Secondary School Teachers and Students Views on the Appropriate Level for Introducing Vocational Education in Tanzania

Mayega, L. J.

Abstract


This study investigated secondary school teachers and students views on the level for introducing vocational education [VE] in Tanzania. It explored the appropriate level perceived by secondary school teachers and students for introducing VE. Simple random sampling and purposive sampling procedures were used to select the respondents for this study. The sample comprised 58 respondents of whom, 40 were form four students and 18 were secondary school teachers. To obtain data for this study, qualitative approach using case-study research design was employed whereas three methods were used to collect data namely interview, focus group discussion and documentary review. The results revealed that the majority of teachers and students preferred ordinary secondary education as being appropriate for introducing VE. The study recommends that the government in collaboration with other actors have to sensitize on the provision of VE in secondary schools, as many pupils do not have an opportunity to go for further education.


Full Text:

PDF

References


Akyeampong, K. A. (2002). Vocationalization of Secondary Education in

Ghana: A Aase Study Prepared for Regional Vocational Skills Development Review Human Development, World Bank: Africa Region.

Ampiah, J. G. (2002). Attitude of Junior Secondary School Boys and Girls

Towards Science, Institute of Education, University of Cape Coast (Unpublished papercited by Akyeampong in the present Ghana case study).

Cuddy, N. and Leney, T. (2005). Vocational education and Training in the United Kingdom: Short Descriptions. CE defop panorama series III. Luxembourg. European Committee. Greece.

Field, S., Hoeckel, K., Kis, V., and Kuczera, M. (2010). Leraning for Jobs:

Synthesis Report of the OECD Reviews of Vocational Education, OECD.

Goel, V. P. (2012). Technical and Vocational Education and Training

System in India for Sustainable Development. Ministry of Human Resource Development. India Hojlund, G. (2006). Vocational Skills Frmation in Communities of Practice: Experiences from Primary School and the Informal Economy in Tanzania. Stockholm, Stockholm Institute of Education Press:Sweden.

Kahyarara, G., and Teal, F. (2006). General or Vocational Education

Evidences from the Returns to Education in Tanzanian Manufacturing Firms.

Lauglo, J., and Narman, A. (1988). the Status of Practical Subjects and their Uses After school. Diversified Secondary Education in

Kenya, International Journal of Educational Development, 7(2) Lauglo, J., Akyeampong, A. K., Mwiria, K. and Weeks, G. S. (2002).

Vocationalized Secondary Education Revisited: Regional Vocational Skills Development Review.

Washington/Accra/Nairobi/Gaborone.

Lauglo, J., and Maclean, R. (2005). Vocationalisation of Secondary Education Revisited. International Centre for Technical and Vocational Education and Training, Bonn, Germany

Macha, E. L. (2007). Education for Self-Reliance and the World of Work in

Tanzania: An Assessment of Vocationalization of the Secondary School Curriculum in Equipping Students with Work Skills, Unpublished MAED Dissertation. University of Dar es Salaam: Dar es Salaam.

Maclean, R. and Pavlova, M. (2013). Vocationalization of Secondary and Higher Education: Pathways to the World of Work. UNESCO-UNEVOC/Revisiting global trends in technical vocational education and training.

Ministry of Education and Culture, (2004).Waraka wa Elimu na.9 wa

Mwaka 2004 Kuhusu Mabadiliko ya Masomo katika Shule za Sekondari. Dar-es Salaam. Wizara ya Elimu na Utamaduni

Mwasenga, F. D. (2008). Stakeholders’ Perception and Social Response

Towards Vocational Education and Training (vocational education): A

Case Study of the Vocational Education and Training Authority (vocational educationA) in Dar es Salaam Region, University of Dar es Salaam, Unpublished Masters Dissertation of Business Administration (MBA). University of Dar es Salaam

Mwiria, K. (2002) Vocationalization of Secondary Education: Kenya Case Study. Kimkam Development Consultants (Africa) Ltd.

Prepared for Regional Vocational Skills Development Review Human Development, World Bank: Africa Region.

National Institute for Educational Research. (2007). From School to Work: Contemporary Vocational Education Regional

Experiences. Tokyo. The Department for International Research and

Co-operation National Institute for Educational Policy Research (NIER). Japan

Nishimura, M., and Orodho, J. A. (1999). Education vocational and

Technical Training and Employment: Designing Projects that Link Education and Vocational Training and Employment in Kenya. Nairobi: Japan International Cooperation Agency- JICA.

Psacharopoulos, G., and William, L. (1985). Diversified Secondary Education and Development: Evidence from Colombia and

Tanzania Comparative education review, 29, Johns Hopkins University Press: Baltimore.

Sekwao, V. N. (2004). Tanzania National Report on the Development of Education 2001-2004. Ministry of Education and Culture: Forty- Seventh Session of the International on Education, Geneva. Switzerland

Seyi, D. (2014) An Overview of Vocational and Technical Education in

Nigeria Under Secondary School Education System. International Journal of Technical Enhancements and Emerging Engineering Research, 2 (6) 119-122.

Symbiosis Open Education Society. (2010-11). Concept Note on the Need for Vocationalization of Education in India, Gokhale Cross Road, Model Colony.

Tanzania Institute of Education (1995). Education and Training Policy, MOEC: Dar es Salaam.

Wallenborn, M.and Heyneman, S. P, (2009) Should Vocational Education be Part of Secondary Education? Online-Springer

Science and Business Media BV, (10) 405-413.

William, O. (2015). Introduction of Core Based Subjects in the Curriculum of Technical and Vocational Institutions in Ghana: Assessment of its Effect on Practical Training Session. Journal of Education and Practice, 6(31).

West, J. and Steedman, H. (2003). Finding our Way: Vocational Education in England. Centre for Economic Performance, London.

World Bank. (1995). Priorities and Strategies for Education: A World Bank Sector Review, Education and Social Policy Department:

Washington, D.C.


Refbacks

  • There are currently no refbacks.