pathway to vocational employment in the emerging tanzanian gas sector - november 2014

Pathway to vocational employment in the emerging Tanzanian gas sectorA 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 KatebalirweMoEVTDirector of TVET

Zebadia Moshi VETA Director General

Kate Sullam Tanzania LNG Plant ProjectSocial 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

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• 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

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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

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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

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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: IntroductionSection 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.

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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 phase4-5 years

03. Operations phase20-30 years

Hundreds of jobsHundreds of jobs Thousands of jobs

01. Planning phaseSeveral years

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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.

International workforce 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.

International workforce 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 O&G sector demand not captured

TVET Development Programme (TVETDP) 2013/14-2017/18The 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

Path

way

to V

ocati

onal

Em

ploy

men

t

Core education Primary and Secondary

Graduatingfrom VET programme

Accessing employment

Availability of target programmes that meet emerging demandAcross a number of geographical locations and to the required level, to increase accessibility to motivated and capable students.

Student preparedness for training programmeGood 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 opportunitiesStudent 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

Tota

l Pro

gram

mes

Pe

r Cen

tre

Wel

ding

and

fa

bric

ation

Boile

r m

echa

nics

and

pi

pe fi

tting

Plum

bing

and

pi

pe fi

tting

Mas

onry

and

br

ick

layi

ng

Carp

entr

y an

d jo

iner

y

Pain

ting

and

sign

writi

ng

Road

co

nstr

uctio

n

Plan

t ope

rato

r (s

hort

term

)

Mec

hani

cs

(mot

or/d

iese

l en

gine

/agr

o/

truc

k)

Elec

tric

al

inst

alla

tion

1 Pwani RVTSC 32 Kihonda RVTSC 53 Mikumi VTC 14 Dakawa VTC 55 Dodoma RVTCS 76 Singida VTC 67 Manyara RVTSC 48 Dar es Salaam RVTSC 79 Kipawa ICT 110 Kigoma RVTSC 711 Shinyanga VTC 712 Tabora 513 Ulyankulu VTC 514 Kagera VTC 515 Mara VTC 716 Mwanza RVTSC 717 Mbeya 618 Mpanda VTC 319 Lindi RVTSC 420 Mtwara RVTSC 721 Tanga RVTSC 722 Arusha VTC 623 Moshi 524 Makete VTC 325 Iringa RVTSC 726 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.

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3.2. Requirement 2: Student preparedness for training programmes

Core education Primary and Secondary

Student preparedness for training programmeGood 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: 5&6]. 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



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.


• 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


maths, science and communication skills. This would also provide a platform for positive role models from vocational centres to visit schools and explain their experience, as well as for school students to visit centres and gain an understanding of the occupations taught and their connection to later careers. This could also focus on encouraging more girls to study maths and science, and to choose vocational training.

3.3. Requirement 3: Ensuring VET programmes delivered to international standards

Graduatingfrom VET programme

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.

This section focuses on the gaps in quality of target programmes. It focuses on four critical components of course delivery: curriculum, resources for implementation (workshops and teaching), practical experience for students, and quality assurance (trade testing). It relates to the quality of delivery of the technical component of a student’s learning programme, which comprises 60–65% of the total training time, as indicated in Figure 6 in Section 3.1.3.

The assessment is based on actual visits to four VETA-managed centres (Mtwara, Moshi, Lindi and Dar es Salaam), plus feedback from VETA management.


In a mature VET system, students would be expected to spend almost 100% of their time on technical training, of which they would spend only 20% of their time in a classroom environment. The curriculum would be regularly updated to reflect latest industry practices and requirements; workshops would be equipped with the latest technology that enable students to get the right practical exposure; teachers would have as a prerequisite sufficient practical knowledge of these equipment and modern working practices to enable them to teach effectively- this would be constantly updated through CB learning. And the relationship between the VET system and industry would be suitably active, such that sufficient numbers of high quality practical placements were available to students through formalized incentives and mechanisms. Trade testing would be done by a recognized accredited organization to ensure industry standards upon which companies could rely.

International standards are commonly used as the benchmark, in order to provide the appropriate level of assurance to recruiting companies that students meet the quality of craftsmanship expected of them. By international standards this can be understood to be the level of understanding and competency a graduate requires to ensure that on a consistent basis (s)he performs tasks to a high level of precision and accuracy, so that technically complicated designs can be consistently applied.

Breaking this down further, it means assurance that: • graduates are familiar with complicated modern equipment, • they have the ability to consistently execute practical tasks precisely,• they can perform tasks in as safe and secure environment as needed

to avoid injuries,• they have the ability to adapt to different working situations, • they can perform under scrutiny (given work will be continually

inspected).


3.3.2.1. Quality of curriculaThis curricula review provides a high level overview of the target programmes (10 in total), based on existing assessments5 and feedback from VETA and others working with the target programmes curricula. Note that it lay outside of the scope of the assessment to comprehensively review the contents of each of the 10 targeted programmes.

As discussed in section 3.2.3, whilst VETA does have some mechanisms in place to capture labour market needs, the VETA system review identified inadequate labour market assessment skills to develop a fully-fledged demand-driven curriculum, and a labour market analysis process based on low levels of direct engagement with business and industry. However there is recognition within VETA of the need to understand and meet industry standards. It is seeking to establish practical links with industry for example, the VETA Teacher Training College in Morogoro is engaging with local industry to help define the curriculum and also to place trainee teachers in work experience.

This review assessed to what extent the curricula underpinning the 10 target programmes meet the basic requirements of the identified professional profiles in terms of technical content. Compared to international industry standards, there are common gaps across all curricula that need to be addressed, including:

• Limited health & safety considerations, which are particularly important in the offshore sector due to it being classified a major hazards industry. Early discussions with employers in Tanzania suggested that VETA is not very active in incorporating health & safety practice into courses, and it often has to be done by employers post-qualification. The review picked up on deficiencies in this area. Some health & safety theory is included in all curricula, but enhancements are required to satisfy modern H&S practices and to ensure that these practices are fully integrated and applied during course delivery.

5. For example a City & Guilds assessment of curricula for Carpentry, Welding and Fabrication, Plumbing and Joinery and Mechanics as part of the EEVT programme.

31March 2014

• Extent of exposure of curriculum content to modern, up-to-date practices, techniques and equipment. While there are gaps across all curricula, gaps are wider with some courses than with others.

• Insufficient emphasis on practical training of up-to date working practices.

Therefore, more work is required across all curricula to bridge common gaps with international standards. Or at least to get programmes to a level appropriate for the Tanzanian industry, and then develop top-up courses to get students to international standards, e.g. practical training, health & safety.

3.3.2.2. Delivery/implementation of programme (workshops, teacher capacity)Even should a strong curricula exist, the quality of its content delivery will determine whether or not a student is able to succeed in their chosen occupation. This section reviews the delivery of the target programmes within the VETA system, through teaching and use of practical workshops, and VETA’s ability to produce qualified graduates, in line with international standards, for the emerging gas sector.

• Quality and use of workshops

While for many of the target course curricula there is a good basis to build on, a main conclusion is that all programmes are very theoretical in delivery. They provide a good foundation for students to understand the practical skills, but are limited in the amount of actual, repetitive practice that is essential in order to master execution of these skills. While VETA has moved to a Competence Based Education and Training (CBET) system, which provides students with a range of courses to reinforce their basic education and gives them wider skills beyond their VET course, significantly less time is currently dedicated to practical workshop lessons. For example, the VETA system review identified an imbalance between time spent in workshops compared to time spent in classroom activity. The consequences are that facilities are underused, and students spend too little time on practical activity – a key component of vocational training. Contributing to this may be issues around resources and consumable materials, staff availability and linear timetabling, which result in workshops lying unused for part of the day. This may be a staffing issue. In the UK, for example, some teachers are employed full-time in workshops while others are solely in classrooms. This trend was not observed in VETA centres that were part of this study, with one programme teacher expected to teach both classroom and workshop activities for a number of student levels.

For the VETA centres visited, there were varying levels of quality and facility set up. This is recognised by VETA, which appreciates the need to modernise certain centres and areas and focus on the occupations that most critically need updating. The direct impact of certain centres having received external financial support (e.g. Lindi) is obvious.

At a general level, VETA’s delivery is compromised by the cost implications of a full CBET system which require the following:

- High quality practical learning and teaching materials. - Up to date and well-maintained technology and equipment. - Capacity building of teaching staff. - Assessment regimes to industry standards.

Equipment required for practical training is critical. Consumables such as welding wire, electrical wires and so on are scarce resources, and if not provided as required will limit students’ opportunities to obtain practical experience.

The VETA system review carried out as part of this research highlighted the following aspects:

- Old and obsolete facilities and equipment. - Equipment which becomes unserviceable quickly because of

absence of dedicated maintenance and repair processes. - Inadequate or no specific learning and teaching materials. - Inadequately trained workshop staff – both teaching and support

(where they exist).

• Quality and capacity of teaching

VETA has had many years of successful human resource management. The organization is well aware of the need to continuously support professional development across different categories of staff: teaching, non-teaching and management. However, many teaching staff who enter the VETA system have come through the same system, often directly after qualification, and therefore have little or no work experience.

VETA operates an established teacher training college in Morogoro – the Morogoro Vocational Instructors Training College (MVITC).All VETA teachers must qualify in teacher pedagogy training at this training centre before being able to teach programmes in the various VETA-owned institutes. The teacher training programme attempts to give staff trainees practical experience in training workshops or in the field and teaching methodologies. However, VETA’s own internal review has identified this as often being inadequate, with equipment and facilities not up to the required standard.

The MVITC has 26 teacher trainers on site, formally educated to a minimum of degree level. However, not all of them have had the opportunity to gain industrial experience. VETA recognises the need to have a centre of excellence at the heart of VETA, and that there is an opportunity for its train-the-trainers activities to lead by example. There is engagement with local industries to help define the curricula of the VETA courses offered, and also to provide trainee teachers with placements to gain some work experience.


There is a recognised need to reinforce teachers’ technical training and re-equip workshops. MVITC has five training workshops on site, which have fallen into disuse for teachers’ training. There are plans to refurbish these workshops and re-introduce practical teachers’ training on site. The intention is to equip the new workshops for the provision of practical training in higher technical skills, such as electrical and welding work. The first workshop is planned to be reopened in 2014.

This assessment observed that teacher training materials and learning materials were available to varying degrees across the visited centres. It appears the varying levels of support provided to the teachers and staff in terms of resources and equipment makes consistency in quality of training difficult.

As discussed in section 3.2.2, VETA faces the challenge that it cannot deliver training up to Level 3 in many of its key regional centres, including Dar es Salaam, Mtwara and Lindi. Hence, although the Level 3 curricula are available and delivered at some of the other centres, the staff only covering teaching training up to Level 2 have little or no experience in delivering training up to Level 3. To expand the geographical coverage of the provision of Level 3 training would require the existing VETA teaching staff to be provided with opportunities to up-skill, both theoretically and practically.

3.3.2.3. Practical work experience of studentsAs indicated in section 3.1.3, the VETA guidance is that of the time allocated to technical training, all of it should be practical, with theory built into workshop activities. In practice, as experienced in the VETA institutes visited, students tend to spend about 60% of their technical teaching time in practical workshop sessions, and 40% in the classroom doing theory. Overall, this amounts to a total of just 36% of a student’s time allocated to practical training. Compare this to what would be expected of students in internationally-accredited programmes, which would be at least 70% of total time spent in practical training, and it’s evident that there is limited time available for students to build the high calibre of technical capabilities required by the industry. Thus the onus on quality of training is even more critical.

A major challenge is the ability of VETA students to get access to practical work experience and exposure to industry, to reinforce the mainly theoretical study learned on VETA programmes. This is something that would be an inherent part of an internationally-accredited qualification.

This is critical, not only to consolidate the practical capabilities of students in their chosen occupations, but also to make the courses visible to the industry and facilitate job matching. In recognition of

24%Trade theory:classroom learning – target 40% of course curriculum

36%Trade practical: workshops training – target 60% of course curriculum

35-40%Generic skills development: English, maths, sciences, entrepreneurship

Figure 7: Student allocation of time available for technical training

this VETA introduced in 2011 a curriculum requirement for students to do field attachments for 2-3 months, in order to pass (without this they would not now be able to pass). Placements are tracked as far as possible by a local student assessor in each Institute.

However, with the industry in its infancy in Tanzania, there are limited numbers of established companies to offer good quality practical experience and few government incentives to participating companies to actively promote such opportunities. Feedback as part of this assessment indicated that students frequently end up in sub-optimal placements with low quality enterprises with limited opportunity for robust practical experience. Good quality placements tend to be limited in scope, are therefore only available to a small proportion of students. This lack of good practical training undermines graduates’ ability to perform to international standards and thus be recognised as employable by the industry.

Despite positive steps to improve dialogue with industry, VETA recognises that finding appropriate industry attachments is a challenge. It is important that VETA receives strong participation from the private sector, so that these opportunities, which are recognised by all as being a critical part of qualification, can be properly embedded into programmes. However, the VETA system review found low levels of engagement of companies to support CBET system in terms of industrial attachments and experience, including apprentice-style approaches.

Currently, many companies do not recognise the potential benefits that offering work placements to students could provide. On the contrary, they recognise the potential costs and risks in terms of health & safety, compromised quality of work, the administrative requirements needed to ensure students are constantly supervised, and so on.

Some of the benefits to a company of a well-designed placement could include:

- Reduced orientation period for new workers. - Opportunities to select the best workers. - Ability to influence the course content, which has an impact on the

rest of the students. - Raised visibility of the company itself, so that people are more

willing to apply for jobs with it. - Low labour cost for the duration of the placement. - As a vehicle for increasing company capacity through the use of

trainees.

An important role of VETA will be to design initiatives, with participation from companies, that address company concerns, and promote the benefits of student placements.

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Table 7: Overview of types of test taken and pass rates for VETA students in Tanzania 2005-2009

3.3.2.4. Quality assurance (Occupation Testing)VETA reports that most students enrolled on gas-related programmes progress to final examination, except for a small proportion,5–7%, who elect to drop out, normally during the first year of study (MoEVT, Technical and Vocational Education and Training Development Programme 2013/2014 – 2017/2018, 2013:15). In order to assure the quality of course delivery across all VETA-managed centres, VETA has the following quality assurance process, although its capacity to implement these actions at all stages is reportedly limited:

- Aptitude testing at entry for all students. - CBET modules and units centrally written (we actually saw trainee

teachers working on this at Morogoro teacher training centre). - External verifiers visiting centres. - A logbook for every student, completed by the students and the

trainers, and inspected by the principal of a centre. - The final summative assessment is based on the logbook – therein

may lie one of the quality issues, depending on how consistently these are completed.

- One thing that doesn’t exist is some form of independent inspection of learning, teaching and the facilities, as would exist in a mature system. This again is likely to compromise quality, if centres are not given advice by independent experts about how to improve.

In addition, VETA has a very structured ‘occupation testing’ (student testing) regime. It has introduced a competence-based curriculum over the past years, and claims now to have a CBET – a competence-based education and training system – in place across its main centres. This is an approach that focuses largely on practical training and assessment of practical skills rather than theoretical knowledge. VETA recognises however that there are still issues of quality testing in some occupations, due to the limited availability of competent ‘testers’, for instance coded testing for welding students. Evidence shows (as presented in this assessment) that there is a serious deficit in practical training and assessment. So, although they have a CBET system in place, there are serious questions to be asked about how assessment and testing are carried out.

Interestingly, VETA has decided to re-introduce grading within their CBET assessment system. This presents some contradictions, particularly in practical assessment. Normally a trainee is assessed as either “competent” or “not competent”. VETA has re-introduced A, B and C grading for CBET. So, this poses the question of what the distinction is between grades, and therefore how competent a graduate actually is. This is important to clarify, as the future reputation of VETA qualifications, and therefore the employability of its graduates, depends on companies being able to rely on the level of competency that the qualification indicates.

In terms of performance results, Table 7 below presents the results from the various occupation test routes between 2005 and 2009. Given the lack of practical training across VETA programmes, and the evidence of students not being fully employable upon leaving VETA, the high pass rates indicate that occupation testing procedures are not as robust as would be expected to meet international standards. This, combined with the tendency to pass poorly-performing candidates, leads to higher results than would be possible with a fully independent and effective occupation

testing system. Feedback from persons familiar with course outputs also suggest that VETA-approved curricula may in practice not be delivered comprehensively, and that the levels of competency imparted across the VETA centres may not be consistent.

Test

Occupation test

CBET NABE

Total number of students taking test (#) (2005-2009)

107,299 38,778 17,094

Pass rate of students taking test (2005-2009)

75.9% 87.6% 92.5%

Percentage change, pass rate of students taking test (%) (2005-2009)

+42.9% ~0.0 +6.2%

(VETA, Tracer Study Report for Graduates of Vocational Education and Training, Tanzania Mainland, 2011: 18)

Consistent with this, employers interviewed as part of this assessment who had encountered graduates directly from VETA programmes confirmed that the graduates had mainly theoretical knowledge, with insufficient practical capabilities. This has led to some companies implementing their own training and testing programmes, independent of VETA, to assure the quality of skilled labour. For instance, two of the occupations at the Mtwara supply base are subject to training and testing to British Standards (BS 7172) for rigging and handling, and American standards (ASME – American Society of Mechanical Engineers or API – American Petroleum Institute welders) for mechanical engineering and welding.

The conclusion we have to draw is that while the ingredients for a robust quality control process, based on practical competency testing, are broadly there, the implementation of this process is undermined by the limited practical delivery of programmes and the gaps in competence-based training and assessment. In other words, the testing approach is too favoured towards theoretical-based training. Unless this situation is addressed, private sector companies seeking to employ graduates in these occupations will increasingly rely on alternative qualifications to reassure themselves that the personnel they take on are fully competent.


The challenge faced by students, particularly in the gas sector, is that as long as these qualifications are not considered good enough to meet international standards, then they will automatically not be regarded as sufficient to gain access to employment. This was confirmed by companies that participated in this assessment. The overall effect is that the qualification is diluted, so that even students with the qualification in the required occupation are not considered employable.

A well-functioning testing process would ensure only competent students were certified, which in turn would clearly set the quality requirements that would inform individual VETA training centres where improvements in the quality of training were required. This has the advantage of a) reassuring companies that graduates are at the required level, and therefore increase the incentive for them to employ directly from VETA, b) raise the visibility of VETA qualification to companies, and c) raise the visibility of VETA as a viable route to employment, thus encouraging more capable students to enter VET.

3.3.3. Options for addressing quality gaps

GOALS: INCREASE LEVEL OF PRACTICAL TRAINING TO 70-80% OF PROGRAMME CONTENT and ENSURE ROBUST ACCREDITATION PROCESS FOR GRADUATES.Given the links between the various elements of delivery, there are several cross-cutting options that will help to address different gaps simultaneously. The following list presents a number of initiatives that should be considered:

• Integration of formal health & safety training into curricula and implementation: Review the current standard approach to health & safety in VETA workshops and classrooms, if it exists. Design and develop health & safety education and training that can be incorporated into the existing curriculum and its delivery.

• Offer teaching staff a short course in current workshop health & safety practice: One Tanzanian employer referenced NEBOSH (National Examination Board in Occupational Health and Safety) training as a possible model for pre-employment health & safety training. This would also be suitable for teaching staff. Although a British-based organisation, currently over 30,000 candidates in over 80 countries take NEBOSH examinations annually, and many of their qualifications are now internationalised. A first-level NEBOSH certificate course lasts 5–10 days, including the examination. More advanced courses are longer, with a significant proportion of work-based practice.

• Developing/acquiring learning and instructional materials for students which they can use with limited supervision: In some VETA centres it is difficult to find good quality learning materials. Where they do exist, they are often several years old and not appropriate to industry best practice. The advantages of developing good learning materials include reducing the dependency on a

teacher’s personal and often outdated knowledge of the subject they are teaching. It also gives students an opportunity to work on their own or in groups on practical activities in the workshop, thus freeing up the teacher to focus on those who need most support.

• Staff work placements: Two options are possible here. The first would be to find trainee teachers work placements in suitable companies for short periods of practical, hands-on experience. The second would be for VETA regional centres with more up-to-date workshop facilities to be accredited as skills training centres for teachers, as part of a more robust CPD programme.

• Strengthening use of workshops: Re-organizing timetabling would give students more time in workshops, and could offer opportunities to deliver apprenticeship-type programmes with industrial companies, while still using essentially the same curriculum. In addition, employing workshop assistants with real life practical vocational backgrounds, who could be dedicated to the workshops to support practical training and enable a higher throughput of students.

• Industry participation: Develop a clear and defined mechanism for industry input into VETA programmes, to help address all aspects of quality as identified above:

• Curriculum design - Advise on expectations of industry and help to identify gaps in content.

• Industry orientation - Provide industry orientation and induction early in the vocational training programmes, to educate about industry-specific opportunities and career paths, and manage expectations regarding opportunities for jobs and requirements.

• Delivery - Advise on workshop requirements to satisfy more modern-day working practices, provision of training materials (e.g. simulation case studies), and practical training opportunities for teachers to improve their teaching ability.

• Practical experience - Enhance level of industry-based training throughout the study period through the co-design, with industry, of industry placement programmes to increase graduates’ exposure to hands-on experience and practical training. Early discussions with employers have indicated that some sort of partnership apprenticeship scheme would be welcomed, particularly in a sector such as construction. Where substantive placements are not possible (e.g. due to limited numbers of placements available), ensure students are able to get some exposure to the industry. For example via visits, short internships, and so on. Supplement this with real-life practical scenarios (e.g. simulation practicals) in updated workshops.

• Outreach to companies to motivate them to participate.

• Quality assurance: VETA is giving much consideration as to how best to give companies the assurance that they require around competency, ranging from adopting international certifications, to collaboration or accreditation with international certifying organizations (e.g. City & Guilds).

35March 2014

3.4. Requirement 4: Matching VET graduates to employment opportunities

Accessing employment

Work ready students matched with employment opportunitiesStudent equipped with appropriate softer skills to make them prepared for workplace. Institutional mechanisms in place to facilitate pathways from training into employment.

3.4.1. Baseline context

This section analyses students’ ability to secure employment. The employment potential of VETA graduates provides a useful indicator as to the current effectiveness of training. From secondary-sourced data involving a sample of students who had completed their training between 2004 and 2009, the employment rate for VETA graduates was 66%, including both self-employment and regular employment. Of these, only 43% were in formal paid employment, which is approximately 28% of all VETA graduates. Reasons for being out of work given by respondents are indicated in the table below. ‘Attending training’ scores highest, indicating that there is a need for further training once students graduate in order to meet market demand (VETA, Tracer Study Report for Graduates of Vocational Education and Training, Tanzania Mainland, 2011: 20).

Given that only 28% are able to get paid employment on graduation, and that the numbers of companies in the industry are currently limited, this poses a significant challenge to the employability of graduating students.

Table 8: Reasons for being out of work, Tanzanian VET students 2005-2009

Reasons for being out of work Male Female Total

Attending training 47.5% 33.6% 41.8%

Lack of resources to start self-employment and confidence

22.3% 32.1% 26.3%

No demand for the trained skill area/trade/course

19.2% 13.7% 15.8%

Housework 2.5% 11.8% 6.3%

Not receiving expected salary/wages

5.4% 2.7% 4.4%

Other external factors, in seasonality

2.6% 3.3% 2.9%

Health reasons 0.5% 2.7% 1.4%

Source: VETA, Tracer Study Report for Graduates of Vocational Education and Training, Tanzania Mainland, 2011: 22.


In a mature VET system, the most important success factor is full-time employment of a graduate in the occupation in which they have trained. However, the UK has other measures of success such as moving onto higher level training or moving into a job that offers more training.Essentially there are three groups of trainee attending trade programmes in a UK institution:

1. School leavers who have chosen to training in a particular trade and also in this group are mature returners who have chosen to train for a career change

2. Unemployed people who are on government or industry-sponsored apprenticeship programmes

3. Employed people who are sponsored by their companies to come to college as part of their vocational training. Many of these people are trained in the workplace, although colleges become involved in the formal assessment of the workplace training.

Colleges work closely with employers and employment agencies to advise on securing employment for graduates. Some students are employed during their programmes and move into a workplace training environment while also coming back to college for one day per week for the classroom work.

3.4.3. VETA Assessment

3.4.3.1. Immediate employabilityOf those who are able to find paid employment, a recent study indicated that many employers (46%) reported that it takes a further 3 to 6 months after employment for a fresh VETA graduate to be able to carry out all required work tasks unsupervised. In other words, to be at the level they were expected to be at graduation (URT, TVETDP, Situational Analysis Report, 2013:17). This finding was confirmed by all private sector participants in this assessment – underlining the need for graduates to get more exposure to industry and practical training in order to master vocational skills in target occupations. Companies surveyed – for instance those in Mtwara – demonstrated a commitment to local Tanzanian recruitment. At the same time they accepted the need to factor in additional training for VETA graduates in order for them to become competent. Of course not all companies are able to provide this on-the-job training, and will demand that VETA graduates find practical work experience to bridge this gap before they are accepted as employees – this is consistent with feedback received. Often, even graduates who succeed in finding work experience prior to employment require additional training and/or supervision to enable them to undertake the required tasks to the required standards. This of course comes at a cost to the company, both financially and administratively. It also adds an additional risk dimension in terms of health & safety and quality of work performed, which in turn limits the numbers that could be employed in this way. This is therefore not a sustainable route to maximising local employment, especially as intensity and complexity of activities increase, a situation which increases the need for capable, quality workers.


3.4.3.2. Professionalism and softer skills requirementsA challenge mentioned by all private sector participants in this assessment was graduates’ limited professional acumen. This was said to limit productivity and undermine the critically-important health & safety culture required by the industry. Some key skills that were mentioned as being critical for successful employment included effective time management, integrity, honesty, sense of hard work, and working without being supervised. This again is compounded by the lack of practical experience, during which time many of these softer skills would be developed. However, even in the absence of practical training, vocational training institutes can be part of addressing this gap, by building in elements of standard course delivery that make their graduates more attractive to the labour market.

3.4.3.3. Leaving support for graduatesFrom secondary-sourced data (involving students during the period 2005-2009), self-employment has been found to be the area that occupies a large proportion of VETA graduates (33%). This appears to be a consequence of a number of factors: limited numbers of private companies offering formal employment opportunities, the difficulties in setting up new businesses, and a preference by graduates to be self-employed in order to avoid having to pay back substantial loans built up through an educational career. A number of industries, including those most relevant to the oil & gas industry, such as civil and industrial construction, appear to favour labour force models relying on the self-employed. This is in order to provide flexibility, particularly in an uncertain market. However, in reality, it is understood that with limited practical support upon graduating, the chances for securing self-employment positions are very limited.

The majority of VETA graduates who are not employed give three reasons: lack of start-up capital, work location, and inadequate entrepreneurial skills. This implies that if these issues were addressed, more graduates would join self-employment (VETA, Tracer Study Report for Graduates of Vocational Education and Training, Tanzania Mainland, 2011: 13). VETA is making efforts to address entrepreneurial factors by focusing much more on it in the curriculum.

VETA is in the process of finding more ways to support leaving students, although there are resource constraints.Amongst the respondents during this research, the entrepreneurship training elements being embedded into the VETA curriculum have been positively perceived.

3.4.3.4. Visibility of graduate pipelinePrivate sector respondents noted the limited visibility of VETA graduates, their skills and the programmes of study, highlighting limited marketing. As suggested by the ATE in their recent Skills Development Assessment, better ties between TVET graduates and the private sector could be developed through, for example, online national job boards and improved career placement services (ATE, Skills Development Assessment, 2011:7).

VETA is putting efforts into understanding how students go about landing jobs, with the intention of increasing the chances of securing employment. An example is a comprehensive Tracer Study Report for Graduates of Vocational Education and Training completed in 2011, from which some of the details presented here are derived.

3.4.4. Options for addressing challenges in matching graduates to employment opportunities

Some options for addressing the challenges students face when it comes to employment include:

- Recruitment: Provide more focused recruitment events towards the end of students’ studies, where companies can better connect with graduates and vice-versa.

- Marketing orientation: Facilitate central visibility of numbers of students/graduates in the various centres and occupation programmes. Industry would encourage VETA to increase its marketing, for example by having a dashboard view at central level for easier identification of potential recruits, where they are and what they study.

- Enhance professionalism: Emphasise importance of professionalism and personal conduct, to reinforce the mindset of graduates. This would ideally be delivered throughout the various classes and modules, and be tested during the industry placement,

- Post-graduation top-up courses: Consideration should also be given to the introduction of specific post-VETA specialist top-up courses to supplement VETA training. For example, with fitter mechanics, this could be focused around specific types of heavy plant and equipment that would be in use in the gas industry, such as pumps, turbines, boilers, heat exchangers, refrigeration compressors, and so on. More able graduates would be selected for these programmes.

37March 2014

3.5. Summary of challenges to ensuring VET delivery meets emerging industry demand

The diagram below summarizes the gaps to international standards.

Figure 8: Overview of VETA system and student performance

Matching VET graduates to employment opportunities:• Graduates require 3–6 months additional training to be employable by industry.• Need to strengthen professionalism and soft skills.• Graduate pipeline not visible to companies.• Limited support to graduates to help them find employment.

Educational preparedness of enrolled students: Low educational background: 35-40% of programme devoted to addressing these gaps.

Availability of target occupations: Most occupations have corresponding VETA programmes. 6 out of 10 are widely offered, but most only to Level 2. To date entry to all courses has been rotational - every 2-3 years

Programme quality:• Curricula largely theoretical. Strengthening required to achieve

international standards.• Only 60–65% time devoted to technical training.• Limited practical experience of students• Students take longer to complete training.• Certificate not recognised by companies

Rejected applications

Drop outs~5-7% of enrolled students (3)

Out of work~34% of graduate VET students (4)

Out of work~34% of graduate VET students (4)

Out of workOut of wich: • 42% attend

further training (5)

Secure JobsOut of wich: • 50% self employed• 43% Paid employment• 7% employed

without pay (4)

Below Standard VII

Completed Standard VII

CompletedFormIV

AboveFormIV

VETAEnrolment ~15% of local number of applicants

Rejects ~85% of total number of applicants (2)

7% 41% 43% 9%

Note: Identified gaps/needs highlighted in red.

39March 2014

4. Efforts being made to address these challenges/gaps

To learn from past experiences, this section has sought to comprehensively map the activities supporting the VET system in Tanzania. The focus of the mapping was on current or where possible future plans, supporting the government VET system in preparing students for the oil & gas sector and related industries. As many initiatives as possible have been included. However, it’s acknowledged that there are many more initiatives and actors who have supported/are supporting this area or wider directly-related areas (including primary and secondary education and policy development), which have not been included.

The following sub-sections assess the scope and coverage of these initiatives to address needs at macro level (ie nationwide, policy) and micro level (individual VETA institutes). Each of the initiatives has been categorised according to the critical aspects of international standard VET programmes, consistent with the analysis in Section 3. The analysis at both levels provides some insights into the extent to which identified gaps are being effectively addressed. Descriptions for each initiative are included in the Annex.


Table 9: Summary of VETA initiatives being designed to address gaps outlined in section 3

Challenge area Steps taken by VETA to address gaps

Availability of courses - Plan to construct 4 new centres in regions currently lacking VETA centres (gap due to recent change in numbers of regions in 2013).

- Creation (including construction where required) of VETA centres in each district across the country (130 districts). These will address local needs (whereas regional centre will address national priorities). 26 district centres already under development.

- Plans to strengthen availability of motor vehicle mechanics and carpentry programmes in 28 centres as part of the 5 year TVETDP plan. However, VETA recognises a significant infrastructure challenge regarding tools and equipment to satisfy this goal.

- Plans to introduce double sessions at Level 3 for some programmes, to enable VETA centres to offer programmes to Level 3. This would comprise rotation by students between training in the centre and practical work placements with companies, in order to maximise capacity.

- Reducing time student spends at each level to 1 year (rather than 2 years for some courses at either Level 1 or Level 2). However, care needs to be taken to a) ensure sufficient educational preparedness of students to cope with a shorter course, and b) ensure sufficient capacity of teachers to deliver curriculum content to required level in shorter timeframe.

- Introduction of open/distance/audio learning. - Plans to introduce new courses in scaffolding and steel fixing.

Student preparedness for training programmes - Plans to introduce a prior learning assessment to support student entry, by means of an “Entrance Aptitude

Test” to recognise a student’s existing experience and capabilities. This will enable both educational background and practical experience to be considered for entry.

- Plans to introduce competency streaming, where students are grouped according to educational proficiency, so that they can proceed at their appropriate pace.

Quality of programme - Overall: Reducing time students spend doing generic training to 35%, with remainder spent mainly in workshops, to deliver in a more practical way both practical and theoretical training.

- Curricula: Plan to undertake comprehensive review of curricula to bridge gaps to international standards - Quality of teaching: Centrally-developed separate syllabus for teachers to focus on health & safety and

preventative maintenance. - Quality of workshops: Plan to modernise 25 existing workshops over next 5 years. Practical work

experience: Looking to introduce apprenticeship system more widely – but this will be on the back of the initiative outlined above. Wider roll out will not be before 2016.

- Occupation testing: VETA considering options available to provide more robust assurance over qualifications – either to introduce new certifications or to collaborate with recognised accreditation organisations (such as City & Guilds), to strengthen the quality of VETA qualifications (preferred option).

Matching graduates to employment - Planned enhancements to entrepreneurship training.

- Exploring mechanisms to improve graduate visibility to employers. - Planning to improve data collation systems at centre level, to be able to track performance during and post

training (e.g. tracer studies).

Source: VETA, April 2014

4.1. Efforts by VETA to address gaps centrally

VETA is aware of the constraints and challenges facing its system in delivering quality vocational training, as well as the efforts being made by various actors to address some of the gaps. VETA has its own plans in place to introduce initiatives centrally to address some of the gaps identified –some of which have been prompted by the findings from this assessment. This indicates a committed and responsive management team.

The table below outlines the various initiatives being considered and/or implemented by VETA around the categories of challenges as per Section 3, and the likely quality implications of gas-related programmes.

Clearly there is a lot of effort being made to expand the capacity of VETA to absorb more students to meet the aspirations of the TVETDP, but there are also initiatives being considered to address some of the quality gaps as identified in this assessment. There are still some remaining gaps that need to be addressed in parallel, in order to ensure that tangible improvements in quality can be achieved in the short term.

41March 2014

Table 10: Mapping macro-level initiatives

4.2. Third party macro-level initiatives

Table 10 maps the macro-level VET initiatives that are currently being implemented in Tanzania. The columns of the table categorise these initiatives according to the key components of international-standard training, as set out in Section 3. For more detailed information on these initiatives, see Annex 6.

Table 10 shows that several initiatives have a similar scope and may be duplicative, for example the various research activities being undertaken. While research is needed to critically analyse the situation and to identify potential solutions, more needs to be done to ensure the different research projects do not overlap and instead add to the body of evidence. Similarly, more needs to be done to ensure that this research is applied and informs current and future initiatives.

Equally, there are several critical gaps – areas where there are few or no initiatives taking place to support VETA centrally in terms of policy/procedures, central technical support, monitoring and evaluation, quality assurance, coordination and decision making. These span

Source: VSO/ BG study

Type of support provided

Rese

arch

Educ

ation

al p

repa

redn

ess

Avai

labi

lity

of co

urse

s

Programme quality: International standards Graduate employment

Initiative

Curr

icul

um d

evel

opm

ent

Teac

her t

rain

ing

Infr

a-st

ruct

ure

equi

pmen

t; fa

ciliti

es

Prac

tical

trai

ning

Qua

lity

assu

ranc

e /

testi

ng

Softe

r ski

lls

Labo

ur m

arke

t lin

kage

s

Macro, VETA wide initiatives

Gas sector skills assessment (to inform future support)

World Bank

NORAD

Strengthening gas related VETA courses to industry standards

Tz LNG / VSO / VETA Ministry of Education / VETA led ‘Gas sector strategy’ development

Loan Support to TVET expansion plan

AfDB

Labour market analysis tool

ILO

most of the areas, but notably they’re in curriculum development and enhancing practical experience. The AfDB supported loan is intended to deliver on aspects of the TVETDP, in particular to its overall objective of significantly increasing the numbers of students undertaking VETA courses. Therefore the main thrust of this initiative, yet to be fully defined, appears to be to support capacity expansion. This would happen through the construction of additional centres, and through the introduction of additional courses in existing centres, aligned with VETA plans outlined in section 4.2.

Conclusions from this assessment show that the first priority in the effort to increase the employability of students is to improve quality of programmes across all the elements indicated in the table above. However, the patchwork of macro-level support currently being implemented falls short of providing the national VET system with sufficient support to achieve this.

As well as the initiatives listed here, there are several actors considering providing support in this area (for example EU, SDC). However, they are at early stages of scoping. If appropriately directed, this would provide a strong opportunity to tangibly improve parts of the system where gaps have been identified.


Both of the points raised above would indicate the need for greater collaboration and knowledge-sharing among existing initiatives, as well as among organizations intending to enter the sector. Through a coordination mechanismfor sharing learning and outcomes of research, all initiatives will become more effective. This requires initiatives to be more collaborative and less competitive in nature. Stronger coordination on knowledge-sharing will mean new initiatives build on existing ones and do not duplicate what has gone before. It should also lead to critical gaps being addressed.

4.3. Third-party micro-level initiatives

At micro level, there are several positive and impactful initiatives being implemented across the four VETA centres in Moshi, Lindi, Mtwara and Dar es Salaam. These are summarized in Table 11, and categorised again according to the key components of international-standard training (consistent with Section 3). Annex 7 provides further details.

Type of support provided

Rese

arch

Educ

ation

al p

repa

redn

ess

Avai

labi

lity

of co

urse

s

Programme quality: industry standards Graduate employability

Initiative

Curr

icul

um d

evel

opm

ent

Wor

ksho

p, fa

ciliti

es

Teac

her t

rain

ing

Prac

tical

exp

erie

nce

Qua

lity

assu

ranc

e /

testi

ng

Softe

r ski

lls

Labo

ur m

arke

t lin

kage

sMicro, geographically focused initiatives at existing VETA centres

Moshi / Arusha E for E: CIDA & ACCC

Moshi IMTT (mining companies, TCME)

Electrical, welding, mechanical fitting, diesel engine maintenance

Lindi / Mtwara EEVT (Tz LNG/VSO)

Electrical, welding, carpentry, MV mechanics plumbing / pipefitting

Mtwara Petrobras Electrical, welding mechanics, painting

Dar / Moshi Apprenticesh ip program (HWK)

Electrical

3 centres KOICA

Various JICA

The micro-level initiatives specifically target the vocational occupations that this assessment has identified as particularly relevant to Tanzania’s emerging gas sector. It is noticeable that these initiatives include a range of different types of support that cross all of the critical areas identified by the VETA system review. This suggests that the design of these initiatives is based on a good understanding of the areas that need improving. Interestingly, most of them have been driven by industry demand for these skills, and are subsequently supported by companies that are seeking these skills types now and in the future. This compatibility with industry demand is a critical element underpinning all aspects of programme quality.

The initiatives reflected in Table 11 are generally perceived to be positive and impactful. They provide a stock of knowledge on what seems to be working and on which further initiatives can build.

Table 11: Mapping micro-level VET initiatives

43March 2014

4.3.1. Approach and impact

Each of the micro-level initiatives applies a different methodology to achieve similar objectives. This provides a diverse testing ground for piloting different approaches, and should form the evidence base for future initiatives. Learning from these initiatives could also be the starting point for addressing the gaps at macro-level. Also, successful elements of their implementation at individual centre-level could be scaled up where appropriate, to improve the quality of TVET nationally. The key observations are:

1. The IMTT programme, delivered in Moshi, and the EEVT programme, delivered in Mtwara/Lindi, work within the established VETA system. They apply different approaches to work with existing resources (curriculum, teachers, facilities, etc), and aim to support the existing system to enhance the quality of training in some of the gas target occupations. While these initiatives are relatively new, there is already some evidence of success. For example, the enhanced curricula are being strengthened to meet industry standards, teaching methodologies are being improved, workshops have been upgraded, and links to industry are being strengthened. All these are key ingredients in enhancing the overall quality of training, with the result that students become more employable on graduation. For the IMTT project –the more mature of the two initiatives, having started in 2009 – these improvements are beginning to deliver tangible impacts. As of July 2013, 90% of students (155) had achieved a successful pass rate and graduated, with 90% of these (140) gaining employment with sponsor companies. The lead time between start-up and first impact was 3 years, which reflects course duration. This needs to be considered in any initiative of this type.For the EEVT programme, which began mid-2012, impacts are also visible. Target outcomes are expected at the earliest by mid-2015. Some of the impacts to date include:

- -Modernisation of workshops, where possible simulating real-life working environments, with more focus on timetabling to ensure more effective use. KPIs already show dramatic improvement in the practical training in the 6 occupations.

- Participation of international accreditation body – City & Guilds – to advise on gaps to international standards. Many of the teachers are already in the process of achieving international accreditation for their standard of teaching. Improvement in student performance is evident.

- The level of English of 12 teachers improved to level 2 international certification.

- An Industry links component has been launched, which will comprise local and international companies exploring the best ways to ensure active and continued participation in VET training delivery to enable a wider pool of available local skilled workers.

- Speech laboratories to improve the English skills of teachers and students are in the process of implementation.

- Health, Safety and Environment procedures have improved as an effect of teacher training by City & Guilds and VSO.

2. A notable observation from the IMTT programme is that it is split into three broad components. Students spend 1 year on theoretical training, 1 year on practical training, and 1 year on an industry placement. This model suggests that the theoretical content in a 3 year training programme should be limited to 1 year, balanced against practical training and industry exposure. In contrast, the current VETA-run programmes, which also run for 3 years, predominantly contain theoretical content. This suggests that existing VETA programmes could be condensed into 1 or 2 years, which would then increase the capacity of VETA Institutes to absorb more students.

3. The IMTT programme attributes part of its success to the pre-testing of students, including both academic testing and some physical testing such as dexterity. Only competent (ie those with appropriate educational background and ability) students are accepted onto the programme, which minimises the challenge of poor performance due to poor educational preparedness, and means that students can spend more time focusing on technical content. The IMTT programme includes basic generic training at the beginning, including health & safety training, before students then branch off into their selected field of training.

4. The Petrobras programme is a post-VETA initiative that provides a top up to VETA training. It takes the 50 most promising VETA Level 2 or 3 graduates from the Mtwara VETA centre and provides them with 3 months of intensive training using the most modern tools, equipment, PPE, training materials, and the most experienced internationally-trained teachers. This top-up training supports students’ practical experience in 4 occupations –electrical, welding, mechanics and painting – with the objective that, by the time they graduate after three months, students will be considered fully employable at an unsupervised level.

To date, two rounds of this type of training have been provided. It is said to have resulted in 80% of the participants gaining employment, or becoming self-employed, upon graduation. This provides an alternative model for enhancing qualifications to international standards through short-term interventions. It builds on the existing VETA qualification which falls short of international standards due to limited opportunity for practical training. Such an initiative provides a fast-track way of addressing this shortfall. The main drawback of this approach is its cost per person. Each training round costs US$500k, which means US$10k per participant, a level far in excess of standard VETA fees.

5. The Hamburg Apprenticeship programme uses the practical training element as the starting point. Apprentices join participating companies and spend 3 years working in the company to build practical experience, with periods of intensive training at Dar and Moshi VETA institutes. Like the Petrobras programme, this provides an opportunity to train additional students at the respective VETA centres, minimizing pressure on existing resources. Upon completion of the apprenticeship programme, all students are expected to be hired full-time by the participating companies. This provides a very structured way of matching demand with supply. Obviously the scope of such a programme will always be limited to the numbers of companies able and open to participate in it. Currently there are 51 apprenticeships on the programme, and programme expansion will


be considered once the first batch of students has completed the programme, after three years.

6. The ACCC initiative pairs target VETA institutes with TVET colleges in Canada, with the aim of providing a mentoring/peer learning approach to enhancing the quality of programme delivery. The recently completed ACCC programme did not focus on gas-related occupations. However, the new programme, which has just been approved, will have a substantial gas related component. This programme has a sizeable budget and provides significant scope for building on the aforementioned initiatives, to ensure that it can complement and replicate what works to maximise impact.

4.3.2. Technical and geographical coverage

The existing micro-level initiatives face three limitations in relation to their technical and geographical coverage:

1. The various programmes cover a range of occupations, 5 out of 6 of which are widely offered across the VETA-owned centres. There is significant overlap of the programmes supported, which makes consolidation and scale-up all the more difficult. For instance, the welding programme supported by the EEVT programme aims to satisfy City & Guilds equivalent accreditation, whereas IMTT aims to meet South African/NACTE accreditation, and Petrobras a Brazilian equivalent accreditation. Most of the occupations covered are only offered up to Level 2, with the exception of the IMTT-supported welding programme.

2. There are some occupations – identified as key for the gas sector

– which are missing. For example, masonry and bricklaying, heavy equipment operation, scaffolding and road construction. Of these, only masonry and bricklaying is widely offered across the VETA-owned centres. New and existing initiatives could focus on previously unsupported occupations.

3. The existing projects have a limited geographical scope. Four of the occupations supported by the micro-initiatives (welding, electrical, mechanics and carpentry) are delivered across 17 VETA owned centres. However, the existing initiatives are confined to four centres (Moshi, Mtwara, Lindi and Dar es Salaam). Two of these centres – Moshi and Lindi– are themselves quite limited in programme scope (they both only offer 4–5 of the 10 target occupations). This provides significant scope for these existing initiatives to be expanded to support other centres and programmes, replicating existing approaches that build on lessons learned.

4.3.3. Scalability

As with the macro-level initiatives, there is a need for greater collaboration. Several initiatives take place within the same centre, but cross-fertilization is not as good as it could be. More generally, there is no mechanism for sharing learning and success factors that could be applied to, and would potentially improve, each initiative. In addition, if every initiative shared common KPIs on graduate employment, income and so on, it would allow for easier comparison between the effectiveness of each.The table below outlines some of the key characteristics of each initiative, to enable a simple consolidation of approach versus impact.

Table 12: Characteristics of each initiative

Initiative Estimated cost/ student

Reach- no. centres

Industry involvement

Numbers of target occupations

Duration Numbers of students (per year)

Impact

IMTT US$2,500 1 Yes. Mining companies

4 3 years Annual enrolment= 100. 300 per year in total.

90% in employment (140 graduates) as at July 2013.

EEVT US$2,200 2 Yes. Tz LNG plus others supporting

5 3 years Annual enrolment = 80. 250 per year in total.

On track for improving quality to international standards in selected occupations – results expected 2015.

Petrobras US$10,000 1 Yes. Petrobras.

4 3 months per phase.

50 per phase. 80% of trainees either employed or self- employed.

Hamburg- apprenticeships

Main costs borne by participating companies.

2 Yes.Participating companies.

3 (of which only 1 is a target occupation).

3 years 51 apprentices for 3 years/full time employed.

Direct route to employment – first qualified skilled experts spring 2016.

Total More than standard VETA fees.

4 separate centres

6 distinct occupations.

3 months to 3 years.

Supports 650 in training per year.

45March 2014

It’s important to note that these initiatives demonstrate the possibility of increasing capacity without building new centres. For example, the Integrated Mining Technical Training (IMTT) programme at VETA Moshi has combined targeted investment with a radical reform of the curriculum to deliver a huge increase in capacity within the existing infrastructure. The programme occupies 20% of the physical footprint of the centre, and employs approximately 20% of its teachers, but trains at least half of the total students on the site.

However, overall the total number of students supported across all micro-initiatives is 650 per year, which backs up the case for future investment to be targeted at scaling up early successes as well as looking at new initiatives. Without collaboration and co-ordination, micro projects will produce only hundreds rather than the thousands that the market will require.

Common challenges to scalability:

• Government bureaucracies – e.g. procurement of new equipment, consumables for workshops.

• Quality of teachers – critical.

• Availability of consumables.

• Availability of companies to provide good quality practical work placements.

• Labour market matching – capacity of third-party organisations such as TCME.

4.3.4. Key observations

• Additional but targeted investment is required to enhance quality, particularly to achieve shorter-term results.

• Lead times are long working within the current system – at least 3 years being required before results. Therefore, to meet emerging demand, the likely need is for a combination of all types of approaches, to bridge the gap and push students to the required level.

• With regard to the common learning from the IMTT and EEVT programmes, there is the need to consolidate and upscale to additional centres. This is a key point, provided collaboration and co-operation are possible. Up scaling has two elements – geographical (other centres) and occupations (applied to other core disciplines).

• Industry participation is critical to help match demand with supply, especially through a modern, fit-for-purpose programme (curriculum, facilities, teaching), and the provision of practical experience and exposure.

• There are inherent limitations to up scaling to achieve more widespread improvements in quality across the system, such as lack of companies to absorb students for good quality practical work placements. The existing micro-initiatives provide a strong basis for understanding of what does and doesn’t work on the ground, but examples and ideas from other mature VET systems should be captured and tested, to help bridge some of these inherent gaps. Where good quality work placements continue to be limited in availability, consideration should be given to alternative forms of quality practical experience that could be offered to bridge this gap.

47March 2014

5. Conclusions and Recommendations

This collaborative assessment has identified gaps between the quality of target gas-related programmes provided by VETA (as per Section 2.3.2) and that required by the international gas industry. At the same time it has also identified opportunities for strengthening existing VETA programmes to improve the employability of graduates in the emerging gas sector as it evolves over the next few years and beyond. The research presents the students’ journey through the educational and VET system, seeking to understand their backgrounds, their success in securing jobs, and any factors that can impact on their employment


5.1. Overall gaps to international standards in gas-related programmes

Table 13 summarises the assessment findings and presents an overall comparison of VETA gas-related programmes to international standards.

A critical finding is that whilst there is a need to expand the capacity of VETA to absorb a greater number of students and to expand the qualified labour pool available to the emerging industry, it is QUALITY which is critical in the shorter term to achieve the goal of improving the employability of students. Currently, 5,500 students currently undertaking target courses in the VETA system will not be adequately equipped to get jobs in the emerging international gas industry due to quality constraints, and statistics show that graduates are not easily finding jobs in existing domestic industries even where it is clear that demand exists.

The inter-relationship between quality and capacity means that many initiatives to improve quality have the impact of automatically increasing capacity (e.g. better equipped workshops will enable more intense usage by a greater number of students). In addition, as the

Table 13: Overview: quality of VETA versus industry standards

International industry standard requirements

VETA

Availability of target programmes

Demanded programmes available in right quantity and geographic locations to meet demand.

• weak mechanisms in place to assess industry demand in terms of skills types and numbers of people required

• 6/ 10 target programmes widely offered across VETA; but some gaps- scaffolding not offered, some programmes (e.g. plant operator, road construction) only offered in a few centres.

• Very few programmes offered to level 3- level necessary to meet basic international standards.

Education preparedness Good levels of attainment and qualifications from school, especially in literacy, numeracy and science, and technical subjects. Form 4 education or equivalent.

• 48% students have primary level education only, but this proportion appears to be gradually falling.

• Serious weaknesses of enrolled students in maths, science and English communication skills.

• Significant time (between 35-40% of student’s time)needs to be devoted to improving foundation skills during VETA programmes,at the expense of essential practical skills training.

Programme quality Strong focus on practical, industry-relevant, skills-based training in terms of time spent and competency-based training methods. Practical training that meets real workplace standards, with exposure to industry throughout.Industry-recognised certification.

• Student spends only 60-65% of time on technical training due to time required to focus on foundation skills teaching.

• Gaps in international standards in curriculum (e.g. HSSE) and facilities (e.g. modern workshops, equipment, materials).

• Limited practical proficiency and experience among teaching staff.• insufficient practical and work experience of students during VETA

training programmes.• Teaching and learning materials constraints.• Low industry-specific exposure and orientation.• Insufficient quality assurance process due to lack of robust

accreditation process.

Matching graduates to employment

• Graduates can work independently and are able to cope in the workplace without further basic training.

• Graduates demanded by industry due to quality of training.

• Graduates require 3–6 months further training.• Professionalism and softer skills requirements.• Lack of support to graduates at leaving level.• Low visibility of graduate pipeline (from employer point of view).• Limited recognition of VETA qualifications as sufficient to meet

industry requirements.

impacts of better quality programmes are seen ie through increases in the employment potential of students, this will help to raise the visibility of VETA as a valid career path to employment, encouraging more able students will apply, leading to an immediate improvement in performance.

A critical and common theme is industry links to all aspects of vocational training design and delivery. Curricula need to reflect industry demands and adapt to the latest industry practices. Workshops need to simulate real workplace situations, including using the most modern equipment and techniques. Teachers and students alike need to have practical experience and industry exposure, ideally embedded as part of the course delivery.

Once the quality of programmes is assured, via a robust trade testing system, and industry demand for specific trades is better understood, then it will be critical to ensure sufficient availability (capacity) of these quality programmes to meet industry demand.

49March 2014

Table 14: Summary of options for improving quality in target gas sector related programmes and efforts being made to address these

Note:green indicates that planned efforts, if implemented effectively, have the potential to sufficient ly address identified gap; Yellow indicates some existing/ planned efforts, but scope is not sufficient to fully address gaps; Red indicates that no existing/ planned efforts being undertaken to address gaps. Remaining actions required to satisfy the identified need are included in italics.

Recommended initiative Status

AVAILABILITY OF COURSES: Target- ensure that availability of appropriate programmes in the required geographic locations to meet emerging industry demand

1 Mechanisms to assess industry demand so that portfolio of programmes and geographical scope of delivery can be adjusted accordingly.

Plans to enhance labour market survey units at VETA zonal level is ongoing; Industry linkages element of the EEVT programme in Mtwara and Lindi will provide important insights which should be built upon at the central level.

Draw from international examples to identify best approach/ mechanism.

2 Development of new programmes to satisfy emerging industry demand, where programmes don’t currently exist.

Specific interventions to inform learning: IMTT programme- repackaged and redesigned programme to meet mining industry needs;Nationwide intervention: On the basis of this study, VETA looking to introduce scaffolding and gas sector specific programme into their programme portfolio. May be supported by AfDB programme.

3 Expand existing programmes to more centres to satisfy industry demand, particularly those for which curricula exists but are limited to only a few centres (e.g. plant operator, road construction)

VETA plans to strengthen availability of Motor vehicle mechanics and carpentry programmes in 28 centres over 5 years.

Other target programmes should be expanded across key centres, where demand most likely to be generated.

5.2. Summary of options for addressing gaps to meet international standards

The table below outlines detailed options for addressing key quality requirements for target programmes. The table acknowledges efforts already being taken and planned by VETA and third party organisations, and identifies other actions required to close gaps to meet international standards.

The table indicates the following:

- Strengthening capacity - Target - ensure the availability of appropriate programmes in the required geographic locations to meet emerging gas industry demand. Sizeable efforts are being channelled by the Government in this area as part of the overall TVETDP strategy. Existing efforts will be expected to make good progress to address capacity constraints. However care will need to be taken to ensure that a) interventions are fit for purpose for the emerging gas industry and b) that interventions don’t further undermine the quality of training delivered.

- Educational preparedness - Target - reduce the time devoted by students during vocational programmes to strengthen background education skills from 40% to 10% of time.

Some good screening initiatives planned by VETA to filter out the more capable students to enrol on gas related programmes. But more needs to be done to bridge the educational gap prior to student enrolment in order to reduce the time needed by students on generic teaching during programme delivery.

- Programme quality - Target - to ensure quality of programmes meet industry standards especially through increased industry linkages, improved HSSE discipline and increased practical experience. Efforts are being made in each area of programme quality, but many of these efforts are being led by existing pilot programmes which are seriously limited in scope. There is therefore significant scope for consolidation of learnings from these initiatives, in particular consideration should be given to formalisingthe success factors into a nationwide blueprint that can be rolled out across all VETA owned centres to support broader impact. Practical training is of particular importance given its critical role in building vocational skills capabilities. Industry participation will be essential to ensure that efforts are appropriately designed to meet demand.

- Matching graduates to employment - Target - to get competent graduates into employment. VETA is putting a lot of focus in this area which is positive. A critical requirement will be to ensure a robust data management system is put in place to track students and report on performance.

i



4 Improved scheduling of course delivery and facilities management to enable increases in student throughput, and enable courses to be delivered to level 3.

Specific interventions to inform learning: - EEVT- reform of workshops; improvements in workshop scheduling; improvements in

workshop maintenance; access to more consumables. - IMTT- reform of workshops; effective scheduling of workshop activities and provision of

workshop assistants/ trainers to maximise use of workshops;

These provide models for replication across all VETA centres.

Nationwide VETA intervention: - Upgrading of 25 workshops across the VETA-owned centres; - Introduction of double shifts for level 3 students; reduce time spent by students at each

level to 1 year.

Consider which additional centres should receive workshop upgrades.Need to provide more central management and teacher training on course scheduling and facilities management.

5 Encourage off-site learning to enable more students to take programmes e.g. Online learning programmes; self-teach materials; apprenticeships/ off-site practical trainings

Specific interventions providing some learning: - IMTT initiative - 3 components to programme (classroom, workshop training and off-site

practical training); - Hamburg apprenticeship programme- students attain VETA qualification spending most

of their time off-site. VETA looking to expand this programme over time.

Nationwide initiative: VETA plans to introduce online learning (for full courses or specific modules).

Need to consider more substantive integration of learnings from pilot projects across all VETA owned centres to maximize impacts.

6 Expand numbers of VETA centres MoEVT is soliciting funds for and implementing projects via VETA to construct new centres- ie to create/ construct new centres in several regions and every district across the country. AfDB loan is intended to support this.

EDUCATIONAL PREPAREDNESS: Target- reduce student time required to strengthen background education skills during vocational programme (from 40% to 10% of time)

a. Prior learning assessments - to assess both education AND practical capabilities of student applying for courses

Nationwide VETA initiative: VETA introducing an “Entrance Aptitude Test”, which recognises a student’s existing practical and academic experience and capabilities (i.e. a person with limited academic achievements could still get a place with proficient vocational skills). Should build on learning from the IMTT initiative.

b. Bridging course - aimed at students with lower educational attainment, to be taken prior to entry to the VET programme. This could be online.

No plan currently to introduce an educational bridging programme.

c. Generic technical skills course covering basic technical skills required for most gas related programmes

Specific interventions providing some learning:IMTT- generic technical training undertaken at start of programme, before students pursue selected trade.

Consider feasibility of expansion.

d. 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.

Specific interventions providing some learning:IMTT: developed own curricula materials, including exercise books.

This could contribute to a wider initiative supporting each programme.

e. Skills-based streaming - grouping students according to ability to facilitate progression

Nationwide VETA intervention: • VETA considering introducing this across the system.

51March 2014


f. Integrating softer skills training into technical curriculum content - design components of the technical curricula to enhance softer skills in entrepreneurship, leadership etc. This would reduce the need for separate soft-skills training programmes.

Serious consideration needs to be given to this in order to reduce the amount of student time spent on separate sessions focusing on these skills.

g. Schools outreach programme - link VETA to primary/ secondary education; e.g. role model programmes to raise awareness of entry requirements

PROGRAMME QUALITY: Target- to ensure quality of programmes meet industry standards especially increased industry linkages, improved HSSE discipline and increased practical experience

Strengthen curricula of target programmes - undertake comprehensive review of target programmes, with industry input, to identify and address gaps to international standards, especially in HSSE.

Specific interventions providing some learning: - EEVT programme - City & Guilds assessment of 5 target programmes in Mtwara and Lindi

with recommendations- potential to expand across the VETA system;

Nationwide VETA intervention: - VETA plans to do a comprehensive review of remaining gas related programmes to

identify and address gaps to international standards

Need to build in appropriate industry participation/ input to ensure that content meets industry demands.

Improve quality of curriculum materials so that consistent with modern working practices and approaches (including online materials and self-teach materials as mentioned in availability section)

Nationwide VETA intervention: - VETA plans to introduce online learning for full courses or specific modules.

Revised and modernized physical materials should also be introduced.

e. Teacher training - reinforce teachers’ training capacity with updated methodologies and pedagogy. Enhance practical knowledge and industry experience.

Plans by the VETA teacher training centre at Morogoro to improve the practical training facilities, provide industry placements, and strengthen pedagogy.

Ensure industry and expert advice (e.g. City and Guilds) integrated into enhancements to ensure meet industry expectations.

f. Industry linkages - continue introducing industry standards and requirements through strong industrial collaboration, facilitating industry participation in all aspects of VET design and delivery. Increase outreach to industry to motivate participation.

Specific interventions providing some learning:EEVT programme- industry linkages initiative comprising more than 10 industry companies in Mtwara to input into programme improvements. - IMTT programme- ongoing input of mining sector into programme to ensure continual

enhancement of content to meet demands; - Hamburg apprenticeship- industry input essential to ensure ongoing support for

programme.

These are models for how to strengthen linkages across VETA. Learning from these and from mature VET systems should inform options regarding central mechanisms for capturing industry input.

g. Enhance facilities and equipment - reinforce workshops for, in particular, technical teacher training, and where needed, at students’ training centres. Ensure adequate amount of training consumables are provided to allow sufficient training is possible.

Specific interventions providing some learning: - EEVT/ IMTT/ Petrobras- different approaches to enhancing facilities and ensuring

appropriate provision of consumables; - VETA plans to upgrade 25 workshops over 5 years.

Some phasing of upgrades will be necessary to ensure that priority centres receive sufficient support to delivery more rapid impacts.



Increase real-life practical training opportunities - Boost industry placement programmes, and, where substantive placements are not possible facilitate student exposure to the industry via visits, short internships, and so on.

Specific interventions providing some learning: - IMTT initiative and Hamburg apprenticeship programme- practical off-site experience

integrated as part of course design;

Nationwide VETA intervention: - VETA plans to expand apprenticeship programme but recognises constraints in numbers

of participating companies.

Apprenticeship programme limited in scalability. Need to explore with industry alternative ways for providing real-life practical training.

In-house practical training - increase time spent in workshop practical training, especially simulated working environments through improved scheduling and better facilities management (as per availability above); plus introduction of simulated workshops.

Specific interventions providing some learning: - IMTT and EEVT programmes- some workshops reformed to simulate real-life working

environments; effective workshop scheduling and facilities management - maximises use of workshop space.

Learnings from existing programmes should be consolidated and built into central management approaches for VETA-owned centres. Investments by VETA in workshop improvements should look at workplace simulations as the preferred design.

h. Harmonise and scale up existing enhanced models where possible - build on existing models and initiatives (IMTT, Petrobras programme etc) to address known issues and further enhance standards, rather than launching further new initiatives.

No plans as yet, but future supporters of this area could be directed to specific VETA centres for support, building on the learnings from existing programmes.

Accreditation/ trade testing - introduce an independently assessed quality assurance system that ensures consistent assessment of

Specific interventions providing some learning: - IMTT programme/ Petrobras initiative- both applied robust trade testing, independent

from VETA, to ensure consistent testing of competency.

Nationwide VETA intervention: - VETA is giving much consideration as to how best to give companies the assurance that

they require around competency, ranging from adopting international certifications, to collaboration or accreditation with international certifying organisations (e.g. City & Guilds).

VETA should continue dialogue with industry regarding how best to provide this assurance, and strengthen the system, with appropriate expert input, to provide that assurance.

MATCHING GRADUATES TO EMPLOYMENT: target- to get competent graduates into employment

j. Recruitment activities - provide more focused recruitment events where companies can better connect with graduates and vice-versa towards the end of their studies.

Nationwide VETA intervention: - Plans are underway to introduce career guidance and job placements services in VET

centres.

Need to ensure that sufficient industry participation in this process.

Top-up/additional courses in industry specific requirements for instance specific HSSE training modules to compliment specific programmes; top-up programmes in specific welding/ pipe fitting skills to meet industry requirements.

No plans currently, although likely to be an industry consideration as the industry evolves and skills demanded are more clearly defined.

k. Industry orientation - Provide industry orientation and induction early in the vocational training programmes, to educate about industry specific opportunities and manage expectations regarding opportunities for jobs and requirements.

Nationwide VETA intervention: - Plans are underway to introduce career guidance and job placements services in VET

centres.

Industry participation will be key to make this relevant and impactful, and ensure orientation is built in early in course delivery.

53March 2014


l. Marketing orientation - Facilitate central visibility of number of students/graduates in the various centres and trade programmes.

Nationwide VETA intervention: - VETA is developing a marketing strategy for VET centres and programmes.

Need to implement robust data management system to inform this strategy.

m. Professionalism - Emphasise importance of professionalism and personal conduct, ideally delivered throughout the various classes and modules and tested during the industry placement, to make sure the mindset of graduates is reinforced.

Nationwide VETA intervention: - VETA has developed guidelines to assess VETA students’ professionalism during industry

placements.

Need to ensure robust M&E/ tracking of this. Also need clear strategies for promoting this during course delivery.

5.3. Priority actions

From the above table we can pull out the priority actions required in the immediate term, to ensure that VETA training for the emerging gas industry progresses in the right direction ensuring the right foundations are in place:

• Nationwide actions:

• Curriculum review and strengthening - if content doesn’t meet international standards then this will undermine the ability of all related students to be considered employable by the emerging gas industry. 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 - unless accreditation process is significantly strengthened to ensure that the resulting qualification is fully reflective of a student’s capabilities, then VETA qualifications will continue to be overlooked by industry. This is a critical criteria for employability of graduates.

• Targeted interventions:

• Introducing cost and time effective educational ‘Bridging’ courses for prospective students to equip them better for vocational training programmes related to the gas industry;

• Given the importance of teachers to drive up standards and up-skill students, it will be necessary to strengthen teacher training (CBET) provision for new and existing teachers through Morogoro teacher training centre.

• Practical training - explore and pilot new ways to strengthen practical training of students.

• Cross cutting:

• 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;

• Introduce additional VETA centre pilot initiatives targeting specific priority VETA owned centres considered strategically important for the emerging gas industry, building on the extensive learning from existing initiatives;

• Implement a robust data management system across VETA to ensure that performance towards capacity and quality objectives can be effectively tracked and assessed.


5.4. The need for a coordinated approach to streamline efforts

Positive and effective initiatives at both national and local level are making good progress in addressing some of these challenges and gaps. These currently mainly target a very small proportion of VETA institutes, courses and students, and therefore there is significant scope for scaling these up. What is learnt from all active initiatives must be consolidated, to ensure that the different approaches can be strengthened and balanced. This will allow the initiatives to have maximum impact in a few years’ time when wider-scale sector demands increase.

One area the micro initiatives highlight is a serious lack of practical training. To address this requires significant investment in staff training, equipment, facilities and methodology. Given the current scope of these initiatives, and the cost of delivering them to a small number of students, there is a serious question about whether it’s possible to scale them up within the 3–4 year timeframe. In other words, to address the identified gaps before demand from the emerging gas sector starts to be generated.

To get levels up to international standard, investments in parallel work streams will be required – either privately-run or integrated into the system. For some areas, setting up additional training and facilities would be the most practical solution in the medium term. At the same time it would enable VETA, with continued support from other practitioners, to move in that direction.

There are various actors with different interests and involvement in the Tanzanian VET sector that, with the right coordination, could contribute and work jointly to address gaps where they exist, and avoid duplication and conflicting goals which may undermine overall efforts. It’s therefore recommended that all stakeholders (Government, donor/ NGO and industry) work together to harmonise existing models and plans, so that successful initiatives can be jointly and quickly scaled up.

The proposed division of support in relation to the priority actions is represented in the following figure:

Figure 9: Proposed division of support from other sectors to facilitate achievement of objectives

• Student sponsorship

• Bridging courses

• Visits to schools

• Career paths

• Education fairs

Donor/NGO contribution

Industry contribution

• English language training

• Improved training materials

• Advice on curriculum content

• Support to improve training facilities;

• Teacher training materials

• Provision of practical training/industry exposure

• Enhanced workshops and equipment

• Provision/support of practical training initiatives

• Expert practitioners

Entry skills

Value added to VETA offering

Curriculum Teacher training Practical training Accreditation

Programme delivery/Int. standards

• Top-up training

• Trade testing

• Support M&E

55 Annexes

6. Annexes


Annex 1. Stakeholder interviewed

Organisation Stakeholders met with:

VETA • VETA HQ, VETA centres - Moshi, Lindi, Dar es Salaam, Mtwara;• VETA teacher training facility in Morogoro (MVITC)• VETA Southern region

Other TVET stakeholders • NACTE, Dar es Salaam Institute of Technology (DIT)

Oil & gas-related, construction and mining companies

• Halliburton• BG Tanzania• Petrobras• DB Shapriya• Regent• African Barrick Gold

Recruitment agencies, talent management companies

• Proactive Solutions• Radar• Professional Approach Development

Ministries/Governmental organisations • Ministry of Education and Vocational Training • COSTECH• Tanzania Petroleum Development Corporation (TPDC)• TCCIA

Education ‘stakeholders’ • Input via VSO’s Subject Matter Experts• British Council• Tanzania Education Network (TENMET)

Donors, Agencies, International institutions, etc.

• DFID• Norad• Embassy of the Netherlands• UNESCO• ILO• World Bank• African Development Bank• JICA• UNIDO• EU

Associations • Tanzania Employers Association (ATE)• Association of Canadian Community Colleges (ACCC)

Projects/initiatives focused on VETA • Integrated Mining Technical Training (IMTT) programme (Moshi)• Enhancing Employment thought Vocational Training project (EEVT) (Mtwara, Lindi)• Hamburg Chamber of Crafts Apprenticeship programme (Dar)• Education for Employment Programme (various)

57 Annexes

Annex 2. Research Approach/Methodology

Area Objective Approach Input Output

A Analyse entry-level skills gaps of students leaving school at different stages to enter basic TVET courses.

a. Against the ‘Foundations skills’ highlighted by BG*, interview identified stakeholders to:i) Understand where possible

weaknesses exist.ii) Ascertain their view of

estimated proportion of people having the entry-level skills required to enter the different TVET courses*.

Interviews with:• Vocational training institutes.• Contractors.• Construction companies.• Mining companies.• Primary and secondary education –

as appropriate and as needed.

Entry-level skills gap overview

B Review the VETA system and its ability to deliver graduates to secure identified job roles for the growing oil & gas sector (conducted by VET expert, contracted by BG Group Tanzania).

Identify potential gap/s between the current training and qualifications available in Tanzania, and the requirements to meet international industry requirements.

Conducted by BG Group – VET Expert.

TBC by BG Group – VET Expert TBC by BG Group – VET Expert.

C Analyse students’ ability to complete and achieve qualification in the relevant TVET courses, and identify common themes where they exist in hiring and training opportunities/challenges for those TVET areas.

a. Map Tanzanian industry requirements/standards alongside existing international requirements against outlined Professional Profiles (this activity is conducted by a VET expert contracted by BG Group Tanzania).

b. Highlight against the listed Professional Profiles where gaps exist between international standards and Tanzanian standards (to be done by BG gas sector VET expert).

c. Interview identified stakeholders to understand students’ perceived ability to complete and achieve qualification once they’ve gained entry to the various courses.

d. Through the interviews, identify common themes in challenges/barriers where they exist (e.g. English language issues).

TVET Scoping study baseline (Table 5 and 7)*, updated with Tanzanian standards.

Interviews with:• Vocational training institutes.• Contractors.• Recruitment firms.• Oil & gas companies.• Mining companies.• Construction companies.

- Student qualification opportunity assessment.

D Identify ongoing or planned activities by actors relevant to the Tanzanian oil & gas sector, with the aim of closing the vocational skills gaps.

a. Conduct research and through interviews provide an overview of the Tanzanian TVET sector (ie against the different Professional Profiles* specify what TVET is available and provided by whom). Highlight any gaps.

b. Through the interviews, capture ongoing/planned initiatives related to up-skilling.

c. Map activities by actor, and identify remaining gaps to obtain one common view.

- Desk-based research output Professional Profiles.

Interviews with:• Donor agencies/ NGOS.• IFIs (e.g. AfDB).• Vocational training institutes.• Oil & gas companies – already

done. Statoil and PB.• Contractors.• Ministries.• Higher Education (e.g. NMAIST).

- Overview of TVET sector and identified gaps.

- Mapping of up-skilling related initiatives.


Area Objective Approach Input Output

E Capture additional VET models, highlighting initiatives that are seen as successfully building the capacity of students in science-related disciplines, beyond VETA programmes.

a. Through the interviews, capture other initiatives that have worked well and why – with the intention to learn from this for the oil & gas sector.

Interviews with:• Donor agencies/ NGOS.• IFIs (e.g. AfDB).• Vocational training institutes.• Oil & gas companies – already

done. Statoil and PB.• Contractors.• Ministries.• Higher Education (e.g. NMAIST).• Mining companies.

Additional VET models of up-skilling initiatives.

F Anticipate demand for identified skills.

a. Through the interviews, capture ballpark figures for expected demand for oil & gas-relevant Professional Profiles*, and timings of this demand.

Interviews with• Oil & gas companies (BG/Statoil to

provide).• Contractors.• Construction companies.• Ministries.

Future demand, ie ballpark figures for expected demand for 12 Professional Profiles*, and timings of this demand.

G Identify ongoing or planned activities by actors (relevant to the Tanzanian oil & gas sector), attempting to close the perceived vocational skills gaps.

a. Map Tanzanian industry requirements/standards alongside existing international requirements against outlined Professional Profiles (This activity is conducted by a VET expert contracted by BG Group Tanzania).

b. Highlight against the listed Professional Profiles where gaps exist between international standards and Tanzanian standards (to be done by BG gas sector VET expert).

c. Interview identified stakeholders to understand students’ perceived ability to complete and achieve qualification once they’ve gained entry to the various courses.

d. Through the interviews, identify common themes in challenges/barriers where they exist (e.g. English language issues).

- TVET Scoping study baseline (Table 5 and 7)*, updated with Tanzanian standards

- Interviews with:• Vocational training institutes.• Contractors.• Recruitment firms.• Oil & gas companies.• Mining companies.• Construction companies.

Student qualification opportunity assessment

59 Annexes

Annex 3. Purpose of stakeholder meetings and guiding questions

Area Objective of Visit Stakeholder groups for Input Guiding questions

A Analyse entry-level skills gaps of students leaving school at different stages to enter basic TVET courses.

Mining companies.Construction companies.Contractors.Primary and Secondary education – as appropriate and needed.Vocational training institutes.

1. What are the primary sources for students entering TVET courses?2. Looking at the required ‘foundation skills’, what proportion

(estimated) of people have the entry-level skills required to enter the courses outlined in table 7? (HA thought: shall we look at students applying or consider students who don’t apply – as this number might be even higher?)

3. What is the general capability of students leaving school at various stages/levels, compared to required entry requirement?

B Review the VETA system and its ability to deliver graduates capable of securing jobs in the growing oil & gas sector.

Vocational training institutes. Provided and conducted by VET expert contracted separately by BG Group Tanzania.

C Analyse students’ ability to complete and achieve qualification in the relevant TVET courses, and identify common themes where they exist in hiring and training opportunities/ challenges for those TVET areas.

Oil & gas companies.Mining companies.Construction companies.Contractors.Recruitment firms.Vocational training institutes.

1a. How many students enter the various TVET courses versus number of students achieving qualification?

1b. Of the students who gain qualification, how many achieve this within the course time frame, how many require more time, and if so, how long typically?

2a. How capable are the students who gain entry to the various courses of completing and achieving qualification?

2b. If there are issues in achieving qualification, why? What are the key issues? (e.g. English language issues, lack of equipment, quality of teaching, etc.)

D Identify ongoing or planned activities by actors relevant to the Tanzanian oil & gas sector, with the aim of closing vocational skills gaps.

Oil & gas companies.Contractors.Ministries.Higher education.

Vocational training institutes.Donor agencies/NGOS IFIs (e.g. AfDB).

1. For the various Professional Profiles, what TVET courses/other relevant courses are available for people to gain qualification and potential employment opportunites?

2. How does the availability of TVET courses/other relevant courses match required Professional Profiles/employment opportunities? Are any courses missing? Are there gaps? (Note: these questions are not to assess the quality of the courses available, – that is covered by the BG VET expert).

3a. Are any initiatives – underway or planned – targeted to reinforce/improve TVET courses/other relevant courses for the various Professional Profiles?

3b. What are these initiatives aiming to achieve? That is, do they focus on specific Professional Profiles?

3c. What are the organisations behind these initiatives?4a. Do any initiatives – underway or planned – focus on up-skilling?

Will they work towards enhancing availability of ‘employable’ workforce in the various Professional Profiles?

4b. What are these initiatives aiming to achieve? Are they addressing entry-level issues (e.g. lack of English) or ‘qualification/ability to complete’ (e.g. lack of equipment in the courses)?

4c. Who are the organisations behind these initiatives?

E Capture additional VET models, highlighting initiatives that are seen as successfully building the capacity of students in science-related disciplines, beyond TVETA programmes.

Oil & gas companies.Mining companies.Contractors.Ministries.Higher education.Vocational training institutes.Donor agencies/NGOS IFIs (e.g. AfDB).

1a. Are any initiatives seen as successfully building the capacity of students in disciplines related to the various Professional Profiles, beyond TVETA programmes?

1b. If so, which are they and what organisations are behind them?

2. What makes these initiatives successful in your view?

F Anticipate demand of identified skills.

Oil & gas companies (BG/Statoil to provide).Construction companies.Contractors.Ministries.

1. What is the anticipated ballpark demand for the various Professional Profiles over the next 3–5–10 years, and in what regions?

2. What is the expected ballpark availability of employable workforce for the various Professional Profiles over the next 3–5–10 years, per region?


Annex 4. TET and VET Institutes in Tanzania

Annex 5. Further background information on VETA

This annex provides a list of the institutes that provide TET and VET in Tanzania. This listing is based on URT, TVETDP, Situational Analysis Report, 2013:77.

TET Institutes: Engineering and Other Sciences

• Dar es Salaam Institute of Technology, Dar es Salaam• National Institute of Transport, Dar es Salaam• Water Development and Management Institute, Dar es Salaam• Bandari College, Dar es Salaam• Ardhi Institute, Morogoro• Madini Institute, Dodoma• Arusha Technical College, Arusha• Misungwi Community Development Training Institute, Mwanza• JR and Acharya Polytechnic, Arusha (Private)• Unique ComputingCentre, Dar es Salaam (Private)

VET Institutes – Government-owned vocational training centres managed by VETA

• Dar es Salaam Regional Vocational Training and Service Centre• Dodoma Regional Vocational Training and Service Centre• Moshi Regional Vocational Training and Service Centre• Morogoro Regional Vocational Training and Service Centre, Kihonda• Mwanza Regional Vocational Training and Service Centre• Arusha Vocational Training Centre• Iringa Regional Vocational Training and Service Centre• Musoma Vocational Training Centre• Morogoro Vocational Teachers Training College

Figure 10 depicts the Tanzanian TVET system, which is comprised of two parts: VET and TET.

Vocational Educational Training (VET) is governed by the Ministry of Education and Vocational Training (MoEVT), and regulated by the Vocational Education and Training Authority (VETA). Apart from accrediting VET, VETA also delivers VET training through its own VETA centres, alongside a myriad of other non-governmental and private VET training providers.

VETA oversees just over 660 VET centres. In 2012, these centres enrolled about 120,000 students in areas covering agricultural, construction, textiles, tourism and other sectors. Of these students, an average 20% are trained in 26 VETA-owned VET centres. These are located in most regions across the country.

TET: TET is reserved for graduates of secondary education. They enter either after completing Form Four, i.e. lower secondary education – broadly equivalent to UK GCSE-level – or after completing Form Six, i.e. higher secondary education – broadly equivalent to UK A-levels. As stated above, students can also enter after successfully graduating from VETA with at least NVA level II. Currently there are few programmes relevant to a LNG Development, that are delivered at TET level. In addition, a key challenge facing students who wish to progress from VETA to study a NACTE qualification at TET level is that most programmes delivered at VETA are not delivered at the higher NACTE level. Graduates of most of the gas-related programmes for instance would need to focus on a general course, e.g. Civil engineering, rather than their designated trade. TET is considered a part of higher education obtained in a non-university institution. The expectation is that TET graduates are equipped to resume professional responsibilities as skilled technicians and professionals.

VETA was established by the Act of Parliament No. 1 of 1994, charged with the broad tasks of coordinating, regulating, financing, promoting and providing vocational education and training in Tanzania.The Director General is the chief executive officer of the Authority, and is responsible for the overall management of the Authority. The Director General is assisted by a management team of nine members, of which eight are at the head office and the Principal of MVITC. There are nine Regional Directors managing nine zonal offices. The Director General is responsible to the VET Board, which has the overall mandate of managing the Authority. The following are the vision, mission and overall objectives of VETA:

VETA’s Vision is to provide:• “An excellent VET system that is capable of supporting national

social economic development in a global context”.

VETA’s Mission is: • “To ensure provision of quality VET that meets labour market

needs, through effective regulation, coordination, financing, and promotion, in collaboration with stakeholders”.

VETA’s Overall Objectives, based on Act No. 1 of 1994 are:a) To provide vocational education opportunities, and facilities for

such training.b) To establish a vocational education and training system which

includes both basic and specialised training, to meet the needs of both the formal and the informal sectors.

c) To satisfy the demands of the labour market for employees with occupation skills in order to improve production and productivity of the economy.

d) To ensure that the system of vocational education and training is based on demand, is cost effective and given gradual decentralised planning and implementation authority to the regions, to ensure maximum utilisation of resources and relevance of training programmes.

e) To foster and promote entrepreneurial values and skills as an integral part of training programmes.

f) To promote on-the-job training in industry for both apprenticeship training and for skill up-dating and upgrading.

61 Annexes

Offshore exploration and hydrocarbon production

Ministry of Science, Technology and Higher Education

Vocational training within the scope of the assessment

Technical training outside the scope of this assessment

VETA

NACTE

National Vocational Awards (NVA)

National Technical Awards (NTA)

672 VET institutions, owned by:

• Goverment: 19% (including VETA as a provider)

• CSO: 12%• Faith based: 31%• Private companies: 11%• Private individuals: 24%

Note: A minority of institutions are VETA registered.

231 TET institutions in total, including:

• Dar es Salam Institute of Technology• Technical College Arusha• Mbeya Technical College• In contrast to VETA, NACTE is not

offering training.

Note: about 42% of TET institutions are NACTE accredited

Ministerial Responsability

Regulatory Agencies

Certifications Providers

National TVET Objectives are set out in:• Vision 2025• National Strategy for Growth and Poverty Reduction• Tanzania Five Year Development Plan

Figure 10: Tanzania’s TVET system

Source: BG Group, Draft Scoping Study, June 2013

g) To promote access to vocational education and training for disadvantaged groups.

h) To secure adequate and stable financing of the vocational education and training system.

i) To raise the quality of vocational education and training being provided.

j) To promote and provide vocational education and training according to needs, within the framework of the overall national socio-economic development plans and policies.

k) To promote a balancing of supply and demand for skilled labour in both wage employment and for skills needed for self-employment in rural and urban areas.

l) To promote and provide short tailor-made course programmes and in-service training in order to improve the performance both of quality and productivity of the national economy.

m) To provide a dual vocational education and training system, combining broad-based training with gradual specialisation and practical experience from work.

n) To promote a flexible training approach and appropriate teaching methodologies.

Source: Vocational Education and Training Authority (VETA), Profile, 2013


Annex 6. Further details on the macro-level initiatives

Annex 7. Further details on the micro-level initiatives

World BankThe World Bank, in partnership with DFID, has commissioned DAI, a consultancy firm, to complete a skills gap and local content analysis at local supplier level for the potential sectors likely to be involved in the oil & gas industry. Using a demand forecast for goods and services, they plan to predict the skills gaps between the current workforce and the supply from educational and technical institutions, to meet the specific future skill demands of potential suppliers. This will also lead to the proposal of practical short- and long-term interventions to address gaps. The research started in July 2013and is expected to be completed towards the end of 2014.

NORADIn 2012 NORAD set up its four year Oil for Development (OfD) programme in Tanzania. It aims to provide a wider range of assistance to support government capacity in resource management and environmental and social issues. This support includes policy-level, legal, regulatory, knowledge and resource management capacity building, particularly around health & safety, the environment, and local content. The programme involves the set up of a working group to focus on capacity-building initiatives. The members of the group include the Ministry of Energy and Minerals (MEM), Tanzania Petroleum Development Corporation (TPDC), National Environment Management Council (NEMC), Occupational Safety and Health Agency (OSHA), the universities of Dar es Salaam (UDSM) and Dodoma (UDOM) and Vocational Education and Training Authority (VETA) (P. Ngowi, Skills Development to Meet the Needs of Oil and Gas Industry in Tanzania, 2013:8). The project includes an element of human resource development, which includes support to the development of Masters programmes, to further understand the context surrounding vocational, technical and university-level training provision in Tanzania, and mapping current initiatives. From this research they will engage with key stakeholders and design their planned support.

Tanzania LNG/VSO The Tanzania LNG/VSO/VETA study to assess quality of VETA for delivery of gas-related occupations (ie this report) presents the findings of a research project into the gaps between vocational training in Tanzania and the international standards needed for VET graduates to obtain employment in the oil & gas sector. It also presents a mapping of the existing initiatives intended as a resource for organizations intending to enter the sector, so that organisations build on and learn from existing initiatives.

AfDBThe African Development Bank has been working with the Tanzanian government on how to respond to the new emerging sector. They are planning a 50 million USD project, which could potentially be announced in January 2014. The focus of the project would be on infrastructure (rehabilitating training centres and building new ones) and direct support to courses, for example, curriculum development. Needs updating

ILOIn 2002 ILO with UNESCO published Technical and Vocational Education and Training for the Twenty-First Century - UNESCO and ILO Recommendations, which contributed towards policy dialogue and developments in Tanzania. In 2009 ILO conducted a study, Understanding Informal Apprenticeship, which included more than 600 occupations and apprentices in the fields of car mechanics, electricians, carpenters, local arts, plumbing and tailoring, in the regions of Mtwara and Lindi (Samji, W., Nsa-Kaisi, K., Albee, A. Energy, Jobs and Skills: A rapid assessment of potential in Mtwara, Tanzania Skills Gap International, REPOA and ILO, 10 November 2009). A further study was carried out to deepen that research in the same year – Energy, Jobs and Skills: A rapid assessment of potential in Mtwara, Tanzania. From this research (and that undertaken in other countries) ILO developed a step-by-step approach combining different types of interventions to support the development of apprenticeships and their roles in providing experience and job opportunities. This is being implemented in Tanzania with VETA. Given their experience in this area, ILO has more recently supported the government in their drafting of the TVET development programme.

Education for Employment Programme (E for E) - ACCC and CIDAThe Association of Canadian Community Colleges (ACCC) is currently implementing the Education For Employment (E for E) programme in Tanzania (as well as in 17 other countries in Africa, Latin America and the Caribbean). The aim of the programme is to support educational authorities in Tanzania to adapt their education to be more demand-driven and responsive to labour market needs. The programme, which is in partnership with MoEVT, works at the institutional-level supporting the design, teacher training and delivery of CBET system. It also works at the wider coordination level of strengthening networks between the private sector and educational institutions, and these institutions and similar institutions in Canada. The current programme has focused on agriculture, mining and tourism, and has worked with 12 educational institutions including VETA centres, technical colleges and agricultural training institutes. The programme is implemented by identifying sectors, institutions and their needs with the government. Each institution identified is paired with a Canadian college to agree capacity-building activities, which has included strengthening connections to the labour market and designing new courses and teacher exchanges and training. The programme also set up a successful programme committee and annual symposiums each year with a range of education and private sector stakeholders.

The new funding proposal aims to continue the current approach, but will focus on tourism and the extractive industries, again working with identified institutions on their needs, and also with the Morogoro Vocational Teacher Training College.

63 Annexes

Integrated Mine Technical Training Programme (IMTT) - TCME and various mining companiesIn partnership with African Barrick Gold and Anglo Gold Ashanti, TCME has been implementing the Integrated Mine Technical Training Programme (IMTT) since 2009. The aim of this programme is to provide a high quality technical training programme to support mining and other sectors’ requirements for competent and skilled occupations men. This programme provides a three-year training programme for students who as a minimum have successfully passed Form (lower secondary school). After a generic four-month skills course in the use of hand tools, measuring tools, basic machines and drawing, students start on a continuous rotation between theoretical, practical and on-the-job training, which continues until they qualify at the end of the third year.

Students receive a NACTE level four certificate at the end of the course in their area of specialization. Five areas are offered: electrical, fitting/fitter mechanics, welding/plater welding, diesel mechanics/heavy moving equipment, and auto electrical. The programme has been very successful due to the high levels of quality, discipline and safety imparted during the course, the efficient use of space and equipment through the rotational system, and the on-the-job experience which is provided by the various mining companies which provide scholarships for the students.

Enhancing Employment through Vocational Training project (EEVT) - Tanzania LNG and VSO The Enhancing Employability through Vocational Training project started in 2011, and aims to increase the employability and employment rates of VETA graduates. This will be achieved through the reinforcement of VETA programmes with additional training in six specialist areas (food preparation, plumbing, welding, carpentry, motor vehicle, electrical installation), and generic skills, including English language, health & safety, maintenance and entrepreneurship. VETA teachers in Mtwara and Lindi are being trained to teach students in accordance with international standards. The support for the teachers is twofold: day-to-day training of skills by VSO tutors over two years, and improvement of qualifications through several trainings by City & Guilds (C&G) in teaching skills, health & safety, and in their respective specialist fields. The teachers will finally sit exams to achieve City & Guilds certification.

Petrobras: intensive top-up coursesPetrobras, in partnership with VETA, has developed a three-month top-up course to the VETA courses in Mtwara. The first phase included further training for 25 students in mechanical engineering and 25 students in electrical maintenance. The second phase, which ended in July 2013, had 25 students in welding and 25 students in painting. Instructors from Brazil train the students, and their time is divided between practical training (more than half) and theoretical training. Students are then supported to find industry placements, but this has been difficult. The next phase will be to train 50 VETA tutors to be able to run the courses, which would take 6 months of full-time training.

Apprenticeship programme - Hamburg Chamber of Crafts (Hwk Hamburg)Hamburg Chamber of Crafts was requested by the government of Tanzania to support the introduction of a similar model to the German dual apprenticeship training. The programme, in partnership with VETA, was piloted and then launched in July 2013 in three professions: auto mechanics and electrical engineering at the Dar Es Salaam VETA centre, and hospitality at the Moshi centre. Students spend approximately seven weeks at VETA receiving training, and then 10 weeks with their employer, before repeating the cycle. There are companies from a range of industries supporting the programme and hosting apprentices.

Infrastructure and equipment assistance - KOICAThe Korean International Cooperation Agency (KOICA) previously provided new VETA centres and equipment in Lindi, Manyara and Dar es Salaam (Peter, F, Tanzania gets 174bn/- loan for MUHAS extension, The Guardian, 2013).

Teacher training assistance - JICAJapan International Cooperation Assistance (JICA) currently supports VETA through the provision of training for VETA tutors. Tutors are selected by the VETA head office and are then sent to Japan for courses, which last for between three and six months. Courses include specific occupations related to VETA’s courses, including, for example, automobile maintenance, and also cross-cutting courses relating to aspects of VETA courses, including, for example, ICT. Approximately five or six students are provided with training every year. JICA also provides volunteers to VETA to support tutor training, and currently has two volunteers based at the VETA Dar centre (focusing on automobile maintenance and dress making). JICA also provides Masters scholarships for Tanzanians to study in Japan, including in disciplines related to oil & gas.


Annex 8. Key publications and reports

# Author Organisation (Released by) Release date/year Title

N/A VETA Dec, 2011 Tracer Study Report for Graduates of Vocational Education and Training, Tanzania Mainland

N/A Ministry of Education and Vocational Training, United Republic of Tanzania

Feb, 2013 Technical and Vocational Education and Training Development Programme (TVETDP), Situational Analysis Report


Feb, 2013 Technical and Vocational Education and Training Development Programme (TVETDP), 2013/2014 – 2017/2018


Feb, 2013 Technical and Vocational Education and Training Development Programme (TVETDP), TVET Sub-Sector Monitoring and Evaluation Framework.

JE Austin Associates Association of Tanzania Employers (ATE)

May, 2011 (TBC) Skills Development Assessment

M Redecker (FAKT). A Wihstutz (GTZ);J Mwinuka (VETA).

FAKT (prepared for VETA, GTZ, Tanzania)

May, 2000 Vocational Education and Training by Government in Tanzania.The Example of Community Oriented Vocational Training in Folk Development Colleges

N/A UNESCO 2001 Technical and Vocational Education Training for the Twenty-first Century

G. Kahyarara, F. Teal March 2006 General or Vocational Education? Evidences from the Returns to Education in Tanzanian Manufacturing Firms

L S Madeje Professional Approach Development (Presentation prepared for Tanzania Oil and Gas Suppliers Conference)

July 2013 Creating a Talent Pipeline for Recruitment Outcomes

P. Ngowi (Paper prepared for Tanzania Oil and Gas Suppliers Conference)

July 2013 Skills Development to Meet the Needs of Oil and Gas Industry in Tanzania

N/A The United Republic of Tanzania, President’s Office Planning Commission (POPC)

Oct 2012 The Study on National Skills Development to Facilitate Tanzania to become a Strong and Competitive Economy by 2025

N Phoye Proactive Solutions Limited (Presentation prepared for Tanzania Oil and Gas Suppliers Conference)

July 2013 Assessing Work Force for Emerging Oil and Gas Industry

N/A Energy Institute, Deloitte and Norman Broadbent

2008 Skills needs in the energy industry

N/A International Labour Organisation Dec 2012 Issues paper for discussion at the Global Dialogue Forum on Future Needs for Skills and Training in the Oil and Gas Industry

N/A The Economist Apr 20th 2013 Tanzania’s gas boom, The Mtwara Rockefellers

N/A PWYP - Tanzania 2011 Tanzania Oil and Gas Status and Trend Report

N/A UNESCO 2012 United Republic of Tanzania, EFA Profile.

65 Annexes

# Author Organisation (Released by) Release date/year Title

N/A Arusha Technical College 2013 Brief Information

N/A UNESCO 2012 Tanzania Education Sector Analysis

N/A Ministry of Education and Vocational Training

August 2012 Best Education Statistics (BEST)

N/A Uwezo 2011 Are Our Children Learning?

N/A VETA, International Support, VETA website

N/A http://www.veta.go.tz/international_support.htm

N/A Association of Canadian Community Colleges

July 2013 Education for Employment Tanzania Summary

N/A UNESCO and ILO 2002 Technical and Vocational Education and Training for the Twenty-First Century - UNESCO and ILO Recommendations

Samji, W., Nsa-Kaisi, K., Albee, A.

REPOA and ILO 10 November 2009

Energy, Jobs and Skills: A rapid assessment of potential in Mtwara, Tanzania Skills Gap International

N/A UNIDO 2012 Tanzania Industrial Competitiveness Report


Additional sources

Vocational Education and Training Authority (VETA), Profile, www.veta.go.tz/profile.htm, retrieved 8th August 2013

United Republic of Tanzania (URT), Technical and Vocational Education and Training Development Programme (TVETDP), Situational Analysis Report, 2013p.77

TVETDP, Incorporated Stakeholders and TWG inputs, 2013 p. 2, 21

VETA, Tracer Study Report for Graduates of Vocational Education and Training, Tanzania Mainland, 2011, p. 13, 17-18

The Economist, Tanzania’s gas boom, The Mtwara Rockefellers, April 2013

PWYP – Tanzania, Tanzania Oil and Gas Status and Trend Report, 2011 p. 6

P. Ngowi, Skills Development to Meet the Needs of Oil and Gas Industry in Tanzania, 2013:5

UNESCO, United Republic of Tanzania, EFA Profile, 2012 p. 2

Arusha Technical College, Brief Information, 2013 p.9

UNESCO, Tanzania Education Sector Analysis, 2012 p. 19

Association of Tanzania Employers (ATE), Skills Development Assessment, 2011 p. 7

Ministry of Education and Vocational Training, Best Education Statistics (BEST), August 2012

The MoEVT Technical and Vocational Education and Training Development Programme (TVETDP) 2013/2014 – 2017/2018, February 2013

Uwezo, Are Our Children Learning? 2011

VETA, International Support, VETA website (http://www.veta.go.tz/international_support.htm), retrieved August 2013

G. Kafuku, Oil and gas capacity building – Agenda item two, 2013

Association of Canadian Community Colleges, Education for Employment Tanzania Summary, July 2013

Ministry of Minerals and Energy, Announcements section on their website range of scholarship announcements from 2012 and 2013 retrieved August 2013 (www.mem.go.tz/NewsCentre/Announcements)

Hamburg Chamber of Crafts (Hwk Hamburg), First Dual System Website (www.hwkdualsystem.co.tz), retrieved August 2013

Muhongo, S.The Marshall Plan - Tanzania’s Human Capital in Oil and Gas Experts, by the end of 2013, www.jamiiforums.com/jukwaa-la-siasa/403181-muhongo-the-marshall-plan-tanzanias-human-capital-in-oil-and-gas-experts-by-the-end-of-2013-a.html, retrieved August 2013

UNESCO and ILO, Technical and Vocational Education and Training for the Twenty-First Century - UNESCO and ILO Recommendations: http://unesdoc.unesco.org/images/0012/001260/126050e.pdf , 2002

UNESCO, Education For All Global Monitoring report - Youth and skills: Putting education to work, 2012

Samji, W., Nsa-Kaisi, K., Albee, A. Energy, Jobs and Skills: A rapid assessment of potential in Mtwara, Tanzania Skills Gap International, REPOA and ILO, 10 November 2009

UNIDO, Tanzania Industrial Competitiveness Report, 2012

UNIDO and TCCIA, SPX (Industrial Subcontracting and Partnership Exchange) website (www.tccia.com/spxtz), retrieved August 2013

Skedsmo, P., Bade, H. &Lunde, L., Fridtjof Nansen Institute, Doing Good by Doing Well? Statoil in Sub-Saharan Africa, 2013

Under the Same Sun, organization website, retrieved August 2013

Tanzania Volunteers, organization website, retrieved August 2013

Africaid, organization website, retrieved August 2013

Village Education Project Kilimanjaro, organization website, retrieved August 2013

Daily News, UDSM in pact to increase oil, gas expertise, 2013, http://touch.dailynews.co.tz/index.php/local-news/19019-udsm-in-pact-to-increase-oil-gas-expertise, retrieved August 2013

JICA, organization website, retrieved 2013

Peter, F, Tanzania gets 174bn/- loan for MUHAS extension, The Guardian, 7th August 2013, retrieved through IPP Media website August 2013

BG Group (Evelyn Dietsche, Iain Howie), Tanzania Capacity Building Programme, Scoping study, June 2013

67 Annexes

9 781903 697634

ISBN 978-1-903697-63-4VSO TanzaniaPO Box 6297Dar es SalaamTanzania

Location: Plot 997, 4 Kahama Road, MsasaniDar es SalaamTanzania

Tel: (+255) 22 2600072 (+255) 22 2600087Fax: (+255) 22 2600066

[email protected]

www.vsointernational.org

VETA Chang’ombe P. O. Box 2849, Dar es SalaamTanzania

Tel: (+255) 22 2863683 Fax: (+255) 22 2863408

[email protected]

www.veta.go.tz

Tanzania LNG Plant Project Plot 344, Toure Drive, OysterbayPO Box 105833, Dar es SalaamTanzania

[email protected]

pathway to vocational employment in the emerging tanzanian gas sector - november 2014

Documents

vocational employment

vocational training

emerging gas sector

gas sector related skills

tanzania lng team

employment opportunities

current training needs

ministry of education