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VOCATIONAL EDUCATION AND TRAINING AUTHORITY
ADDRESSING SKILLS GAP THROUGH APPRENTICESHIP:
STATUS OF THE PILOT
A PAPER PRESENTED DURING VET FORUM HELD IN
ARUSHA FROM 10TH -11TH DECEMBER, 2014
LEAH DOTTO LUKINDO
ii
LIST OF CONTENTS
Contents LIST OF CONTENTS ............................................................................................................................................................. i
ABBREVIATIONS ............................................................................................................................................................... iii
1.0. INTRODUCTION ..................................................................................................................................................... 1
2.0. WHAT IS APPRENTICESHIP? .................................................................................................................................. 2
3.0. ADDRESSING SKILLS GAP THROUGH APPRENTICESHIP TRAINING ........................................................................ 2
4.0. THE DEVELOPMENT OF APPRENTICESHIP IN TANZANIA ...................................................................................... 4
5.0. THE PROPOSED CONCEPTUAL APPRENTICESHIP FRAMEWORK ........................................................................... 6
6.0. STATUS OF APPRENTICESHIP PILOT ...................................................................................................................... 7
7.0. CONCLUSION ....................................................................................................................................................... 17
iii
ABBREVIATIONS
ADEA - Association for the Development of Education in African
APL - Assessment of Prior Learning
DSM - Dar es salaam
RPL - Recognition of Prior Learning
IMTT - Integrated Mining Technical Training
MC - Master Craft
RVTSC - Regional Vocational Training and Service Centre
VET - Vocational Education and Training
VETS - Vocational Education and Training System
VETA - Vocational Education and Training Authority
1
1.0. INTRODUCTION
Tanzania is among the gifted country with a largest population of young people that
forms the large portion (68%) of the economically active population, which constitute
(89.6%). The total population is 44.9 million (NBS 2012). Furthermore, each year,
1,000,000 young Tanzanians enter a job market that is generating only 40,000 to 60,000
new jobs i.e. the formal sector. This population if well prepared for employment, the
country will have adequate employable labour force for both the formal and informal
sectors of the economy but, many labour market studies indicate that employers face
some difficulties in finding workers at all level due to skills gap in graduates.
Skills gap is the difference between an employee's or potential employee's current skills
versus the skills necessary to meet or exceed expectations of the job. It is the point at
which an organization cannot fill critical jobs with employees who have the right
knowledge, skills, and abilities (Australian Industrial group: 2006). The impact of the
skills gap is far-reaching and varied, with effects on economic and business performance
as well as individuals, i.e. the economic growth of the county is retarded; low-skilled
workers are trapped in subsistence agriculture or urban poverty and Industries’ cannot be
competitive. As far as bottom-line impact, many industries feel the effects of a skills
shortage in similar ways and it is more critical in the emerging extractive sector.
Therefore, an appropriate mode of training has to be sought. VETA has adopted various
modes of training to address skills gap and the apprenticeship training system is one of
them. Apprenticeship is one of effective training modes in addressing the skills gap as it
involves industry directly in education and training. In other parts of the world, this
training mode particularly in vocational education and training is working as a successful
bridge between training and professional life, transforming trainees into ready-to-hire
employees.
This paper therefore explains the effectiveness of apprenticeship in addressing skills
gaps, development of apprenticeship in Tanzania and the current apprenticeship
conceptual framework adopted in the vocational education and training system and
piloting status of apprenticeship.
2
2.0. WHAT IS APPRENTICESHIP?
Apprenticeship training can be formal or informal. Formal Apprenticeship is an
apprenticeship programme that combines on-the-job training with institutional based
training. It is also called dual-training programme because of the combined work place
and institutional based components. Whereas Informal apprenticeship refers to a system
of skills transmission for a trade/craft from a Master Craft-person (MC) to a young
apprentice who learns the occupation on the job by way of observation, imitation and
repetition, through working and assisting their MC. The training is based on an
apprenticeship agreement in line with local norms and practices that determine rights
and obligations of both parties.
3.0. ADDRESSING SKILLS GAP THROUGH APPRENTICESHIP TRAINING
Apprenticeship is one of the main modes for providing vocational education and training
worldwide. The prospects for apprentices are good and most individuals have a secure job
at the end of their apprenticeship. Apprenticeship training has proved to be an effective
mode for providing demand oriented vocational and education training and preparing
individuals for today and tomorrow's workplace in various countries such as Germany,
Austria and Australia. Switzerland, African countries are Mauritius, South Africa, Ghana
and Botswana to mention a few
Many education fora in Africa debate on the importance of apprenticeship training in the
vocational education and training system. The Association for the Development of
Education in African (ADEA) triennial meeting (2012) in Ouagadougou emphasised on the
importance of apprenticeship as one of the effective mechanisms for imparting skills to
youth, which are relevant to needs of the labour market.
Generally, Apprenticeship training is regarded as the best approach for the demand
driven VET system because of the main reasons highlighted below:
3.1. Relevancy
Apprenticeship training is based on real life practical work making it more demand driven
and enhances in learners, skills and attitude needed for wage or self-employment
because learning takes place in the real working environment. Due to the exposure to the
real world of work, new employee need little time for induction, in other words skills
gaps are minimised.
3
3.2. Addressing technological changes
The rapidly changing technological advances force businesses to react quickly in order to
stay competitive. However, VET institutions lack the capacity to acquire new
technologies in time due to high purchasing costs and sometime institutions get
information about the new technology when it is already in use in industries. Workplace
can complement the shortage as part of investment to consolidate its production
capability and get properly trained skilled workers to meet their specific needs.
3.3. Improved accessibility
The annual institutional vocational training capacity (public and non-public) in Tanzania
is limited. Its capacity is 125,000 trainees per annum, which is about 12% of annual skills
development needs at the level of VET (VETA: 2010). Running parallel institutional and
apprenticeship training modes will provide an added opportunity to expand training
provision and improve quality at comparatively reduced costs.
3.4. Supporting the development of national potentially mobile workforce
Since apprenticeship training is based on national standards developed in collaboration
with employers, skills acquired by apprentices are therefore transferable from one
employer to another. This has a long-term benefit to both the whole economy and
individual companies.
3.5. Enriching institutional based training
Apprenticeship training enables employers to develop and apply industry standards to
training programmes that can increase productivity and improve the quality of the
workforce. This can also assist in enriching institutional based training system by adapting
to the culture of training based at the workplace thereby enhancing skills and attitudes
needed for employment.
3.6. Enhancing employability VET graduates
During work place training, employers can instil values such as company loyalty, good
work practices, and positive work attitudes in the apprentices. Graduates from
apprenticeship training programme have thus better competences to fit into the
respective companies because they already have a good grasp of the company's values
and work requirements. This enhances employability of VET graduates.
4
3.7. Reducing training costs
Total costs to the national economy are reduced because the same resources (instructors,
equipment, materials and time) are used for both production and training and therefore
enhanced cost effectiveness.
3.8. Enhanced competitive skills edge
As a result of apprenticeship training, the national skills base will be enhanced and
therefore increase competitive edge of Tanzania in the face of globalization.
4.0. THE DEVELOPMENT OF APPRENTICESHIP IN TANZANIA
Informal apprenticeship started since when human being came to consciousness. Men and
women obtained skills on the job in a variety ways such as trial and error, observation
and imitation from skilled persons. As time went on apprenticeship, training was
formalised and integrated in the formal education system. Some countries have well-
developed apprenticeship-training systems. For example, Germany has an ancient well-
established apprenticeship training system, covering a large range in excess of 350
professions. It has the strongest apprenticeship-training programme worldwide. Germany
is closely followed by Australia, Austria, Switzerland, Ireland and Denmark.
Mauritius and Ghana are good examples of African countries, which are implementing
apprenticeship training. Mauritius is implementing a dual mode, which combines on the
job training, and centre based learning since January 1990. Ghana has developed a
strong system for informal apprenticeship training involving craft associations, which are
responsible for certification of the informal apprentices.
The development of formal apprenticeship in Tanzania is described under three regal
frameworks as follows:
4.1. Apprenticeship under the 1940 apprenticeship ordinance
The formal apprenticeship training in Tanzania dates back in 1940 when the colonial
government enacted the Apprenticeship Ordnance to guide apprenticeship training
conducted in industries.
The system was dual in that, three (3) years of training was spent in a government trade
school supervised by the Ministry of Education followed by two (2) years of apprenticeship
5
training in industry supervised by the Ministry of Labour. After independence, the 1974
Vocational Training Act replaced the 1940 Apprenticeship Ordinance. The Act carried over
the concept of dual VET system as described in the following subsection.
4.2. Apprenticeship training under the 1974 Vocational Training Act
The structure of Apprenticeship training system under the 1974 Vocational Training Act
included one (1) to two (2) years of basic training (depending on the occupation)
focusing on basic employable skills followed by two (2) to three (3) years of
apprenticeship training in industry combined with trainees attending evening classes in
trade theory at a vocational training centre. The training structure is represented
diagrammatically as shown in Figure 1.
Figure 1: The old Apprenticeship training structure.
The apprenticeship training structure was heavily dependent on the parastatal industrial
sector, which felt obliged to contribute to wider national training effort as part of its
social responsibility.
Economic reforms introduced in the 1980s/1990s aiming at liberalizing the economy and
encouraging the growth of the private sector had some negative effect on the
apprenticeship system. Some of the effects of privatization of parastatal companies on
apprenticeship training were as follows:
a) An important source of apprenticeship in industry gradually disappeared.
b) The emerging partner (private sector) needed a different approach based on
Public Private Partnership rather than receiving instruction from co-operating
partner.
c) The private sector not regarding training as their main line of activity.
(Jon Lauglo :1990)
6
Due to economic changes, the Vocational Education and Training Act of 1974 was
repealed and replaced with VET Act of 1994 with a purpose of aligning the VET system
with the new economic order.
4.3. Apprenticeship training under the 1994 vocational education and training Act
The 1994 VET Act accommodated the dual training concept and the VET Board approved
the 1997 apprenticeship regulations. The regulations however were based on “VETA”
setting conditions for employers to abide. One of the catch phrase in the 1997
apprenticeship regulations is regarding remuneration (Part II section 4) which states that
“any salary increase withheld by an employer shall be reported to the Director General
who shall order reinstatement of the increase, including arrears, if he is satisfied that
there are no sufficient reasons for withholding the increase”. Such conditions cannot
work in the free market economy, thus, apprenticeship training continued to disappear.
This compelled the Authority to revise the apprenticeship framework, which is now under
pilot. The proposed framework is as explained in the following section.
5.0. THE PROPOSED APPRENTICESHIP FRAMEWORK
The framework includes two (2) main modes of apprenticeship training i.e. formal and
informal apprenticeship as described hereunder:
5.1. Formal apprenticeship training
Training under this mode is well structured and follows a specific curriculum validated by
VETA in collaboration with users. This mode is further subdivided into the following sub-
systems:
a) Basic training followed by dual system
Training starts by one (1) to two (2) years of basic training at the training centre i.e.
level I followed by two (2) to three (3) years apprenticeship training in industry with part
time training in the VET centre (depending on the occupation).
b) Dual system from the start of the programme
The learner starts with the combined work and institutional based training right from
level one. The duration of apprenticeship training ranges from three (3) to four (4) years
depending on the occupation.
Comment [U1]:
Comment [U2R1]:
7
c) In house apprenticeship training
Both theory and work practice is offered by the company itself. The relationship with
VETA is developed once apprentices need to access National Vocational Qualifications. In
this case, the training unit has to be registered and accredited by VETA.
5.2. Informal apprenticeship training mode
Training under this mode takes place in the formal or informal sector and does not follow
any structured curriculum. However, skills learnt under this mode can be recognized and
certified through assessment of Recognition of Prior Learning (RPL) followed by bridging
the identified skills gap.
The framework is summarised diagrammatically in Figure 2 below.
APPRENTICESHIP MODEL
Institutional Training -level I
Dual System from level II to III
Direct apprenticeship i.e. from I -III
In house training RPL if not accredited
1
Nat
ion
al v
oca
tio
nal
Aw
ard
2
3
RPL + Bridging programme
Figure 2: The current Apprenticeship framework
VETA started to pilot the two modes of apprenticeship i.e. formal and informal apprenticeship
and the status of implementation is as reported in the following section (5) of this paper.
6.0. STATUS OF PILOTING APPRENTICESHIP
VETA decided the entry point for implementing the proposed conceptual apprenticeship-
training framework is piloting of the two modes basing on the relevant experiences on
the dual apprenticeship and informal apprenticeship modes. Three (3) projects are going
on and are in different implementation stages as explained hereunder.
8
6.1. Integrated Mining Technical Training (IMTT) Project
6.1.1. Background information
The introduction of IMTT came at the right time when VETA had decided to re-introduce
apprenticeship system. The Mining industry being young in the country-faced shortage of
requisite skills to meet the needs of the country’s rapidly developing large-scale, highly
mechanized mining industry. In the realisation and commitment to the need of
developing Tanzanian skills, Barrick Gold Africa and AngloGold Ashanti, through the
Tanzanian Chamber of Minerals and Energy (TCME) and VETA initiated the establishment
of an Integrated Mining Technical Training (IMTT) model to function within the VETA
framework. Moshi RVTSC was identified as suitable to implement the programme as the
centre met the minimum standards for the needed programmes. The training approach
adopted is the apprenticeship programme through Block release. Apprentices spend three
(3) months at the centre and 6 months at the work place. The main objective of IMTT is
to promote skills acquisition and enhancement to meet the needs of the mining and
related industry.
6.1.2. Implementation status of the project
The IMTT model has been successfully implemented since 2009 in five (5) occupations i.e.
Electrical, Fitting, Auto Electrical, HME Diesel Mechanics and Plating/Welding. 519
apprentices have been recruited in the programme, whereas 349 have already graduated
with level III certificate and 95% of them have found employment. 219 apprentices are
proceeding with training. 51 apprentices have dropped out from the programme for the
following reasons:
a) High fliers joined universities;
b) Disciplinary matters; and
c) A few due to underperformance.
IMTT apprenticeship adopted the second mode of formal apprenticeship where
employers recruit apprentices basing on the pre-requisites indicated in the curriculum.
From level I, apprentices attend training through dual the system. Quality control and
coordination involves VETA and the companies sponsoring apprentices. VETA trainers
have been equipped with requisite skills to deliver training, OHS have been enhanced
and workshop infrastructure and facilities have been improved. The Project Steering
Committee that involves users and VETA was formed to work on strategic issues and to
9
monitor the project progress to ensure that it maintains the quality standards and that
the interests of all stakeholders are best served.
The following companies are participating in the IMTT programme and since the start of the
programme have sponsored apprentices as indicated in the table below:
S/N NAME OF THE COMPANY NUMBER OF APPRENTICES SPONSORED BY THE COMPANY FROM
2009 TO DATE
FEMALE MALE TOTAL
1. AngloGold Ashanti GGM 9 115 124
2. Barrick Tanzania (Buzwagi) 5 59 64
3. Barrick Tanzania (North Mara) 3 72 75
4. Barrick Tanzania (Bulyanhulu) 6 154 160
5. Sandvik 5 25 30
6. PanAfrica 1 24 25
7. Mantra 0 7 7
8. Kabanga 2 10 22
9. SMCL 0 6 6
10. Atlas Copco 0 5 5
11. Private 0 1 1
TOTAL 31 478 519
Employers are generally happy about the performance of the IMTT graduates. The partners have
agreed to fully integrate IMTT into VETA structure from this year, change its name to reflect a
wider scope and open it to other sectors.
6.1.3. Lessons learnt
a) Mode of attendance:
Block release is preferred.
b) Success in apprenticeship
Successful apprenticeship depends largely on the commitment of employers. Participating
companies has great commitment in ensuring that the system is operating smoothly and
obstacles addressed timely through the user committee that meets on quarterly basis.
10
c) Employment enhancement
Employment rate has risen significantly from 66% to 95%. This means through apprenticeship
training mode the VET system has been able to address the skills gaps observed in the past.
6.2. Pilot of the Formal apprenticeship (the dual system)
6.2.1. Background information
To widen the scope beyond the mining sector VETA sought assistance to the Hamburg
Chamber of Skilled Crafts in Germany to introduce the dual apprenticeship training
system. The pilot project (2011-2014) focuses on three (3) occupations: Auto-Mechanics,
Electrical (RVTSC - Dar es Salaam) and Hospitality (RVTSC Moshi). The first phase of the
project started in 2011 up to 2013 whereby the first enrolment of Apprentices began in
May 2013 in the three (3) occupations mentioned above. The second phase started in
January, 2014 after completion of the three (3) years of the first phase. Training is now
in the second year.
6.2.2. Implementation status of the project
Several steps were taken to prepare for the re-introduction of apprenticeship training and
these include: awareness creation to employers through Business associations (ATE, CTI,
TCCIA, Private Sector Foundation, National Business Council, Hotel and Tourism
Associations etc.) and individual companies.
The Industry and business community sensitized were very positive in supporting the
introduction of apprenticeship training. The following companies in Table 1 agreed to
participate in the pilot scheme and sponsored apprentices as follows:
S/N OCCUPATION COMPANIES MALE FEMALE TOTAL
1. Auto
Mechanics
1.1. Scania DSM
1 0 1
1.2. CFAO Motors (D.T. Dobie),
DSM
3 0 3
1.3. Nobble Motors, DSM 2 0 2
1.4. Diamond Motors, DSM 4 0 4
1.5. Police Ufundi, Kilwa Road,
DSM
3 1 4
1.6. Toyota, DSM 1 1 2
SUB-TOTAL 15 2 16
2. Electrical 2.1. Coca-Cola, DSM
0 0 0
2.2. Chemi-Cotex, DSM
2.3.
0 0 0
2.3. Twiga Cement, DSM
2.4.
0 1 1
2.4. E.A. Elevator’s DSM
2.3.
4 0 4
11
S/N OCCUPATION COMPANIES MALE FEMALE TOTAL
2.5. ALAF, DSM 4 0 4
2.6. Power Electronics, DSM 1 0 1
2.7. Tanzania Breweries 3 2 5
2.8. Serengeti Breweries 1 0 1
SUB-TOTAL
13 3 16
3. Hospitality 3.1. Lutheran Uhuru Hotel &
Conference, Moshi
1 6 7
3.2. Park Viewing Hotel, Moshi
0 0 0
3.3. Moshi Leopard Hotel, Moshi
3.4.
1 2 3
3.4. Nyumbani Hotel Resort,
Moshi
3.5.
0 0 0
3.5. Kilimanjaro Impala Hotel,
Moshi
3.6.
0 0 0
3.6. Kilimanjaro Mountain
Resort Moshi
3.7.
0 0 0
3.7. Bristol Cottage, Moshi
3.8.
0 0 0
3.8. Salsa Linero Hotel, Moshi 0 0 0
3.9. Kibo Palace Arusha 1 2 3
3.10. Mount Meru Hotel 0 2 2
3.11. Capricorn Hotel 0 1 1
SUB-TOTAL 3 13 16
GRAND TOTAL 31 18 48
Table 1: Companies agreed to participate in piloting apprenticeship
The training programmes and structures were prepared with the involvement of work place
experts.
To ensure quality training, industrial visits by the teachers and members of the project team in
both piloting areas of Dual Apprenticeship Training Project are done. The aim of the visits is to
have face to face discussion with mentors, apprentices and the management of the
Industries/Hotels on the performance of the project and apprentices as well as identifying
shortcomings so that proper actions are taken to address them and also to provide guidance on
industrial training guidelines and log sheets for apprentices’ performance record keeping.
Furthermore, capacity building programmes are conducted to the participating companies on
how to supervise training, testing modality and assessment during on the job training (industrial
training).
Apprenticeship teachers get technical and ml training at the beginning of each block to enable
them to provide training to the required standard. The training focuses on the curricular
contents to be covered in particular block.
12
Generally, the companies have expressed their high approval on many occasions the practical
skills gained by apprentices in all the three (3) occupations. Consequently, Scania Tanzania
LTD, Cfao Tanzania Motors LTD and Noble Motors Tanzania LTD have donated some Motor
vehicle parts and two (2) Motor Vehicles for training to support institutional training
component.
6.2.3. Lessons learnt
Following the discussions with workplaces, the following concept for re-introducing
apprenticeship training was advocated:-
a) The selection of apprentices to be done by the pilot companies as per entry
requirement so that they are employed as apprentices with training contracts before
starting training.
b) Apprentices to attend institutional training on the basis of block release. The
following block release programme was developed.
VETA centre
INDUSTRY VETA centre
INDUSTRY VETA centre
INDUSTRY
1st block On the job 2nd block On the job 3rd block On the job
7 weeks 14 weeks 7 weeks 12 weeks 6 weeks 6 weeks
6.3. Piloting informal apprenticeship
6.3.1. Background information
Informal apprenticeship in Tanzania is the main entry point for drop-outs from basic and
post-basic education. It mainly caters for individuals who lack education requirements for
formal training and serves important target groups e.g. rural population and the urban
poor.
Although informal apprenticeship is a widespread practice, it remains unsophisticated.
Training is all hands-on with no formal instruction. The quality of goods and services, as
well as the levels of productivity in the respective enterprises are generally low and
there are hardly written agreements between the trainer and apprentice. The system
rarely encourages technological innovation. However, such forms of training have the
advantage of being low cost, demand driven and relevant to the world of work, and they
often lead to subsequent self-employment of the graduate in the informal sector. It also
provides a mechanism for integrating idle youth into productive engagement for which
13
the government can take advantage by reaching out hundreds of young people at
comparatively low costs.
Having realized the importance of informal apprenticeship in skills development, VETA
and ILO, agreed to work together to find ways of improving the informal apprenticeship
training system and carry out a pilot in four regions in Tanzania i.e. Lindi, Mtwara,
Mwanza and Morogoro as part of the framework of the Tanzanian Joint Programme on
Wealth Creation, Employment and Economic Empowerment, ILO Project
M.250/08/159/001.
The rationale is to establish a mechanism of formal recognition of skills acquired through
informal apprenticeship and bridge the identified skills gap in order to support the
socially and economically marginalized groups, who normally fail to join the formal VET
system and as a result, they resort to informal system of acquiring skills.
The project was launched in April, 2010. This project was intended to explore the
following aspects: first, the issue of skills development of informal apprentices and
second, how RPL could facilitate informal skills assessment, certification and learning
progression.
6.3.2. Implementation status of the project
VETA introduced the concept of Recognition of Prior learning in VETS in 2011. The main
purpose is to validate skills acquired informally. Recognition of Prior Learning (RPL) is a
process to assess and certify the skills and knowledge of a person regardless of how, when
and where the learning has occurred against prescribed standards for a modular or full
qualification. The results from Assessment of Prior Learning (APL) are used for either
exempting the candidate from the covered modules when join a full qualification VET
programme or upgrading the apprentice’s knowledge and skills for the assessed modules.
The pilot project provided inputs for consolidating the guidelines and the following flow
chart summarises how RPL is conducted.
14
RPL FLOW CHART
VETA facilitator guides the candidate about the RPL
procedure, competences required for an occupation/
module, eligibility, and evidences for portfolio
Candidate submits the application and the
portfolio; VETA assessor screens it and
interviews the candidate
VETA assessors guides the candidate in
preparation for the final assessment
Suitable
Not suitable
Suitable
Candidate assessed against the standards for the
selected qualifications
Suitable
Suitable Applicants informed
about the
shortcomings, and
how to overcome
those
Not suitable
Not suitable
Awareness generation about RPL and
making information easily accessible
VETA awards the certificate to the
candidate
15
A total of 29 RPL assessors from VET institutions and work places (formal and informal
sectors) were trained on how to develop assessment tools and administration of the same.
201 apprentices were assessed from four occupations CJ, MVM, FP, AE, ABR and WF. Out of
the assessed apprentices, 144 (71.6%) passed and were eligible for certification after
attending a skills upgrading programme. The assessed informal apprentices were of the age
between 20 - 40, the mean age was 30 years old. The pilot sampled those with at least three
(3) years’ experience as apprentices. The results revealed that some of them had stayed up
to 12 years at particular work place, and yet their supervisors/employers regarded them as
learners hence paying them very low wages.
6.3.3. Lessons Learnt from the pilot
a) Learning records
Lack of apprentices learning records hence costly to collect evidence and establish ones
competencies profile.
b) Competence of workplace supervisors
Even supervisors need RPLA; some of them learned through the same system.
c) Competences of the assessed apprentices
i. Knowledge gaps
The informal apprentices lacked adequate theory in their field of work e.g. failure to
identify main parts of a motor vehicle by their proper names.
ii. Attitudinal gaps
Most of them did not show adequate adherence to occupational safety and health
rules as well as tidiness while performing their assignments in the working area.
16
iii. Skills gaps
Candidates showed weaknesses in selection and use of tools appropriately. It
appeared that, they had been using improper tools hence failing to use some of the
tools availed to them during the assessment exercise.
d) Self-development and mode of study
Apprentices’ income is hand to mouth in nature, thus they are not ready to sacrifice
working time for training, hence a need to design a flexible training time schedule that
will take into account their working schedules.
e) Willingness to share training costs
The apprentices acknowledged the importance of cost sharing. However, being a low-
income group of the society, they pledged a maximum of 30 USD for the whole training
programme. Therefore, informal apprentices’ training costs need to be subsidized.
f) Opportunities for lifelong learning
They requested VETA to train them on the current technologies so as to get employed in
better paying jobs. They also requested RPL to be sustained.
g) Views of workplaces providing informal apprenticeship training
The owners were grateful for the exercise as it could improve the performance of their
businesses. But, on the other hand they worried about losing their trusted workers
because once they are certified they could move to better paying jobs those.
h) Mode of assessment
There should be flexibility in assessing theory, to use either written or oral as some
candidates have difficulties in writing.
i) Skill Specialization
The informal sector apprentices have a tendency of specializing in one or a limited range
of skills, hence upgrading programmes may focus on making a person excel in the
specialized area.
17
j) RPL assessment standards
Introduction of RPL assessment was made easier by the existence of national occupational
standards and qualification framework for the vocational education and training system..
k) Establishment of craft associations
It has been difficult to establish vibrant craft associations, which are necessary for
promoting skills standards. Those, which tried to take off, focused on cooperatives for
financing rather than technical associations.
l) The concept of informal apprenticeship
Apprentices do not only learn in the informal sector of the economy, but some of them
were found in the formal sector such as garages of formal transport companies. Informal
apprenticeship therefore hinges not on the nature of business establishment, but on the
way they learn, i.e. one learns in an informal way without a structured programme/
curricula and with no formalized assessment.
Generally, hundreds of young people who are potentially productive force but lack skills
can access the informal apprenticeship system integrated with RPL. This mode of learning
is less costly to the Government and parents/guardians. In addition, the country stands to
gain by converting the dormant labour force into productive engagements, thereby
contributing to economic growth and poverty reduction objectives of Tanzania.
7.0. CONCLUSION
To create a better pipeline of relevantly skilled and enthused young trainees and to sustain
the country’s competitiveness currently and for the future requires proper strategy for
human resource development, as the challenges around creating a ‘job ready’ workforce are
complex. Tackling skills shortages and skills gaps is something that requires employers and
institutions to collaborate. Apprenticeship being an effective mode of addressing skills gap
will be successful if employers will be fully engage in its implementation.
All these projects will provide valuable and practical inputs to the proposed frameworks.
There is great similarities in the two projects for the formal sector as both of them have
adopted a dual apprenticeship mode through block release attendance.
18
REFERENCES
1. Australian Industry Group (2006) World Class Skills for World Class Industries.
2. Lauglo, J (1990) A Consultancy for Swedish International Development Authority;
Vocational Training in Tanzania and the Role of Swedish Support.
3. VETA (2010) A tracer Study report
4. VETA (2012) Proposed Apprenticeship Conceptual framework
