ARUSHA TECHNICAL COLLEGE IMPROVING SKILLS TRAINING …€¦ · Technician Certificate (FTC) in the fields of Automotive Engineering, Civil Engineering, Electrical Engineering, Transport

ARUSHA TECHNICAL COLLEGE

IMPROVING SKILLS TRAINING FOR EMPLOYMENT PROGRAM

(ISTEP)

INSTITUTIONAL PROFILE

AND

PARTNERSHIP TERMS OF REFERENCE

December 2014

Institutional Profile and Terms of Reference Page i ISTEP-03 Arusha Technical College

TABLE OF CONTENTS

1. INSTITUTIONAL MANDATE ....................................................................................... 1 2. INSTITUTIONAL NEEDS AND EXPECTATIONS ........................................................ 2

2.1 Sector and Occupation for Program Development ................................................. 2 2.2 Key Expectations of Canadian Partners ................................................................. 2 2.3 ISTEP Required Outputs ....................................................................................... 3

3. PROGRAM DEVELOPMENT ...................................................................................... 4

3.1 Program Level(s) and Duration To Be Developed .................................................. 5 3.2 Anticipated Admission Criteria for Program ............................................................ 5 3.3 Curriculum Approval and Accreditation Process .................................................... 6 3.4 Training Equipment and Tools Currently Available for Program Delivery ............... 6 3.5 Linkages Local Employers ..................................................................................... 7 3.6 Field Attachment Opportunities .............................................................................. 8 3.7 Linkages/Partnerships ........................................................................................... 8

4. PROJECT CONTEXT ................................................................................................. 9 5. INSTITUTIONAL DETAILS AND DATA ..................................................................... 12 6. INSTITUTIONAL PARTNERSHIP IMPLEMENTATION COMMITMENT .................... 16 7. SUPPORTING AND BACKGROUND DOCUMENTATION ........................................ 16 8. PHOTOS AND LINKS TO INSTITUTIONAL WEBSITE ............................................. 18

Page ii Institutional Profile and Terms of Reference ISTEP-03 Arusha Technical College

Institutional Profile and Terms of Reference Page 1 ISTEP-03 Arusha Technical College

1. INSTITUTIONAL MANDATE

The College was established in 1978 jointly by the Governments of the United Republic of Tanzania and Germany also known as FRG-Federal Republic of Germany “West Germany”, under the name of the Technical College Arusha (TCA).

The College is located at the Central Business District of the Arusha City which is the Northern Tanzania’s centre of agriculture, commerce, trade and tourism. Arusha City is also the Headquarter of the East Africa Community and is the central point in Africa between Cape Town and Cairo. It is surrounded by famous mountains such as Mount Kilimanjaro and Mount Meru. In addition, it is the door to the world’s great wildlife refuges including Ngorongoro Crater, Serengeti and Tarangire. All these make the location of the College an ideal place for studying. Part of the responsibilities of ATC at the time of its inception was to train technicians for three years to the level of the Full Technician Certificate (FTC) in the fields of Automotive Engineering, Civil Engineering, Electrical Engineering, Transport Engineering and Mechanical Engineering. In March 2007, the name changed to the Arusha Technical College (ATC) through the Arusha Technical College Establishment Order No. 78 as enabled by the NACTE Act No. 9 of 1997.

This Establishment Order granted autonomy and elevated the status of the College to a higher tertiary education institution. Following elevation of the status of the College to a higher tertiary education institution and grant of autonomy, the College introduced award of the Ordinary Diploma in the above mentioned programmes and introduced more Ordinary Diploma and Certificate awards in various professions namely: Electronics and Telecommunications Engineering; Civil and Irrigation Engineering, Auto Electric and Electronics Engineering, Laboratory Sciences and Technology, Lapidary & Jewellery Technology , Computer Science and Information Technology. Moreover, the College also introduced Bachelor’s degree programme in Civil and irrigation engineering.

The College is planning to introduce new programmes namely; Bachelor of Engineering in Electrical Engineering, Bachelor of Laboratory Science and Technology and Bachelor of Engineering in Mechatronics. Others are Diploma programmes in Clinical Laboratory Science Technology, Multimedia Technology and Heavy Duty Equipment Technology. The College is also planning to establish Diploma in Gas Transmission and Distribution Engineering and Diploma in Science with Education.

Legally the College is registered (REG/EOS/004) and accredited by the National Council for Technical Education (NACTE) to train technicians and engineers (NTAs 4-8). The College is also registered by Vocational Education Training Authority (VETA) to train artisans (NVAs 1-3). Currently, the College is undergoing both Administrative and Academic transformations to match with its new structure, roles and functions. The expectations and aspirations of Tanzanians towards ATC are very high as expressed in the National Technical Education and Training Policy of 1996, National Higher Education Policy of 1999 and Tanzania Development Vision 2025 of 1999. The ultimate goal is to transform ATC to a centre of excellence that provides a national and international high-level human resource through exemplary competence based Technical Education and Training. ATC boasts an established reputation as an institution that is widely acclaimed by industry for producing work-ready, competent graduates who can meet the demands of the employers. ATC takes pride in the high employability of her graduates and the appreciations expressed by employers for the excellent quality and relevance of her

Page 2 Institutional Profile and Terms of Reference ISTEP-03 Arusha Technical College

academic programmes and so ATC seeks to continuously to upgrade support to her students.

Vision: The vision of ATC is to be a centre of excellence in training, research and consultancy in science and technology in Africa by 2020.

Mission: The mission of ATC is to provide competence-based Technical Education & Training and carry out research and consultancy in science and technology for socio-economic development.

Core Values • Accountability and honesty • Service to community • Freedom and responsibility • Integrity • Mutual respect and unity of purpose • Diversity • Excellence in performance • Equal opportunity

2. INSTITUTIONAL NEEDS AND EXPECTATIONS

The needs and expectations of ATC is to establish a training programme of Gas Transmission and Distribution Engineering at technician level, at the College, in order to increase proportionate number of technician relative to engineers and artisan in the same field. This will require the following specific objectives to be achieved: • To improve the quality of infrastructure; • To improve curriculum for technical training; • To improve the quality of equipment; • To improve gender balance; • To strengthen the linkage of ATC, industries, research and other related training

institutions.

2.1 Sector and Occupation for Program Development

The programme to be developed falls under the mineral and energy sector and it will produce qualified technicians who will work in the natural gas sector.

2.2 Key Expectations of Canadian Partners

To build the capacity of ATC to enable it to deliver programmes for the Petroleum and Natural Gas sector in Tanzania by facilitating the Mechanical, engineering department to offer courses/modules that support the local Natural Gas industry needs and thereafter to develop diploma programme for Gas Transmission and Distribution Engineering at Arusha Technical College (ATC).


2.3 ISTEP Required Outputs

The overall outcome of each institutional partnership is the strengthened the ability of partner Tanzanian training institutions to deliver demand-driven, competency-based training programs and to attract and retain students within the training programs. The partnerships have required outputs. 2.3.1 Curriculum developed in partnership with VETA for VETA institutions and

curriculum developed to meet NACTE accreditation criteria for NACTE institutions. Consideration is given to bridging/laddering to other levels of training. Here assistance will be required in the following areas (High Priority):

Production of a Situation analysis report which shows the demand for the

curriculum by stakeholders.

Writing the Level 4, 5 and 6 Curricula which should include the views of

stakeholders.

Holding Stakeholders meeting to seek the approval of the curriculum.

2.3.2 Curriculum developed to allow modules to be delivered on a stand-alone basis as short courses for entry-level workers or for upgrading of current practitioners. The Canadian partner can help in preparing a bridging course for NVA Level II and III mechanical graduates to join Diploma in Gas Transmission and Distribution Engineering. (High Priority)

2.3.3 Sample lesson plans, learning materials, assessment tools (including for prior

learning assessment and recognition) developed for new program, consistent with VETA or NACTE quality assurance policies and procedures. Assistance in preparing practical manuals, lesson plans and identifying learning materials required. (High Priority)

2.3.4 Technical assistance provided to ensure that Tanzanian partners develop

enhanced capacity to deliver new programs using CBET techniques, and to develop curriculum, lesson plans, and assessment tools consistent with CBET delivery.

2.3.5 Upgrading of instructor technical skills to deliver the new program.

Assistance in upgrading the existing staff through short course in the field of Gas Transmission and Distribution Engineering is required. (High Priority)

2.3.6 Labour Market Intelligence report showing need for program to be developed or

enhanced by the partnership. 2.3.7 Creation of a program advisory committee where one does not exist or equivalent

mechanism (including joint PAC with other institutions working in same sector) established to ensure sustainable linkages with industry.

Assistance in creating PAC for Gas Transmission and Distribution Engineering is required. (High Priority)

2.3.8 Delivery of long and short courses from new curriculum.

Partners to assist in preparing short course programmes for employees who are in the Gas Transmission and Distribution Engineering field.


2.3.9 Technical assistance provided to institutional managers and leaders to enhance their capacity to plan and oversee the delivery of demand-driven training. Assistance in providing capacity building for institutional managers is required. (High Priority)

2.3.10 Strategies developed and implemented for gender mainstreaming in the program.

Assistance in developing tools that will increase participation of females in science and engineering programmes is required. (High Priority)

2.3.11 Curriculum modules or learning outcomes created and in use specifically related to entrepreneurship, gender and the environment. The curriculum developed in 2.3.1 should consider modules related entrepreneurship, gender and the environment. (High Priority)

2.3.12 Materials developed for use in career development services related to the program, including strategies to contribute to student enrolment and graduation.

Assistance in preparing manuals for career guidance and counseling is required. (High Priority)

2.3.13 Gender-sensitive marketing materials developed to promote the program. Assistance in preparing promotional Gender-sensitive materials is required. (High

Priority) 2.3.14 One new environmental sustainability practice implemented at the institution.

Assistance in developing guidelines for environmentally sustainable work practices is required. (High Priority)

3. PROGRAM DEVELOPMENT

All programme (curriculum) developed at tertiary level in Tanzania must have to adhere to NACTE guidelines. Therefore the curriculum must follow the TVET Qualifications Framework which is indicated in the Table 3 below:


Table 3: TVET Qualifications Framework

3.1 Program Level(s) and Duration To Be Developed

The programme to be developed shall be offered at NTA level 4 to 6 (diploma level). Since the development of the programme starts from conducting the Situation Analysis to the process of getting curriculum validation from NACTE, the duration for its development to the beginning of implementation will take approximately one year.

3.2 Anticipated Admission Criteria for Program

Direct Entry Scheme:

(i) Applicants must have a good Certificate of Secondary Education (CSEE) with a

minimum pass of “C” grade in Physics or Engineering Science, Mathematics and

Chemistry or English.

(ii) Or holders of Certificate of Secondary Education Examination (CSEE) with passes

in all subjects listed above including a minimum pass of C grade in two (2) subjects,

plus relevant work experience and employer’s recommendation.

Mature Age Entry Examination:

Applicants must be holders of Certificate of Secondary Education Examination (CSEE) with minimum pass of D grade in three (3) of the following subjects: Physics/Engineering Science, Mathematics, and Biology or Chemistry or any other related technical subject. Candidates may be admitted through mature age entry scheme after sitting for and passing entrance examination.


Pre-Entry/Access Course:

Applicants must be holders of Certificate of Secondary Education Examination (CSEE) with minimum pass of D grade in three (3) of the following subjects: Physics/ Engineering Science, Mathematics, and Biology or Chemistry or any other related technical subject. Candidates may be admitted through pre-entry course after attending eight weeks pre-entry training and passing course examination.

NVA Bridging Courses:

This is a ten-week special programme for applicants with NVA (National Vocational Awards) or equivalent qualification aspiring to join NTA programmes. Successful candidate is admitted to NTA Level 4 or NTA Level 5 subject to the qualification of the applicant.

(i) Applicants for Admission to NTA Level 4 should be holders of Certificate of

Secondary Education Examination (CSEE) and possess NVA level II or Trade test II

in relevant field recognized by VETA.

(ii) Applicants for admission to NTA Level 5 should be holders of Certificate of

Secondary Education Examination (CSEE) and poses NVA level III or Trade test I in

relevant field recognized by VETA.

3.3 Curriculum Approval and Accreditation Process

Any NACTE approved curriculum must fulfill the following requirements before it is ready for implementation: (i) Production of a Situation analysis report which shows the demand for the

curriculum by stakeholders.

(ii) Writing the Curriculum which should include the views of stakeholders.

(iii) Holding Stakeholders meeting to seek the approval of the curriculum.

(iv) Seeking approval of the ATC Governing Board.

(v) Submission of Curriculum information report to NACTE for validation.

3.4 Training Equipment and Tools Currently Available for Program Delivery

The Mechanical engineering department has adequate workshop and laboratory facilities for training programmes which are currently offered at the College are as shown in Table 3.4a. However, if the Diploma in Gas Transmission and Distribution Engineering programme will be introduced, additional facilities as indicated in Table 3.4b have to be purchased.

Table 3.4a: Existing Key Facilities (Workshop/Laboratories) in the Department

Type of Facility Capacity

Materials Testing Laboratory 35

Pneumatics & Hydraulics Laboratory 35

Lapidary and Jewellery Laboratory 20

Welding & Metal Fabrication workshop 35

Machining workshop 35

Metal Forming and Foundry 35


Table 3.4b: Equipment needed for Gas Transmission and Distribution Engineering

Also textbooks relevant to the programme have to be purchased.

3.5 Linkages Local Employers

The ATC has established linkages with local employers through the establishment of Departmental Advisory Committees (DACs). At the moment the College has two committees namely Automotive and Electrical Engineering Programme Advisory Committees. Members of these committees are drawn from local employers. Soon other departments will form their respective committees as well.

Item/Equipment Quantity

CO2 Laser Beam cutting Equip. 5

Electron beam welding 5

Laser welding 2

Underwater arc welding – wet Hyperbaric

10

Underwater arc welding – dry Hyperbaric

10

Stud welding 35

Engine Driven Welders 1

CNC pipe plasma cutting machine 2

CNC sheet metal Shearing Machine price

1

Upper roller universal metal rolling machine

1

Large Hydraulic sheet metal bending machine

1

welding electrode dryer 3

Testing of Welding Strength

Visual examination 10

Industrial Portable NDT radiographic x-ray machine

2

SUPOR Phased Array Ultrasonic Flaw Detector

1

Magnetic particle testing 5

CCTV Pipe Inspection Equipment with 7 inch colour monitor

10

Welding Consumables

Welding electrodes lots

Welding gases lots


3.6 Field Attachment Opportunities

The College has an office which is dedicated for assisting students to get field attachments. Students are allowed to do their industrial practical training in any establishment in any region in the country. The key point here is to ensure that the establishment chosen must provide adequate practical training for the student.

3.7 Linkages/Partnerships

Arusha Technical College is aware that in this world of globalization, an institution cannot operate successfully in isolation. Collaboration with other institutions is very important. Therefore, the College has established linkages/partnerships with other institutions as shown below:

3.7.1 Academic Collaborations:

SN Institution Area of Collaboration

1 Selian Agricultural Research

Institute (SARI)

Kilimanjaro Agricultural Training

Centre (KATC)

Vocational Educ. &Training

Authority (VETA)

OIKOS East Africa

Kilimanjaro Int. Inst. of Telec.

Techn. (KIITEC)

Mbeya University of Sc. and Techn.

(MUST)

Karume Institute of Science and

Technology (KIST)

Training

Research

Consultancy

North – South Collaborations

1. Technical Education

& Labour Market

Support Programme

(Italian Gvt)

Provide lab equipment for

Electronics and Telecommunication

Eng

Support female students

2 EFE-Camason

College (Canada)

Build capacity in teaching of mining

related programmes

ISW

3 ‘Metsol AB’ of

Sweden

Metallurgy training

4 PUM Netherlands

Senior Experts

Electrical and Telecommunication

Engineering

5 JICA Experts (Japan) Civil and Irrigation


3.7.2 Industrial Collaborations:

SN Industry/Agencies Domain of Collaboration

1 Tanga Cement Company Ltd

Research in cement products

Grant cement for training and

research

Material testing lab improvement

2 Rural Energy

Agency

Renewable Energy Development

3 Tanzania Atomic

Energy Agency

Neuclear Technogy

Radiation Technology

4 Toyota Tanzania Ltd Capacity Building

Employability

5 Industry Advisorty

Committees

Electrical Eng Prog.

Automotive Techn Prog.

4. PROJECT CONTEXT

Tanzania has emerged as a potential major global gas producer with large discoveries of gas on deep off-shore in recent years, currently amounting to around 43 TCF (TPDC, 2013). The country’s first gas discoveries happened on-shore, at Songo Songo Islands in 1974 and Mnazi Bay in 1984. About 35.1 TCF of the inventory of natural gas resources proven has been discovered so far on deep off-shore and 8 TCF on on-shore. The gas from the two on-shore operating fields in Tanzania Mnazi Bay and Songo Songo Island is mostly used for power generation (MEM, 2012). Songo Songo Island includes a natural gas processing plants and a pipeline from the island to Dar es Salaam (A Barrell full, 2012). The government has ambitious plans for domestic use of the gas, but this requires largest-scale investments by the government in terms of infrastructure as well as skills development. There is a current demand not met from industrial actors in the country. The fact that most of the gas reserves discovered in Tanzania are found deep off-shore limits the potential of the gas to be developed for domestic use to fill domestic energy needs in Tanzania. It was not until 2004 and 2006 respectively that these fields opened for production.

There are huge expectations for better economic times in different corners of Tanzania due to the newly found gas and possibly oil. The general population expects high reduction in poverty thanks to the oil and gas money. The government, on its side, sees oil and gas economy as the conduit through which the country will escape poverty and fix most of its financial challenges including low government revenues compared to needed public goods and services. The key issue is to find and install different mechanisms with which these expectations can be managed. There is a need to improve both an information policy and institutional mechanism for management of expectations.


Programme Rationale:

Despite the fact that gas is not a new phenomenon in Tanzania, the country has had limited exposure to the oil and gas sector so far. Developing Competence and Skills (hereinafter: DC&S) required for the government and other stakeholders to ensure that the gas resources contribute to the benefit of the society; and for the industry to realise their likely future projects, are thus limited. Hence the need for strengthening DC&S.

At national level and among analysts, key issues include the way Tanzania will benefit from gas. Areas of concern include the extent to which locals will get meaningful direct and indirect employment; the way the government can tap revenues from the oil and gas pipelines -and most importantly how this will be used for national development in this and the coming generations. A major advantage would be to replace imported oil with own gas-that would improve trade balance, economy and environment.

Major expectations have been created in the Tanzanian population as to improvement of their social and economic well-being due to potential gas revenue. Nevertheless, investment decisions have not been taken by the major international petroleum companies who have found gas as to whether they will go for development and eventually production of the gas through on-shore LNG plant(s).

Gas is not a labour-intensive industry compared to other sectors (EMSI, 2013). However, the supplies of skills needed for potential development of gas in Tanzania are scarce. Therefore we need to train more people in this area so that we can speed up our development.

In order to revitalize the situation, the government of Tanzania has put in place policies which guide the processes of increasing the economy and reducing of poverty. These policies, in one way or another, emphasise expansion of education, application of technology, adding values on product and dynamically change to go in tandem with global development. These policies include:

The draft gas policy:

The draft Natural Gas Policy for Tanzania is out. At the same time, the government develops a gas strategy. The new policy is to supplement the Petroleum Act of 1980, the National Energy Policy of 2003 and ‘provide guidance to the increasing mid and downstream activities’ in Tanzania (URT, 2013: 1a). The gas policy makes an explicit link to existing overall national development policies, in particular the long-term plan, Vision 2025. The policy has 17 objectives and 5 main pillars. They focus on how the natural gas is to benefit the population of Tanzania through institutional frameworks, regulatory frameworks and systems that ensure strategic participation. As to human resource development, the policy states that it is to take place to ensure ‘efficient and sustainable natural gas industry development’. The policy gives few details as to how the objectives are to be realised and presents limited analysis of the current and future situation as it sees it.

The draft gas policy has been through a consultative process whereby it has been shared and discussed with many stakeholders in Tanzania (URT, 2013a).


Gender consideration:

The draft gas policy sets out that gender issues shall be mainstreamed in the gas industry and states that it will support activities that ensure gender mainstreaming. Domestic use of gas, ensuring gender equality and equity in education and training are listed as measures (ibid: 20). Globally, there are very few women in construction and operation of LNG plant-a target of 50% women (on a competitive basis) here is probably impossible. But high goals are necessary to get moving. The gender issue is not primarily a humanistic statement. It is a matter of trying other ways of improving the quality of development efforts. Equal opportunity is naturally much easier to achieve. The Institution for Engineers in Tanzania is running campaigns targeted for girls in school to join engineering. The enrolment of female learners in Science and Technology programmes in both VET and TET schools were only 11-19 % in 2011/12 compared to female student comprising about 46.8% in VET and 47.9% in TET in general 2011/12) (URT, 2013: 22). This imbalance should be removed.

The poverty reduction strategy paper (MKUKUTA II, 2010/11-2015/16):

The poverty reduction strategy paper (MKUKUTA II) is the second overriding medium term development plan focusing explicitly on poverty reduction and how this should be achieved. The three main clusters of work-Growth for Reduction of Income Poverty; Improvement of Quality of Life and Social Well-Being; Good Governance and Accountability-are all of relevance to petroleum-related education. The link between ‘employment-generating growth’ and related challenges for making business in Tanzania, such as limited reliability of energy and infrastructure is made. As to education, one of the goals is to ‘Ensuring expansion of vocational, technical, polytechnics, and higher education, and improving non-formal and continuing education’. Moreover, it is noted that there is a ‘need to strengthen technical and vocational training, expand apprenticeship schemes and mentoring systems in strategic partnership with the private sector’ (ibid: 68). There is also focus on ‘reviewing curricula and up-dating the range of courses offered in order to provide knowledge and skills relevant to the job market and the national growth and development agenda’ (ibid:69). Increased work with the private sector on technical and vocational education and training is also encouraged, through PPPs.

Big Results Now:

The Tanzanian government initiated the Big Results Now (BRN) programme in 2013 based on the Malaysian model of development. The main goal of the BRN is to get rid of existing implementation bottlenecks and install a new working culture in the Tanzanian government; “business unusual” (URT, 2013; DFID, 2013). Energy and natural gas is among the six priority sectors selected for work so far, with plans having been prepared with Key performance indicators (PO-PC, 2013).

Vision 2025 and the long-term perspective plan 2011/21-2025/26:

The two major long-term national policies and plans are the Vision 2025 and the long-term perspective plan 2011/21-2025/26. These are from around the time of major discoveries in 2010 and 2011. Hence, they make few specific references to natural gas. Both iterate the overall goal of Tanzania in a long-term perspective (i.e. up to 2025) which is to achieve Middle-income status. This goal vision is well integrated in the draft


gas policy and is often referred to in discussions related to potential benefits of gas in the future. Other studies have stipulated that reaching MIC status will require the high level skilled population to increase by four times and the medium level skilled population to triple (URT, 2012a; AfDB, 2013). Education, economy, growth, good governance are all major pillars of the vision and the plan reiterate these.

Industrial and Trade policy:

One of its functions is to develop human resources in specialized fields so that its vision and mission can be achieved. Its vision is to have a sustainable, competitive and semi industrialized economy; and its mission is to facilitate the development of sustainable industry and trade sectors through creation of enabling environment and provision of improved services.

The National Sustainable Industrial Development Policy:

Some of the functions of this policy are: Development of the education system with due emphasis on technical education, and promotion of engineering industries.

The economic change and industrial transformation will depend on the strengthening of manufacturing capacity. To achieve this, the quality of technical education and training (TET) needs to be improved and more technicians and artisans generated. Therefore, TET institutions in the country have crucial roles to play to enable Tanzania to build engineering capacity. In particular, the technical and engineering education should enable the graduate to be more commercial oriented and target the customers’ need. This trend will make engineering and manufacturing industry to respond dynamically to current rapidly changing conditions to thrive.

Therefore, the overarching rationale of this programme is to have training programme in Gas Transmission and Distribution Engineering at technician and artisan level which can meet shortfall mentioned above. The academic curriculum of GTDE has to be developed by line with current and future market needs. These requirements can be met by technological training institutes. One of these institutes is Arusha Technical College (ATC). It has been noted that there is a proportionate gap of technicians in the spectrum of engineer-technician-artisan ratios in the manufacturing sector. ATC is the only option which can feel this gap. It can run programmes at both technician and artisan levels. However, due to the proportionate gap of technicians, it is more appropriate the programme to be at technician level.

5. INSTITUTIONAL DETAILS AND DATA

ATC Governance:

ATC is governed by a Governing Board consisting of a Chairman and ten (10) other members. The Chief Executive of the College is the Rector who is also Secretary of the Governing Board. The Rector is assisted by the Deputy Rector Academics, Research and Consultancy (DR-ARC) and the Deputy Rector Planning, Administration and Finance (DR-PAF), as indicated in Figure 5a.


Composition of Board Members 1. One member in charge of Technical Education responsible for Higher Education,

Science and Technology. 2. One member from the academic staff of the College. 3. One member from the student body at the College. 4. One member from the government ministries and/or institutions. 5. One member from the Parliament of the United Republic of Tanzania. 6. One member public technical institutions. 7. One member from industries. 8. One member from professional bodies. 9. One member from universities. 10. One member from a relevant Non-governmental Organization. Figure 5a: ATC Organization Structure


Academic Staff Level and their Academic Qualifications

The College has 131 members of teaching staff with qualifications shown in Table 5b. 14 (10.8%) of them are females. The College has a total of 169 permanent and pensionable staff 31 (17.5%) of them being females. Eight members of staff are under Government Contact and seven are under for Local contact. Eleven members of staff are on training, four taking Doctor of Philosophy degrees, four taking Masters and three taking Bachelor Engineering.

Table 5b: Qualifications of the Academic Staff

Department Lecturer/Instructors Technicians

Total PhD Masters Bachelors ADE OD

Automotive Eng. 0 5 7 1 1 14

Civil Eng. 3 6 11 1 3 24

Electrical Eng. 1 6 16 2 5 30

Mech. Eng. 0 3 6 1 5 15

Trans Eng. 1 4 2 - 5 12

ICT - 3 6 1 3 13

General studies 0 10 10 - 3 23

Sub total 5 37 58 6 25 131

Programmes Offered at ATC

The College offers 13 programmes at Diploma level and one programme at degree level. Programmes offered at diploma level include Automotive Engineering, Auto-Electric and Electronics Engineering, Civil Engineering, Civil and Irrigation Engineering, Electrical Engineering, Electronics and Telecommunication Engineering, Electrical and Biomedical Engineering, Mechanical Engineering, Lapidary and Jewellery Technology, Transportation Engineering, Laboratory Science and Technology, Information Technology and Computer Science. So far there is only one programme that is offered at Bachelor level, and that is Civil and Irrigation Engineering. ATC is also offering National Vocational Authority (NVA) certificate programmes for artisans. They include Auto Mechanics, Electrical Installation, Plumbing, Masonry, Welding and Metal Fabrication, Fitter and Turner, and Air condition and Referegration. Currently the College has 1399 (72.8%) diploma students, 443 (23%) certificate students and 81 (4.2%) Bachelor students.

The Enrolment of Students at ATC

The College enrolment of both male and female students has been increasing steadly year after year since the College became autonomous in 2007 (see Table 5c). The enrolment of government and privately sponsored students by programme and gender for the academic year 2014/15 are as shown in Table 5d.


Table 5c: Students' Enrolment at ATC by Gender

Figure 5d: Enrolment of Students by Programme and Gender for Academic Year 14/15

Academic Year

Gender MA FE TOT MA FE TOT MA FE TOT MA FE TOT MA FE TOT MA FE TOT

No. of Stdents 443 83 526 557 116 673 739 187 926 959 278 1237 1125 360 1485 1220 385 1605

09/10 14/1513/1412/1311/1210/11

GRAND

M F M F NVA-M NVA-F M F M F M F M F M F TOTAL

1 Automotive Engineering 19 2 19 6 − − 19 8 − − − 57 16 73

2 Civil Engineering 78 18 56 18 − − 51 17 − − − − − − 185 53 238

3 Electrical Engineering 77 13 38 12 26 2 60 11 − − − − − − 201 38 239

4 Electronics & Telecom Eng 38 11 33 19 − − 53 12 − − − − − − 124 42 166

5 Mechanical Engineering 41 4 34 2 11 − 31 9 − − − − − − 117 15 132

6 Transportation Engineering 27 7 18 7 − − 28 11 − − − − − − 73 25 98

7 Lab Science & Technology 36 29 31 31 − − 39 19 − − − − − − 106 79 185

8 Auto-Electric & Electronics Eng 21 _ 25 3 − − 24 10 − − − − − − 70 13 83

9 Civil & Irrigation Engineering 19 7 20 12 − − 36 15 26 4 28 2 22 4 151 44 195

10 Electrical & Biomedical Eng 27 26 11 11 − − 10 2 − − − − − − 48 39 87

11 Lapidary &Jewellery Tech 11 4 − − − − − − − − − − − − 11 4 15

12 Computer Science 14 2 2 7 − − 14 − − − − − − − 30 9 39

13 Information Technology (Dip) 7 2 1 − − 12 1 − − − − − − 21 2 23

14 Information Technology (Cert) 26 6 − − − − − − − − − − − − 26 6 32

441 129 289 129 37 2 377 115 26 4 28 2 22 4 1220 385 1605TOTAL

GRAND TOTAL

S/N ProgrammesNTA LEVEL 4 NTA LEVEL 6 014 NTA LEVEL 7 013 NTA LEVEL 7 012 NTA LEVEL8NTA LEVEL 5 TOTAL

160526570 492 30 30457


6. INSTITUTIONAL PARTNERSHIP IMPLEMENTATION COMMITMENT

The development and delivery of Gas Transmission and Distribution Engineering programme will be under the responsibility of Mechanical Engineering Department. The department has 12 qualified teaching staff and four artisans (see Table 6a and 6b) who will work together as a team with Canadian partners to ensure that the programme is implemented successfully. Mr. Winston F. Msuya and Nicholaus J. Mhusa will have overall ISTEP implementation responsibilities at the College.

Table 6a: Profile of Teaching Staff in the Mechanical Engineering Department

S/N Name Qualification

1. J. S. Mwanza M. Sc. Production Engineering

2. A. S. Hassan M. Sc. Agricultural Engineering

3. B. Kichonge M. Sc. Production Engineering

4. N. J. Mhusa M. Sc. Industrial Engineering

5. E. Milyaso M. Sc. Production Engineering

6. D. H. Ngoma M. Sc. Renewable Energy

7. J. Fabian B. Sc. Mechanical Engineering

8. G. G. Mgaya B. Eng. Mechanical

9. M. R. Kirumbi B. Eng. Mechanical

10. R. Mkacha Adv. Diploma in Mechanical Engineering

11. S. A. Premji Diploma in Geology & Mineral Exploration

12. H. Mwahu FTC in Mechanical Engineering

Table 6b: Profile of Teaching Staff in the Mechanical Engineering Department

S/N Name Qualification

1. F. Moshi Trade Test-Welding and Metal Fabrication

2. G. Mrema Trade Test-Welding and Metal Fabrication

3. T. Kumburu Trade Test-Plumbing and Pipe fitting

4. C. Temu Trade Test-Plumbing and Pipe fitting

7. SUPPORTING AND BACKGROUND DOCUMENTATION

[1] A Barrell Full (2012) Tanzania Oil and Gas profile. Available at:

http://abarrelfull.wikidot.com/tanzania-oil-and-gas-profile.

[2] African Development Bank (2013) PROJECT: Support to Technical Vocational Education and Training and Teacher Education, Country: Tanzania, Project Appraisal Report, TVET program, Dar es Salaam: African Development Bank.

[3] DFID (2013) Business Case and Intervention Summary. Title: Big Results Now, Dar es Salaam: DFID.

[4] MEM (2012): Human resource development plan on oil and gas.


[5] MEM (2013): National training needs on oil and gas.

[6] President’s Office Planning Office (PO-PC) (2013): Key Performance indicators for Big Results Now. Accessible at: http://www.mipango.go.tz/kpi.asp.

[7] United Republic of Tanzania (2008) Education Sector Development Programme 2008-2017.

[8] United Republic of Tanzania (2010): The poverty reduction strategy paper (MKUKUTA II, 2010/11-2015/16).

[9] United Republic of Tanzania (2012a): 5 year development plan 2012/13-2017/18.

[10] United Republic of Tanzania (2013a): Draft natural gas policy.


8. PHOTOS AND LINKS TO INSTITUTIONAL WEBSITE

The College website is www.atc.ac.tz.

Practical Session in the Automotive Workshop

Practical Session in the Civil Workshop

Water supply pipes for furrow, basin, field and Pressurized Irrigation Civil and Irrigation Engineering

Practical Session in the Electrical Workshop

Practical Session in the Computer Laboratory

Laboratory Science and Technology Students in the Biology Laboratory


Gemstone cutting in the Lapidary and Jewellery Laboratory

Sensitization of Female Students to Join Science and Technology Fields at Arusha Technical College.

Students in a group discussion on outdoor study benches

Students’ Hostel

Documents

ARUSHA TECHNICAL COLLEGE IMPROVING SKILLS TRAINING …€¦ · Technician Certificate (FTC) in the fields of Automotive Engineering, Civil Engineering, Electrical Engineering, Transport