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Coversheet for Thesis in Sussex Research Online A University of Sussex EdD thesis Available online via Sussex Research Online: http://sro.sussex.ac.uk/ This thesis is protected by copyright which belongs to the author. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the aut hor, title, awarding institution and date of the thesis must be given Please visit Sussex Research Online for more information and further details UNIVERSITY OF SUSSEX Title: The Production of Skills for the Agricultural Sector in Tanzania: The Alignment of the Provision of Technical, Vocational Education and Training with the Demand for Workforce Skills and Knowledge for Rice Production. Thesis submitted for Degree of Doctor of Education Keiko Takei January, 29, 2016 2 PREFACE I would like to thank a great number of people who have helped in some way with this research. First, I would like to thank the many graduates from Technical Vocational Education Training (TVET), the TVET lecturers and administrators as well as the TVET employers in the agricultural sector in Tanzania. They all gave so much of their time to answer my research questions, and they were generous in allowing me to visit them in the field. Without them, there would have been no fieldwork and, consequently, no study. Second, I would like to thank my supervisor, Emeritus Professor Keith Lewin, who has guided me extensively and encouraged me tirelessly; and my second supervisor, Professor Ricardo Sabates, who has also been generous with his support. Last but not least, I thank my family. I would like to thank my father, Tatsuji Takei, who passed away on May 29, 2013, and my mother, Takako Takei, who has continuously encouraged me to persevere with my studies, research and chosen career in international education development. I would like also to thank Thomas Viot, my “best half”, for providing emotional support. Moreover, I sincerely thank Dr. David. C. Harding, a former manager of the Education team at the World Bank, who encouraged me to embark on this doctoral course, and Prof Masafumi Nagao as well as Dr. Emmanuel Mutisya, from the University of Tokyo, who were colleagues from a project team on Education for Sustainable Development in Africa (ESDA) and also continuously provided guidance in this arduous endeavour of studies and research. 3 UNIVERSITY OF SUSSEX KEIKO TAKEI DOCTOR OF EDUCATION Title: The Production of Skills for the Agricultural Sector in Tanzania: The Alignment of Technical, Vocational Education and Training with the Demand for Workforce Skills and Knowledge for Rice Production. SUMMARY The general objective of this study is to identify skills required by employers relevant to the agricultural sector especially in cash crop rice farming and to explore how to increase the contribution of new entrants to the labour market leading to increased production, socio- economic development and the reduction of income-poverty in Tanzania. Productivity gains in the agriculture sector have been modest and have had a limited effect on economic growth in Tanzania. Although the country has considerable agricultural potential, making the most of this depends on the availability of a labour force that has the skills to support a shift to greater productivity. This study profiles, analyses and examines the reality of skills provision and the emerging opportunities to find out how skills development and employability should be improved. The research questions focus on (i) identifying the existing skills gaps between employers’ needs and employees’ capabilities; (ii) identifying the skills which TVET programs impart to enhance performance in the agriculture subsector; and (iii) identifying the 4 skills required by employers and analysing the employability of TVET graduates entering work in the agricultural sector, especially for paddy production. The study concludes by outlining policy implications for improving TVET programs for workforce development. Among the key research findings was the identification of the high degree of irrelevance of most TVET courses for the targeted labour market as overall 89 % of employers claim that the skills possessed by graduates were not applicable to their intended jobs. Moreover, there is a gap in perception between employers and employees about the value of their training. Serious concerns need to be addressed. This can be done by creating an effective system of knowledge dissemination and training building on the current cascade training system involving both the TVET institutions and the visitation of extension workers in the field responsible for enhancing the transfer of modern farming practices. Findings also indicate that very few TVET graduates who enter the agriculture sector have actually studied agriculture, and only seven percent out of the entire TVET graduating cohort have studied the agricultural track. These research findings, drawn largely from a case study analysis as well as analysis of secondary sources, were formed during my professional experience working in the TVET sub-sector in Tanzania. The findings lead to the conclusion that the nature and structure of the curriculum as well as the teaching methodology mean the skills of the TVET graduates are inadequate to meet the demand from the labour market, especially in the paddy production sector. In addition, the study findings lead to a number of critical policy options to reduce skills gaps by refining the curriculum and pedagogy to ensure it is more demand driven and by ensuring that a mechanism is created linking supply and demand. Critical policy options include the need for a clearer and more systemic occupational analysis of the skills needed in paddy production -- such as the analysis provided in the Developing A Curriculum (DACUM) approach in order to ensure that the TVET curriculum 5 is in alignment with the demanded occupational skills. To enhance the scientific and technological foundation of TVET, a strong focus will be required on high-order literacy and numeracy skills. The study also suggests that to establish a “knock-on effect”, youth who obtain skills from TVET institutions also need to be provided with appropriate leadership training during their TVET programs in preparation for disseminating knowledge and skills to other farmers in the field and leading change in agricultural practice. The training system needs to be more closely linked with employers and work places where knowledge and skill can be utilised. (599 words) 6 ABBREVIATIONS AEO: African Economic Outlook ADEA: Association for the Development of Education in Africa ANFEDP: Adult and Non Formal Education Development Programs ASA: Agriculture Seeds Agency CAADP: Comprehensive Africa Agriculture Development Program CBET: Competence Based Education and Training CBT: Competency Based Training CSEE: Certificate for Secondary Education Examination DACUM: Developing a Curriculum EFA: Education for All ESDP: Education Sector Development Program FDI: Foreign Direct Investment FEDP: Folk Education Development Program FYDP: Five-Year Development Plan GDP: Gross Domestic Product GER: Gross Enrolment Ratios GMR: Global Monitoring Report GPI: Gender Parity Index HEDP: Higher Education Development Program ICT: Information Communication Technology IDACA: Institute for the Development of Agricultural Cooperation in Asia 7 IGC: International Growth Centre ILO: International Labour Organisation IMF: International Monetary Fund IRRI: International Rice Research Institute JA: Japan Agriculture JICA: Japan International Cooperation Agency KBET: Knowledge-based approach to technical and vocational education and training LG: Learning Group LGAs: Local Government Authorities LMI: Labour Market Information LMIS: Labour Market Information System M&S: Math and Science MDGs: Millennium Development Goals MMIC: Model Medium Income Country MoEVT: Ministry of Education Vocational Training NACTE: National Council for Technical Education NCTE: National Council for Technical Education NEPAD: New Partnership for African Development NER: Net Enrolment Ratios NRDS: National Rice Development Strategy NSGRP: National Strategy for Growth and Reduction of Poverty PEDP: Primary Education Development Program POPC: President’s Office, Planning Commission 8 PPG: Pro-Poor Growth PPP: Public Private Partnership PSLE: Primary School Leaving Examination PTR: Pupil – Teacher – Ratio R & D: Research and Development SDGs: Sustainable Development Goals SEDP: Secondary Education Development Program SSA: Sub Saharan Africa SVSDAIS: Strategy for Vocational Skills Development in the Agricultural Informal Sector TET: Technical Education and Training TEVTDP: Technical Vocational Education and Training TIMSS: Trends in International Mathematics and Science Study TVET: Technical Vocational Education Training UNESCO: United Nations Educational, Scientific and Cultural Organisation UNEVOC: UNESCO's specialized Centre for technical and vocational education and training (TVET) UNICEF: United Nations Children's Fund UNIDO: United Nations Industrial Development Organization UPE: Universal Primary Education VET: Vocational Education and Training VETA: Vocational Education and Training Authority 9 TABLE OF CONTENTS ABBREVIATIONS ................................................................................................................. 6 LIST
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