This document provides information about TVET in Tanzania. It discusses Tanzania's TVET mission and strategy, which aims to guide citizenship development and provide skills for industry. TVET is governed by the Ministry of Education and Vocational Training and other acts/authorities. Formal TVET includes secondary and post-secondary programs. Non-formal options include lifelong learning and distance programs. Financing comes from government, student fees, and a skills development levy on companies.
The Central Institute of Educational Technology (CIET) was established in 1984 by merging the Center for Educational Technology and Department of Teaching Aids. It aims to promote the use of educational technologies like radio, TV, films, satellite communications and cyber media. CIET undertakes activities to widen educational opportunities, promote equity and improve school education quality. It designs media materials for curriculum delivery and creates competencies in educational technology through training.
Rwanda Advanced CT Essentials for Teachers course was developed based on the UNESCO ICT Competency Framework for Teachers (CFT) and built by adapting and supplementing existing Open Educational Resources (OER). The Rwanda Advanced ICT Essentials for Teachers Course has been built by selecting competencies and objectives from the framework that respond to the requirements of the Rwanda Competency-based Curriculum and that align with the needs of teachers with intermediate ICT skills identified during a round of consultation with education stakeholders.
International and national strategic imperativesNeo Mokoena
This document discusses strategic imperatives for education in South Africa and internationally from 2010 onwards. It outlines frameworks for integrating ICT into teacher education from organizations like UNESCO, focusing on developing teachers' competencies in areas like design, facilitation, assessment, and professional development. The document also summarizes South Africa's national education plan which aims to improve learner outcomes, resources, and cooperation among stakeholders.
UNESCO sees teachers as a priority and has several initiatives to support them. New roles are needed for teachers due to new learners, learning methods, and knowledge needs. UNESCO works to set standards, build capacity, advocate, and form partnerships regarding teachers. It promotes teachers' professional development and involvement in decision making through various programs and recommendations.
This document presents a curriculum for information and communication technology (ICT) education in secondary schools and a programme for teacher development. It aims to ensure all countries have access to quality education to prepare students for modern society.
The curriculum is designed in modules so education authorities can select elements based on their development level. It also outlines teacher competencies and organizing professional development by the stage of ICT development reached in schools.
Conditions vary between countries and schools, so the curriculum framework can be adapted based on local circumstances and available resources. It accounts for differing cultural, societal and institutional factors to allow for various realizations of the curriculum.
ICT In Education Teachers Professional Development ToolkitJamie Boyd
This document provides an overview of tools available in an ICT in Education Teachers' Professional Development Toolkit. It includes:
1. An ICT Competency Framework for Teachers based on UNESCO guidelines that defines essential competencies for teacher training.
2. Survey tools to assess current ICT usage and skills among teachers, teacher educators, and ministry personnel.
3. A sample ICT in Education Professional Development Strategy document from Guyana that outlines initiatives to integrate ICT into teacher training at schools, colleges and the ministry level.
The toolkit is designed for countries and institutions looking to develop ICT skills among pre-service and in-service teachers through open educational resources and tailored professional development strategies.
The Central Institute of Educational Technology (CIET) was established in 1984 by merging the Center for Educational Technology and Department of Teaching Aids. It aims to promote the use of educational technologies like radio, TV, films, satellite communications and cyber media. CIET undertakes activities to widen educational opportunities, promote equity and improve school education quality. It designs media materials for curriculum delivery and creates competencies in educational technology through training.
Rwanda Advanced CT Essentials for Teachers course was developed based on the UNESCO ICT Competency Framework for Teachers (CFT) and built by adapting and supplementing existing Open Educational Resources (OER). The Rwanda Advanced ICT Essentials for Teachers Course has been built by selecting competencies and objectives from the framework that respond to the requirements of the Rwanda Competency-based Curriculum and that align with the needs of teachers with intermediate ICT skills identified during a round of consultation with education stakeholders.
International and national strategic imperativesNeo Mokoena
This document discusses strategic imperatives for education in South Africa and internationally from 2010 onwards. It outlines frameworks for integrating ICT into teacher education from organizations like UNESCO, focusing on developing teachers' competencies in areas like design, facilitation, assessment, and professional development. The document also summarizes South Africa's national education plan which aims to improve learner outcomes, resources, and cooperation among stakeholders.
UNESCO sees teachers as a priority and has several initiatives to support them. New roles are needed for teachers due to new learners, learning methods, and knowledge needs. UNESCO works to set standards, build capacity, advocate, and form partnerships regarding teachers. It promotes teachers' professional development and involvement in decision making through various programs and recommendations.
This document presents a curriculum for information and communication technology (ICT) education in secondary schools and a programme for teacher development. It aims to ensure all countries have access to quality education to prepare students for modern society.
The curriculum is designed in modules so education authorities can select elements based on their development level. It also outlines teacher competencies and organizing professional development by the stage of ICT development reached in schools.
Conditions vary between countries and schools, so the curriculum framework can be adapted based on local circumstances and available resources. It accounts for differing cultural, societal and institutional factors to allow for various realizations of the curriculum.
ICT In Education Teachers Professional Development ToolkitJamie Boyd
This document provides an overview of tools available in an ICT in Education Teachers' Professional Development Toolkit. It includes:
1. An ICT Competency Framework for Teachers based on UNESCO guidelines that defines essential competencies for teacher training.
2. Survey tools to assess current ICT usage and skills among teachers, teacher educators, and ministry personnel.
3. A sample ICT in Education Professional Development Strategy document from Guyana that outlines initiatives to integrate ICT into teacher training at schools, colleges and the ministry level.
The toolkit is designed for countries and institutions looking to develop ICT skills among pre-service and in-service teachers through open educational resources and tailored professional development strategies.
This document summarizes online learning in China and India. In China, the main modes of distance education are correspondence courses, broadcast/TV-based education through institutions like the China Central Radio and TV University, and advanced online learning through networks like CERNET. India also uses methods like print, broadcasting, teleconferencing, and increasingly online learning through initiatives such as Edusat. However, both countries face challenges to online education like lack of infrastructure, cost, and quality and access disparities.
This evaluation assessed UNESCO's Associated Schools Project Network (ASPnet), which aims to improve education quality by developing innovative teaching content and connecting schools globally. Key findings include:
1) ASPnet has effectively piloted innovative practices in some areas like Education for Sustainable Development, but lacks coordination and faces resource constraints.
2) Governance is uneven with inconsistent membership practices lacking quality oversight.
3) The network functions more as separate national networks than a global one due to decreased coordination and varying activity levels in different countries.
4) ASPnet remains relevant for UNESCO's priorities but could better support gender equality, Africa, and influence education policy if given more visibility and resources. The evaluation recommends strengthening governance,
OECD Education Policy Outlook: Country Policy Profiles 2020EduSkills OECD
An Education Policy Outlook Profile reviews the current context and situation of the country’s education system and examines its challenges and policy responses, according to six policy levers that support improvement:
Students: How to raise outcomes for all in terms of 1) equity and quality and 2) preparing students for the future.
Institutions: How to raise quality through 3) school improvement and 4) evaluation and assessment.
System: How the system is organised to deliver education policy in terms of 5) governance and 6) funding.
This document summarizes the key findings and policy relevance of the 2014 Education and Training Monitor report. It finds that while 19 EU member states cut education spending in 2012, underinvestment risks undermining Europe's economic growth potential. It also notes that education systems need to better develop students' employability and address inequalities to fully realize their potential. Additionally, reducing early school leaving remains important to help more individuals complete qualifications and protect against poverty. The Monitor provides evidence to inform the European Semester process and help progress education targets.
This document summarizes distance education in China and India. In China, the main modes of distance learning are correspondence education, broadcast/TV-based education through institutions like the China Central Radio and TV University, and advanced online learning through networks like CERNET and CERNET2. India also utilizes print, broadcast media, and increasingly online learning through initiatives like Edusat. However, both countries face challenges to distance education like lack of infrastructure, funding, and quality and access disparities.
The document discusses ICT development in education in Lao PDR. It outlines the country's ICT in education conceptual framework and strategy, including a Phase I E-Education Project from 2010-2013 that established ICT infrastructure in schools. The project resulted in improved education quality and administration through tools like video conferencing, online learning platforms, and an education management information system. However, challenges remain around leadership, resources, and developing human capacity for ICT. Continued international support is needed to further the country's vision of utilizing ICT to provide universal access to quality education by 2030.
Turkish National Commission for UNESCO position on education post 2015IAU-HEEFA
This presentation outlines UNESCO’s position on the post 2015 education agenda which advocates both for a separate education agenda and for a stand-alone education goal within the SDGs. It also sees education as a transversal goal to be recognized and integrated into the other development goals.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
Dr. Emmanuel Newman is a professional with over 20 years of experience in tertiary education planning, management, and governance in Ghana. He has a PhD in Economics of Higher Education and qualifications in related fields. Dr. Newman has consulted for several institutions on strategic planning. He has published over 30 papers on topics like tertiary education funding, regulation, and governance. He currently serves as the Head of the Planning, Research, and Policy Development Department at Ghana's National Council for Tertiary Education.
Monitoring indicators for tracking progress towards effective learning outcomes for all: A proposal por UNESCO Institute for Statistics to monitor SDG 4.1
The document discusses the use of information and communication technologies (ICT) in education in Pakistan. It notes that ICT use is still in its early stages in Pakistan compared to other countries. The document reviews literature on how ICT has been used successfully in education in other countries through tools like radio, television, and computers. It discusses challenges to using ICT in Pakistan's education system, like lack of infrastructure and resources, but maintains that ICT can improve learning outcomes if implemented properly given Pakistan's circumstances.
This document provides a summary of Mohamed Ghassen Kahlaoui's education and work experience. It lists his educational background which includes a professional master's degree from the National School of Advanced Sciences and Technologies in Tunisia and bachelor's degrees from the Higher Institute of Technological Studies and the Higher Institute of Applied Sciences, also in Tunisia. It then outlines his work experience which includes training and coaching roles with various organizations in Tunisia focused on youth development, human rights, and entrepreneurship. His experience spans both nonprofit and private sector organizations.
Bachu Mubarak Ali is a Ugandan national with over 25 years of experience in education and training. He has a Bachelor's degree in Mechanical Engineering from the University of Nairobi and a Master's in Business Administration from Islamabad University. He is currently completing his PhD in Organizational Development from the Australian National University. Bachu has extensive experience designing, implementing, and evaluating education projects around the world. He has specialized expertise in technical and vocational education and training, curriculum development, teacher training, and education sector reform.
Professional studies 3 a assignment oneramakgahlele
This document discusses several topics relating to educational technologies and teacher training:
1) It addresses how teachers can be helped to use technology in schools through workshops and technology courses in higher education.
2) It discusses the knowledge society agenda and how knowledge and technology can be used to create a just society and change society for the better.
3) It outlines several areas like digital solidarity, lifelong learning, and research that teachers need to focus on to shape beneficial use of technology in education.
Professional studies 3 a assignment oneramakgahlele
This document discusses several topics relating to educational technologies and teacher training:
1) It addresses how teachers can be helped to use technology in schools through workshops and technology courses in higher education.
2) It discusses the knowledge society agenda and how knowledge and technology can be used to create a just society.
3) It outlines three approaches for developing teacher competency with technology - technology literacy, knowledge deepening, and knowledge creation. The document concludes that international and national initiatives aim to incorporate educational technologies into teacher training and development.
Global education-digest-opportunities-lost-impact-grade-repetition-early-scho...Marta Montoro
This document is the 2012 edition of the Global Education Digest published by the UNESCO Institute for Statistics (UIS). It examines issues related to grade repetition and early school leaving using education statistics from countries around the world. Some key findings include:
- Globally, 32.2 million primary students repeated a grade in 2010 and 31.2 million left primary school without completing it.
- Repetition rates have declined slightly for primary education globally but remain high for many regions and countries. Lower secondary repetition rates have also improved despite enrollment increases.
- Sub-Saharan Africa still struggles with high repetition despite progress. South and West Asia show small signs of improvement. Latin America has implemented policies to reduce repetition with some
- The document discusses several initiatives by the Indian government to promote education through information and communication technologies (ICT), including the National Mission on Education through ICT (NMEICT).
- Key programs discussed include the National Programme on Technology Enhanced Learning (NPTEL) run by 7 IITs and IISc Bangalore to develop online courses, the Sakshat portal to provide educational resources, the National Knowledge Network (NKN) to connect institutions, and the Information and Library Network (INFLIBNET) to connect university libraries.
- It also mentions e-content projects funded by NMEICT, including e-GyanKosh which is a digital repository of open educational resources maintained by IG
Techniki Ekpedeftiki is one of the largest private organizations for continuing vocational training and human resources development in Greece. It was founded in 1994 and has grown to include 6 fully equipped educational centers across Greece. It offers certification in many fields including environment, tourism, rural development, health, culture, economics and information technology. Over the past funding period from the European Union, Techniki Ekpedeftiki implemented over 110 projects co-financed by various Greek and EU organizations, working with private businesses and educational institutions across Europe. It employs over 2,000 instructors to deliver its training programs and works to continuously upgrade the skills of its instructor workforce.
Lachezar Afrikanov presents on the topic: "European Funding opportunities for Career Education". The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria. Author: Lachezar Afrikanov
Sanatan Vastu | Experience Great Living | Vastu ExpertSanatan Vastu
Santan Vastu Provides Vedic astrology courses & Vastu remedies, If you are searching Vastu for home, Vastu for kitchen, Vastu for house, Vastu for Office & Factory. Best Vastu in Bahadurgarh. Best Vastu in Delhi NCR
This document summarizes online learning in China and India. In China, the main modes of distance education are correspondence courses, broadcast/TV-based education through institutions like the China Central Radio and TV University, and advanced online learning through networks like CERNET. India also uses methods like print, broadcasting, teleconferencing, and increasingly online learning through initiatives such as Edusat. However, both countries face challenges to online education like lack of infrastructure, cost, and quality and access disparities.
This evaluation assessed UNESCO's Associated Schools Project Network (ASPnet), which aims to improve education quality by developing innovative teaching content and connecting schools globally. Key findings include:
1) ASPnet has effectively piloted innovative practices in some areas like Education for Sustainable Development, but lacks coordination and faces resource constraints.
2) Governance is uneven with inconsistent membership practices lacking quality oversight.
3) The network functions more as separate national networks than a global one due to decreased coordination and varying activity levels in different countries.
4) ASPnet remains relevant for UNESCO's priorities but could better support gender equality, Africa, and influence education policy if given more visibility and resources. The evaluation recommends strengthening governance,
OECD Education Policy Outlook: Country Policy Profiles 2020EduSkills OECD
An Education Policy Outlook Profile reviews the current context and situation of the country’s education system and examines its challenges and policy responses, according to six policy levers that support improvement:
Students: How to raise outcomes for all in terms of 1) equity and quality and 2) preparing students for the future.
Institutions: How to raise quality through 3) school improvement and 4) evaluation and assessment.
System: How the system is organised to deliver education policy in terms of 5) governance and 6) funding.
This document summarizes the key findings and policy relevance of the 2014 Education and Training Monitor report. It finds that while 19 EU member states cut education spending in 2012, underinvestment risks undermining Europe's economic growth potential. It also notes that education systems need to better develop students' employability and address inequalities to fully realize their potential. Additionally, reducing early school leaving remains important to help more individuals complete qualifications and protect against poverty. The Monitor provides evidence to inform the European Semester process and help progress education targets.
This document summarizes distance education in China and India. In China, the main modes of distance learning are correspondence education, broadcast/TV-based education through institutions like the China Central Radio and TV University, and advanced online learning through networks like CERNET and CERNET2. India also utilizes print, broadcast media, and increasingly online learning through initiatives like Edusat. However, both countries face challenges to distance education like lack of infrastructure, funding, and quality and access disparities.
The document discusses ICT development in education in Lao PDR. It outlines the country's ICT in education conceptual framework and strategy, including a Phase I E-Education Project from 2010-2013 that established ICT infrastructure in schools. The project resulted in improved education quality and administration through tools like video conferencing, online learning platforms, and an education management information system. However, challenges remain around leadership, resources, and developing human capacity for ICT. Continued international support is needed to further the country's vision of utilizing ICT to provide universal access to quality education by 2030.
Turkish National Commission for UNESCO position on education post 2015IAU-HEEFA
This presentation outlines UNESCO’s position on the post 2015 education agenda which advocates both for a separate education agenda and for a stand-alone education goal within the SDGs. It also sees education as a transversal goal to be recognized and integrated into the other development goals.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
Dr. Emmanuel Newman is a professional with over 20 years of experience in tertiary education planning, management, and governance in Ghana. He has a PhD in Economics of Higher Education and qualifications in related fields. Dr. Newman has consulted for several institutions on strategic planning. He has published over 30 papers on topics like tertiary education funding, regulation, and governance. He currently serves as the Head of the Planning, Research, and Policy Development Department at Ghana's National Council for Tertiary Education.
Monitoring indicators for tracking progress towards effective learning outcomes for all: A proposal por UNESCO Institute for Statistics to monitor SDG 4.1
The document discusses the use of information and communication technologies (ICT) in education in Pakistan. It notes that ICT use is still in its early stages in Pakistan compared to other countries. The document reviews literature on how ICT has been used successfully in education in other countries through tools like radio, television, and computers. It discusses challenges to using ICT in Pakistan's education system, like lack of infrastructure and resources, but maintains that ICT can improve learning outcomes if implemented properly given Pakistan's circumstances.
This document provides a summary of Mohamed Ghassen Kahlaoui's education and work experience. It lists his educational background which includes a professional master's degree from the National School of Advanced Sciences and Technologies in Tunisia and bachelor's degrees from the Higher Institute of Technological Studies and the Higher Institute of Applied Sciences, also in Tunisia. It then outlines his work experience which includes training and coaching roles with various organizations in Tunisia focused on youth development, human rights, and entrepreneurship. His experience spans both nonprofit and private sector organizations.
Bachu Mubarak Ali is a Ugandan national with over 25 years of experience in education and training. He has a Bachelor's degree in Mechanical Engineering from the University of Nairobi and a Master's in Business Administration from Islamabad University. He is currently completing his PhD in Organizational Development from the Australian National University. Bachu has extensive experience designing, implementing, and evaluating education projects around the world. He has specialized expertise in technical and vocational education and training, curriculum development, teacher training, and education sector reform.
Professional studies 3 a assignment oneramakgahlele
This document discusses several topics relating to educational technologies and teacher training:
1) It addresses how teachers can be helped to use technology in schools through workshops and technology courses in higher education.
2) It discusses the knowledge society agenda and how knowledge and technology can be used to create a just society and change society for the better.
3) It outlines several areas like digital solidarity, lifelong learning, and research that teachers need to focus on to shape beneficial use of technology in education.
Professional studies 3 a assignment oneramakgahlele
This document discusses several topics relating to educational technologies and teacher training:
1) It addresses how teachers can be helped to use technology in schools through workshops and technology courses in higher education.
2) It discusses the knowledge society agenda and how knowledge and technology can be used to create a just society.
3) It outlines three approaches for developing teacher competency with technology - technology literacy, knowledge deepening, and knowledge creation. The document concludes that international and national initiatives aim to incorporate educational technologies into teacher training and development.
Global education-digest-opportunities-lost-impact-grade-repetition-early-scho...Marta Montoro
This document is the 2012 edition of the Global Education Digest published by the UNESCO Institute for Statistics (UIS). It examines issues related to grade repetition and early school leaving using education statistics from countries around the world. Some key findings include:
- Globally, 32.2 million primary students repeated a grade in 2010 and 31.2 million left primary school without completing it.
- Repetition rates have declined slightly for primary education globally but remain high for many regions and countries. Lower secondary repetition rates have also improved despite enrollment increases.
- Sub-Saharan Africa still struggles with high repetition despite progress. South and West Asia show small signs of improvement. Latin America has implemented policies to reduce repetition with some
- The document discusses several initiatives by the Indian government to promote education through information and communication technologies (ICT), including the National Mission on Education through ICT (NMEICT).
- Key programs discussed include the National Programme on Technology Enhanced Learning (NPTEL) run by 7 IITs and IISc Bangalore to develop online courses, the Sakshat portal to provide educational resources, the National Knowledge Network (NKN) to connect institutions, and the Information and Library Network (INFLIBNET) to connect university libraries.
- It also mentions e-content projects funded by NMEICT, including e-GyanKosh which is a digital repository of open educational resources maintained by IG
Techniki Ekpedeftiki is one of the largest private organizations for continuing vocational training and human resources development in Greece. It was founded in 1994 and has grown to include 6 fully equipped educational centers across Greece. It offers certification in many fields including environment, tourism, rural development, health, culture, economics and information technology. Over the past funding period from the European Union, Techniki Ekpedeftiki implemented over 110 projects co-financed by various Greek and EU organizations, working with private businesses and educational institutions across Europe. It employs over 2,000 instructors to deliver its training programs and works to continuously upgrade the skills of its instructor workforce.
Lachezar Afrikanov presents on the topic: "European Funding opportunities for Career Education". The conference is organised in cooperation between European Training Foundation, ELGPN and Euroguidance Bulgaria. Author: Lachezar Afrikanov
Sanatan Vastu | Experience Great Living | Vastu ExpertSanatan Vastu
Santan Vastu Provides Vedic astrology courses & Vastu remedies, If you are searching Vastu for home, Vastu for kitchen, Vastu for house, Vastu for Office & Factory. Best Vastu in Bahadurgarh. Best Vastu in Delhi NCR
2nd issue of Volume 15. A magazine in urdu language mainly based on spiritual treatment and learning. Many topics on ISLAM, SUFISM, SOCIAL PROBLEMS, SELF HELP, PSYCHOLOGY, HEALTH, SPIRITUAL TREATMENT, Ruqya etc.A very useful magazine for everyone.
The Enchantment and Shadows_ Unveiling the Mysteries of Magic and Black Magic...Phoenix O
This manual will guide you through basic skills and tasks to help you get started with various aspects of Magic. Each section is designed to be easy to follow, with step-by-step instructions.
The Book of Samuel is a book in the Hebrew Bible, found as two books in the Old Testament. The book is part of the Deuteronomistic history, a series of books that constitute a theological history of the Israelites and that aim to explain God's law for Israel under the guidance of the prophets.
Protector & Destroyer: Agni Dev (The Hindu God of Fire)Exotic India
So let us turn the pages of ancient Indian literature and get to know more about Agni, the mighty purifier of all things, worshipped in Indian culture as a God since the Vedic time.
The Vulnerabilities of Individuals Born Under Swati Nakshatra.pdfAstroAnuradha
Individuals born under Swati Nakshatra often exhibit a strong sense of independence and adaptability, yet they may also face vulnerabilities such as indecisiveness and a tendency to be easily swayed by external influences. Their quest for balance and harmony can sometimes lead to inner conflict and a lack of assertiveness. To know more visit: astroanuradha.com
Trusting God's Providence | Verse: Romans 8: 28-31JL de Belen
Trusting God's Providence.
Providence - God’s active preservation and care over His creation. God is both the Creator and the Sustainer of all things Heb. 1:2-3; Col. 1:17
-God keep His promises.
-God’s general providence is toward all creation
- All things were made through Him
God’s special providence is toward His children.
We may suffer now, but joy can and will come
God can see what we cannot see
A Free eBook ~ Valuable LIFE Lessons to Learn ( 5 Sets of Presentations)...OH TEIK BIN
A free eBook comprising 5 sets of PowerPoint presentations of meaningful stories /Inspirational pieces that teach important Dhamma/Life lessons. For reflection and practice to develop the mind to grow in love, compassion and wisdom. The texts are in English and Chinese.
My other free eBooks can be obtained from the following Links:
https://www.slideshare.net/ohteikbin/presentations
https://www.slideshare.net/ohteikbin/documents
Chandra Dev: Unveiling the Mystery of the Moon GodExotic India
Shining brightly in the sky, some days more than others, the Moon in popular culture is a symbol of love, romance, and beauty. The ancient Hindu texts, however, mention the Moon as an intriguing and powerful being, worshiped by sages as Chandra.
A375 Example Taste the taste of the Lord, the taste of the Lord The taste of...franktsao4
It seems that current missionary work requires spending a lot of money, preparing a lot of materials, and traveling to far away places, so that it feels like missionary work. But what was the result they brought back? It's just a lot of photos of activities, fun eating, drinking and some playing games. And then we have to do the same thing next year, never ending. The church once mentioned that a certain missionary would go to the field where she used to work before the end of his life. It seemed that if she had not gone, no one would be willing to go. The reason why these missionary work is so difficult is that no one obeys God’s words, and the Bible is not the main content during missionary work, because in the eyes of those who do not obey God’s words, the Bible is just words and cannot be connected with life, so Reading out God's words is boring because it doesn't have any life experience, so it cannot be connected with human life. I will give a few examples in the hope that this situation can be changed. A375
The Hope of Salvation - Jude 1:24-25 - MessageCole Hartman
Jude gives us hope at the end of a dark letter. In a dark world like today, we need the light of Christ to shine brighter and brighter. Jude shows us where to fix our focus so we can be filled with God's goodness and glory. Join us to explore this incredible passage.
Heartfulness Magazine - June 2024 (Volume 9, Issue 6)heartfulness
Dear readers,
This month we continue with more inspiring talks from the Global Spirituality Mahotsav that was held from March 14 to 17, 2024, at Kanha Shanti Vanam.
We hear from Daaji on lifestyle and yoga in honor of International Day of Yoga, June 21, 2024. We also hear from Professor Bhavani Rao, Dean at Amrita Vishwa Vidyapeetham University, on spirituality in action, the Venerable BhikkuSanghasena on how to be an ambassador for compassion, Dr. Tony Nader on the Maharishi Effect, Swami Mukundananda on the crossroads of modernization, Tejinder Kaur Basra on the purpose of work, the Venerable GesheDorjiDamdul on the psychology of peace, the Rt. Hon. Patricia Scotland, KC, Secretary-General of the Commonwealth, on how we are all related, and world-renowned violinist KumareshRajagopalan on the uplifting mysteries of music.
Dr. Prasad Veluthanar shares an Ayurvedic perspective on treating autism, Dr. IchakAdizes helps us navigate disagreements at work, Sravan Banda celebrates World Environment Day by sharing some tips on land restoration, and Sara Bubber tells our children another inspiring story and challenges them with some fun facts and riddles.
Happy reading,
The editors
1. Compiled by: UNESCO-UNEVOC International Centre for Technical and
Vocational Education and Training
February, 2016
Validated by: Arusha Technical College
Tanzania
World TVET
Database
3. 3 | Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET Database
Tanzania
February, 2016
Contents
Abbreviations .............................................. 4
1. TVET mission, strategy and legislation .................. 5
2. TVET formal, non-formal and informal systems ............ 7
3. Governance and financing ................................ 9
4. TVET teachers and trainers ............................. 10
5. Qualifications and Qualifications Frameworks ........... 11
6. Current reforms, major projects and challenges ......... 14
7. Links to UNEVOC centres and TVET institutions .......... 15
8. References and further reading ......................... 15
4. 4 | Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET Database
Tanzania
February, 2016
Abbreviations
CDAC Centre for Development of Advanced Computing
CBET Competency-based Education and Training
CSEE Certificate of Secondary Education Examinations
CST Competency Certificate for Trades
DIT Dar Es Salaam Institute of Technology
DVoET Diploma in Vocational Education and Training
FTC Full technician Certificate
ICT Information and Communication Technology
LLL Lifelong learning
MVTTC Morogoro Vocational Instructors Training College
NACTE National Council for Technical Education
RESEN Education Sector Analysis
SDL Skills and Development Levy
TET Technical Education and Training
VET Vocational Education and Training
VETA Vocational Education and Training Authority
VTCC Vocational Teachers Certificate Course
6. 6 | Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET Database
Tanzania
February, 2016
Develop clear policies and guidelines regarding the TVET
structure.
(2) The National Strategy for Growth and Reduction of Poverty
II 2010-2015 addresses a number of issues related to the national
education system, and particularly issues related to the quality
of TVET, higher education, and adult, non-formal and continuing
education. Specifically the Strategy sets out a number of TVET
related objectives, including the need to:
Increase TVET capacity to include secondary school leavers;
Equip young people with the necessary skills to enhance
their employability and mobility;
Improve apprenticeship schemes and mentoring systems
organized in partnership with the private sector;
Expand and improve TVET infrastructure in order to expand
enrolment – especially for girls;
Review and update the curriculain order to make TVET more
relevant to the needs of the labour market;
Improve the quality of teaching and learning environments;
Strengthen quality assurance mechanisms; and
Promote the use of Information and Communication Technology
(ICT) in teaching and learning.
TVET legislation
The National Council for Technical Education Act (1997)
has established the National Council for Technical
Education (NACTE) which covers technical education at
tertiary non-university institutions.
The Vocational Education and Training Act (1994) aims to
improve TVET provision and management. The Act has
established the Vocational Education and Training
Authority (VETA) which is supervised by the Vocational
Education and Training Board.
The Education Act No. 25(1987) forms the legal basis for
education in Tanzania and defines the roles of national
and local education bodies.
Sources:
UNESCO-IBE (2010). World Data on Education VII Ed. 2010/11.
United Republic of Tanzania. Geneva: UNESCO-IBE.
United Republic of Tanzania (1997). National Council for
Technical Education Act. Dodoma: United Republic of
Tanzania.
7. 7 | Compiled by UNESCO-UNEVOC (http://www.unevoc.unesco.org/)
World TVET Database
Tanzania
February, 2016
United Republic of Tanzania (2006). Vocational Educational and
Training Act. Dodoma: United Republic of Tanzania.
United Republic of Tanzania (2010). National Strategy for Growth
and Reduction of Poverty. Dodoma: United Republic of
Tanzania.
United Republic of Tanzania (2012). Medium Term Strategic Plan
2012/13 – 2015/16. Dodoma: United Republic of Tanzania.
2. TVET formal, non-formal and informal systems
Compiled by UNESCO-UNEVOC from UNESCO-IBE (2010). World Data on
Education VII Ed. 2010/11. United Republic of Tanzania. Geneva:
UNESCO-IBE.
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Upon completion of 7 years of compulsory primary education,
students proceed to a secondary education that completes 13 years
of education. General secondary education is divided into two
cycles; a first cycle named Ordinary level lasting 4 years, and
a second cycle named Advanced Level lasting 2 years.
Formal TVET system
offered through two distinct sub-systems, namely vocational
education and training (VET) and technical education and
training (TET). VET centres offer programmes in, for example,
masonry and bricklaying, carpentry and joinery, welding and
fabrication, electrical installation, secretarial duties, air
fare and ticketing, tour guiding, and others of similar nature.
TVET programmes are offered at the secondary education level.
Specifically at the Ordinary Level students can opt for two year
programmes in vocational and crafts training offered at district
and regional vocational and technical training institutes.
Students who take vocational and crafts training will not be
able to proceed to the next level of education and will normally
enter the labour market. At the Advanced Level, students can opt
for three year technician training courses.
TVET at the tertiary education level is offered in universities,
university colleges, and tertiary-based institutions. Students
can take a three year professional training courses.
Non-formal and informal TVET systems
Non formal TVET programmes are offered through different means,
including:
Lifelong learning education programmes; and
Adult education programmes such as vocational training by
distance learning, development colleges, and university
departments and institutes.
For example, the Dar Es Salaam Institute of Technology (DIT) and
India Centre for Development of Advanced Computing (CDAC) has
established the India-Tanzania Centre for Excellence in ICT,
promoting ICT by coordinating and running modular short-term
proficiency courses.
Currently there is no information on informal TVET systems.
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Sources:
UNESCO-IBE (2010). World Data on Education VII Ed. 2010/11.
United Republic of Tanzania. Geneva: UNESCO-IBE.
3. Governance and financing
Governance
At the national level, the Ministry of Education and Vocational
Training is responsible for TVET. Particularly, the Technical
and Vocational Education Training Division – under the Ministry
– is responsible for developing TVET related guidelines and
standards, and conducting research on the provision of TVET
programmes.
In Tanzania TVET is divided into vocational education and
training (VET) and technical education and training (TET).
VET centres are under the administration of the Vocational
Education and Training Authority (VETA). VETA’s objectives
include coordinating, regulating, financing, promoting and
providing vocational education and training in Tanzania.
Currently VETA is responsible for VET programmes in training
centres, including Regional Vocational Training and Services,
Vocational Training Centres, Vocational Teachers Training
College and District Vocational Training Centre.
TET centres are under the administration of the National Council
for Technical Education (NACTE). NACTE is in charge of delivering
technical education at all tertiary non-university institutions.
The Council provides courses for technician, semi-professional
and professional levels leading to the award of certificates,
diplomas, degrees and related qualifications. NACTE is also
responsible for:
Coordinating technical education and training;
Registration and accreditation of public and private
technical training institutions; and
Establishing a central database for technical education
and training and a national qualifications framework for
technical education.
Financing
VET is mainly funded by the VET Fund, administered by the VET
board. The fund is composed of:
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All assets previously owned by VETA’s predecessor, the
National Vocational Training Department;
Sums paid as Skills and Development Levy (SDL);
Sums paid by the Government;
Grants and donations from external sources; and
Internally generated income through training fees and
training material recovery.
According to VETA, SDL makes up for the largest share of the VET
Fund (81%). SDL is payable by employers with four or more
employees as a monthly fee at 6% of the total employee payroll.
The Tanzanian Revenue Authority collects the levy and gives a
third of the money collected to VETA. The other two thirds go
to the Government.
TET is financed through cost sharing between providers and
clients (students, parents, communities and private
institutions). TET providers mainly rely on internally generated
funds through consultancy, production, maintenance and
international student exchange programmes.
Sources:
UNESCO-IBE (2010). World Data on Education VII Ed. 2010/11.
United Republic of Tanzania. Geneva: UNESCO-IBE.
4. TVET teachers and trainers
The Morogoro Vocational Instructors Training College (MVTTC) –
under the administration of the Vocational Education and
Training Authority (VETA) – is responsible for training VET
teachers and trainers. MVTTC offers two programmes; the
Vocational Teachers Certificate Course (VTCC) and the Diploma in
Vocational Education and Training (DVoET).
(1) VTCC aims to develop TVET teachers’ pedagogical and
management skills and help them develop relevant
competencies.The minimum entrance requirements for the VTCC are
as follows:
Certificate of Secondary Education Examinations (CSEE)
with passes in four subjects;
A minimum of Trade Test Grade One or Competency-based
Education and Training (CBET) Level Three or Full
technician Certificate (FTC);
At least two years teaching experience in the area of
occupation and any vocational training centre;
Have a reliable sponsor or be able to pay tuition fees and
other required costs.
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(2) DVoET aims to enhance existing pedagogical and managerial
skills of TVET teachers. The minimum entrance requirements for
the DVoET are as follows:
Certificate in Vocational Teachers Training from a
recognized institution/college;
Certificate of Secondary Education Examinations (CSEE)
with passes in four subjects;
At least two years teaching experience in the area of
occupation and any vocational training centre;
Have a reliable sponsor or be able to pay tuition fees and
other required costs.
Sources:
Webpage of the Morogoro Vocational Instructors Training College.
Accessed: 04 August 2014.
5. Qualifications and Qualifications Frameworks
Secondary vocational education
Programme Duration Qualification
Vocational and
crafts training
(Ordinary Level)
2 years Competency
Certificate for
Trades (CST)
Technician training
(Advanced Level)
3 years Certificate of
Secondary Education
Examinations (CSEE)
Post-secondary vocational education
Programme Duration Qualification
Technical
Education and
Training (TET)
varies Certificate,
Diploma, Bachelor’s
Degree, Master’s
Degree and
Doctorate degree as
appropriate
National Qualifications Framework (NQF)
The Vocational Training and Education Authority (VETA), in
collaboration with the National Council for Technical Education
(NACTE), has established a TVET qualification framework composed
of ten levels. VETA is in charge of managing levels 1-3
(National Vocational Awards), while NACTE coordinates levels 4-
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10 (National Technical Awards). The competencies required for
obtaining the National Vocational Awards are as follows:
Level 1 Competencies to carry out routine and predictable
occupational duties and tasks under supervision.
Level 2 Competences to carry out a significant range of
occupational duties and tasks or specialized
occupational duties and tasks, some of which are
complete or non-routine. Individual
responsibility may be required and collaboration
with others, working in groups, or teams is
normally required.
Level 3 Competencies to carry out a broad range of
occupational duties and tasks or specialized
occupational duties and tasks, mainly complex and
non-routine in a wide variety of contexts.
Considerable responsibility and autonomy are
generally required, guidance and supervision of
others are mostly required.
Scheme compiled by UNESCO-UNEVOC and extracted from the webpage
of the Vocational Education and Training Authority.
The competencies required for the granting of the various NTA
qualifications are as follows:
Level Qualification Description
Level 4 Basic
Technician
Apply skills and knowledge at routine
level.
Level 5 Technician
Certificate
Apply skills and knowledge in a range
of activities, some of which are non-
routine and be able to
assume operational responsibilities.
Level 6 Ordinary
Diploma
Apply skills and knowledge in a broad
range of work activities, most of
which are non-routine.
Level 7 Higher
Diploma
Apply knowledge, skills and
understanding in a broad range of
complex technical activities, a high
degree of personal responsibility and
some responsibility for work of
others.
Level 8 Bachelor’s
Degree
Apply knowledge, skills and
understanding in a wide and
unpredictable variety of contexts
with substantial personal
responsibility, responsibility for
the work of others, and responsibility
for the allocation of resources,
policy, planning, execution, and
evaluation.
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Level 9 Master’s
Degree
Display mastery of a complex and
specialized area of knowledge and
skills, employing knowledge and
understanding to conduct research or
advanced technical or professional
activity, able to work autonomously
and in complex and unpredictable
situations.
Level 10 Doctor of
Philosophy
Apply knowledge and understanding and
do advanced research resulting into
significant and original
contributions to a specialized field,
demonstrate a command of
methodological issues and engaging in
critical dialogue with peers, able to
work autonomously and in complex and
unpredictable situations.
Scheme compiled by UNESCO-UNEVOC and extracted from the webpage
of the National Council for Technical Education.
Quality assurance
The Vocational Education and Training Authority (VETA) and the
National Council for Technical Education (NACTE) are responsible
for registering public and private institutions and accrediting
their programmes. Both bodies contribute to analysing the labour
market and subsequently developing the TVET curricula.
In VET, the Trade Advisory Committees ensure that vocational
education and training programmes meet the needs of the labour
market, assess training needs, determine training standards and
related specifications, and coordinate related trade training
activities.
In TET, NACTE, through the Subject Boards and Standards Setting
Committees, is responsible for developing standards of training
programmes based on occupational standards.
Sources:
Webpage of the National Council for Technical Education.
Accessed: 04 August 2014.
Webpage of the Vocational Education and Training Authority.
Accessed: 04 August 2014.
UNESCO-IBE (2010). World Data on Education VII Ed. 2010/11.
United Republic of Tanzania. Geneva: UNESCO-IBE.
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6. Current reforms, major projects and challenges
Current reforms and major projects
The Tanzania Development Vision 2025 envisages the development
of high quality education at all levels, with an emphasis on
transforming the education system by enhancing scientific and
technological programmes with the aim of increasing
productivity.
The Education Sector Development Programme (2008 – 2017)
outlines key operational targets. The following targets address
TVET in particular:
To improve provision and equity of TVET by designing
demand-driven TVET programmes, developing facilities,
providing adequate finances, and introducing a student loan
system.
To provide conducive teaching and learning environments by
enhancing the quality of TVET teachers and the use of ICT
application in TVET institutions, strengthening the
quality assurance system, and reviewing the TVET curriculum
in cooperation with key stakeholders.
To improve micro and macro management and governance of
TVET by developing a three year rolling plan for the TVET
education sector, enhancing planning and coordination, and
promoting and funding consultative dialogue.
Challenges
According to the Education Sector Analysis (RESEN) (2012), TVET
is key to Tanzania’s development. In order to enhance TVET
programme, key actions are identified to address the current
challenges facing TVET, including:
Strengthen TVET’s coordinating mechanisms as regulatory
and quality assurance bodies still face difficulties in
adjusting training courses to the demands of the labour
market and target populations;
Coordinate and harmonize the TVET programmes offered by
the various providers and ensure a continuation between
the vocational and technical curricula;
Balance financing between technical non-higher education
funding (57% of all TVET resources) and vocational training
(37% of TVET resources); and
Define a funding formula to institutionalize the allocation
of resources amongst technical institutions to limit the
variations in the costs of courses offered by institutions.
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Sources:
United Republic of Tanzania (1999). Tanzania Development Vision
2025. Dodoma: United Republic of Tanzania.
United Republic of Tanzania (2008). Education Sector Development
Programme 2008-2017. Dodoma: United Republic of Tanzania.
United Republic of Tanzania (2012). Education Sector Analysis
(RESEN). Dodoma: United Republic of Tanzania.
7. Links to UNEVOC centres and TVET institutions
UNEVOC Centres
Arusha Technical College
Misungwi Community Development Technical Training
Institute
TVET Institutions
Ministry of Education and Vocational Training
National council for Technical Education
Vocational Education and Training Authority
8. References and further reading
References
UNESCO-IBE (2010). World Data on Education VII Ed. 2010/11.
United Republic of Tanzania. Geneva: UNESCO-IBE.
United Republic of Tanzania (1997). National Council for
Technical Education Act. Dodoma: United Republic of
Tanzania.
United Republic of Tanzania (1999). Tanzania Development Vision
2025. Dodoma: United Republic of Tanzania.
United Republic of Tanzania (2006). Vocational Educational and
Training Act. Dodoma: United Republic of Tanzania.
United Republic of Tanzania (2008). Education Sector Development
Programme 2008-2017. Dodoma: United Republic of Tanzania.
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United Republic of Tanzania (2010). National Strategy for Growth
and Reduction of Poverty. Dodoma: United Republic of
Tanzania.
United Republic of Tanzania (2012). Education Sector Analysis
(RESEN). Dodoma: United Republic of Tanzania.
United Republic of Tanzania (2012). Medium Term Strategic Plan
2012/13 – 2015/16. Dodoma: United Republic of Tanzania.
Webpage of the Morogoro Vocational Instructors Training College.
Accessed: 04 August 2014.
Webpage of the National Council for Technical Education.
Accessed: 04 August 2014.
Webpage of the Vocational Education and Training Authority.
Accessed: 04 August 2014.