive, and importantly reduce the time lag taken to
respond to changes in demand. Better participation of industry
through formalised mechanisms would set the stage for ongoing
input to shape programme type, quality and availability.
-- Even where information is collated, there is insufficient scope
and rigour of labour market analyses to make realistic estimates
of actual and future employment demand – there needs to be a
shift from focusing purely on numbers to focusing on occupational
profiles. For instance, although precise demand by the emerging
gas industry is not yet clear, there is sufficient information
available, as per Section 2, to inform the type and scope of gas-
related training programmes that should be made available to
meet emerging demand.

25March 2014
-- Insufficient data management systems in place to track actual
student performance and fit with industry demand (through
employment).A real challenge that VETA faces in trying to keep
on top of student performance is the lack of accurate data
management processes to track enrolment, graduation and
employment, to be able to assess whether industry demands
are being met. Data management is recognised as a significant
challenge, with data either not being collated or the robustness of
it uncertain. Efforts are being made to upgrade data management
systems in VETA-owned centres, but this report has had to rely
on sometimes patchy and inconsistent information to draw
conclusions. These have needed to be validated through first-
hand qualitative information collation, to ensure consistency and
accuracy of observations and conclusions.
VETA should build on examples from other mature VET systems
internationally to identify mechanisms for a) assessing industry
demand and b) enabling the VETA system to rapidly respond to
this demand.
• Availability of programmes to meet target occupations
A review of the gas-relevant VETA programmes that are currently
delivered drew the following observations:
-- The VETA programme portfolio currently delivers seven
programmes which broadly cater to nine of the thirteen target
occupations. A basic review of the content elements of each
programme, indicate that these seven programmes provide a
good foundation required for a student to be able to advance
in their chosen occupation. However gaps were identified in all
programmes to meet international standards.
-- Only one trade, scaffolding, is not offered at VET level. This is an
occupation that will become more in demand as economic growth
is stimulated.
-- Many programmes are tailored towards existing domestic market
needs, and therefore would require some tailoring to satisfy the
advanced industry requirements of the emerging sector (e.g.
industrial pipe fitting for gas transportation rather than domestic
pipe fitting for bathrooms).
-- Certain occupations only require short-term industry-specific
courses to provide students with the respective international
industry standard foundation skills. Examples include heavy
machine/plant operators and mechanics, and specialist welding
skills such as plate welding and pipe welding. Not all of these are
offered in the existing VETA portfolio.
-- Only a few of the programmes are delivered to Level 3. This
indicates that most students completing VET are currently
graduating at Level 2. Importantly, Level 3 is the basic level
required to satisfy international industry expectations for the
target occupations. For the more complex occupations, such as
welding or electrician, where three years of training is required
to become competent, this would seriously compromise the
student’s ability to be employed in anything beyond low-level
tasks. Hence, many VETA graduates are quite some way off
meeting the trade competencies required to be employable by the
international gas industry.
In terms of geographical coverage of these programmes, there are
some noteworthy observations that can be drawn from table 6 above:
-- Five out of the seven ‘close fit’ programmes are widely offered
across all VETA centres. This provides a good foundation to build on
to expand capacity to meet wider industry needs.
-- There are a further three programmes that have limited
availability, only being offered in one VETA institute, two of which
are considered ‘close fit’ programmes (road construction, plant
operator). Given the curriculum exists, there would appear to be
potential to expand delivery of these to other VETA centres.
-- The hub of the emerging gas sector, Mtwara and Lindi, currently
deliver most of the close fit programmes. These should be
expanded to deliver ALL gas related programmes to meet emerging
demands.
-- Emerging demand is not going to be met purely by the local VETA
Institutes in Mtwara and Lindi, even where capacity is expanded.
Therefore emerging industry demand will need to be supported
by other VETA Institutes equipped to deliver enhanced quality
target programmes, in those regions where demand also exists
for the same types of occupations (e.g. for construction activities).
From the table, these should be those that currently deliver 6-7
of the target programmes: Dar, Dodoma, Arusha, Singida, Kigoma,
Shinyanga, Mara, Mwanza, Mbeya, Tanga, Iringa, Songea.
• Challenges to increasing course availability
Even though exact demand for the emerging gas industry are
not yet known, it could be sensibly concluded that the current
numbers emerging from each programme will be insufficient to
meet these future demands, and the expected increase in demand
for these occupations in other sectors (notably construction).
Therefore increase in capacity does need to be considered across all
programmes. The assessment has shown that there are four main
challenges to increasing VETA’s training capacity in target centres.
These apply to varying degrees across the 26 VETA-managed centres:
• Insufficient numbers of, and insufficiently experienced teachers
and workshop assistants. This means that where the targeted
courses are available in principle, they cannot be offered all year
round or year on year. In particular, the unavailability of suitably-
trained teachers limits the delivery of courses to Level 3.
• Insufficient availability of industry placements off-site to
enable students to gain practical experience as part of their
curriculum requirements. These placements would ease
pressure on VETA facilities.

• Physical constraints. Classroom and workshop capacity is often
limited, hindering the ability to deliver both theoretical and
practical learning. There is potential to improve this if existing
course scheduling could make better use of physical space.
• Constraints in the quality and quantity of equipment, tools and
consumables. For example, there are shortages of sheet metal
for welding, wood for carpentry, and so on. This particularly limits
practical training.
3.1.4. Options for addressing capacity
constraints
GOAL: ENSURING THE RIGHT
PROGRAMMES ARE DELIVERED
IN THE RIGHT QUANTITY ACROSS
THE SYSTEM TO MEET EMERGING
INDUSTRY DEMAND.
The priority of VETA should be to ensure that those currently moving
through the system are exposed to QUALITY training programmes
that properly equip students for the job market, even at a primarily
junior level. Any efforts to expand capacity need to be undertaken
sensibly so that quality of delivery is not further compromised.
A critical first step is to ensure that the definition of QUALITY, as it
relates to emerging industry demand, is properly understood and
captured in target programmes. This requires better mechanisms to
enable sufficient industry participation to gather input and shape
programme portfolio. Such mechanisms should build on learning
from other mature VET systems, for instance use of industry
committees or skills councils. This would lead to strategic expansion
of course offerings in the geographic locations where additional
target occupations are likely to be demanded in the future. In terms
of the emerging gas sector, this assessment suggests the following:
-Invest in close fit programmes that are widely offered across VETA
to maximise impact especially welding and fabrication (which has the
potential to support up to 4 target occupations) and masonry and
bricklaying (which caters to 2).
-- Provision of short courses to increase number of graduates. The
plant operation course, while requiring more substantive reform
to meet international standards, is offered as a short course of
several months only in one VETA-owned centre. Strengthening
this programme, and widening range of delivery, offers an
opportunity to increase the numbers of qualified graduates in a
shorter time frame.
-- Introduction of new course- scaffolding- given the transferability of
scaffolding skills across several economic sectors
-- Expand Mtwara and Lindi VETA Institutes to enable delivery of all
gas related programmes, where demand will be generated;
-- Ensure that other centres with existing facilities to build on
and existing local markets, are also supported in terms of
capacity constraints
-- Enable existing courses to be delivered up to Level 3, without
compromising the current aspirational level of enrolment.
Increasing existing capacity carries cost implications which should
be balanced against the cost of building new facilities. Investing in
the upgrading of existing facilities can be cheaper than committing
to large capital investment in new green field facilities. There is
currently a strong focus on investing in new centres, as a way to
ensure geographical coverage across all regions. Both old and new
VETA-managed centres are in need of a review of the processes
and methodologies applied to their management, with respect to
delivering maximum value and capacity utilisation. It should be
possible to achieve significant improvements in capacity within the
existing facilities if the focus is on key issues. These include:
• Increasing recruitment of capable staff.
• Introducing parallel timetabling so that facilities (classrooms and
workshops) are better utilised.
• Make more innovative use of existing nationwide resources
through central scheduling. E.g. student exchanges to VETA centres
where workshop facilities are more advanced.
• Provision of increased off-site practical training (e.g. via
apprenticeship programmes), to free up capacity in the centres.
This would also contribute significantly to quality.
• Reviewing workshop policies and management approaches, and
adapting these to an increased utilisation rate. The experience to
date has been that equipment has deteriorated and fallen into
disuse because of the absence of such policies.
• Working more effectively with third party lenders/grant providers to
procure the appropriate equipment, in order to support the delivery
of training to meet the international standards of those industries
that are already present and are expected to develop in Tanzania.
• Providing adequate staff training when new equipment is procured,
so that trainers know how to use and maintain it.
Given the lead times expected before more substantial employment
opportunities in the gas industry arise, the targets included in the
TVETDP are broadly consistent with the timeline required to expand
the physical VET infrastructure, and tailor it better to the needs of the
(transferable) occupations demanded by the gas industry.
While VETA is developing numerous initiatives to improve capacity
in the short term, such as reducing Level 1 to one year only and
implementing double sessions for some programmes, care needs to
be taken to ensure that these initiatives are designed to also ensure
overall improvements in quality.

27March 2014
3.2. Requirement 2: Student preparedness
for training programmes
Core education
Primary and
Secondary
Student preparedness for
training programme
Good levels of attainment and
qualifications from school,
especially in literacy, numeracy and
science, and technical subjects.
• At least Form Four
3.2.1. Background context
• Motivation for entering VET
Vocational training has been seen as an inferior option, especially
when compared to continuing in mainstream education, which can
lead on to technical or university education and/or opening your
own business. This bias is particularly true for females, as vocational
training is seen as including heavy manual work. There are not enough
positive case studies or role models demonstrating employment
opportunities associated with VET-based professional occupations.
Many students, in particular those who turn to VET after failing
Form 4, are not highly motivated to succeed with and complete their
VET courses. Therefore, those attending VET courses are seen, and
perceive themselves, as having failed in the general education system.
This negative perception about VET as a valid pathway to employment
is further exacerbated by the absence of clear connections between
completing VET and future career opportunities. Many students
have little information on course content and the employment
opportunities VET could lead to. Students often select courses based
on secondhand information, or rely on advice from friends and
family. The lack of career advice and guidance on potential career
progression is particularly relevant when it comes to the emerging gas
sector. Tanzanians are keen to seek potential opportunities, but they
don’t understand which courses relate to this sector and how.
• Background education
Figure 5 presents a graphic depiction of educational attainment in
Tanzania. Current assessments can be summarised to highlight the
following reference points:
• Enrolment in primary education is almost comprehensive
(97.8%). More students coming through the education system is
a significant improvement since the 1990s. However, there are
serious challenges with the quality of education- students remain
weak in the core skills of literacy and numeracy, where “only 3 in
10 Standard 3 pupils can read a basic story [in Swahili]” and “only
3 in 10 Standard 3 pupils can add, subtract and multiply [Uwezo,
Are Our Children Learning? 2011: 56]. Proficiency levels in spoken
English are also comparatively low. This limits the base cohort of
individuals who can pick up employment opportunities that require
a level of skill above that of primary school graduates.
• Drop-out rates are high at post-primary level, and there are serious
accessibility challenges, particularly outside urban centres. Of
100 students who enter primary school, only about 55 are able
to continue with secondary education, and only about 23 will
complete lower secondary education (Form 4). However, the
quality of science education is widely recognized as being poor,
which means that even for those students who have made it
through to Form 4, gaps in background education levels remain.
The implication is that there is a limited pool of individuals who can
pursue basic vocational education and training opportunities.
• Only about 5 out of 100 students are able to proceed to upper
secondary education, and only about 3 out of 100 students will
complete this level.
• Despite the country’s needs in this area, and very good
employment opportunities for graduates, only 250 out of 100,000
Tanzanians have completed some form of TVET. The main reason
is a severe shortage of available training places. The MoEVT has
suggested that at present only 1 in 8 applicants for a TVET place
can actually be accommodated.
• There is a mismatch between the qualifications currently offered
and the skills profiles demanded by existing and promising
economic sectors, including the energy and mining sectors, agro-
industries and light manufacturing.
Primary
Lower Sec.
Upper Sec.
Higher
2009 Education Pyramid
TVET=6% of
post-primary
250 TVET
students
per 100,000
inhabitants
335 HE
students
per 100,000
inhabitants
3%
5%
23%
55%
Near universal primary education
Figure 5: Educational Attainment in Tanzania
Source: based on UNESCO. 2010

3.2.2. International standards
In a mature VET system, a student with sufficient level of educational
attainment would be expected to spend almost all their time focusing
on the relevant trade.In the UK, for example, a person training for
a trade, would spend over 80% of his or her time on practical work,
either in industry or in workshops in a training institution. Classroom
work would only be about one day per week during teaching terms,
with much of that being the theory behind the technical work.
Communication skills tends to be the only other classroom subject in
most programmes.
The softer skills such as health and safety, teamwork, problem
solving, discipline, time management etc, are largely incorporated
into the practical work as so-called “core” or “key” skills.
There may have to be more English language built into the earlier
parts of a VETA programme because for many of the trainees it will be
their second language.
3.2.3. Assessment of VETA
• Entry requirements
In principle, students are eligible to enroll in VET courses at any
point after they’ve passed their Primary School Leaving Exam
(PSLE). For some of the more technical VET courses, including the
target programmes identified in Table 7, the entry requirement is
completion of Form 4, ie lower secondary education. In practice this
is often not possible to apply.
VETA reports that VETA-managed centres can currently only
accept about 15% of all students who apply for places. Despite this
competition, on average, the general entry education levels of VETA
students vary as follows (MoEVT, Basic Education Statistics, 2012:
Table 7.8b):
• 48% with primary level education only (7% from below Standard
7 (final year of primary education), and 41% having completed
Standard 7).
• 43% having completed Form 4 (lower secondary education).
• 9% from above Form 4.
These trends do seem to be shifting, with increases being seen in the
number of students completing primary school and in the number of
students continuing to secondary school.
Emphasis is also being put on practical experience and capabilities of
prospective students to enable those who are outside the education
system to also apply,
• Preparedness of prospective students
The education level and competencies of students enrolled
on vocational courses is a key factor influencing their ability to
successfully qualify to international standards. Naturally, for students
to excel in the gas-related VET courses there is a need for strong
skills in mathematics, physics and science, as well as an appropriate
level of English to enable effective communication. A strong
educational background in these areas is what would be expected
in an international VET system. These capabilities underpin some
of the technical aspects of the courses, so students who do not
possess these capabilities are put at a disadvantage. This is also true
for achieving further education, including technical education and
training. Therefore students with weak math’s, physics and science
skills are less able to succeed at more advanced technical levels.
Students often find that the VET environment often presents the first
occasion when they are faced with applying science-based subjects to
real life questions and practical problems.
Shortcomings in communication skills also limit students’ progress
and hamper their understanding of course contents, and in particular
practical elements that are fundamental to learning the specific
occupation. Course contents require that technical terminology and
explanations can be understood in English, in alignment with demand
from international companies. However, while VET courses should be
taught in English to achieve this, teachers who themselves are often
less proficient in English often need to use Swahili to communicate
with students. Standard 7 students struggle most, because in
Tanzania primary education is taught in Swahili. More generally,
communication skills are critical for students to present themselves as
employees and communicate in the workplace. In the context of the
assessment, industry representatives have specifically mentioned the
low levels of English and wider communication skills as a challenge.
Communication skills are critical in the international gas industry,
where health safety is of paramount importance and where English
is the medium for operational communication.
• Impact on programme delivery
The points made above have the following impacts on course delivery:
-- Teachers’ time at VETA is devoted to reinforcing students’ basic
education levels before they can progress with vocational-level
teaching. Their time is also taken up providing additional support to
students who have often previously struggled with education and
the traditional learning environment. This diverts attention away
from more capable students.
-- Students with primary-level education are less able to understand
and cope with related areas of their vocational course. This means
that many students have to spend two years covering the first year
of study rather than one year. This restricts the number of new
students that can enrol on an annual basis.
-- The mixed ability and ages of students in the same class creates
distortions within the class. Progress may be slowed to the
weakest student, meaning that more educated students are
expected to support the less able students to bring them up to
speed, rather than focusing on their own studies. Equally, more
able students are not supported sufficiently to enable them to
progress at a faster pace.

29March 2014
In an attempt to bridge the education gaps of students to enable them
to successfully complete the course, all students are required to spend
35-40% of their time studying ‘generic skills development’ modules,
which aims to improve the levels of English, math’s, sciences and
softer skills that support employability. As depicted by Figure 6 below,
this leaves only 60-65% of a student’s time to focus on the actual
occupation with evidence showing that this is a split of around 40%
theory and 60% practical. This significantly limits the time for students
to devote to their chosen occupation, and importantly the essential
practical training required to become fully competent.
Figure 6: Allocation of students’ time between technical
and generic skills learning
35-40%
Generic skills
development:
English, maths, sciences,
entrepreneurship
60-65%
Trade theory
and practical:
classroom learning–
target 40% of course
curriculum, and 60%
practical workshop
training
3.2.4. Options to VETA for improving
educational preparedness of students
GOAL: REDUCE TO 10%
PROPORTION OF TIME SPENT ON
NON-TRADE RELATED TRAINING
There are a number of changes in wider education policy and in the
perception of VET which will potentially affect the above challenges
at entry level. These need to be taken into account when considering
potential actions.
In the immediate future, interest in VET is likely to increase as the
connection between vocational training and jobs becomes better
recognised and strengthened. This will build on the already high
demand for VET places and courses offered by VETA-managed centres.
To begin with it would be expected that those with higher educational
attainment would be incentivized to apply, leading to positive
impacts on student performance on gas-related courses. This trend
is already being seen – for instance the majority of those enrolled on
gas-related programmes on the BG Tanzania-funded EEVT project in
Mtwara and Lindi VETA centres had completed Form 4 (78% in VETA
Mtwara and 93% in VETA Lindi). This is much higher than previously.
However, given the inconsistent and often diluted standards of
general education in the country, care must be taken to ensure that
promising prospective students with practical competency are not
rejected on the basis of lack of educational attainment.
Given that VET is seen as the educational fallback position for
students who, for various reasons, are unable to continue with core
education, and given the high proportion of school leavers who
drop out of the education system before entering lower secondary
education, care also needs to be taken not to dilute the quality
of training in order to maintain accessibility to those with lower
educational attainment. As the image of VET improves, and VETA’s
capacity expansion aspirations are met, this will most probably lead
to an increase in the numbers of students entering programmes with
lower levels of educational attainment.
There are initiatives that could be adopted to raise the educational
background of students applying for and/ or enrolled on VET
programmes. These should aim to a) incentivise students to continue
their education to a higher level, b) attract motivated and capable
students who meet the entry requirements; c) ensure consistent
application of the entry requirements, so only those who have the
right capabilities can access training programmes. This perceived
exclusivity is necessary to ensure that the right skills base is fostered
for an economically active labour force.
These could include the following:
• Prior learning assessments to support student entry, through
an “Entrance Aptitude Test”. This would recognise a student’s
existing experience and capabilities. It would also ensure that
those students with sufficient educational preparedness are not
rejected in favour of poorly equipped students who have the
required qualifications on paper. This is an initiative currently being
implemented by VETA.
• Bridging course: The introduction of a bridging course to support
students entering from primary school, or with lower skills in the
core subjects of communication, English, math’s and science. (This
would be gradually reduced as the number of Standard 7 entrants
decreases and the quality of lower secondary increases).
• Generic skills course: The introduction of a preliminary generic
skills course for all students at the start of their studies, to
understand how to use basic tools, increase needed skills, and to
provide an opportunity for students to make an informed decision
as to which specific programme would be best for them.
• Skills-based streaming: The introduction of student streaming
according to ability in different subjects. Thus students would be
able to study at their own level in theoretical classes, practical
workshop classes and additional subjects, including English. (This
would also need to be supported by training for registrars and
tutors on student selection, streaming and timetabling).
• Self-tutorial exercise books: To enable students without basic
proficiency in maths and English to understand basic concepts, with
key words and concepts described in both English and Swahili.
• Outreach activities to secondary and primary schools: A stronger
connection between VETA and primary and secondary school
students needs to be made, to allow them to understand the
importance and opportunities arising from studying in particular

Pathway to vocational employment in the emerging Tanzanian gas sector - November 2014

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