nacte tvet and labour market demands 1 relevance of tvet to market demands: skills for employability...

NACTE TVET and Labour Market Demands1

Relevance of TVET to Market Demands: Relevance of TVET to Market Demands: Skills for EmployabilitySkills for Employability

TVET and Labour Market Demands2

INTRODUCTIONINTRODUCTION

This paperLooks at the relevance of TVET to labour

market demands.Presents the context of TVET in Tanzania, gives

the role of TVET in supporting Tanzania’s economic growth and poverty reduction strategies.

Presents also the key issues affecting the provision of TVET and proposes the way forward.

SCEOS


Rationale for TVET in TanzaniaRationale for TVET in Tanzania

Rationale includes: Global Human Resource Development Agenda –TVET’s

orientation towards the world of work – need to train for skilled workforce and gainful employment.

National stability: TVET reduces unemployment and poverty, creates sustainable livelihood thereby minimizing crimes, violence and other vices.

Employable skills accentuate productive capacity of the population through attaining job specific competences;

Raising economic growth and development: through application of relevant skills on jobs and increasing entrepreneurial activity.


Current Status of TVET in Current Status of TVET in TanzaniaTanzaniaTVET system has two subsystems:

Vocational Education and Training (VET) under VETA a statutory body established by Act No.1 of 1994 .

Technical Education and Training (TET) under NACTE a statutory body established by Act No. 9 of 1997.

Both VETA and NACTE are accountable to the Ministry of Education and Vocational Training (MoEVT).

TVET in Tanzania is delivered by public and non-public providers.

VET sub system has over 900 centres, 22 of which are owned by VETA the remaining by religious bodies, NGOs, and Private persons.

TET subsystem has 222 registered technical institutions.


Main Strengths of TVETMain Strengths of TVET Recognition by National policies and strategies as a tool

for economic growth and poverty reduction. Presence of diverse set of providers – public and non-

governmental; Presence of overall coordinating regulatory bodies

NACTE and VETA; Incorporation of a variety of stakeholders including

employers, professional bodies, workers organizations and the Government;

Adoption of the Competence Based Education and Training (CBET) approach providing a system of developing training according to labour market demands.


Main WeaknessesMain Weaknesses Weak partnership between TVET institutions and

employers to enhance training relevance. Weak placement services for trainees and inadequate

tracer studies to evaluate relevance of training offered. Over-reliance of TVET on institutional based training

neglecting the importance of work based learning. Training delivery focuses on long courses neglecting short

and tailor made courses to enhance productivity of the employed.

Low adaptation to the requirements of the informal sector e.g. shot term training and flexible training delivery.

Poor TVET training infrastructures, inadequate TVET teachers with industrial experience or training in CBET delivery.


National Policies and Strategies National Policies and Strategies for TVETfor TVET

TVET policies need to be in line with overall development policies and the needs of the labour market. TVET is reflected in the various Government development strategies related to economic growth and poverty reduction. Policies from which TVET strategies are reflected include:

The 1995 Education and Training Policy (ETP); The 2008 National Employment Policy (NEP); The National Small and Medium Enterprises

(SME) Policy; The National Strategy for Growth and Reduction

of Poverty (MKUKUTA); The Education Sector Development Programme; Student Support and Development;

Problems Leading to 1994 Problems Leading to 1994 VET ActVET Act

Problems of first VET Act of 1974 were: Training centres operated in isolation from

industry following privatisation of parastatals;

National Vocational Training Council had no power of system development;

Problems of centralised VET management to training system and inadequate financing.


1994 VET Act 1994 VET Act

The 1994 Vocational Education and Training Act was established to:

Provide the creation of Vocational Education and Training Board for overall implementation of the VET system;

Provide for the establishment of VETA to assume day to day operational responsibility for implementation;


VET Act contd.VET Act contd.

Provide the establishment of VET Fund to support training system;

Provide for a decentralised implementation authority to regions to optimise utilisation of resources for training;

Provide for a demand driven training system meeting labour market demands.


Envisaged Changes Envisaged Changes under 1994 Actunder 1994 Act


Old System New System

Supply driven Demand driven

Ministry driven Autonomous government agency

Centralised management Decentralised to the regions

Examination driven Competence based

Fixed entry and exit point Flexible entry and exit (modular)

Long institutional training Includes short courses

Emphasis on formal sector

Both formal and informal

Major AchievementsMajor Achievements

Implementation of the 1994 Act based on Strategic Development Plans;

First plan: establishment of institutional arrangements including training Boards and Committees;

Second plan: developing demand driven framework by linking market information to curricula development;


Achievements Contd.Achievements Contd.

Current plan (2007-2011) quality improvement of CBET implementation :

Increasing percentage of girls participating in VET from 20% to 45%;

Increasing the number of VETA owned centres from 14 to 22;

Raising enrolments , including non government providers from 20,000 to 130,000 per year.

NACTE TVET and Labour Market Demands13

Problems Leading to NACTE ActProblems Leading to NACTE Act

Lack of coordination of Tertiary Technical Education and Training

Lack of uniformity in standards and consistent pattern of awards;

Lack of nationally recognised and transferable set of Qualifications;

Lack of standard pattern of registration and accreditation;

Duplication and under utilisation of resources .



1997 NACTE Act1997 NACTE Act The statutory Obligations of NACTE Act No. 9 of 1997 includes

the following: To ensure overall coordination of technical education and

training; To bring order to the pattern of qualifications offered by non-

university institutions by establishing a national system of awards;

To ensure the relevance of technical education and training to labour market demands;

To register and accredit both public and private technical institutions capable of delivering courses;

To register technical teachers and other qualified technicians;

Major AchievementsMajor Achievements

Coordination of technical education and training through 5 Subject Boards;

Establishment of a National System of Awards (National Technical Awards);

Registered 222 technical institutions and accredited 91 of them by June 2010;

Validated competence based curricula for about 200 programmes by June 2010.

Registered 1,740 technical teachers by June 2010.



DIFFERENCES BETWEEN CBET AND KBETDIFFERENCES BETWEEN CBET AND KBET

S/N

CBET KBET

1 Purpose of learning

Qualification is described by sets of competences that should serve as reference for the performance of specific job positions, irrespective of time taken to attain such competences.

Qualification is normally defined by the coverage of subjects and the time taken by a learner to accomplish the same, without necessarily referring to the requirements of any specific world of work.

Curriculum Contents

2 Contents include statements describing abilities that are required to successfully carry out occupational activities of specific context and level.

Contents are mainly academic and are characterised by indication of subjects with respective topics/outlines and how the same will be delivered to learners. A subject is a defined area of knowledge, without adequate reference to specific occupational needs.


DIFFERENCES BETWEEN CBET AND KBETDIFFERENCES BETWEEN CBET AND KBETS/N

CBET KBET

3 Teaching and learning

It is based on smaller modules with clear meaning and value, each consisting of knowledge, skills and understanding prescribed to meet standards. It is learner centred. Teacher not regarded as knowledge source but facilitator.

It is based on longer, more inflexible and full programmes. It is relatively less controlled and not strictly referenced to workplace activities. Much of learning takes place in classroom (teacher centred). Teacher regarded as knowledge source.

4 Curriculum Assessment

Carried out as a process to gather evidence of performance of a learner in relation to competence standard. Not associated to study programme but occupation related performance, questions to some extent are known.

Assessment is a set of tests and examinations on subjects, associated with a programme, questions are unknown, carried in a defined amount of time, approbation based on scales of points and compare individuals.


National Technical AwardsNational Technical Awards NACTE awards are known as National Technical

Awards (NTA) and adopt a Competence-based (CBET) modular system.

The NTA are designed to testify that the holder of the award is able to apply competently the knowledge and skills described in the relevant occupational sector.

The NTA system has seven levels linked to a three level system of VETA, known as National Vocational Awards (NVA), to provide a framework of Technical and Vocational (TVET) qualifications.

Each NVA and NTA qualification has a broad competence level descriptor.


TVET Qualifications FrameworkTVET Qualifications FrameworkLevel Award

NVA 1 Certificate of Competence - Level I

NVA 2 Certificate of Competence - Level II

NVA 3 Certificate of Competence - Level III

NTA 4 Basic Technician Certificate

NTA 5 Technician Certificate

NTA 6 Ordinary Diploma

NTA 7 Higher Diploma

NTA 8 Bachelors Degree


Competence Level DescriptorsCompetence Level Descriptors

Level Competence Descriptor

NVA 1Vocational Basic Competence - Level I

Apply basic vocational skills and knowledge

NVA 2Vocational Certificate of Competence - Level II

Apply intermediate vocational skills and knowledge

NVA 3Vocational Certificate of Competence - Level III

Apply advanced vocational skills and knowledge


Competence Level DescriptorsCompetence Level Descriptors

Level Competence Descriptor

NTA 4Basic Technician Certificate

Apply skills and knowledge at routine level.

NTA 5Technician Certificate

Apply skills and knowledge in a range of activities, some of which are non-routine and be able to assume operational responsibilities.

NTA 6Ordinary Diploma

Apply skills and knowledge in a broad range of work activities, most of which are non-routine.


Higher AwardsHigher AwardsNTA 7Higher Diploma

Apply knowledge, skills and understanding in a broad range of complex technical activities, a high degree of personal responsibility and some responsibility for work of others.

NTA 8Bachelors 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.


General Challenges Facing TVETGeneral Challenges Facing TVET Some programmes are not adopted to the changing

needs of the labour market; Inadequate qualifications for teaching staff in TVET

institutions; Minimal imparting of Teaching Methodology to TVET

staff; Inadequate funds for TVET programmes; Weak Learning Progression Pathway especially for VET

graduates; Inadequate training infrastructure and facilities; Inadequate publicity of TVET and its importance to the

general public, parents and other potential sponsors; Poor linkages between TVET training institutions, the

industry and other employers.


Main AchievementsMain Achievements Increase in enrolments in TVET programmes

although it still falls short of national requirements; Increased application of Competence based

education and training in tertiary and vocational training institutions;

Smoother progression of VET graduates under TVET system eg. Some RVTSCs approved to offer NTA programmes;

Improving human, physical and financial resources for sustainable provision of training under TVET system;

Increasing capability to design and develop training programmes by institutions;

.


The Way ForwardThe Way Forward

TVET curricula should be linked by harmonising skills and knowledge imparted at each level of the TVET system (from primary school to tertiary);

Strengthen and harmonize national labour market information systems;

Institutionalize tracer studies in TVET institutions; ‘Build the capacity of TVET teachers and modernise and

increase training facilities; Diversify modes of TVET provision, including tailor-made

short courses, work based learning, integrated technology teaching and learning, field/industry training.

Strengthen linkage with industry, professional bodies and the general public.


Despite financial limitations, TVET system has realised Despite financial limitations, TVET system has realised tremendous achievements and contributed significantly tremendous achievements and contributed significantly

to economic growth and poverty reduction as per to economic growth and poverty reduction as per national goals. The TVET authorities are thankful to the national goals. The TVET authorities are thankful to the

Government and all stakeholders for their support.Government and all stakeholders for their support.

Thank you

nacte tvet and labour market demands 1 relevance of tvet to market demands: skills for employability...

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labour market demands