This document discusses the development of vocational education and training (VET) in Tanzania and its implications for education policy and planning. It outlines that VET was emphasized historically under German colonial rule and after independence to promote self-reliance and economic growth. However, VET was later de-emphasized as higher education became prioritized. Currently, VET is gaining recognition again due to unemployment issues, but challenges remain such as perceptions of VET and gaps between education and industry. The document calls for more research on VET and reforms to education policy and planning to better integrate vocational skills and prepare students for both further education and employment.

1. THE DEVELOPMENT OF
VOCATIONAL EDUCATION AND
TRAINING IN TANZANIA:
IMPLICATIONS TO EDUCATION
PLANNING AND POLICY
By
Perpetua Kalimasi Kilasi
kalimasi9@yahoo.co.uk
Mzumbe University
Tanzania

2. VET IN TANZANIA
 VET is among the systems of education in
Tanzania such as pre-primary, primary,
secondary, teacher and higher education
 Vocational skills is also thought to be integrated
in other education systems like primary,
secondary and higher education
 The history of VET in Tanzania can be traced
back from the German Colonial education in the
then Tanganyika. The need for vocational and
practical work were emphasized.
 Some trade schools were established

3. VET IN TANZANIA CONT.
 After independence, VET and education sector
was guided by socialism and self reliance
philosophy which emhasized living and working
together in schools
 The main objective of VET was to produce
graduates with trade skills for increased socio-
political (socialism) and economic growth

4. VET AND THE ARUSHA
DECLARATION
 Self reliance was a policy following the Arusha
Declaration in 1967 and it was used as a tool to
boost economic growth
 Curriculum was to make school integrated with
the community and prepare students for working
life
 Schools were supposed to be not only educational
but also economical in contributing to their own
upkeep
 Schools’ economic activities like school farm or
shop was done to enable students learn
techniques, tasks and attitudes to contribute to
the development of the society

5. VET AFTER ARUSHA DECLARATION
 Following the Zanzibar revolution, education for
self reliance started to be silently discouraged.
 Few years later in early 1980s the emphasis was
on higher education and the use of science and
technology in fullfilling development goals
 VET slowly started to be silently abondoned
 Due to low level of technology, education became
more oriented to preparing graduates for further
education than working life.
 Demand for higher education facilitated this
trend

6. PROBLEMS IN VET
 Despite of benefits of VET, it is still perceived as
education for failures
 White collar job mentality is still in the minds of
youths and parents in Tanzania
 Partly this has been caused by nationalization
processes which needed staff to fill vacancies left
by colonialists
 Emphasis for VET has been on self employment
which may not be conducive at all times in
different places
 A gap exists between academia and industries

7. MYTHS TO BE RECOSTRUCTED
 Recognition of VET is now back because of
unemployment problem
 As it was meant to be a tool for socio-economic
and political development, it is now seem to be
important for the future of Tanzanian youths.
 Preparation of young people to cope with
dynamic development of a society
 Role of education to inculcate sense of
commitment to the total community.
 The need for VET has been reflected in policies
and the ministry itself. From the ministry of
education, now it is called ministry of education
and vocational training.

8. BRANDS TO BE ADVOCATED
 Feasibility of VET in higher education is minimal
and thus there is scant research.
 Much still need to be done to explore the match
between the current practice in VET and the
emerging technologies.
 Emerging science and technology has to be
reflected in VET to enhance employability of VET
graduates.
 Vocational skills should be embedded into higher
education to enhance the link between theory
and practice

9. IMPLICATIONS TO EDUCATION
POLICY & PLANNING
 Inadequate research impacts policy and planning
of VET in education system.
 Each education level should be a complete
education in itself by preparing students not only
for further education but also working life.
 The teaching and learning techniques of VET has
to be broad and should reflect the labour market
requirements
 Boundary crossings between learning and work

10. THANK YOU