By
Adonis Byemelwa
In
today’s fast-paced world, where technology and job markets are ever-changing,
practical skills are increasingly vital. It's perplexing that vocational
training is often undervalued despite its crucial role—engineers rely on
skilled workers to bring their designs to fruition. It was time we acknowledged
and invested in its importance!
Recognizing this, Tanzania has decided to
revamp its education curriculum to align with these needs, a move widely
praised and supported by Kahama Member of Parliament, Jumanne Kishimba.
According
to Kishimba, these changes are vital to ensure that young people acquire the
practical skills required in the job market, enabling them to become
self-reliant and contribute more significantly to national development. This
initiative underscores the importance of strengthening educational systems with
a focus on practical training and modern skills rather than clinging to
outdated theories.
The
concept of vocational education has gained significant traction in Tanzania's
education sector, particularly following President Samia Suluhu Hassan's
directive to revolutionize the education system. These reforms aim to enhance
the curriculum for primary and secondary education, with "vocational
education" emerging as a central theme in discussions among education
stakeholders.
The
goal is to improve students' practical skills, providing them with the
knowledge and expertise needed in today's job market. However, there is a
prevailing misconception among parents and guardians that vocational education
is merely a path to becoming tradespeople, thereby diminishing the perceived
prestige of such education.
On
October 10, 2023, the Minister of Education, Science, and Technology, Professor
Adolf Mkenda, clarified the objectives of vocational education. He stated that
this form of education aims to equip students with skills that enable them to
become self-employed or gain employment.
"In
this vocational education program, we will include sports, agriculture, and
technical skills, ensuring that upon completion, students receive a certificate
in their field of study," Professor Mkenda explained, urging those capable
of providing such education to collaborate with the government to improve
teaching conditions.
Despite
these clarifications, there remains confusion about whether vocational
education differs from technical education, which has been offered for some
time through Vocational Education Training Authority (Veta) colleges.
The
vocational curriculum includes disciplines such as Electrical Installation,
Mechanical Engineering, Construction Engineering, Automotive Engineering,
Hospitality and Tourism, Business, Creative Arts, Information and Communication
Technology (ICT), and Sports. These fields are similar to those offered in
technical colleges, raising questions about the actual differences between
these two educational pathways.
The
Revolutionary Government of Zanzibar has initiated the construction of
vocational training centers in Unguja and Pemba to assist students lacking the
qualifications to pursue higher education. The Second Vice President of
Zanzibar, Hemed Suleiman Abdulla, noted that the government is in the process
of acquiring learning and teaching materials, as well as launching a project to
enhance the quality of compulsory education.
"I
want to see students we equip with skills attaining international standards,
enabling them to work anywhere in the world," stated Professor Carolyne
Nombo, Secretary General of the Ministry of Education, Science, and Technology.
While
the government promotes investment in vocational education, a significant
challenge lies in the negative perception held by many parents, who view this
education as preparing their children to be mere tradespeople rather than
office professionals.
Martin Lutahakana, a Tanzanian residing in the
UK, observed that "In developed countries, those with vocational skills
are economically far ahead, as they are in high demand for middle- and
upper-income jobs."
The
job market for vocational education graduates in developed countries is vast,
and these graduates are highly sought after for practical work. However,
Tanzania faces significant challenges in investing in resources and
infrastructure for vocational education. Many young people graduating from
technical colleges like VETA lack adequate skills and often receive practical
training from artisans who may not have formal education themselves.
Paschal
Malimi, a well-known computer technician in Kariakoo, exemplifies how
vocational education can provide practical skills. "I never completed a
degree in computer engineering; instead, I learned from my brother, who started
a computer school in Kamata, Kariakoo, in 1998," said Malimi, highlighting
the importance of integrating formal education with practical training.
Vocational
education has proven to be crucial in reshaping Tanzania's education system.
Taking cues from developed countries, vocationally trained individuals are
given significant importance in the job market. This suggests that vocational
education can substantially contribute to the country's economic development if
nurtured and supported effectively.
Fredy
Mwambafula, a master's degree student in electrical engineering at the
University of Sheffield in the UK, agrees. He notes that significant
investments are made in vocational colleges to ensure graduates have
international-standard skills.
He
says, "In European colleges, many exams are practical, which endows
graduates with a strong ability to compete in the global job market."
Mwambafula points out that he often sees students from Asia and Europe
struggling with theoretical subjects but excelling in practical ones, where
considerable investment is made in research without regard to the high costs
borne by students.
In
China, substantial investment in vocational education has yielded excellent
results. Siima Katanga, a student at Guangzhou University in China, states,
"China's investment in vocational education aims to ensure that graduates
have the technical skills required in the job market. This is crucial in
fostering economic growth and increasing employment." This focus has
positioned China as a leader in industry and technology, with vocational
college graduates playing a key role in this advancement.
Florence
Mugarula, who lived in Birmingham, emphasizes that "Europe has
successfully invested more in middle colleges, where studying for a bachelor's
and master's degree is often not a priority. Instead, young people prefer to
learn trades and demonstrate specific skills." This contrasts sharply with
Tanzania, where higher education is still given more emphasis than vocational
education.
Despite
numerous challenges, such as the availability of modern equipment and the
negative perception among parents, there is great hope that vocational
education can bring about the desired changes. Paschal Malimi, a renowned
computer technician in Kariakoo, is a living example of how vocational
education can yield positive results. He learned computer skills practically
from his brother and has since become self-reliant and employed many young
people. "I never completed a degree in computer engineering, but I have
managed to build myself up through practical training," said Malimi.
The
government and stakeholders must work closely together to ensure vocational
education receives the necessary support. This includes providing modern
equipment, enhancing teacher training, and improving teaching infrastructure.
Additionally, society needs to change its perception of vocational education
and recognize its value in building a robust economy and fostering social
development.
In
efforts to improve vocational education, the government has outlined plans to
construct new vocational training centers and strengthen existing programs.
This investment is crucial to ensuring that students acquire the skills needed
in the modern job market. The government also encourages collaboration with the
private sector to enhance the quality of training provided.
Drawing
lessons from developed countries and local efforts, vocational education can be
a significant catalyst for economic and social development in Tanzania. It is
vital for all stakeholders—government, parents, teachers, and students—to
collaborate to ensure the success of this initiative.
If implemented effectively, vocational
education can create numerous job opportunities, reduce poverty, and improve
the standard of living for many citizens. It is our collective responsibility
to build a solid foundation for vocational education to deliver better outcomes
for future generations.