EDUCATION RESEARCH
A study funded by the Overseas Development Administration (Education Division)
David W Kent
Centre for Science and mathematics Education
School of Education
University of Leeds
Paul S D Mushi
Department of Curriculum and Teaching
Faculty of Education
University of Dar es Salaam
October 1995
Serial No. 18
ISBN: 0 902500 74 0
Overseas Development Administration
Overseas development administration - Education papers
1.1 The problem
1.2 The focus and aims of the study
1.3 Definition of terms
1.4 Methodology
1.5 The structure of the report
2. Development in post independence Tanzania
2.1 The early years 1961 - 1967
2.2 Socialism and education for self-reliance
2.2.1 The second five-year development plan (1970 - 74)
2.2.2 The third five-year development plan (1975 - 80)2.3 The problems of a burgeoning bureaucracy
2.4 Structural reforms and the return to a free-market economy2.4.1 Political abjuration
2.4.2 Early measures to arrest economic decline
2.4.3 International assistance to alleviate economic decline
3. Education training and the problems of youth
3.1 Educational provision
3.2 Primary education3.2.1 Enrolment
3.2.2 Supply-demand side problems3.2.2.1 Buildings
3.2.2.2 Staffing
3.2.2.3 Resourcing
3.2.2.4 Class size
3.2.2.5 The curriculum
3.2.2.6 New initiatives
3.2.2.7 The administration and management of schools3.3.1 Enrolment
3.3.2 Diversified provision
3.3.3 The academic curriculum
3.3.4 The promotion of science and technology3.4 Pathways to employment
3.5 Training provision3.7 A survey of youth aspirations, expectations and opinions
3.7.1.2 Primary education
3.7.1.3 Aspirations and reality
3.7.1.4 Employment3.7.2.1 Reasons for migrating
3.7.2.2 Education
3.7.2.3 Aspirations vs. reality
3.7.2.4 Sources of capital
3.7.2.5 Training
3.7.2.6 Working conditions
3.7.2.7 Future needs
4. Mapping the provision of vocational training & assistance to the youth
4.1 Governmental provision
4.2 Non-governmental organisations (NGO's)
5. The informal sector in Tanzania
5.1 Ideological repression
5.2 The wind of change
5.3 Informal sector enterprises5.3.1.1 Dar es Salaam small industries co-operative (DASICO)
5.3.1.2 Marketing
5.3.1.3 Working practices
5.3.1.4 Training policy and practices
5.3.1.5 Recurrent training
5.3.1.6 Observations5.3.2 Union of motor vehicle mechanics - Gerezani (UMAGE)
5.3.2.1 Marketing
5.3.2.2 Working practices
5.3.2.3 Training policy and practices
5.3.2.4 Observations5.3.3 Mawenzi auto electric centre (Temeke)
5.3.3.1 Marketing
5.3.3.2 Working practices
5.3.3.3 Training policy and practices
5.3.3.4 Observations5.3.4 Kisokwe metal workers (Mpwapwa)
5.3.4.1 Marketing
5.3.4.2 Working practices
5.3.4.3 Training policy and practices
5.3.4.4 Observations5.4.1 Arusha Nguvu kazi groups
5.4.1.1 Vijana metal group (VIMEGRO)
5.4.1.2 Marketing
5.4.1.3 Working practices
5.4.1.4 Training policy and practices
5.4.1.5 Observations5.4.2.1 Marketing
5.4.2.2 Working practices
5.4.2.3 Training policy and practices
5.4.2.4 Observations5.4.3.1 Marketing
5.4.3.2 Working practices
5.4.3.3 Training policy and practices
5.4.3.4 Recurrent training
5.4.3.5 Observations5.5 Other Nguvu kazi areas visited
5.6 General conclusions and issues raised by the case studies
6. Training: policies and practices
6.1 National vocational training centres (NVTC's)
6.1.1 Funding
6.1.2 Resourcing
6.1.3 Enrolment
6.1.4 Curriculum and pedagogy
6.1.5 Links with employers
6.1.6 Self-reliant activities
6.1.7 Qualifications
6.1.8 Employment
6.1.9 Conclusions and issues6.2 Folk development colleges (FDC's)
6.2.1 Funding
6.2.2 Resourcing
6.2.3 Enrolment
6.2.4 Curriculum and pedagogy
6.2.5 Links with employers
6.2.6 Self-reliant activities
6.2.7 Qualifications
6.2.8 Employment
6.2.9 Conclusions and issues6.3 Post primary technical centres (PPTC's)
6.3.1 Funding
6.3.2 Resourcing
6.3.3 Enrolment
6.3.4 Curriculum and pedagogy
6.3.5 Links with employers
6.3.6 Self-reliant activities
6.3.7 Qualifications
6.3.8 Employment
6.3.9 Conclusions and issues6.4 Denominational vocational training centres
6.4.1 Funding
6.4.2 Resourcing
6.4.3 Enrolment
6.4.4 Curriculum and pedagogy
6.4.5 Links with employers
6.4.6 Self-reliant activities
6.4.7 Qualifications
6.4.8 Employment
6.4.9 Conclusions and issues6.5 Private vocational training centres
6.5.1 Funding
6.5.2 Resourcing
6.5.3 Enrolment
6.5.4 Curriculum and pedagogy
6.5.5 Links with employers
6.5.6 Self-reliant activities
6.5.7 Qualifications
6.5.8 Employment
6.5.9 Conclusions and issues
7.1 Policies and issues
7.2 Education
7.3 The problems of the youth7.3.1 The problems of co-ordination
7.3.2 Nguvu kazi groups
7.3.3 Gender7.4 Vocational education and training
7.4.1 Vocational training centres (VTC's)
7.4.2 Folk development colleges (FDC's)
7.4.3 Post primary technical centres (PPTC's)
7.4.4 Private vocational training centres
Appendix 1: List of abbreviations
Appendix 2: Location and types of institutions visited during the study
Appendix 3: Ministries and NGO's semi-structured interview schedule
Appendix 4: VTC semi-structured interview-observation schedule
Appendix 5: IS activities semi-structured interview-observation schedule
Appendix 6: Primary school pupils questionnaire
Appendix 7: Street youth questionnaire