- DRAFT REPORT -

Human Resource Needs and Skill Gaps in the and Hospitality Sector in

Submitted by

Wineaster Anderson P. O. BOX 35558, , Tanzania E-mail: [email protected] Mob: +255 688 (754) 387250

“This document has been prepared for the Ministry of Education and Vocational Training (MoEVT); however it reflects the views only of its author, and the MoEVT cannot be held responsible for any use which may be made of the information contained therein.”

May 2015 Abbreviations and Acronyms ACOM- Azania College of Management CIOA - Cruise Association CLIA - Cruise lines International Association CRS - Central Reservation System CTEs - Cultural Tourism Enterprises CWAM- College of African Wildlife Management GDS - Global Distribution Systems HAT - Hotel Association Tanzania HEIs- Higher Education Institutions ITTA - Intra-African Tourism and Travel Association JNIA - Julius Nyerere International Airport KIA - Kilimanjaro International Airport MICE- Meetings, Incentives, Conferencing and Exhibitions MNRT- Ministry of Natural Resources and Tourism MoEVT- Ministry of Education and Vocational Training MoLFD- Ministry of Livestock and Fisheries Development MoTTI - Ministry of Trade, Tourism and Investment MPRU - Marine Parks and Reserves Unit NACTE- National Council for Technical Education NCAA - Ngorongoro Conservation Area Authority NCT - National College of Tourism PMS - Property Management Systems PPP - Public Private Partnerships SAUT - St. Augustine University of Tanzania STEP - Sustainable Tourism for Alleviating Poverty STHEP AF- Science Technology and Higher Education Additional Financing SUA - Sokoine University of Agriculture SUMATRA- Surface and Marine Transport Regulatory Authority TAA - Tanzania Airports Authority TACTO - Tanzania Association of Cultural Tourism Operators TAHOA - Tanzania Hunting Operators Association TANAPA- Tanzania National Parks Authority TAOA - Tanzania Air Operators Association TASOTA- Tanzania Association of Travel Agents TATO - Tanzania Association of Tour Operators TCAA - Tanzania Civil Aviation Authority TCT - Tourism Confederation of Tanzania TELMO- Establishment of Tertiary Education Labor Market Observatory THPAT- Tourism & Hospitality Professionals Association of Tanzania TIC - Tanzania Investment Centre TIC - Tanzania Investment Centre TNA - Training Needs Analysis TPA - TPHA - Tanzania Professional Hunters Association

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TTB - Tanzania Tourist Board TTGA - Tanzania Tour Guides Association TTSS - Tanzania Tourism Sector Survey TVET - Technical and Vocational Education and Training UDSM - University of Dar es Salaam UNECA - United Nations Economic Commission for UNWTO - United Nations World Tourism Organization URT - United Republic of Tanzania VETA - Vocational Education and Training Authority VFR - Visiting Friends and Relatives VT- Vocational Training VTC - Vocational Training Centre WMAs - Wildlife Management Areas WMAs - Wildlife Management Areas WTTC- World Travel and Tourism Council YMCA- Young Men‟s Christian Association ZATI - Association of Tourism Investors ZATO - Zanzibar Association of Tour Operators ZCT - Zanzibar Commission for Tourism

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List of Tables Table 1.1: Respondent Characteristics – tourism business sector Table 1.2: Average customers and Business Capacity Table 2.1: Related national policy, legal and institutional framework Table 2.2: Responsibilities of Public and Private Partners for Tourism Sector Support Table 2.3: Donor Supported PPP Initiatives in Tourism Education and Skills Table 3.1: Framework for Mapping Skill Levels and Levels of Educational Qualification Table 4.1: Visitors and tourism receipts to Tanzania between 2006 and 2013 Table 4.2: International arrivals by purpose of visit, 2008-2013 Table 4.3: International visitors to NCAA and TANAPA, 2007-2013 Table 4.4: Major international markets for Tanzania, 2008 to 2013 Table 4.5: Number of licensed service providers in tourism 2008 - 2013 Table 4.6: Distribution of Accommodation Capacity in Zanzibar in 2014 Table 4.7: Scheduled and chartered air services in Tanzania, 2015 Table 4.8: Traffic movement statistics for 2012 and 2013 Table 4.9: Natural Parks by Size and Year of their Establishment Table 4.10: Evidences for the need for improved human resource quality in Tanzania Table 5.1: Occupational Profiles in various business sectors Table 5.2 Salary Levels across tourism and hospitality sector, as in May 2015 Table 5.3: Proportion of foreign workers across occupational levels Table 5.4: Specific Skills Gaps in Accommodation and Food and Beverage Sectors Table 5.5: Skills gaps in Transport Sector Table 5.6: Skills gaps in Travel Services and Attractions Table 5.7: skills gaps in business tourism sector Table 5.8: Skills shortage by Occupation and by Sub-Sector (Percentage of Surveyed Sample) Table 5.9: Number of licensed businesses in tourism between 2008 and 2014 with their projections in the next 10 years Table 5.10: Model for the effect of Tourists arrival on New Jobs Created Table 5.11: Number of employees by origin (n=148) Table 5.12: Projected human resource requirement 2015-2025 Table 5.13: Changes /Envisage New Occupations and the Related Skills Requirement Table 5.14: Skills required for existing employees across sub-sectors at different time frames Table 6.1: Types of Tourism Courses Offered at Different levels Table 6.2: Responsibilities of Public and Private Partners involved

List of Figures Figure 1.1: Direct contribution of Tourism to Employment in Tanzania Figure 1.2: Distribution of Respondents in the fieldwork Figure 3.1: Mapping the Train Needs and Skills Gaps Figure 4.1: Organogram of Ministry of Natural Resources and Tourism Figure 4.2: WMA Revenue from 2007-2012 Figure 4.3: Tourism Actors in Zanzibar Figure 4.4: International tourist arrivals to Zanzibar between 2000 and 2014 Figure 4.5: Leading source markets for Zanzibar between 1985 and 2013

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Figure 4.6: Number of licensed accommodation facilities, 2008-2013 Figure 4.7: Count of tourists in hotels between 2007 and 2013 Figure 4.8: Ownership of Zanzibar accommodation establishments Figure 4.9: International arrivals by mode of transport, 2005 to 2013 Figure 4.10: Number of licensed tour operators between 2008 and 2013 Figure 4.11: Number of Tourism Training Institutions in Tanzania, 2014 Figure 5.1: Distribution of tourism workforce across occupational levels Figure 5.2: Levels of education qualification of workers in licensed tourism facilities Figure 5.3: Reasons for the existence of skill level gaps Figure 5.4: share of skills gaps by occupational levels Figure 5.5: Skill Gaps Common to all sub-sectors and occupational levels Figure5.6: Concerns in Relation to Training and Professional Development (Percent of the Surveyed Sample) Figure 5.7: Distribution of skills gaps across function areas of accommodation and food and beverages sectors Figure 5.8: Challenging Job Positions in Recruitment and Selection Processes Figure 5.9: Anticipated international tourist arrivals in the next 10 years Figure 5.10: Projected human resource requirement in tourism Table 5.11: Projected human resource requirement 2015-2025 Figure 5.12: Skills Required for Employees Figure 5.13: Future Training Needs according to training institutions Figure 5.14: Future Training Needs Figure 5.15: Proposed Skills Development Approaches Figure 5.16: Employee Skills Development Assistance Figure 5.17: Number of Interns trained per year Figure 6.1: Tourism Training/Education Institutions in Tanzania Figure 6.2: Trend of Students Enrolment Capacity and Graduates in Tourism Training Programmes (2005 - 2014) Figure 6.3: Tourism Programs by Zones Figure 6.4: Different Levels of Tourism Programmes offered Figure 6.5: Incentives for Providing Tourism Education and Training Figure 6.6: Constraints in Provision of Tourism Education and Training Figure 6.7: Personnel Assessment Figure 6.8: Training Facilities and Equipment Figure 6.9: Links with the Tourism Industry Figure 6.10: Proposed Tourism Training PPP Framework Figure 6.11 Proposed frameworks for planning, monitoring and forecasting training needs

List of Boxes Box 4.1: Tanzania‟s Main Tourist Attractions

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TABLE OF CONTENTS

Abbreviations and Acronyms ...... i

List of Tables ...... iii

List of Figures ...... iii

List of Boxes...... iv

Acknowledgement ...... ix

Executive Summary ...... x

PART ONE: INTRODUCTION ...... 1

1.1 Background ...... 1

1.2 Justification for establishing Training Needs and Skill Gaps in Tourism ...... 4

1.3 Objective of the Study ...... 5

1.4 Methodology of the Study ...... 5

1.4.1 Target respondents ...... 6 1.4.2 The Survey ...... 6 1.4.3 Characteristics of the Respondents ...... 7 1.5 Structure of the Report ...... 10

PART TWO: POLICIES, REGULATORY AND INSTITUTIONAL FRAMEWORK ..... 11

2.1 An Overview ...... 11

2.2 Human Resources and Skills Related Policies and Regulations in Tanzania ...... 11

2.2.1 Constitution of the United Republic of Tanzania, 1977 ...... 12 2.2.2 The Tanzania Development Vision 2025 ...... 12 2.2.3 Zanzibar Development Vision 2020 ...... 13 2.2.4 National Strategy for Growth and Reduction of Poverty (NSGRP) II, 2010 ...... 13 2.2.5 The Education and Training Policy (ETP), 2014...... 13 2.2.6 National Employment Policy (NEP), 2008 ...... 14 2.2.7 National Tourism Policy, (1999) ...... 14 2.2.8 Integrated Tourism Master Plan for Tanzania, (2002) ...... 15 2.2.9 Zanzibar Tourism Development Policy, (2003) ...... 15 2.3 Public -Private partnerships Models for providing training to meet labor demand ...... 16

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2.3.1 Public -Private Partnerships Models in Tourism Industry Worldwide ...... 16 2.3.2 Public -Private Partnerships in Tourism Industry in Tanzania ...... 18 2.3.3 Public -Private Partnership Models in the Training sector in Tanzania ...... 20 PART THREE: CONCEPTUALIZING THE MAPPING OF TRAINING NEEDS AND SKILLS GAPS ...... 22

3.1 Overview ...... 22

3.2 Why mapping of Training Needs and Skills Gaps? ...... 22

3.3 Defining Skills Requirements in Tourism and Hospitality Industry ...... 23

3.4 Clustering the skills needs at various levels in tourism and hospitality ...... 24

PART FOUR: TANZANIA TOURISM SECTORAL ANALYSIS ...... 27

4.1 Overview ...... 27

4.2 Tourism Management in the Mainland Tanzania ...... 27

4.3 Tourism Management in the ...... 29

4.1 Demand for Tanzania‟s Tourism ...... 30

4.1.1 Inbound Tourists in the Tanzania Mainland ...... 30 4.1.2 Tourism in the Zanzibar Archipelago ...... 32 4.2 Main Suppliers of the tourism products and services ...... 34

4.2.1 Accommodation facilities (hotels, motels, guest houses, lodges, camps) ...... 34 4.2.2 Food and beverage services (restaurants, fast food centres, clubs, etc.) ...... 36 4.2.3 Transport (airlines, vehicles, car hire, sea transport and coach operators) ...... 37 4.2.4 Tour and travel Organizers ...... 40 4.2.5 Tourism Attractions ...... 41 4.2.6 Business Tourism (M.I.C.E, destination management and technical services) ...... 43 4.2.7 Direct retailers to tourists (curios, artefacts, gear and equipment) ...... 44 4.2.8 Other tourism related institutions (marketing, facilitation, advocacy) ...... 44 4.3 The need for improved services in the tourism: Evidence from previous studies ...... 44

4.4 Tourism training and skills development in Tanzania ...... 45

PART FIVE: HUMAN RESOURCE NEEDS AND SKILLS GAPS IN TOURISM ...... 48

5.1 An Overview ...... 48

5.2 Distribution of Workforce in Tourism by Occupational Levels ...... 48

5.3 Educational attainment of the labor force ...... 49

5.4 Salary levels in tourism and hospitality sector ...... 51

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5.5 Skills Gaps in the Tourism Industry ...... 52

5.5.1 Skill level gaps ...... 52 5.5.2 Skill Type Gaps...... 55 5.5.3 Skill Gaps in Accommodation and Food and Beverages (A&FB) ...... 59 5.5.4 Skills gaps in Transport Sector ...... 61 5.5.5 Skills gaps in Travel Services and Attractions ...... 61 5.5.6 Skills gaps in business tourism sector ...... 61 5.6 Occupations with serious human resources needs and skills gaps ...... 64

5.7 Anticipated growth, upgrading and diversification of the tourism sector in the coming medium and longer terms ...... 66

5.7.1 Anticipated growth in tourist arrivals, earnings and tax revenues ...... 66 5.7.2 Anticipated Investments in Tourism ...... 67 5.7.3 Anticipated Product Development and Diversification ...... 70 5.8 Projected size and human resource requirement in tourism ...... 70

5.9 Possible focus areas for skill building ...... 74

5.10 Enhancing the current tourism education system in the country ...... 77

5.10.1 On-job Training and staff exchange ...... 78 5.10.2 Internship and Apprenticeship training ...... 79 5.10.3 Lifelong Learning (3Ls) in tourism and hospitality ...... 80 5.10.4 Additional training approaches ...... 80 PART SIX: TOURISM TRAINING AND SKILLS DEVELOPMENT IN TANZANIA .... 81

6.1 An Overview ...... 81

6.2 Characterization of Tourism Training System in Tanzania ...... 81

6.2.1 Training Institutions‟ Capacity and Enrolment...... 81 6.2.2 Tourism and Hospitality Training Programmes by Zones ...... 82 6.2.3 Level and Disciplines of the Offered Tourism Training Programmes ...... 83 6.2.4 Incentives for Providing Tourism Education and Training ...... 84 6.2.5 Constraints or challenges in provision of tourism training ...... 85 6.3 Assessment of the Quality of Tourism and Hospitality Training ...... 86

6.3.1 Employers‟ Assessment of the quality of training ...... 86 6.3.2 Institutional Self-Assessment...... 87 6.4 Linking Tourism Industry with Training Institutions ...... 88

6.5 Modeling Public - Private Partnerships (PPP) in Tourism Training ...... 89

6.6 Training Providers with potential to meet the training needs ...... 91

6.7 Regional experiences from EAC Tourism Training Institutions ...... 92

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6.7.1 Regional Links for tourism training provision...... 93 6.7.2 Practices at Makerere University in and Utalii College ...... 93 6.8 A proposed framework for annual monitoring and capturing skills needed in the tourism sector ...... 100

PART SEVEN: CONCLUSION AND RECOMMENDATION...... 102

7.1 Overview ...... 102

7.2 Conclusion ...... 102

7.3 Recommendation ...... 104

Reference ...... 106

Appendix 1: Survey Tool for Tourism Providers ...... 110

Appendix 2: Survey Tool for Training Institutions ...... 120

Appendix 3: Focus Group Discussion Guide ...... 122

Appendix 4: Focus Group Discussion Participants ...... 122

Appendix 4: List of Tourism Training Institutions in Tanzania ...... 125

Registered Tourism Education Providers (VETA), 2014 ...... 125

Registered Tourism Education Providers (NACTE), 2014 ...... 128

Registered Tourism Universities (TCU), 2014 ...... 129

Appendix 5: Registered Tourism Training Programmes...... 130

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Acknowledgement

This study was enabled by the Ministry of Education and Vocational Training through the STHEP AF project funded by the World Bank. The author acknowledges the contributions of Dr. Neema Mori, Dr. John Sanga, Nicolas Mwangili, James Josephat and Batilda Moshy (UDSM); Stephen Vallen, Doroth Massawe and Kemilembe Kibogoya (MNRT); Ernest Mwamwaja (SUA), and Michael Mollel (TATO) on the fieldwork. The on-line survey was facilitated by Richard Rugimbana (TCT), Lathifa Sykes (HAT) and Sirili Akko (TATO). I thank all the respondents who took the initiative and time to provide feedback to the survey questions and participate in the focus group discussions.

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Executive Summary

It is well known that quality of service plays such a key factor in the distinctiveness of a destination and growth of the tourism sector. This is no exception to Tanzania, although approach used to promote the destination has exceedingly been built upon the unique attraction assets and friendliness of her people. While expectations of what to see (attractions) have the draw-in power it is the „quality service‟ that provides the necessary ingredients to customer satisfaction. Any level of service that a destination (or individual establishments) attains is squarely proportional to the total value invested in the training process.

The study objective

The overall objective of the study was to establish the training needs and skill gaps in the tourism sector in Tanzania. Particularly, the study identifies the kinds of skills that are required, where the opportunities and gaps are in terms of their availability both present and future, and how to address the gaps. The work includes both quantitative (number of jobs) and qualitative (type of skills) related to both skill demand and supply. Also the study includes both a medium term (5- 10 years) and a longer term (10-15 years) perspective. The ultimate aim is to establish a good analytical foundation for guiding appropriate system expansion and intervention design that can assure the realization of the tourism development with adequately skilled workforce.

Overall focus and methodology

The study was conducted between February and May 2015 in four zones within Tanzania. The multiplicity of the tourism industry in terms of services offered, business size, ownership and skills development systems has necessitated a comprehensive coverage of skills-related variables using multiple data collection methods. The key methods employed were field and on-line surveys, observation technique and focus group discussions. A total of 259 respondents participated, distributed as 148 tourism businesses, Tourism Key figures in Tanzania: 93 members in four - FGD sessions and 18 training  Inbound tourists 1,095,000 (2013) institutions. The experience of tourism training in  18% of GDP in Tanzania Kenya and Uganda was studied accordingly.  27% of Zanzibar’s GDP  30% of export earnings Sector’s business and employment performance  80% of Zanzibar foreign earnings The sector contributes 18% to the country‟s GDP,  10.9% of total employment in Tanzania contributing foreign exchange earnings of around  Y2014 – 1,200,000 jobs (direct, indirect and US $1.35 billion in 2011 compared with US $1.7 induced), 500,000 direct jobs billion in 2012. Tourism is responsible for 10.9% of  1 tourist in, 1 job (direct, indirect and induced) total employment in Tanzania, bringing over a  2 tourists in, 1 direct job million tourists in 2014 and supports 1,200,000 jobs  9.5% of total investments (direct, indirect and induced), 500,000 direct jobs.  Average number of employees in Medium/Large The annual increases of tourist arrivals and receipts enterprise - 51 local and 2 foreigners/400 local have been 9% and 6.2% respectively over the past and 8 foreigners 10 years. Furthermore, investment in tourism sector accounts for 9.5% (2013) of total investments in the country. A medium (large) enterprise creates an average of 51 (400) jobs for local and 2 (8) foreign

Page x citizens. In absolute counts, foreigners are relatively insignificant proportion of the total workforce, accounting for 3% only of employees in the sector. The proportional percentage of foreigners against local employees rises sharply when the workforce is disaggregated into occupational levels. The number of foreign employees is equivalent to 28% of the total workforce at the managerial level and 4% at the supervisory level which indicates lack of the necessary skills and experience for the local staff to be entrusted with the higher positions in the establishments. The gaps exist in terms of quantity and quality of the workforce. The quantity because, the global ratio of 1:11 (one inbound tourist creates 11 jobs (direct, indirect and induced) is well above the Tanzania ratio of 1 tourist in, 1 job created. The quality is expressed in terms of the skills required by the industry compared to what is being produced by trainers.

Gaps/shortages of skills in the sector The tourism and hospitality sector in Tanzania faces real challenges in matching its skills requirements to the changing labor market. The imbalance between the demand and supply of generic skills is widespread. Skill gaps that cut across all tourism sub-sectors include: communication – multi-lingua and interpersonal skills (good organizational, speaking and public relations skills); customer care; marketing and sales skills; innovation and creativity skills; leadership and managerial skills and basic knowledge in ICT. The employees at operational level are the ones with serious skill deficit compared to those in supervisory and managerial levels; whereby the most problematic occupational areas were:  Accommodation and food and beverage sectors - cooks, chefs, reservation staff, food and beverage managers, and waiters/waitress  The travel services - the professional guides  Tourist attractions – professional guides and attraction managers  Direct retail to tourists – craftsmen, marketing and sales assistants A deficit is also noticed in a number of emerging technical fields such as hospitality architecture, business concept design, safety and hygiene standards, and tourism related technology.

Human resources development system for Tanzania‟s system of tourism training is still fragmented and regulated across a number of government agencies. There are sixty (60) registered tourism and hospitality training institutions in the country, distributed as 15 percent universities (registered under TCU), 23 percent technical colleges (under NECTA) and 62 percent vocational centers (under VETA). The number of students graduating from these institutions each year is slightly over 1000 graduates, which is still under - supply compared to the industry demand. It is important to also note that the majority (around 75%) of tourism training institutions in the country are private. Unfortunately, most institutions are ill equipped (both in training facilities, programmes and qualified workforce) therefore failing to produce skills highly needed by the industry. Also all these training institutions lack cohesive organ to coordinate their general activities and particularly on student performance as part of key element to quality service delivery in the sector.

Individual tourism businesses vary greatly on the actual investment and importance they give to staff training. International chain businesses are more active in in-service training programmes; they would usually have elaborate human resource development scheme or even a dedicated unit for staff training. This is usually not the case with most small to medium establishments.

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Projections in the next five to ten years Projections in Tourism sector 2015-2025: The inbound tourist arrivals are expected to reach 2 million in 2020 and 3 million by year 2025. The 9%  Y2020 – 2.000,000 inbound tourists increase in tourist arrivals can be translated into 0.34  Y2025 – 3,000,000 inbound tourists direct jobs for each additional arrival, equivalent to one  Y2025 –3,600,000 jobs (direct, indirect job for every three additional tourists. Also investments in and induced), 1,085,000 direct jobs tourism will continue to rise by 6.7% per year over the Y2025 – 1 inbound tourist in/1 job  next ten years. Accommodation and tour operation will (direct, indirect and induced); 3 tourists in, 1 direct job still account for the majority share (87%) of employers in tourism.  World figure: 1 tourist in 11 jobs The top five skills that will continue be in demand (i) soft (direct, indirect and induced) skills (good organizational, communication and public relations skills, time management, attitude, problem solving skills, etc.), (ii) customer care, (iii) innovation and creativity, (iv) ICT and (v) marketing and sales skills.

Recommendations

Tanzania has a good potential and the infrastructure is growing rapidly. If the quality of personnel is not growing at the same speed, tourism will not be successful. Based on the assessment and findings, various recommendations are made to the government, tourism training institutions and service providers. These are summarized.

A. Cut Across Recommendations 1. Focus and prioritize the quality of inputs supplied to the public owned tourism and hospitality training institutions to ensure inclusive and equitable resources allocation for uniform outcomes 2. Establish the internship and apprenticeship program standards and operative guidelines and continue to train trainers/educators at different training institutes both private and public to become a tool for developing skills in tourism across the country 3. In the short term the industry needs shorter courses to fill the gap and to supplement in house training of guides and to offer the smaller and up -coming players in the industry access to quality guide training at low cost. Tourism and hospitality training is expensive. The Tourism Development levy should be used to assist in training. 4. Partnerships between public and private sectors are highly needed to facilitate skills development. It is essential for public and private sectors to work in partnership so that each understands the other‟s issues and develops a true mutual trust so they can work together and arrive at with viable potential solutions to problems – they also must work transparently such that there is trust between the sectors, which does not seem to exist now. 5. The uniqueness in the management of non-traditional tourist attractions requires training arrangement outside the conversational system i.e. tailor-made approaches to tourism training in all aspects of tourism planning and tourism resource and service management 6. Encourage effective partnerships between governments, employers‟ and workers‟ organizations and training institutions are critical to anchor the world of learning in tourism sector. 7. D evelop and maintain external links which encourage staff, student and/or employee exchange programmes and collaboration among training institutions and tourism providers 8. Adopt a monitoring, evaluation and research system as the key sources of information for skills

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development, planning and forecasting purposes. 9. More jobs are needed in the sector to match the world1 figure of 1:11 tourist-jobs ratio B. Recommendations for the Ministries and Regulatory Bodies 10. Harmonization of the training systems under the three regulatory bodies (VETA and NACTE and TCU) is needed in order to produce standardized output in a positive way. 11. Establishment of tourism labs or qualification body as centers of excellence for tourism and hospitality skills development that will keep check and balance on various aspects i.e. infrastructure, skilled personnel etc. 12. To ensure the ongoing certification and recertification of training institutions in order to remain in business 13. Design a transparency system for utilization of the Skills Development Levy to deliver key skills required in the industry 14. Upgrading of the educational system in order for graduates and trainees to have „soft‟ human relation skills including oral and written communication and interpersonal communication as one of the major requirements in the tourism and hospitality sectors; 15. The use of „English language‟ from primary school level by Tanzania‟s neighbors has given them a competing age in terms of communication and inter-cultural understanding. Thus, the teaching of/in English in Tanzania cannot be over emphasized when one considers P2P (i.e. person-to-person) interactions in tourism and hospitality industry. 16. There is a need for a framework to make on-the-job training nationally recognized and more closely regulated than it is now the case 17. Incentives to train young people may include wage subsidies and/or subminimum-wage provisions, which are often needed to encourage employers to hire apprentices by compensating them for the time spent providing on-the-job training 18. Fully implementation of the Central Admission System (CAS) to reduce or eliminate a weakness of training institutions‟ admitting/accepting any student who can pay regardless of their qualification. 19. Enforcement of MNRT standard curricula for different occupations and NTA levels 20. Equip regional libraries with relevant and up to date tourism and hospitality literature 21. Establish tourism research centers in the selected universities in the country 22. Prioritize tourism and hospitality fields of study in the HEIs Loan system to attract more students in order to fill the existing gaps in the supervisory and managerial levels C. Tourism Service Providers 23. Promote life-long learning through training and retraining of existing managers and existing staff to improve attitudes and customer relations 24. Support the existing apprenticeship programmes (i.e. Apprenticeship programme in hotel operations 2014-2017) and encourage the same programmes in other sub-sectors. 25. Despite the claims of high-staff turnover, once they got trained, employers should look at training as an investment rather than a cost; therefore develop a culture and willingness to pay for training for service quality D. Training Institutions 26. Tourism training colleges and/or schools need to have a vetted enrollment process (e.g. CAS and in-house criteria) that eliminates unqualified candidates 27. Training institutions should ensuring trainers/instructors are developed to be able to deliver key

1 World Tourism Organization (2014). Global Report on Adventure Tourism. UNWTO, Madrid, Spain. Page xiii

skills required by the industry 28. Equip the training institutions with adequate facilities, appropriate infrastructure and qualified workforce. 29. Consider building „generic skills development‟ into „full-time education programmes‟ and make adoption of standard in Certification of Professionals 30. Upgrading of courses and teaching methods at the training institutions 31. The continuous skills development is required for line staff (front office, kitchen, waiters, housekeeping, bar, guides, travel trade, etc.); and tour and safari guide training; train-the-trainer programmes for increased efficiency and productivity. 32. Medium term required skills development for middle management in supervisory skills development for the culinary arts, restaurant, housekeeping, front office, supervision, etc.; 33. The immediate required skills development is for managerial skills for hotel managers, park warden, destination managers, marketing managers, attraction packagers, etc. 34. Prepare tailor - made packages to match the needs, convenience and interests of tourism providers. 35. Institutions with hotel training programmes are encouraged by employers to offer quality short courses and refresher courses in the low season periods for Chefs, cooks, Housekeepers, and admin staff (i.e. Materials control, storekeeping, housekeeping, etc.).

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PART ONE: INTRODUCTION

1.1 Background

Tanzania‟s economy is largely driven by its natural resource base; a system that is necessary for development of key sectors of the economy including tourism, mining and agriculture. Tourism sector has shown an impressive growth over the past few years and increasingly, the sector becomes an effective means of macro-economic diversification from the traditional reliance on agriculture. For the past ten years the sector grew at an average annual rate of 12%. The country received 1,095,000 international visitors in 2013; most of them came from Britain, , the United States and (World Bank, 2015). The sector contributes 18% of the country‟s GDP and 30% of export earnings, with the earnings from tourism in 2013 topped US$1.88 billion, up from US$1.7 billion in 2012 and US$1.45 billion in 2011(Anderson, 2014). Over the past ten years, tourism has contributed extensively on employment; accounting for 10.9% of total employment in the economy (NBS, 2014; WTTC, 2014). The sector supports 1.2 million direct, indirect and induced jobs (Blancke and Chiesa, 2013; National Bureau of Statistics, 2014; World Bank, 2015), whereby the direct jobs are around 500,000 (Figure 1.1). Investment in the sector accounts for 9.5% of total investments in the country (WTTC, 2014).

Figure 1.1 Direct contribution of Tourism to Employment in Tanzania

Source: World Tourism and Travel Council (WTTC), 2014

The tourism sector is well poised to grow at a faster pace in the coming years if backed with appropriate policies, a well-trained tourism workforce, increased investment in key areas, and collaborative efforts of all stakeholders. Through its Development Vision 2025, Tanzania has declared its aspiration of becoming a middle income country characterized by (i) high quality livelihood, (ii) peace, stability and unity, (iii) good governance, (iv) well-educated and learning society, and (v) a strong and competitive economy (NSGRP II, 2010).

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The key to achieve sustainable economic growth, using tourism, is built upon the quality of products and services delivered by the human resource that has received relevant and sufficient prior and on-job training. According to NSGRP II (2010), tourism is one of the country‟s growth drivers that provide comparative advantage in natural endowments and potential competitive advantages together with other growth areas such as agriculture, manufacturing and mining. Tourism has potential for:  Generating income, especially for the poor sections of society;  Creating productive and decent employment for all, especially women and youth and disadvantaged groups;  Generating revenue for government expenditure;  Increasing growth and productivity, especially in rural areas;  Broadening existing economic base in order to enhance domestic supply and demand capacity;  Exports and potential for industrial development.

In general tourism is personnel intensive and employs a significant number of female and youth. Given that tourism is a service industry, the development of human resources in various areas is essential for a successful and competitive economic sector (Baum & Kokkranikal, 2005). However, shortage of appropriate and specialized core and skilled personnel in the tourism sector as well as poor planning for human resource development and investment is one of the critical problems the industry is facing as identified under the National Tourism Policy (URT, 1999). Because of poor human resources, enterprises have been facing difficulties in improving quality standards and introducing the technological innovations (UNCTAD, 2005; URT, 2005). To be able to operate and compete successfully in the global market, tourism service providers need to have employees who are creative and innovative, highly skilled and who are able to respond to ever emerging challenges of globalization (UNCTAD, 2005). Improving human resource, especially upgrading the educational system is one of the recommended areas of concern in the Travel and Tourism Competitiveness Report that Tanzania needs to improve if it wants to be a successful destination (World Economic Forum, 2013).

Tanzania, which is ranking 4th in terms of natural resources endowment, ranks 116th in human resources base globally. Development of relevant skills and competencies and their effective use ensures high productivity and enterprise‟s ability to adjust to changes in the business environment and technology. There is recorded evidence that the industry is facing a serious shortage of specialized managerial and operational skills for tourism enterprises (e.g. URT, 1999; URT, 2002; Luvanga & Shitundu, 2003; NSGRP II, 2010; ATE, 2011). In their report, the Association of Tanzania Employers (ATE) suggest that the private sector in Tanzania sees many opportunities yet faces many constraints one of which is the shortage of skilled labor, at all levels (ATE, 2011). According to them, the value added per employee is 43% lower than in Kenya, 54% lower than in , and 37% lower than in (Ibid). Some of the key constraints in the skills provision system as identified by ATE (2011) include:  The Skills delivery system is divided and does not provide the skills that businesses require - There are three governing institutions: the Vocational Education Training Authority (VETA) – which is responsible for coordinating, regulating, financing, providing and promoting vocational education in the country; the National Council Technical Education (NACTE) who is responsible for coordinating regulating and

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accrediting technical skills providers; and TCU responsible for coordinating and regulating university education. This system falls outside of commonly accepted international good practice which unifies vocational and technical training into a cohesive Technical and Vocational Education and Training (TVET) framework (ATE, 2011).

 Tanzania’s private sector in tourism has given up on the existing skills delivery system - Even though they contribute to skills development, they still have to privately train their employees.

 Tanzania’s private sector, and private skills providers, lack incentives to invest in human capital development and ongoing training - Larger businesses with resources cope by sending their employees to other countries, or training their staff internally. Alternatively they hire unskilled labor, or temporary employees, which usually result in higher rates of employee turnover, and lower productivity. Private skills providers feel that they have little incentive to invest because the market is deemed distorted, with most resources (Such as a SDL portion) going to VETA schools and little to private skills providers that are VETA authorized training facilities.

 Vocational and Technical Education Providers lack coordination amongst themselves – Due to little linkage between vocational training colleges, technical training colleges, and universities there is no perceived educational progression between vocational education and continuing education, thus limiting their job possibilities. Students are not motivated to excel in their studies with the hopes of future educational advancement.

 The skills delivery system is poor in quality - Many VETA-certified training institutions still provide course offerings based on a knowledge-based system, not based on skills acquisition. The Integrated Tourism Master Plan (2002) also identifies poor service standards, poor quality guides, low quality tour operators and lack of quality accommodation as weaknesses of the Tanzanian tourism product all of which may be a result of lack of and poor quality human resources. The problem of the low level of local human resource development in terms of quality and skills to serve in more sophisticated tourism undertakings is also recognized under MKUKUTA II (2010). The development of skills to meet the needs of the tourism industry is frequently seen as a partnership between the industry and training providers (Baum and Kokkranikal, 2005). Hence, to develop and implement the most appropriate strategies for a proactive human resource development requires a plan. In the light of this, front edge competence in tourism is considered a necessity in tourism planning as well as a competitive advantage if Tanzania aims to become a leading African tourist destination.

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1.2 Justification for establishing Training Needs and Skill Gaps in Tourism

It is an undeniable fact that attaining middle-income status, which is Tanzania's Development Vision 2025, will require a different skill composition among its working population. The estimates by World Bank (2014) show that only 3 percent of the current working population in Tanzania is considered high-skilled. This means that the proportion of high - skilled working force will need to quadruple and the proportion of the medium - skilled labor will need to be more than doubled in order to be in line with the Vision 2025. In terms of human resources base, the country ranks the 116th in the world (Blanke and Chiesa, 2013). The areas of major weaknesses have been identified in the expert survey on Establishment of Tertiary Education Labor Market Observatory (TELMO) in Tanzania, to include the poor quality graduates in the area of customer care, sales and innovativeness after interviewing 149 employees in hospitality and 71 in tourism (EcomResearch Group Limited, 2013). Furthermore a survey of employers in the tourism sector in Tanzania reported a mismatch between skills imparted to graduates and those that are needed in the labor market (Nangale, 2012).

Tanzania does not have a dedicated national system for determination of mid -level or high level skills in tourism and other key sectors in the country. This has led to mushrooming of private training colleges offering certificate, and diploma -level skills programs. This model is not sustainable. The provision of skills development is also fragmented in the country. There are government agencies such VETA and NACTE which govern registered technical and vocational training institutions separately. In addition, there is no well-established communication channel between skills development providers and the industry. With such fragmentation, the Government of Tanzania lacks a clear picture to carry out planning for skills development in the tourism and hospitality industry. The current assignment therefore determines the existing training in tourism and hospitality sectors by tertiary education institutions, including both technical and vocational education and training (TVET) as well as higher education institutions in Tanzania. The main instruments used are employers' and trainers' surveys, interviews, focus groups, and stakeholder consultations. The outputs of this assignment include a report that clearly indicate the forecasted demand for human resources and skills, the current provision and shortage of skills supply, and recommendations for possible solutions in the tourism sector.

Using the outputs of this assignment, the Ministry of Education and Vocational Training (MoEVT) will develop a strategy and operational plan for human capital and skills development at the vocational and tertiary level in priority growth areas. The Ministry, on behalf of the Government of Tanzania, is implementing an 18 - month World Bank supported project namely Science Technology and Higher Education Additional Financing (STHEP-AF). This initiative is very much in-line with the MKUKUTA II which aims at “improving quality of education, knowledge and skills development and ensuring that education and training systems produce skills demanded by the labor market”. Therefore, there are a number of reasons why establishing human resource needs and skill gaps in the tourism sector are not only good, but actually necessary:  The country‟s growing population, coupled with rising access to higher education and rural-urban migration are not matched by employment opportunities in the formal sector. Every year Tanzania produces over 800,000 graduates from the school and college system, of whom only about 10% find employment in the formal sector (ILO, 2011).

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Tourism is among the sector that is growing fast and that can be a high source of employment for many (World Bank Group, 2015).  The fragmentation nature of tourism education and training in Tanzania does not help the quality assurance systems and mechanisms of ensuring the homogeneity in the quality of graduates produced by various tourism colleges, schools and universities in the country.  Bridging the gap in the mismatch between graduate employees curriculum and the employer requirements in the tourism sector needs is critical if Tanzania aims to become a leading African tourist destination.

1.3 Objective of the Study

The overall objective of the study is to establish the training needs and skill gaps in the tourism sector in Tanzania. The ultimate aim is to establish a good analytical foundation for guiding appropriate system expansion and intervention design that can assure the realization of the tourism development with adequately skilled workforce in the country. Particularly, the study findings are intended to lay the foundations for improved responsiveness of tertiary, vocational and higher education to the labor market for tourism in Tanzania. A strategy and operational plan to develop human capital and skills for priority growth sectors, from the technical/vocational level to higher education, needs to start with the mapping of the current levels of skills available, assessment of the regulatory frameworks and thereafter proceed with projection of the needs in the coming years. This objective encapsulates three strands:  to prepare reports that clearly indicate the forecasted demand for skills and human resources in tourism and hospitality sectors in Tanzania;  mapping the current provision and shortage of skills supply in the sectors; and  Provide recommendations for possible solutions in the tourism sector. By looking into the tourism sector's development trends in the short, medium and long term in the context of both domestic and global markets, the specific objectives of this study include: (i) To map the current and future employment potential of the tourism sector in Tanzania (ii) To trace the core human resources and skills required by the tourism sector and the foreseen gaps. (iii)To assess the quality of the existing programs those teach/train the required skills by the tourism sector. (iv) To identify incentives and challenges that exist for institutions to provide tourism – related education and training. (v) To propose the potential public -private partnerships (PPP) model for providing training to meet tourism training needs across the country.

1.4 Methodology of the Study

The study used a holistic and integrative approach, involving desk research, employers and trainer‟s surveys, interviews, focus group discussions (FGD), observation and consultations with a range of tourism stakeholders in order to collect quality data.

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1.4.1 Target respondents

The respondents were categorized into two groups. The first category of respondents was tourism universities, colleges and schools. The second category included governmental institutions (e.g. MNRT, MoVET, TTB, TANAPA, NCAA, etc.); Tourism Providers‟ umbrella associations such as Tourism Confederation of Tanzania (TCT); Tourism Providers ‟ associations and their members including Tanzania Association of Tour Operators (TATO), Hotel Association of Tanzania (HAT), Tanzania Hunting Operators Association (TAHOA) and Tanzania Society of Travel Agents (TASOTA),Tanzania Air Operators Association (TAOA), Intra-Africa Tourism & Travel Association (ITTA), Tanzania Professional Hunters Association (TPHA) and Zanzibar Tourism Investors Association (ZATI), Tanzania Tour Guides Association (TTGA) and Tourism & Hotel Professionals Association of Tanzania (THPAT). Others are Tanzania Association of Cultural Tourism Operators (TACTO) and Zanzibar Association of Tour Operators (ZATO). The respondents were categorized based on criteria for standardization provided by MNRT, 2007 as follows: a) Accommodation (hotels, motels, guest houses, lodges, tented/campsites, hostels, home stay and apartments) b) Food and beverages (Restaurants, Fast food sales, Cafes, Coffee /Tea specialty shops), Pubs, and Nightclubs c) Transport (Airline, vehicles, bus/coach operators) d) Travel Services (travel agencies, tour operators, airline/airport workers, event management agencies, taxi cab associations etc.) e) Visitor Attractions (game, nature & leisure parks, theatre, museums, galleries, monuments) f) Direct Retailers to Tourists (of curios artefacts tourist clothing, gear and equipment ) g) Other tourism related institutions at the destination ( marketing, facilitation, advocacy)

1.4.2 The Survey

Two types of survey instruments and the FGD guiding tool were prepared (refer to Appendices 1 to 3). The pretesting involved respondents from the Ministry of Natural Resources and Tourism (MNRT), the executive managements of TCT, HAT and TATO. Thereafter, the questionnaires were revised and e-mailed to all members belonging to these associations through the Chief Executive Offices of HAT (with more than 250 members), TATO (with more than 200 members) and the TCT (with 12 member-associations). Thereafter, the field work was conducted in order to interview the members who did not return the emailed questionnaires, complemented by one session of focus group discussions per zone. The size of focus groups was restricted to a maximum of 30 people representing various groups in tourism.

The fieldwork was conducted in five zones, selected on the basis of their importance in Tanzania tourism, namely, Northern Zone (, Kilimanjaro, Manyara); Coastal Zone (Dar es Salaam, Coastal, Tanga and Zanzibar); Lake Zone ( and Mara); Southern Zone (, , Iringa and Morogoro) and the EAC Regional Zone (Kenya and Uganda). More than 75% of tourism activities in Tanzania take place in the Northern (Kilimanjaro, Manyara, and Ngorongoro) and Coastal Zones (in the beaches of Zanzibar) (Anderson, 2011; World Bank,

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2015). In addition, for the purpose of enriching the findings and recommendations, the need for studying the regional practices from the neighbouring countries including Kenya and Uganda was taken into account. For that reason, the physical visitation to Utalii College (Kenya) and Makerere University (Uganda) was done. While the former is representing the vocational and technical based training platform, the latter represents the higher learning institutions.

1.4.3 Characteristics of the Respondents

A total of 259 respondents participated under different capacities (Figure 1.2). More specifically, the completed questionnaires from tourism business sector were 148. The participants in the FGD for the four zones were 93 (see Appendix 4) distributed as 14 in the Coastal Zone; 20 in Lake Zone; 28 in the Northern Zone; and 30 in the Southern Highlands. The respondent training institutions were 18 constituting 6 institutions under NACTE, 9 under VETA and 3 registered under TCU. Table 1.1 and Table 1.2 summarize the characteristics of the respondents.

Figure 1.2 Distribution of Respondents in the fieldwork

In summary, Part A of Table 1.1 shows majority of respondents to be in the accommodation business sector (52.3%) followed by travel services and attractions (16.8%). Part B further show the distribution of respondents where by majority were from the Northern zone (35.8%) followed by coastal zone (29.8%). These results are in line with the literature showing more than 75% of tourism activities in Tanzania take place in the Northern and Coastal Zones (Anderson, 2011; World Bank, 2015). Most of tourism providers are locally owned and 32.9% of all respondents have been operating in the industry for less than five years. This implies that majority of providers have more than five years of operation. Part E also show that majority (54.4) of respondents have between 5 and 49 employees implying that the industry is dominated by small enterprises as per Tanzania SME categorization (URT, 2003).

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Table 1.1 Respondent Characteristics – tourism business sector Selected characteristics % of total in the respective category (n=148) A. Business Sector Accommodation (hotels, motels, guest houses, lodges, 52.3 tented/campsites) Food and Beverage (Restaurants, Fast food sales, Cafes, Coffee 4.1 /Tea specialty shops), Pubs, and Nightclubs Transport (Airline, Vehicles, Bus/coach operator) 8.0 Travel Services and attractions (travel agencies, tour operators, 16.8 airline/airport workers, Game, nature, mountain climbing, museums, gallery, taxi cab associations etc.) Business Tourism (Conference/event organizers, destination 5.4 management, Incentives Company, technical services/staging production) Direct Retailers to Tourists (of curios artifacts tourist clothing, gear 3.4 and equipment) All Others in Tourism concerns (marketing, facilitation, advocacy) 10.0 B. Location of the Business Southern Highlands (Iringa, Mbeya, Morogoro, Mtwara) 20.2 Lake Zone (Mwanza, Mara) 14.2 Coastal Zone (Dar es Salaam, Coastal, Tanga, Zanzibar) 29.8 North Zone (Kilimanjaro, Arusha, Manyara) 35.8 C. Business Ownership 100% Local 80.5 100% Foreign/International 10.1 Joint venture 9.4 D. Age of the Business (in years) ≤ 5 years 32.9 6-10 years 21.5 11-15 years 16.8 16-20 years 4.0 Over 20 years 24.8 E Number of Employees 1-4 16.1 5-49 54.4 50-99 13.4 100 and more 16.1 F. Gender of Employees Male 62.1 Female 37.9 G. Age category of employees Employees below 21 1.41 Employees 21-29 37.3 Employees 30-39 35.4 Employees 40-49 17.6 Employees 50-59 5.9 Employees above 60 3.3

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Table 1.2 shows capacity of the seven business sectors that were surveyed. The majority number of beds is found in hotels (accommodation sector) with a total of 4007 beds and an average of 58%. The sitting capacity of restaurants (Food and beverage sector) is also the highest with 3202 seats and an average of 71 sits per restaurant, in direct retailers to tourists, we evidence that each retailer gets an average of 8 tourists per day with a total of 173 tourists visiting these retail shops.

Table 1. 2: Average customers and Business Capacity Selected characteristics N Sum Mean 1. Accommodation Facility Hotel number of beds 69 4007.0 58.1 Lodge number of beds 16 580.0 36.3 Guest house number of beds 4 42.0 10.5 Campsite number of beds 9 242.0 26.9 2. Food and Beverages Restaurant - sitting capacity 45 3202.0 71.2 Restaurant - average number of customers per day 37 1352.0 36.5 Coffee shops- sitting capacity 9 463.0 51.4 Coffee shop average number of customers 5 377.0 75.4 takeaway - average number of customers per day 5 121.0 24.2 Bar - sitting capacity 9 665.0 73.9 Bar - average number of customers per day 6 335.0 55.8 Catering services - average number of customers per day 2 60.0 30.0 3. Transport Airline number of vessels 5 31.0 6.2 Number of vehicles 10 295.0 29.5 Transfer company - number of vessels 6 32.0 5.3 Number of buses 2 10.0 5.0 4. Travel Services Travel agent - number of customers 9 177.0 19.7 Travel operator - number of vessels 12 107.0 9.0 Travel operator - number of customers 8 120.0 15.0 Mountain climbers customers per day 3 7.0 2.3 Travel park customers 4 240.0 60.0 Travel gallery customers 6 220.0 36.7 5. Business Tourism Conference- Average customers per day 11 3604.0 3.3 Tourists direct retailers- Average customer per day 20 173.0 8.7 Tourism technical services- Average customers per day 3 162.0 54.0 Business tourism destination management 4 3054.0 7.6

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1.5 Structure of the Report

This report is presented in Seven Parts. Part One presents the introduction which constitutes the background, justification and methodology of the study. Part Two assesses the extent to which policies, legal and institutional framework facilitates human capital development in Tanzania. Part Three provides the conceptual analysis in mapping the training needs and skills gaps, while focusing on tourism and hospitality industry and gradually concentrating in Tanzania. Part Four offers a comprehensive overview of the tourism and hospitality sectors in Tanzania. Part Five presents the mapping of the core human resources and skills gaps in the main sub-sectors of the tourism and hospitality sector in Tanzania. Thereafter the anticipated growth, upgrading and diversification in the coming medium and longer term have been forecasted and the new job profiles that would emerge through the anticipated changes have been estimated. Analysis of skills development system in tourism and hospitality sector in Tanzania has been dealt with in Part Six before the study‟s conclusion and recommendation, which are presented in Part Seven.

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PART TWO: POLICIES, REGULATORY AND INSTITUTIONAL FRAMEWORK

2.1 An Overview

The previous part has introduced the tourism industry and the role that it plays in the economic development of Tanzania. This role is a compelling reason for having a mechanism for ensuring quality human resources to enable the sector to generate benefits in the form of jobs, foreign exchange, government revenues and economic development. This part assesses the extent to which policies, legal and institutional framework facilitates human capital development in Tanzania. Education has been identified as an important determinant of economic growth.

2.2 Human Resources and Skills Related Policies and Regulations in Tanzania

A key policy challenge confronting most countries in developing economies including Tanzania is how to ensure that the skills of both job entrants and existing workers match the ever changing work environment. The underlying assumption in general is that higher levels of educational attainment lead to a more skilled and productive workforce, producing more efficiently a higher standard of goods and services, which in turn forms the basis for faster economic growth and rising living standards. It is worthwhile mentioning that, the policies which are sector specific are formulated, coordinated and monitored by the responsible ministries. In Tanzania, for example, the Ministry of Education and Vocational Training (MoEVT) has legal mandate for policy formulation, co-ordination, monitoring and evaluation and setting standards on all matters pertaining to education and training. The responsibility for tourism policy lies with the Ministry of Natural Resources and Tourism. Table 2.1 outlines the policy, legal and institutional frameworks which are relevant to this study.

Table 2.1: Related national policy, legal and institutional framework Policy Frameworks and Development Strategies . Minimum Wage Order, 2013 . National Education and Training Policy, 2014 . National Employment Policy, 2008 . National Higher Education Policy, 1999 . National Public Private Partnership Policy Tanzania, 2009 . National Research and Development Policy, 2010 . National Science and Technology Policy Tanzania, 1996 . National Strategy for Growth and Reduction of Poverty (NSGRP) II, 2010 . National Tourism Policy, 1999 . National Youth Development Policy, 2007 . Policy on Women in Development in Tanzania, 1992 . Poverty Reduction Strategy Paper (PRSP) 2005-2010, 2000 . Public Service Pay and Incentive Policy, 2010 . Tanzania Assistance Strategy, 2005 . The National Poverty Eradication Strategy, 1998

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. The Technical Education and Training Policy in Tanzania, 1996 . Zanzibar Tourism Development Policy, 2003 . Zanzibar Development Vision 2020 . Tanzania Development Vision 2025 Legal framework . Constitution of the United Republic of Tanzania, 1977 . Employment and Labour Relations Act of 2004 . Empowerment Act of 2004 . The National Council for Technical Education Act, 1997 . The University Act of 2005 . The Wages and Salaries (General Revision) Act, 1974 . Vocational Education and Training Act, 2006 Institutional Framework . Ministry of Education and Vocational Training . Public-Private Partnership

2.2.1 Constitution of the United Republic of Tanzania, 1977

The constitution of the united republic of Tanzania provides every Tanzanian citizen the right to quality education and decent work. Section 11 (2) spells out that every person has the right to access education, and every citizen shall be free to pursue education in a field or his choice up to pursue education of his choice to his merit and ability, the highest level according to his merits and ability. Section 22 (2) provides that every citizen is entitled to equal opportunity and right to equal terms to hold any office or discharge any function under the state authority. This implies that the government has the responsibility to ensure that conducive environment is created for people to pursue educational programmes up the level of their learning abilities and engaging in work activities that are commensurate with their competences. Many benefits derive from making training and skills opportunities broadly accessible to all women and men. Special measures can help overcome the difficulties some groups face in accessing skills – for example, people with disabilities, members of minority groups, those in need of a second chance.

2.2.2 The Tanzania Development Vision 2025

The Tanzania Development Vision aims at a high quality livelihood for all Tanzanians through the realization of, among others, universal primary education, the eradication of illiteracy and the attainment of a level of tertiary education and training commensurate with high quality human resources required to effectively respond to the developmental challenges at all levels. The Vision states that,

“Education should be treated as a strategic agent for mindset transformation and for the creation of a well-educated nation, sufficiently equipped with the knowledge needed to competently and competitively solve the development challenges which face the nation” (pp. 9).

In this light, the education system should be restructured and transformed qualitatively with a focus on promoting creativity and problem solving. Tanzania needs to be sufficiently equipped

Page 12 with science and technology, knowledge and skills needed to competently and competitively solve development challenges which face the nation. Well-thought, research-based and sector- specific plans are required for achievement of these visions. We are in the 21st Century, which is characterized by stiff competition. Winning are those with advanced technological capacity, high productivity, modern and efficient transport and communication infrastructure and, above all highly skilled manpower imbued with initiative (URT, 2005). To be active participants in the global developments Tanzanians must find ways of strengthening themselves in all these areas. Our education system should produce the quantity and quality of educated people sufficiently equipped with the requisite knowledge to solve the society's problems, meet the challenges of development and attain competitiveness at regional and global levels.

2.2.3 Zanzibar Development Vision 2020 The Zanzibar Development Vision (ZDV 2020) aims at transforming the Zanzibar economy in order to generate high sustainable growth capable of increasing employment and eradicate absolute poverty. The Vision recognizes the need to make selective and strategic investments in human resources in the key sectors of the economy including tourism. In fact there is apparent recognition that the tourism industry could benefit the economy more if further effective policies on tourism are formulated and implemented. Some of the proposed measures for policy changes include promoting high quality tourism, attracting more investments in high quality hotels and developing skills needed in the tourism industry. It is encouraging that the ZDV 2020 concludes (in pg 42) that the infrastructural and skills development would be crucial for the achievement of a diversified economy. Thus, this underlines the importance of mapping the skills gaps and training needs in the sector if one intends to use tourism as one of the vehicles for economic growth.

2.2.4 National Strategy for Growth and Reduction of Poverty (NSGRP) II, 2010 Skills development features very well in the NSGRP II or MKUKUTA II (2010). Improving human resources capacity in terms of skills, knowledge, and efficient deployment and fostering changes in mind-set toward hard work, patriotism, and self-reliance are among the key specific objective of the NSGRP II. Skill development is thus recognized as potential for driving growth of the economy. The low level of local human resource development in terms of quality and skills to serve in more sophisticated undertakings is identified as one of the bottleneck for economic development and poverty alleviation among Tanzanians. An improvement in human capital is thus thought to be one of the strategies to unleash investment potentials in different sectors. Therefore, the Strategy aims at improving quality of education, knowledge and skills development and ensuring that education and training systems produce skills demanded by the labor market.

2.2.5 The Education and Training Policy (ETP), 2014 The Education and Training Policy (2014) is guidance for provision of education and training in the Country. It is a policy framework that ensures more and better education and training fuels innovation, investment, economic diversification and competitiveness, as well as social and occupational mobility leading to the creation of more but also more productive and rewarding jobs. Promotion and development of human resources and effective utilization of those resources in bringing about individual and national development is one of the key broad aims of the Policy. This goal is quite relevant for development and upgrading of skills in the country which may

Page 13 indicate that the policy is good. However, the question remains whether there is an effective mechanism for ensuring attainment of goal and many others.

In many studies that have been conducted to assess human capital in different sectors a mismatch has been established between required skills in the labor market and the one supplied by the education system (e.g. ESRF, 2009; TCT, 2010, ATE, 2011; ILO, 2013). For example, ESRF reports that out of 700,000 new entrants into the labor force every year about 500,000 are school leavers with few marketable skills. Therefore, for the Education and Training Policy (2014) to play its role in skills development it has to ensure that there is a close match of skills supply to the needs of enterprises and that workers and enterprises adjust to changes in technology and markets; and anticipates skills needs of the future.

2.2.6 National Employment Policy (NEP), 2008

Enhancing and developing human capital to assure productive and sustainable employment in the rural and urban economies, by improving knowledge and skills, adequate income earning opportunities and labor market services is the government‟s aim under NEP (1997). The policy requires substantial investments in human capital development as well as development strategies to ensure future job creation opportunities. Some of the skill-related specific objective of NEP (1997) are: (i) enhancing skills and competencies for those in the formal and informal sector especially rural areas; (ii) facilitating and coordinating employment of Tanzanians abroad and the return of skilled Tanzanians to fill skills gaps (iii) promoting the goal of decent and productive employment as a national priority and enable all participants in the labor force to gain productive and full employment and (iv) putting in place conducive and enabling environment to promote growth of the private sector and transformation of the informal sector into formal.

The Government of Tanzania recognizes the link between economic growth, poverty reduction and labor market performance. Since the adoption of NEP in 1997, the Government has continued to design and implement a number of programmes aimed at enhancing job creation. These programmes included National Youth Development Programme, 2007; Youth Action Plan 2011 – 2015; and Youth Entrepreneurship Facility Programme 2005 - 2015. These programmes focus on increasing either financial support for micro credit schemes for the youth, women, entrepreneurs and other vulnerable groups or skills training through vocational education, management and business training and counseling as well as review of labor and employment related laws.

2.2.7 National Tourism Policy, (1999)

Importance of tourism education in national development in Tanzania is reflected in the goals for tourism development as enunciated in the National Tourism Policy (1999), which are: (i) promoting the provision of formal training in tourism industry which is occupationally specific and practical oriented; (ii) creating more employment opportunities and ensuring self-efficiency with regard to human resources within the tourism and hospitality industry; (iii) encouraging and facilitating training in tourism and hotel management for development of the sector; and (iv) regulating and monitoring institutions that offer hotel and tourism education. Being a service- oriented, tourism and hospitality sector is dependent on human resource development. The shortage of appropriate and specialized core and skilled personnel and poor comprehensive

Page 14 planning of human resource development are recognized as among the constraints facing the tourism and hospitality sectors.

2.2.8 Integrated Tourism Master Plan for Tanzania, (2002)

The Tourism Master Plan (2002) was established as an implementing tool of the National Tourism policy. The plan was put in place in order to ensure development of a competent workforce in the sector through investment in quality tourism and hospitality education and training. The plan aimed at developing an extensive programme of training existing managers and staff, current and new entrants at all levels. The plan also set foundation for monitoring and reviewing industry training needs on ongoing basis.

2.2.9 Zanzibar Tourism Development Policy, (2003) The Zanzibar Tourism Development Policy recognizes the fact that the main constraint on continuing tourism development is the lack of trained people available to work in the industry. The policy strategies on human resources development include:-  Mobilizing and sensitizing the people of Zanzibar to realize the importance of the contributing resources to human resources development.  Encouraging broad based training and particularly vocational training to cope with the changing structure of labour markets and the demand for global competitiveness.  Preparing educational systems which incorporate tourism training that conform to changes of technology and respect moral as well as ethical values, spirit of self- confidence, self-esteem and tolerance. Furthermore, the policy emphasises that the manpower training, involving the transfer of knowledge and technology will ensure that the tourism industry can meet international standards of service and customer care. The combination of a trained workforce and the appropriate institutional mechanism will result in a competitive tourism private sector, attracting foreign investment and be attractive to holiday makers. The policy strategies on education and training include:- i. Formulating an integrated human resource development plan which covers needs of the tourism sector, for all levels and occupations through joint responsibilities of the public private partnership. ii. Improvement of front-line training and placement of indigenous management. iii. Strengthening Hotel and Tourism Training Centres vertically and horizontally. iv. Encouraging the establishment of private tourism training school which will have to adopt national curriculum. v. Putting cooperative efforts to educate government officials, local communities, investors and tourists about the current status of tourism developments and policy. Other policies and strategies with a bearing on the development of skills, education and training are as indicated in Table 2.1. A number of institutions, both public and private have been established to implement and coordinate various programmes arising from these policies. Furthermore, the government has undertaken various measures to implement some elements of these policies and strategies. However, by and large, implementation has been unsystematic and uncoordinated and therefore with limited effectiveness.

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2.3 Public -Private partnerships Models for providing training to meet labor demand

Due to resource constraints, especially in terms of human resources it is unrealistic to expect the public sector to be able to put in place the institutional and economic infrastructure required to enable meaningful take-off of the private sector and hence sustainable development. One way of the strategies for addressing this limitation is the use of Public Private Partnerships (PPPs). Public-private partnership (PPP) describes a government service or private business which is funded and/or operated through a partnership of government, a private sector company (or group of companies) or a private business association. The partnerships further refers to arrangements, typically medium to long term, between the public and private sectors whereby some of the services that fall under the responsibilities of the public sector are provided by the private sector, with clear agreement on shared objectives for delivery of public infrastructure and/ or public services.

In Tanzania, Public Private Partnership (PPP) is an important instrument for the government to attract private investments and to improve public services. Due to its importance, the government introduced a PPP Policy in 2009, followed by the PPP Act no. 18 which passed in 2010 and the PPP Regulations passed in 2011. The Public Procurement Act (2011) further makes specific provision for PPP procurement, for both solicited and unsolicited proposals. The objects of the PPP acts and regulations are to promote private sector participation in the provision of public services. The Act is aimed at facilitating the transfer of skills and technology from the private sector to the public sector as well as encourages foreign direct investment.

Further to the PPP Act, a Finance Unit (FU) was created within the Ministry of Finance (MoF) to assess, manage and monitor fiscal risk, to assess affordability of projects, and to appraise value for money from PPPs with a view to recommend PPP projects for approval by Minister of Finance. A Coordination Unit (CU) was created within the Tanzania Investment Centre (TIC), which reports to the Prime Minister‟s Office (PMO). The CU is focusing on promotion and coordination of all matters relating to public private partnerships.

2.3.1 Public -Private Partnerships Models in Tourism Industry Worldwide There are various forms of PPP in the tourism industry. The well-known partnerships between private and public enterprises are occurring through tourism private sector organizations (PSOs). Since PSO are organizations which link the private sector and the public, it is through these links that the partnerships are generated. An exemplar model of this kind is found in the Caribbean (Eclac, 2008). The Caribbean Hotel Association Charitable Trust is a public/private sector alliance, uniting major hotel chains, airlines and credit card companies through their PSOs. The trust has a campaign to market and promote the Caribbean region as a single destination. The trust created a website www.GoCaribbean.com to allow the region to play a full role in the entire distribution channel of Caribbean vacations. The trust also partnered with Expedia, Inc. to offer expanded hotel choices to the Caribbean. As part of the partnership, most of PSOs member organizations have the opportunity to participate in the Expedia Special Rate (ESR) program, in which Expedia works with individual hotels to provide consumers with attractive rates and bring additional business to hoteliers. This PPP has helped to keep the region as a top of mind destination and played a strong role in growing the tourism and hospitality industries in the region (Eclac, 2008).

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The second form of worldwide common PPPs is in traditional infrastructure projects for leisure and culture services such as museums, galleries, sport events and public spaces. Most of these involve local communities who play important role. Their homelands and workplaces are key sources that attract nature tourists. A model example in this PPP is from Indian Thenmala Eco- tourism destination (Ezreth, 2014). This destination is a small forest area village in Western India. The most important eco-tourism resources of this project are wild life sanctuary, small nature trails, elevated walkway through canopies, mountain biking etc. The PPP here works as follows: private sector is responsible for accommodation, transportation and related infrastructure. The public sector including the community is responsible for eco-tourism product management, local traditional transport, provides the overall regulatory and supportive framework.

A third form of PPP is in the area of event, conference and hallmark management. Here the PPP is seen in strategic alliances where the private enterprise sector is involved in services such as sports and music events or festivals (Taurer, 2003). The partnership in this case occur when there are regular holding of public-private meetings such as regional and national conferences for discussions, strategic visioning, policy-making and decision-making. A model example is that of organization of the Caribbean Village conducted at the International Trade Fair in Berlin. The Caribbean Trade Organization, representing PSOs is playing a role in organizing and supporting the participation of member countries and the private sector to trade and consumer shows at such trade fair. The public sector in the region supports this through supportive regulations that enable its tourists businesses to participate in the fair.

Due to increasing qualification requirements, there is a fourth form of PPP initiatives which is in the area of tourism and hospitality skills development. Here the partnership is in terms of provision of tourism and hospitality education and training. Different PPP models have been practiced in different countries. Model one is found in the Caribbean between a public entity, a Tourism Learning System and a private entity, Tourism Human Resource Council (Eclac, 2008). The aim of the PPP was to increase the competitiveness of the tourism product in the Caribbean through improvement of the quality of human resources, mainly through enhanced leadership by tertiary level institutions. The partnership involves both private and public colleges and universities from the region. This partnership led to a harmonized tourism/hospitality curriculum for Degree programmes in Hospitality/Tourism Studies across the English-speaking Caribbean and the setup of a Quality Assurance System whereby the degree program is measured against agreed quality assurance standards. The model also developed credentials and certification program for employees of the tourism/hospitality industry. The certification program aims at raising professional standard of the regional tourism and hospitality industry. The program also evaluates tourism workers by verifying their previous work and volunteer experience, education, professional development activities and skills.

Model two is also found in the Caribbean through an initiative of both private and public sectors known as „Tourism Internship Exchange System (TIES)‟. The aim of the partnership is to enhance the overall competitiveness of the Caribbean region by providing a learning experience to students in the tourism and hospitality sector as well as tourism workers by assisting them to find internships or suitable jobs in the tourism industry. The Caribbean region has also an Annual Tourism Educators Forum (Model three). The forum is a three day intensive workshop designed

Page 17 for tourism/hospitality educators at the post-secondary level of the education system and trainers from both the public and private sector in the region. The forum aims at updating the knowledge base of tourism/hospitality skill providers on current trends and issues in tourism and prepares them to understand and articulate changes and challenges of the industry. The forum also helps the tourism/hospitality skills providers to discuss the special challenges/issues facing the delivery of tourism education and training in the region and recommend some concrete strategies for addressing these (Eclac, 2008).

From these models discussed here, we see that each partnership has key players. These are a combination of public/government, private entrepreneurs, local communities and private sector organizations. Each of them must participate actively and constructively to ensure the success of the partnership. Also the role and functions of each partner has to be specifically identified in order for the partnership to be successful. In addition, communication among partners is both a critical part of good partnerships and an outcome of consistent engagement between the public and private sectors (Grubb & Lazerson, 2004). This communication enables training providers to learn what skills are in demand and to train for jobs that change regularly. The communication also allows employers to have input into the curriculum and often gives them a recruiting tool to attract skilled workers. Communication is essential for the public sector as well as they need to know what needs of the private sector are and what can be done in order to enhance the partnership.

2.3.2 Public -Private Partnerships in Tourism Industry in Tanzania Similar to other sectors, PPP in the tourism and hospitality sector is done through private sector associations (PSOs) who gather opinions and recommendations from their members and engage in dialogues with the public sector. Apexes such as Tanzania Chamber of Commerce industry and Trade (TCCIA), Tanzania National Business Council (TNBC), Tanzania Private sector Foundation (TPSF) exist for the purpose of gathering the voice of the private sector actors, support them and create links between themselves and the public sector. Similar bodies have been formed at regional levels, district/municipal levels as well as sector level.

There are several private sector organizations that are in place in the tourism industry. TCT is the umbrella organization representing the private business sector involved in tourism and hospitality industry in Tanzania. It is the voice of the tourism industry. TCT work at a national level and it ensure that through its representation, appropriate macro policies and strategies are adopted for developing and maintaining an environment in which tourism will prosper and the business sector will be able to achieve successful growth. TCT has twelve members who are in tourism and hospitality industry specific. The Members are Tanzania Association of Tour Operators (TATO) who aims at providing comprehensive position for the tour industry in its relations with the Government in matters pertaining to the formulation of tourism policy, plans and programs. Tanzania Association of Cultural Tourism (TACTO) dealing with organizations or people dealing in cultural tourism. Tanzania Society of Travel Agents (TASOTA) aiming to encourage, promote and protect interests of member travel agents in the country. Tanzania Air Operators Association (TAOA) providing a platform for positive dialogue between licensed air operators and other stakeholders in the aviation industry and air transport sector.

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Hotels Association of Tanzania (HAT) aiming to ensure a sound development concerned with contributing to the sound development of the hotel industry and tourism in general through improving the quality of services to tourists and locals. Intra-African Travel and Tourism Association (ITTA) represents travel and tourism operators. Zanzibar Association of Tourism Investors (ZATI) who works closely with the Government to ensure a sustainable and professional tourism industry of the highest standard. Zanzibar Association of Tour Operators (ZATO) whose purpose is to plan, arrange tours and/or Zanzibar vacation packages and market them on domestic, regional and worldwide destinations. Tanzania Hunting Operators Association (THOA) working closely with the Government to ensure a sustainable hunting industry of the highest ethics and standards. Tanzania Professional Hunters Association (TPHA) which stands for maintenance of high standards of professionalism, ethics and sound conservation practices in the hunting industry. Tanzania Tour Guides Association (TTGA) which strives to ensure and promote the highest standards, ethics and professionalism among tour guides. Tourism Professional Hospitality Association of Tanzania (THPAT) represents tourism and hospitality professionals.

One of the key roles of these PSOs is to provide platform to lobby and advocate to the government, maintain ethics and professionalism in their industry. The PSO serve as strong tool for engagement in partnerships and dialogue with the government. The PSOs are also responsible for capacity and institutional building of their organizations and members. Some PSO support provision of technical/skills training to employees of their member companies in order to enhance capacity of employees and increase performance of member organizations.

There are various examples of PPP that the tourism and hospitality sector has engaged with the government. First is the marketing of Tanzanian tourism sector. The marketing of the nation‟s tourism is supposedly to be the government role. In this case TCT has been in partnership with the government in promoting the country‟s tourism. Here the government provides the supportive legal framework while TCT is engaging in advertising and promoting different tourism destinations. Second, ZATO has been engaged with the government to ensure that Levy on Tourists transit is reduced. TATO is also partnering with the government in reducing insecurity and poor safety for foreigners who visit the country for tourism purposes. Here TATO first conducted a study which identified the problems that tourists faced and they made recommendation on what to be done by the government in order to reduce the problem. TATO then engaged in dialogue with the government and the government initiated a tourist police unit which is in charge of protecting tourists.

The skills providers both public and private are also partnering in the delivering of tourism education and training. Looking at these PPP, one can derive the responsibilities of both public and private sector in tourism and hospitality sector partnership (see Table 2.2).

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Table 2.2: Responsibilities of Public and Private Partners for Tourism Sector Support Public-Government and Municipal Private – TCT, PSOs, Companies, NGOs Councils i. Enabling tourism Policy and Regulatory i. Networking and Promotion of tourisms framework attractions ii. Provide New destinations ii. Owning and Managing Tourists attractions/services and training institutions iii. Ensure that the local community is fully iii. Build and manage the required tourist involved and the benefits of tourism are facilities in places of tourist interest reaching them iv. Identify and establish clear objectives as iv. Participate in the preparation of to the range of public and private sector investment guidelines, marketing development as considered appropriate strategies, database developments and pursue research v. Preservation of Heritage/tourism sites v. Undertake skill development, training and manpower development to achieve excellence in quality of services vi. Information Dissemination and Marketing vi. Promotion and Marketing of Destinations of Destinations and tourism/hospitality programmes vii. Employment of Tourism and hospitality vii. Employment of Tourism and hospitality graduates graduates

2.3.3 Public -Private Partnership Models in the Training sector in Tanzania PPPs in education and training sector have for many years, been implemented successfully by Faith Based Organizations (FBOs). Here FBOs are involved by providing education in all levels, from kindergarten to university levels. They own, build and offer education to the Tanzanian population. Through their organizations, they help to shape civilizations and cultures using the religious phenomenon. Recently, many private individuals, NGOs and companies have also been engaged in provision of education and training. All these are entering in partnership with the government for the purpose of providing education to Tanzanians. As noted earlier, the education system in Tanzania is regulated by three government/public organs: VETA, NACTE and TCU. These organs regulate both public and private education/training institutions in order to make sure they adhere to common requirements.

Through these PPP, tourism operators have taken a lead role in the design, implementation, and financing of training programs and skills development courses required by their employees at various levels. There are also education/training PPP initiatives that have been supported by development partners in order to: support the local tourism training institution in capacity building ii) train students who are enrolled in the tourism programs iii) train employees of tourism firms. Table 2.3 provides example of such initiatives.

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Table 3.3 Donor Supported PPP Initiatives in Tourism Education and Skills Type of Period of Description of the initiative Participating local Donor initiative implementation institution (s) partner Apprenticeship 2014 – 2017 First Accredited Partnership of ILO programme in Apprenticeship Program in TCT, HAT hotel operations Tanzania at NACTE Level 5 working with National College of This is a Private Sector led Tourism (NCT) initiative of training personnel for the hospitality sector

Aims at addressing skills gaps that are increasingly exhibited by new graduates joining the labour market.

Focus on honing of skills, appropriate work place attitude and culture etc. of personnel mainly at the work place (60 per cent) with short periods (40 per cent) of theoretical training at a training institution Education for 2010- 2013 To improve tourism programs MoEVT (VETA) Nova Scotia. Employment at VETA institutions in the Community Program Touris town of Mikumi. College m Training (EFE) Strengthened the capacity of the local partner to produce skilled employment ready graduates for the growing tourism industry

In summary, these initiatives help in i) Facilitating creative and innovative approaches in stimulating education/training provision ii) Enhancing government‟s capacity to develop integrated solutions that effectively addresses public needs, in this case, education iii) Reducing costs of implementation and realization of quality education attributable to economies of scale and operating efficiency and iv) Accessing technical and managerial expertise, financial resources and technology from the private sector.

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PART THREE: CONCEPTUALIZING THE MAPPING OF TRAINING NEEDS AND SKILLS GAPS

3.1 Overview

This section provides the conceptual analysis in mapping the training needs and skills gaps, while focusing on tourism and hospitality industry and gradually concentrating in Tanzania. It underlines the importance of undertaking a regular updated data on employment demand and supply issues in view to facilitate policy makers and other stakeholders to frame policies and strategies towards development of human capital in the key sectors.

3.2 Why mapping of Training Needs and Skills Gaps?

Always, the essence of good service is peoples‟ skills; and the availability of quality workforce is an integral part of successful economic development. Hence, regular undertaking of the current and forecasting future train needs enables the proper planning in terms of curricula development and review and establishment of suitable skills development policies, facilities and action plans. This eventually feeds into appropriate assessment of economic potential and market opportunities and the identification of underlying constraints and addressing employment-related issues.

Figure 3.1: Mapping the Train Needs and Skills Gaps

(2) (1) Tracking the demand for Undertaking a regular updated manpower specific skills/training survey with a data bank about employment needs (and occupation standards, testing and

certification), and (3) employment projections Intervention in terms of: pre- employment curricula, accreditation, technical & vocational training, higher (4) learning, on-job training and Creating environment for high value jobs for non-traditional means to the local population in the specific sectors ensure high quality workforce

Source: developed purposeful for this study

Economic transformation demands a healthy workforce equipped with the knowledge and skills to be highly productive in the workplace and to generate innovations in technologies, processes, products, and services. A country may be rated as top destination globally based on the quality of

Page 22 work force that are geared towards meeting the needs of the industry, and availability of appropriate research for tourism development and innovation.

The essence of mapping the training needs and skills gaps is to build a source of information which aims at helping policy makers and other stakeholders to frame policies and strategies towards the development of human capital in the key sectors. The mapping entails an assessment of the human resource training needs, identification of the key issues and challenges confronting the human capital development in the sector. The ultimate aim is to enable the country to put in place an excellent educational system and world class training facilities for tourism and hospitality development. Up-to-date information on skill needs will help education and training institutions assess the match between the skills they provide and those in demand in the workplace. At a practical level, an effective national training need assessment will help to establish whether there is a need for training within key areas of the industry and to help identify what training programmes should contain in terms of learning outcomes and curriculum. Investment in continuous staff training and development ensure high quality workforce that have relevant up-to-date skills and knowledge in the industry.

Sustained service excellence requires high discretionary effort from services; it requires preparation, ingenuity, persistence, discipline, risk taking, and continuous improvement (Berry, 1995). Given the importance of the customer/employee interaction to the service encounter, the quality of human resources has a key role to play in securing high levels of service quality. The quality of human resources is normally a function of knowledge, skills, experience and motivation. While the first two are primarily provided by educational and training providers an employee gets the last two are enhanced by the working environment.

3.3 Defining Skills Requirements in Tourism and Hospitality Industry

Tourism and hospitality fall under the category of labour intensive industries. Therefore, more jobs can be created if a nation puts in place appropriate strategies to develop tourism as one of the economic activities. Possession and continuous accumulation of relevant tourism skills and knowledge is essential in the creation of human capital, which is a critical resource for the development of a competitive sustainable destination (UNECA, 2011). The lack of relevant skills and knowledge has been an obstacle for successful tourism development in most East African countries (Victurine, 2000). The rigidity of the training programmes in Eastern Africa has resulted in very few people being equipped with the appropriate skills and knowledge necessary to increase local productivity and create wealth through tourism development (UNECA, 2011). Upgrading the educational system is one of the areas of focus recommended by WEF (2013) for improvement of the tourism environment in Tanzania. Skill gaps exist within a business where employers identify that one or more of their staff is not fully capable in their roles. Many tourism and hospitality researchers maintain that „soft‟ human relation skills including oral and written communication and interpersonal communication are essential for graduates and trainees to possess (Baum, 1991; Christou & Karamanidis, 1999).

Notwithstanding its many attractions such as Ngorongoro Conservation Area, , , , and the Stone Town in Zanzibar among others, Tanzania's tourism sector remains relatively underdeveloped. Among the main challenges it faces is lack of appropriate skilled labor (NTP, 1999). Baum‟s (1990) study on the hotel

Page 23 managers‟ expectations on graduate entrants to the industry in the identified the following skills as most important competencies:

 Management of guest problems with understanding and sensitivity;  Effective communication in both written and oral form;  Achievement of positive working relationships with employees;  Professional appearance and poise;  Development of positive customer relations;  Motivations of employees to achieve desired performance

Overall, the tourism sector in Tanzania has a shortage of well-qualified workforce. New entrants to the sector do not appear to be highly qualified either. Concern has been expressed about the employability and key skills of new graduate entrants, particularly with young people not being able to find their own learning. In addition, there are concerns about gaps in management and business skills, including sales and marketing, administration, accountancy, financial planning and staff recruitment. To succeed in linking skills development and gains in productivity, employment and development in the industry, Tanzania needs a framework that will match supply to the current demand for skills, help workers and enterprises adjust to change and build and sustain competencies for future labor market needs. Matching the provision of skills with labor market demand requires labor market information systems to generate, analyze and disseminate reliable sectorial and occupational information, and institutions that connect employers with training providers. A system is needed to help people in the industry anticipate the skills that will be needed in the future and ensure that more and better education and training fuels innovation, investment, technological change, economic diversification and competitiveness, and thus job growth.

3.4 Clustering the skills needs at various levels in tourism and hospitality

To map the core human resources, skills available and skill gaps in the tourism and hospitality industries, the following clustering has been proposed: a) Functional level (operational, supervisory and managerial categories); and b) Level of skills and educational qualification (low level, middle level and high level qualification and skills). The difference between the three levels can be defined with reference to the levels used in ILO (2012) International Standard Classification of Occupations (ICSO - 08) framework as illustrated in Table 3.1.

The skills required for delivery of tourism and hospitality service exhibit diversity in both horizontal and vertical terms. Horizontal diversity reflects the multiplicity of sub-sectors from fast food outlets and bed and breakfast establishments to elite resorts (Baum, 2006). Vertical diversity is reflected in the range of operative, supervisory and managerial tasks that are undertaken in a tourism or hospitality organization. Vertical diversity of skills is traditionally and commonly classified as managerial, supervisory and operative (Riley, 1996, p. 18). At the managerial level or supervisory the industry needs people with knowledge in business (market, financial and human resource) management skills with emphasis on communication skills. At operative level the tourism sector needs people with enhanced computer skills, entrepreneurial and small business management skills, communication and foreign language skills and

Page 24 knowledge on environmental and cultural management. To enhance these skills effective incentives are required for employees, employers, education and training institutions and students to participate in tourism related education and training.

Table 3.1 Framework for Mapping Skill Levels and Levels of Educational Qualification ILO skills ILO level of education qualification TzQF equivalent Level reference in levels level this report Skill level 1: Completion of primary education or first NTA Levels 1-3 Low stage of basic education skill/qualification Skill level 2 Lower secondary level of education NTA levels 4-6 Low Upper secondary level of education skill/qualification Post-secondary non-tertiary education Skill level 3 First stage of tertiary education (short or NTA level 7 Medium medium) skill/qualification Skill level 4 First stage of tertiary education, first NTA Level 8, 9 High degree (medium duration) and 10 skill/qualification Second stage of tertiary education (leading to an advanced research qualification) Source: ILO (2012) International standard classification of occupations (ICSO - 08) framework TCU (2010) National Qualifications Framework

Skills can also be classified as either „generic‟, „vocational‟ or „personal attributes‟.

 Generic skills are those skills that can be used across large numbers of different occupations (i.e. food and beverage, accommodation, travel, tour operations, etc.). They include communication, customer care, problem solving, team working, IT skills, application of number and an ability to improve personal learning and performance. The demand for these skills has increased in recent years, fuelled by the increased emphasis on satisfying customers and the growing complexity and autonomy of many jobs (Baum, 2006).

 Vocational attributes are technical skills needed to work within an occupational group. They are essential for performing certain tasks. A common trend is for people to have a primary occupational skill, such as hotel management or travel management, which may enhance through the development in a specific occupational area such as front-office management of house-keeping in hotel management.

 Personal attributes relate to the characteristics that employers say they most often look for in an applicant when recruiting. They are frequently defined in terms of motivation, judgment, leadership and initiative. Some can be learned (e.g. leadership) while others are more inborn.

Skills shortages in tourism and hospitality are increasingly seen in terms of generic rather than specific technical competencies. Studies of employers‟ expectations from graduates like Baum (1990) and Christou (2000) indicate demand for skills such as communication, problem solving, team working, IT skills, application of number, working with others and an ability to improve

Page 25 personal learning and performance. They also include reasoning skills, scheduling work and diagnosing work problems, work process management skills, visualizing output, working backwards for forward planning purposes and sequencing operations which are also generic. The lack of generic skills is generally agreed to be the cause of many skills gaps, and prevents the growth of the tourism business (Baum, 2006).

Increased global competition, drive for productivity growth, a steep increase in the use of technology and the growing sophistication of consumers are key changes in the economy which have impacted the demand for generic skills. In today‟s business environment, the tourism and hospitality industry need people who are flexible, adaptable and able to cope with change or uncertainty. Individual‟s ability to multi-task, work flexibly, take initiative and demonstrate commercial awareness is of increasing advantage to the employer.

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PART FOUR: TANZANIA TOURISM SECTORAL ANALYSIS

4.1 Overview

This Chapter offers a comprehensive overview of the tourism and hospitality sectors in Tanzania. To serve the purpose of the study, discussions on the industry‟s subsectors are based on its composition, key players (i.e. both public and private sectors), their roles, and a range of service for each subsector. This information is also intended to shade some light to the areas in the industries to which human resources is required and the types of skills (knowledge and competences) that tourism and hospitality professionals are expected to have.

4.2 Tourism Management in the Mainland Tanzania

Tourism is one of the major key economic sectors that Tanzanian government has identified, with other key economic sectors including mining and agriculture. In the legal context of Tanzania, tourism actors are defined as persons (to also mean registered companies) licensed to offer transport, accommodation, reservation, tour operation and related services to tourists and visitors. Besides private service providers, the public sector is also a key player who covers regulatory and policy frameworks and destination promotion role. In really sense, tourism sector is a fertile ground for equal partnership between the private and public sectors.

The Role of Public Sector

The Tourism Division under the Ministry of Natural Resources and Tourism (MNRT) is a facilitator, responsible for sector policy and planning, manpower training and classification and licensing of tourism service providers. The division is also responsible for the National College of Tourism (NCT) and Tanzania Tourist Board (TTB). See Figure 4.1, which displays the organization structure of the tourism sector in the country. Wildlife division is responsible for all wildlife management outside the National Parks and the Ngorongoro Conservation Area and issues related to hunting concessions and licenses, including those of TAWICO and Mweka College for wildlife utilization. The wildlife division is divided into five parastatals, Tanzania National Parks Authority (TANAPA), the Tanzanian Wildlife Research Institute (TAWIRI), the Ngorongoro Conservation Area Authority (NCAA), and the College of African Wildlife Management (CAWM) at Mweka. The Divisions of Forestry & Beekeeping is responsible for policy and planning in respective natural resource sectors. In addition, the former division has responsibility for a research institute-Tanzania Forestry Research Institute (TAFORI). The Antiquities Division is responsible for national museums (Anderson, 2010).

MNRT, through its semiautonomous institutions namely NCAA and TANAPA, is also responsible for management of the country‟s natural and cultural assets around which the tourism products are created. Currently there are 16 National Parks which are reported to be a single dominant attraction to international visitors. Apart from the National Parks, the category accorded the highest protection status, according to IUCN classification system, tourism also

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take place in Game Reserves, Game Controlled Areas and Open Areas (which are managed by Wildlife Division in MNRT and the Marine Reserves.

Figure 4.1 Organogram of Ministry of Natural Resources and Tourism

Minister

Principal Secretary

Planning Internal Unit Auditor

Manpower Development, Finance & administration

NCAA CAWM Tourism TTB National Antiquity NCT Wildlife Forestry & Division Division Beekeeping Museums

TAWIRI TANAPA Division

TAFORI

The Role of Private Sector

The National Tourism Policy of 1999 (URT) considers the private sector as the tourism‟s engine for growth. The Tourism Confederation of Tanzania (TCT) is an apex body of the private sector players and it comprises of 13 PSOs members who represent various tourism service providers. As indicated in part three, section 2.3.2, TCT has a role of safeguarding the interests of its members and forms a bridge between the operators and the government. TCT further ensures that through national representation, appropriate macro policies and strategies are adopted for developing and maintaining an environment for protecting natural and cultural heritage (Pasape, Anderson and Lindi, 2013).

Involvement of local communities

For reasons of making conservation of natural resources more sustainable, communities that live near or within these resource-rich areas are mandated and empowered to take an active part in the conservation effort (URT, 1998). This form of management of the wildlife resources gives communities a legal mandate to directly benefit from resources they help conserve particularly through tourism projects. Products that are designed and operated by communities have captured attention of both policy making systems and intermediaries. To date, a total of 19 WMAs are in place (MNRT, 2014). From 2007 to 2012, the combined value of yearly revenue from game viewing tourism had risen from US$63,000 to US $915,000 (MNRT, 2014). Revenue from

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WMA investments are shared through an established benefit sharing mechanism among member villages. Revenue earned is often used by communities for development projects, such as construction of classrooms, teacher‟s houses, and medical dispensaries.

Figure 4.2: WMA Revenue from 2007-2012

Source: WMA background document, 2014

In its bid to open up more opportunities to local people and empower them claim higher stake in the tourism industry, the government (MNRT) in collaboration with SNV through TTB introduced Cultural Tourism Programme (now known as Cultural Tourism Enterprises (CTEs) in 1996 (Anderson, 2014). The aim was and is to develop and promote cultural excursions, organized by local people in their natural environment where they live today. Currently there are over 47 of these enterprises. Most CTEs focus on offering cultural experiences including: experiencing people‟s way of life, traditional dances/ceremonies, sampling of local cuisines, home-stays, daily homestead chores, handicrafts, community development initiatives, indigenous knowledge, historical heritage, nature walks, and local folklores. Today CTEs are well- established tourism organizations with elaborate procedures for their establishments and operations. The initiative began in Arusha involving a few groups of the Maasai youth but now CTEs exist all over the country (MNRT, 2012). The Ministry has also prepared a Guideline that prescribes the steps, procedures and processes for the establishment and management of CTEs.

4.3 Tourism Management in the Zanzibar Archipelago

In Zanzibar, it is the Ministry of Trade, Tourism and Investment (MoTTI) which is responsible for the tourism policy. The ministry also manages Zanzibar Commission for Tourism (ZCT), which was established in 19962(ZATI, 2010). ZCT is responsible for the destination marketing; licensing (operation) of all the tourist undertakings; product development, grading and classification; monitoring and supervision of the industry; public education programme; sector‟s investment guiding; managing tourism records and data on tourism; and training of manpower

2 ZATI (2010). Zanzibar Destination Marketing Strategy Page 29

etc. ZATI, on the other hand, is a non-governmental organization, established to represent the interests of all tourism investors in Zanzibar. It currently has a total of 84 members from various tourism subsectors. Figure 4.3 summarizes the actors in the Zanzibar‟s tourism industry.

4.1 Demand for Tanzania’s Tourism

4.1.1 Inbound Tourists in the Tanzania Mainland

With the exception of tourism slowdown in 2009, the general tourism expenditure and arrivals have been steadily increasing annually over the last 10 years (Table 4.1).

Table 4.1: Visitors and tourism receipts to Tanzania between 2006 and 2013 Year 2006 2007 2008 2009 2010 2011 2012 2013 Arrivals 644,124 719,031 770,376 714,367 782,699 867,994 1,077,058 1,095,884 Receipts, 950.33 1,198.76 1,269.68 1,159.82 1,254.50 1,353.29 1,712.7 1,853.28 (000‟ US$) Source: MNRT, 2014

There are countless reasons why visitors come to Tanzania. Tourism Master Plan (URT, 2002) identified the key strengths of this destination to be the abundance, diversity, reliability and visibility of wildlife, unspoiled environment; beautiful scenery; low tourist density safe destination; clean and clear beaches; authenticity of the African experience and hospitality of its people. More and more people are attracted to what the national wildlife sanctuaries provide.

Table 4.2: International arrivals by purpose of visit, 2008-2013 Purpose of visit 2008 2009 2010 2011 2012 2013 Total % Leisure, recreation 649,876 592,631 609,240 693,992 843,108 890,798 4,279,645 81 and holiday Visiting Friends 46,807 48,887 63,602 72,619 68,619 76,674 377,208 7 and Relatives Business tourism 36,847 28,890 55,824 47,309 55,902 65,922 290,694 5 Transit 19,854 19,560 28,578 24,830 33,991 33,223 160,036 3 Other 16,992 24,399 25,455 29,244 75,438 29,223 200,751 4 Total 770,376 714,376 782,699 867,994 1,077,058 1,095,884 5,308,334 Source: MNRT, statistical bulletin, 2014

Table 4.2 shows that most of the tourists to Tanzania come for leisure, recreation and holiday purposes (81%) which are four times more than all other purposes combined. Seven percent (7%) of the tourists come to visit friends and relatives (VFR), business and professional (5%); transit (3%), and other. As Table 4.3 summarizes, the National parks and Ngorongoro combined continue to represent the single most preferred attraction in the country particularly for the holiday makers. Serengeti national park takes the top spot in the list of most visited destinations receiving 44% of all visitors to the national parks (MNRT, 2013). After Serengeti, tourists prefer to visit Lake Manyara (18%), Tarangire (16%), Kilimanjaro (5%), and Other parks (17%).

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Figure 4.3 Tourism Actors in Zanzibar

Hotels, Restaurants, Bars, Tour Operators Transporters Entertainments and Guide

Tourist Tourist Attractions Beaches – mainland; Support Support Services to Prison Island and other smaller islands; Service Industry Services Marine Parks/Conservation Areas, Food and Materials Banks Menai, Stone Town; Medical services Phone/ Internet History- Zanzibar Spice Island/ Spice Tours Security systems Shopping Centres Museums – Palace Museum, House of Wonder Equipment and Supplies Information Wildlife – Jozani Forest; Dolphins at Kizimkazi Centres Culture – Sauti Za Busara (music festival) Health Care Swahili culture-Zanzibar International Film Festival Security Makogowa – Passing of Passions; New year Rituals

Government Min of Tourism; Min for Land and Utilities; Vocational Project/ Donors Association Education/ Training Training Authority; Labor Cluster Competitiveness Program (CCP) Zanzibar Association of Tourism Investors Zanzibar Institute of Tourism Development; Commission; Ministry of Business Environment Strengthening in (ZATI) Jambiani Training; East African Utalii Tanzania-Advocacy Program (BEST-AC) Zanzibar Association of Tour Guide Transport; Registrar General, College; Department for International Development (ZATOGA), Kawa Training Centre, VETA Zanzibar Social Security (DFID), Zanzibar Employee‟s Association (ZANEMA), Fund; Tanzania Revenue European Union (EU) Tanzania Private Sector Foundation (TPSF), Authority; Zanzibar Revenue African Development Bank (ADB) National Chamber of Commerce, Industry and Authority; Zanzibar Matching Grants Agriculture (NCCIA), Ecotourism Association, Commission for Tourism; Hotel Restaurants and Alliance Union Municipalities; Stone Town Local Councils

Source: Pasape, Anderson & Lindi, 2013

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Table 4.3: International visitors to NCAA and TANAPA, 2007-2013 Year 2007 2008 2009 2010 2011 2012 2013 NCAA 292,307 289,617 240,411 281,513 307,086 310,537 350,970 TANAPA 734,424 678,975 671,886 1,019,027 920,572 1,036,322 NA Source: Source: Division of Tourism, MNRT, 2013

Table 4.4 shows major international market for Tanzanian tourism industry. As indicated, in the past six years (2008 to 2013), most (31%) tourists came from other African countries. This is followed by tourists coming from Europe (20%)

Table 4.4: Major international markets for Tanzania, 2008 to 2013 Market 2008 2009 2010 2011 2012 2013 Total % Africa 373,053 343,283 392,137 450,782 488,745 521,876 2,569,876 31 Americas 87,835 68,289 70,558 95,503 100,982 98,306 521,473 6 Australia 10,941 10,389 11,644 13,394 15,838 17,001 79,207 1 Canada 16,482 16,642 14,819 16,839 18,777 20,188 103,747 1 China 8,982 7,883 10,997 9,018 13,760 17,336 67,976 1 E. Asia, 32,442 31,013 42,520 39,619 33,280 30,703 Pacific 209,577 3 Europe 245,873 233,559 242,828 249,910 330,207 362,192 1,664,569 20 19,598 20,127 15,650 21,919 28,003 33,335 138,632 2 Germany 27,100 25,508 25,246 36,010 36,626 53,951 204,441 2 India 17,530 17,002 19,101 17,731 22,862 27,334 121,560 1 Italy 45,950 47,804 59,603 45,590 50,187 57,372 306,506 4 Middle East 10,377 11,121 10,521 15,281 21,348 18,142 86,790 1 16,945 16,507 14,598 15,500 12,203 20,633 96,386 1 Oman 5,747 5,520 5,440 3,288 9,371 8,697 38,063 0 28,721 25,586 29,823 33,543 33,701 31,144 182,518 2 South Asia 20,889 21,620 24,135 21,931 56,598 36,295 181,468 2 UK 58,245 53,753 48,587 58,369 69,680 70,620 359,254 4 USA 66,953 47,943 49,215 47,766 65,110 69,671 346,658 4 Source: Tourism Division, MNRT, 2013

4.1.2 Tourism in the Zanzibar Archipelago Tourism is still a significant source of income in the Zanzibar economy and plays the largest source of foreign exchange. Tourism contributes 27 per cent on the Isles‟ government revenues and 80 per cent of its foreign exchange earnings (Steck et al., 2010; Anderson, 2013).The sector currently offers around 15,000 direct and 50,000 indirect job opportunities to the people of Zanzibar. According to ZATI (2014), tourism generates around USD 18 million annually to the local residents. The growth keeps up well with the policy vision which envisages Zanzibar to become a top destination of the Indian Ocean region, offering high quality tourism products and services, increasing visitor‟s experiences whilst ensuring long-term sustainability.

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Figure 4.4: International tourist arrivals to Zanzibar between 2000 and 2014

Source: ZCT, 2015

A slight difference can be noted in the leading market sources for the Zanzibar. In 2014, a total of 185,983 came from European countries which are equivalent to 60% of all tourists to Zanzibar compared to USA and Canada combined with 26,614 tourists (9% of the total). Italy alone exported 14% of all international arrivals for 2014. Other countries with a relatively strong presence in the isles are Scandinavian countries (21,730 tourists), German (28,115), UK (28,115), France (22,693), Netherlands (11,123), Spain (7,099), and Belgium (7,123). South Africa had 14, 595 tourists to Zanzibar while 10,949 tourists came through Kenya. Figure 4.5 shows a market trend for Zanzibar Tourism.

Figure 4.5: Leading source markets for Zanzibar between 1985 and 2013

Source: ZATI, 2013

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4.2 Main Suppliers of the tourism products and services

The growth of the tourism industry has usually been measured by tourist arrival and receipts counts to a destination (tourism demand). Equally important, however, is the use investment index in indicating the sector‟s performance. Table 4.5 shows the number of companies registered and licensed to offer tourism services in a number of years. It is clear from the statistics that Tanzania continues to attract a bigger number of operators in all service categories, with tour operation and accommodation services attracting the largest share of tourism investment. Data presented on Table 4.5 provide evidence that the demand for new employees (and retraining the existing ones) will keep on increasing.

Table 4.5: Number of licensed service providers in tourism 2008 - 2013 Provider 2008 2009 2010 2011 2012 2013 Tour Operators 259 421 318 374 388 498 Mountain Climbing 67 84 96 109 96 123 Travel Agents 55 54 60 75 60 78 Car Hire 35 24 20 27 20 25 Hunting Safaris 26 36 34 36 34 41 Photographic Safaris 7 9 9 6 9 7 Air Charters, Horse riding and balloon safaris 5 5 9 8 10 10 Accommodation 137 97 179 181 179 285 TOTAL 591 730 725 816 796 1067 Source: Division of Tourism, MNRT, 2013

4.2.1 Accommodation facilities (hotels, motels, guest houses, lodges, camps) Among the sub-sectors of tourism industry that is believed to have the greatest impact in the economy is accommodation sector. Although, in theory at least, accommodation service does not directly constitute an attraction element to tourists, it is probably a key element in the value-for- money philosophy, and it is also central to the overall visitor satisfaction in a destination. On this understanding therefore, there is every reason for Tanzania to double her efforts in improving the quality of accommodation services in a bid to further enhance overall destination management. Current growth level (See figure 4.6) shows that there are more than 400 accommodation facilities in the ten tourism leading tourism regions.

Despite the impressive growth of the tourism industry in the country, accommodation sector has not fully overcome the challenge of improving the quality of the sector‟s services. These challenges are attributed by various factors, lack of proper training being among them.

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Figure 4.6: Number of licensed accommodation facilities, 2008-2013

Source: MNRT, 2013

As depicted in Figure 4.7, hotels accommodate almost 92% of the total tourist arrivals at the destination. This show the importance of improving the quality of hotel services, since they attract more tourists than other accommodation facilities.

Figure 4.7 Count of tourists in hotels between 2007 and 2013

Source: MNRT, 2013

Accommodation facilities in Zanzibar

In Zanzibar, the estimated number of rooms is +7,000 rooms which provide over 11,000 beds enough to accommodate approximately 145,000 visitors in a year. Majority (see figure 4.8) are owned, managed and operated by foreigners (Anderson, 2013).

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Figure 4.8 Ownership of Zanzibar accommodation establishments

Table 4.6 shows that Island hosts majority (95%) of the tourist registered establishments in Zanzibar; this is attributed by the fact that more than 90% of the tourists visiting Zanzibar islands go to Unguja.

Table 4.6: Distribution of Accommodation Capacity in Zanzibar in 2014 Place Registered Establishments Rooms Beds Unguja: North & East Coast 91 3,167 6,219 South & East Coast 106 1,732 3,159 Stone Town & Ng’ambo 85 1,134 2,057 Suburb Town Vicinity 48 764 1,351 Pemba 19 212 412 Total 349 7,009 13,198 Source: Zanzibar Commission for Tourism (2015). Directory of Establishments

4.2.2 Food and beverage services (restaurants, fast food centres, clubs, etc.) The rise of restaurants and fast food centers in Tanzania is also an indication of the growing working class and middle-income earners in the economy but also a change in the lifestyle. Pubs and nightclubs are the colors of the nightlife in any destination. They therefore offer a perfect blend with any other activities that tourist indulge in during day times. Like most residents, tourists would also prefer to wind up a day of sightseeing with something that will glitter a social part of their stay. Over the years cities like Dar es Salaam and Arusha steadily attracted fast food and restaurant chains from across East Africa and South Africa such as the well-known chains KFC, Debonair, Spur, etc. Local pub establishments such as Samaki Samaki, Club Bilicans, and Masiha Club etc. have grown to become a strong brand of its own over a few years such as, Restaurant businesses have grown in number and type over the past of years in Tanzania. It is true that all restaurants sell food but, like hotels; they also sell under different service flags signaling a wide range of cuisines and specialties. In Tanzania we now the following restaurant types: Indian, Continental, Korean, Chinese, Sea food Ethiopian, Lebanese, Malaysian, Iranian,

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Fast food, Italian, Mediterranean, Japanese, French, Vietnamese Portuguese, Mexican, Middle East, Tanzanian, Thai, Delivery services, BBQ, Multi-cuisine, Nigerian and Coffee shops (Dar es Salaam Guide, Issue No.180).

Besides restaurants, Tanzania has also seen increased investment in the children‟s‟ entertainment facilities across major urban centers. These are both run as standalone establishments or as part of a sister enterprise (such as the wet and wild at Kunduchi beach hotel and marry-brown‟s fun fairs). Other popular fun fairs are found at Seacliff village, slip way, quality center and in Kigamboni. Casinos and gaming clubs begin to dominate cityscapes of Tanzania. Although Tanzania may not be regarded as a gaming capital but it is not difficult to find them particularly in Tanzania mainland. Safari casino (Arusha), Kings casino (Mwanza), Kilimanjaro, Le Grande, Premium, New Africa hotel, Palm beach, sea cliff, Premier (Dar es Salaam) are some of the well- established casino clubs in the country.

4.2.3 Transport (airlines, vehicles, car hire, sea transport and coach operators) Air transport Civil aviation industry, which in Tanzania is regulated by TCAA, is a lifeline of the tourism and hospitality industries in the world. Airliner, hotels and car rental companies are connected to each other. Privatization of the airline operations in 1990s was the main rescue mission for Tanzania‟s tourism. The decision came at a time when the state owned corporation seemed to have been overwhelmed by demand and the need for more efficiency. What the private companies have achieved over the years is increased domestic flight frequencies and establishing regular flight services at destinations previously considered isolated i.e. Mbeya, Mtwara, etc. Charter or non-scheduled flights is another area that has received a strong interest by private flight operators (see Table 4.7). Characteristically chartered flights are most suitable means of air travel for tourism industry due to their flexibility and customization.

Table 4.7: Scheduled and chartered air services in Tanzania, 2015 Name of company Year Services Name of company Year Services establ Sche Chart established Sche Chart ished duled er duled er Tanzania Air Services 1969 √ √ Fast Jet 2008 √ √ Ltd 1992 √ x Mosswood Transport 2008 x √ Zan Air 1992 √ √ Everret Aviation Ltd 2009 x √ Northern Air 1992 X √ Keys Aviation Ltd 2010 x √ 1993 √ √ Adventure aloft (T) Ltd 2010 x √ Coastal Travel 1995 √ √ 1996 √ √ Seven Four Eight Air 2010 x √ Services Services 1996 √ √ Zan Recreational 2011 x √ Product Ltd Serengeti Balloons 1997 x √ Shine Aviation Ltd 2011 √ √ Tanzania Gov‟t Flight 1998 x √ Zenith Aviation (Z) Ltd 2012 √ √ Agency 2000 √ √ Pelican Aviation and 2012 √ √ Tours Ltd

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Tanganyika Flying 2000 √ √ Assalaam Air (Z) Co. 2012 √ √ Company (Nomad) Ltd (Z) 2000 √ √ CHC Helicopter Tz Ltd 2012 x √ Flight Link 2001 √ √ Air Eclipse 2013 x √ Zantas Air 2001 √ √ Grumeti Air Ltd 2014 x √ Z. Boskovic Air Services 2014 x √ Source: TCAA, 2015

The total number of international flights to Tanzania as well as the flight frequency has increased significantly over the years. International airlines serving in Tanzania include KLM, Emirates Airways, Fly Dubai, Qatar Airways, Kenya Airways, Oman Air, Ethiopian Airways, South African Airways, Swiss Air, Rwandair and Turkish Air. According to TAA (2013), see table 4.8, the total number of passengers for aerodromes grew by 13% during the year 2013 compared to 2012 (i.e. from 2,895,869 to 3,272,619 passengers). The growth is attributed, among other things, by the growth of economic activities, investments, tourism and the opening up of the new airports such as in Mbeya. Of the total growth, international passengers grew by 4% (contributing 60.7% of total passengers) and domestic passengers by 19.8%.

Table 4.8: Traffic movement statistics for 2012 and 2013 Category Year 2012 Year 2013 %change Intern. Scheduled 1,224,752 1,276,246 4 Intern. Non-Scheduled 12,134 9,707 (20) Domestic Scheduled 1,231,901 1,544,466 25 Domestic Non-Scheduled 426,382 441,139 3 Other Non-Commercial 700 1,060 52 Total Movements 2,895,896 3,272,619 13 Source: TAA, 2013

In the same year, aircraft movements grew by 1.4% compared to the year 2012 (from 152,033 in 2012 to 154,163 movements in 2013). Some of the reasons for this change are the increase of frequency for existing airlines, coming of new airlines and establishment of new routes. Of the total growth, international movements grew by 8.7% and domestic by 0.4%. Of the total movements handled in 2013, domestic movements contributed 87% while International movements 13%. Looking at the most preferred mode of transport by tourists, it is certain that air-transport is the most reliable mode (Figure 4.9).

Career opportunities in the airline industry are so diverse but because of the level of sensitivity involved, they are highly particular in terms of skills and competence requirements. In addition to specific technical skills, Aspirants to these positions need to have excellent customer service skills as it is common to encounter customers who are anxious or upset or need special care and attention. They also need ability to work in speed and high level of accuracy. Training in security and emergency issues has also become a standard requirement for people working in the environment.

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Figure 4.9: International arrivals by mode of transport, 2005 to 2013

Source: MNRT, 2014

Cruises tourism

In Tanzania, the cruise industry is still not fully exploited despite a handful of potential and infrastructure for its development. There are major and small coastal and lake ports in the country which could be ideal to develop cruise tourism in various parts of the country. Major coastal ports in the country are Dar es Salaam, Tanga and Mtwara while minor coastal ports are Kilwa, Lindi, Mafia, Pangani and ). Lake ports on the other hand are on (Mwanza, , Kemondo, and ports); Lake (, and ports); and Lake Nyasa (Mbambabay and Itungi ports). Tanzania forms one of 20 other key port of calls in the Indian Ocean stretch, other ports include Cape Town and Mombasa. TPA is currently an active partners of the CIAO, the association which was established in 1998 with the aim of putting Cruise Indian Ocean back on the cruise world map.

On the coastal shipping potential development areas, SUMATRA (2011) proposes two specific investments areas:  Dar es Salaam urban coastal travel: This involves introduction of coastal passenger services between the city center via several stops, that is, Ununio, Bahari Beach, Kunduchi, Kawe and Msasani is financially viable.  Across the Channel: This is an introduction and/or expansion of scheduled sea ferry services between Dar es Salaam and Zanzibar, Pemba and Mafia.

Care hire services Car hire services are preferred for the higher level of reliability, security and service quality. They also offer more flexibility compared to the other public transport facilities. Most car hire companies offer self-driving and chauffer services. They are the most trusted option for corporate for the long-term contracts and convenient payment arrangements, who usually receive and transfer business guests at high frequencies. Such services can also be arranged by clients

Page 39 well in advance before a visitor arrives at the destination. Car hire companies are also believed to have better vehicles and facilities, and higher services, fleet management standards and general customer care services.

There is a growing number of car hire companies registered in Tanzania today. We also see international chains in this industry emerging at the local markets (such as avis and Europcar). This is a good indication for the growing demand for the service and, on the other hand, demands for skilled personnel to serve in the industry.

4.2.4 Tour and travel Organizers

Tour operation and travel agency services

Tour operation and travel agency services are a lifeline in the tourism industry and they offer diverse career opportunities. However like other specializations in the industry, entry to the industry in on skills merit. For one to excel in this industry, excellent multi-lingua, communication skills and the use of ICT are crucial. Other skills required include computational, a good knowledge in geography, Itinerary planning, good customer service, sales and marketing, ability to work with tourism suppliers such as hotels, airlines and other transport companies. Airport facilities and services

There is a total of 58 airports and airstrips in the Tanzania Mainland all managed by TAA. Domestic airports in Tanzania are Arusha, Kigoma, Tanga, Mtwara, Tabora, Lake Manyara and Mwanza airports while international airports are Abeid Amani Karume, JNIA, KIA, and Songwe airport in Mbeya.

Figure 4.10: Number of licensed tour operators between 2008 and 2013

Source: MNRT, 2013

There are quite a few independent ground handling operators in Tanzania. TCAA report (2014) shows that only two handlers have so far been licensed to operate in JNIA and KIA. Usually ground handlers offer ground administration and supervision services, passenger and baggage

Page 40 handling, freight and mail handling, ramp handling, aircraft services, flight operation, crew administration and surface transport. There are also a number of handling companies that operate in a self-handling category i.e. serving their parent airlines. Apart from ground handling operation there are also companies that specialize in flight catering services. However, only two in-flight catering services are in operation in the country (TCAA, 2015), one operates in JNIA and the other one in KIA

4.2.5 Tourism Attractions

Tourist attractions are additional sources of employments for thousands of local community and foreigners. In Tanzania, tourist attractions have been grouped into three major categories: natural (e.g.climate, lakes, mountains, parks, game reserves, coastal areas, island, waterfalls, etc.); cultural (e.g. archaeological sites, historical sites, rock painting sites, arts and crafts) as well as man-made attractions (e.g. museums, architecture, handcrafts) (Anderson, 2010).

Box 4.1 presents some of the tourism potentials available in Tanzania. In relation to the natural attractions, Tanzania is a home to large networks of parks and reserves covering about 25% of the Land area (The World Bank Group, 2006; Tiffin, 2008). Most of Tanzanian attractions are mainly located in two zones “Northern Circuit” and “Southern Circuit”, with the Northern Circuit hosting several parks [including Serengeti, Tarangire, Lake Manyara, Saadani, Arusha and Mt. Kilimanjaro (the Africa's highest Mountain)], game reserves (Amani, Mkomazi) and Ngorongoro Crater which is the largest Crater in the world and included in the eight wonders of the world. The Southern Circuit is also a home to a number of parks (including Mikumi, Udzungwa Mountains, Gombe, Ruaha, Mahale, Rubondo and Kitulo) as well as game reserves [including Uwanda, Biharamilo, Selous (the largest reserve in Africa)]. Table 4.9 displays the size and year of establishment for the identified natural parks.

Box 4.1: Tanzania‟s Main Tourist Attractions

The Northern Circuit, and its extension to the Usambara Mountains, includes:  Arusha, the main hub and also home to the International Conference Centre, a venue for many world-class meetings  Lake Manyara National Park, home to the tree-climbing  Mt. Kilimanjaro, the highest mountain in Africa  Ngorongoro Crater, the largest crater in the world with limitless wildlife  Serengeti Plains, famed for its mass movement of wildlife  Tarangire National Parks  The Usambara Mountains, to the east of Arusha, providing a temperate mountain climate where the African violet originates

Olduvai Gorge – Southeast of Serengeti, the site of the discovery of the oldest human remains ever found in the globe.

The Southern Circuit comprises:  Mikumi National Park, within a day‟s drive of Dar es Salaam  , a gem in south central Tanzania

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 Selous Game Reserve, uninhabited since the early 20th century, with its untamed nature and wildlife  Udzungwa National Park

The Western areas close to or on the shores of Lake Victoria include:  Gombe Stream, known for ‟s work with , less well travelled but with its own charm  Mahale Mountains on the shores of Lake Victoria

The Islands have a rich Swahili and Arab culture and include:  Pemba and with their marine parks provide excellent diving and fishing  Zanzibar, with its well preserved capital, Stone Town, and beautiful beaches in the northeast

The Lakes: Tanzania is a home to the world known lakes, including:  Lake Victoria: the largest tropical lake in the world and the second widest fresh water lake in the world and Africa's largest lake  : the second largest freshwater lake in the world by volume and the second deepest  Lake Nyasa: third largest in Africa and ninth largest in the world that teem with more fish species worldwide

Other major reserves:  Ugalla River, Uwanda, Moyowosi and Kigosi Game Reserves, less well travelled but with excellent potential for development

Source: (World Bank Group, 2006; UNESCO, 1995) The long stretch of sandy beaches in the East Coast and the Spice Islands of Zanzibar are identified as important tourist attractions. In this, CHL Consulting (2002) indicates the potential for beach tourism in Bagamoyo, Zanzibar, Saadani and Mafia Islands (Mafia is a widely known for deep sea fishing and Marine Park in the world). Tanzania is also recognized for considerable trophy hunting industry with high great potential (Lindsey et al., 2007); hunting centres for leopard, and buffalo which make it the biggest hunting industry centre in Africa (Baldus and Cauldwell, 2004) and sources of knowledge and medical resources that attracts traditional medicine tourism. There are also centres for promoting nature sports which include diving in Zanzibar and hot air ballooning in Serengeti; trekking route in rural areas and agro-tourism in the northern circuit (Travel Agent, 2007). Table 4.9 Natural Parks by Size and Year of their Establishment Year of Name of the Park Area (km2) Elevation (m) Establishment Serengeti 14,763 914-1829 1951 Lake Manyara 330 1375 1960 Arusha 137 4575 1960 Ngorongoro 8320 1981-3200 1960 Mikumi 3230 550 1964 Ruaha 10,300 731-3600 1964 Gombe Stream 52 n.a 1968

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Year of Name of the Park Area (km2) Elevation (m) Establishment Tarangire 2600 n.a 1970 Kilimanjaro 756 5895 1973 Katavi 2253 n.a 1974 Rubondo 457 n.a 1977 Mahale Mountains 1577 - 1980 Udzungwa 1900 n.a 1992 Source: Anderson (2010)

Impressive ruins of 14th to 16th century tombs, mosques, palaces and other buildings are found in Kilwa Kisiwani and Songomnara. Also, found are Olduvai Gorge and Laitoli Footprints, the place where lies the cradle of mankind and the traces of footprints that belonged to the first walking hominid dating 3.5 million years (Tiffin, 2008). Water bodies and beaches occupying about 804 km. of the land, include the Lakes of Victoria (the largest tropical lake in the world, the second widest fresh water lake in the world and Africa's largest lake), Tanganyika (the second largest freshwater lake in the world by volume, and the second deepest) and Nyasa (third largest in Africa and ninth largest in the world that teem with more fish species worldwide) (UNESCO, 1995). The diverse cultures, traditions and customs manifest themselves in Tanzania' unique tourist attractions in the form rich traditional dances, handcrafts such as weaving and pottery and art in the form of paintings and the wood carvings of the Makonde ethnic community from Southern Tanzania, archaeological sites at Olduvai, Kalambo Falls, etc., historical sites as Bagamoyo, Kisiwani (Mafia), Kilwa, etc., rock painting sites in Kondoa and around Lake Victoria (MNRT, 1999).

4.2.6 Business Tourism (M.I.C.E, destination management and technical services) At the national scale, Arusha International Conference Centre (AICC) and Julius Nyerere International Conference Centre (JNICC) are the two key conference facilities to date. JNICC is now the largest conference facility, with a total of 12 conference rooms capable of searing between 3 and 300 delegates. The largest room has the maximum capacity of 1003 delegates at a time. AICC has a total of 10 meeting rooms which cater for conferences, workshops, seminars, and committee meetings, with a seating capacity of 10 to 1000 delegates. Most of these rooms are equipped with (SIS) which can handle up to 12 languages. AICC has a special competitive advantage because the conference goers can double-it-up with the safari itineraries in the popular attractions of the northern circuit.

In addition to the two purpose-built conference facilities, most town and vacation hotels also cater for the conference services though these are normally of a limited capacity. Destinations that are considered satellite to Dar es Salaam i.e. Morogoro, Kibaha and Bagamoyo have thrived by attracting the growing conference market of Dar es Salaam. The newly discovered but already booming gas sector has the potential to open more avenues for business visit to this southern tip of the country. Interests are already emerging from both local and large investment companies in this tourism segment.

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4.2.7 Direct retailers to tourists (curios, artefacts, gear and equipment) Souvenir plays such an important role in the overall tourist experience and it is a powerful tool for extending this experience for a length of time once a tourist returns home. Souvenir also carries with them a promotion message and these are usually shared with other people in other places. The most popular curios for tourists in Tanzania are the Maasai attire and Makonde wood carvings. Artistic designs of the carvings are usually based on tribal myths and fables. The „Tree of Life‟ or is assumed to be the most popular and demanded design of this art.

Nature-based adventures, such as climbing high mountains or trophy hunting, would often require special gear and equipment. In this case, people who provide support to adventure tourists such as safari guides, porters, rangers, and PH need to either undergo special training or possess requisite knowledge to carry out their duties well.

Most of the carving, paint and sculpture artists are usually self-employed. They sell directly to tourists and the general market (or to galleries on special arrangements). An artist of this cadre must be a creative thinker and should be proficient in various art forms including forging, casting, and woodwork. The ability to interpret and make connection between art and theory is also a key factor. Skills in marketing and interpersonal skills are also necessary in building business.

4.2.8 Other tourism related institutions (marketing, facilitation, advocacy) Tourism marketing in Tanzania is done at both company and national levels. Individual operators would naturally be expected to plan and run their own marketing and promotional programmes that cover products they offer. TTB on the other hand is the government‟s arm for marketing and promoting the entire destination. In both levels however attending trade fair in the source countries continues to be the most important avenue for retaining a good marketing position for most companies, of almost all sizes. In Tanzania, emphasis is also placed in having a strong joint marketing initiative between public and private sector and there have been a number of achievements towards this direction. The International Marketing Strategy for Tanzania as a tourist destination (2012), which is supposed to be a guide for TTB is an outcome of this partnership between private and public sectors.

4.3 The need for improved services in the tourism: Evidence from previous studies

The need for improved services in the tourism and tourism sectors isn‟t a recent phenomenon. Many organizations including the government itself have researched and reported on the scale of this challenge. Table 4.10 summarizes some of the observations from previous studies.

Table 4.10: Evidences for the need for improved human resource quality in Tanzania Study Findings Tourism Master Customer service - A significant number of respondents to the study felt Plan, 2002 that, although staff encountered was friendly and helpful, there was a general lack of training, resulting in a less than professional approach/attitude. The service provided was not to a high enough standard to justify the price being charged.

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Study Findings Poor quality tour and safari guides - The standard of tour guiding received considerable criticism from all tour operators who felt the quality to be worse than in the competing destinations of Botswana, Kenya and . This needs to be addressed as a priority since the quality of tour guiding is fundamental to the holiday experience. Service standards - hotel and other tourism industry staff lacked many of the essential service standard skills. In-house training was observed to be carried out but not on a regular or planned basis and the trainings was note professionally guided. Managers indicated a serious training problem, both at entry level and for existing staff.

The plan suggested an extensive programme to be designed to train management and staff currently employed in the industry, and new entrants at all levels. It was estimated that some 32,000 existing, additional or replacement staff would require receiving training in the period up to 2005, of which 26,000 alone were in the hotel sector. The requirements today would be about 15 to 20% higher. Clearly, training on this scale, particularly at craft level, cannot take place through the vocational school system alone. For this reason, there will have to be a substantial degree of on-the-job training. The plan further narrates seven priority training areas to be considered: training and retraining of existing managers; development of middle management in supervisory skills development for the culinary arts, restaurant, housekeeping, front office, supervision, etc.; retraining of existing staff to improve attitudes and customer relations; skills development for line staff (front office, kitchen, waiters, housekeeping, bar, guides, travel trade, etc.); tour and safari guide training; train-the-trainer programmes for increased efficiency and productivity; tourism management training for MNRT officials; and upgrading of courses and teaching methods at the training institutions. TTSS, 2012 …“visitors complained about the quality of services rendered to them, particularly in hotels. Efforts need to be made to address these concerns. Such efforts include designing tailor made programs, focusing on customer care services at hospitality institutions”. ZATI, 2013 The main challenge for Zanzibar that the report cited was the need for “more, better educated, better trained staff”. UNECA, 2011 The SWOT analysis of the study concluded that one of the weaknesses for Tanzania tourism was its human resources quality.

4.4 Tourism training and skills development in Tanzania

Tourism education is a new discipline of study in Tanzania and this creates a mismatch between the demand side of skills (by occupation) and the supply side (educational and training outputs) in the respective occupations in the industry. For a long time, training institutions in Tanzania did not offer any supervisory and management programmes specific to tourism. This explains why a number of tourism industry operators have opted to employ people from outside the

Page 45 country for management positions (EFE, undated). By 2002, the main tourism training institution was the Hotel and Tourism Training Institute (HTTI) in Dar-es-Salaam, now National College of Tourism (MNRT, 2002). Given the importance, size and growth potential of the tourism sector, the demand for tourism education and training in the country is high. Today, there are 60 institutions that offer training in the area of tourism and hospitality management. Of these, 37 institutions are vocational, 14 are tertiary and nine are universities (see Figure 4.11 and Appendix 4 for details). Countrywide, there are several institutions that offer training in the area of tourism and hospitality management.

The most prominent providers and implementers of Technical and Vocational Education and Training (TVET) in tourism in Tanzania include the Ministry of Natural Resources and Tourism (MNRT) through the National College of Tourism, private and public training institutions governed by the National Council for Technical Education (NACTE) and Vocational Education and Training Authority (VETA). Despite the importance of the TVET in Tanzania, TVET has expanded gradually and this has not been able to match with the ever-growing demands of technical personnel in appropriate levels for the tourism sector in the country (MNRT, 2012).

Figure 4.11 Number of Tourism Training Institutions in Tanzania, 2014

Sources: TCU, (2014); NACTE, (2014); VETA catalogue (2014)

In Zanzibar, the major tourism training institutions are only 5 namely Zanzibar Institute of Tourism Development; Jambiani Training; East African Utalii College; and Kawa Training Centre and VETA. Despite the rapid growth in the provision of tourism higher education in the past 10 years, uncertainties remain about the content and nature of tourism degrees and how these are aligned with the needs of the tourism industry. Some research has been done on tourism higher education curriculum design, but the extent to which tourism higher education meets industry needs has not yet been closely investigated. Existing tourism education programs at HEIs in Tanzania are in a large measure first degree programs. Tourism degree programs were started in the early 2000‟s with Tumaini University (TU) taking the lead in the provision of tourism education in the country. As the programme name suggests, the focus has been primarily on cultural tourism. The TU has since 2005 offered first degree programme in cultural

Page 46 anthropology and tourism. Tourism programmes at the University of (UDOM) and University of Dar es Salaam (UDSM) are still in their infancy stages. As indicated in section 2.3.3, the tourism private sector has since long, recognized the importance education and training that is relevant to the industry's needs. Through individual and collective efforts, tourism operators have taken a lead role in the design, implementation, and financing of training programs and skills development courses required by tourism employees at various levels.

However, due to fragmentation of responsibility for tourism training among public and private sector, it has proved difficult to build and supply the tourism and hospitality industry with required skills. The country does not have a dedicated national system or protocol for determination of the type of mid -level or high level skills in tourism and other key sectors. Government agencies such as NACTE and VETA which govern registered technical and vocational training institutions separately. This has led to a mushrooming of private colleges and academies for certificate, and diploma -level skills training programs. Most of the private tourism colleges have very limited resources in terms of training facilities and teaching staff. The results of their training activities are ultimately inadequate and yet it is these colleges that are the main providers of the tourism workforce across the country.

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PART FIVE: HUMAN RESOURCE NEEDS AND SKILLS GAPS IN TOURISM

5.1 An Overview

This section presents the mapping of the core human resources and skills gaps in the main sub- sectors of the tourism and hospitality industries in Tanzania. Thereafter the anticipated growth, upgrading and diversification in the coming medium and longer term have been forecasted and the new job profiles that would emerge through the anticipated changes have been estimated.

5.2 Distribution of Workforce in Tourism by Occupational Levels

Generally, the tourism and hospitality industries are dominated by operational category (account for 75%) of the workforce (see Figure 5.1). That is equally saying almost 375,000 employees directly employed in tourism have direct contact with the customers or the product. Their levels of involvement are summarized in Table 5.1. For instance, in the accommodation and food and beverage, the operational category includes direct cleaners, room stewards, bartenders and waiters. Managerial level is accountable for 9 percent which includes occupations like hotel managers and restaurant managers in the accommodation and food and beverage subsector. . Figure 5.1: Distribution of tourism workforce across occupational levels

Table 5.1: Occupational Profiles in various business sectors Business Operational Supervisory Managerial sector Accommodation cleaners, room stewards Housekeeping managers Lodge manager reservation clerks, front desk Executive housekeeping, Hotel manager clerks, receptionists, room division manager, concierge, telephone switchboard operators, housekeepers,

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Business Operational Supervisory Managerial sector Food and beverage Chefs Food and beverage Restaurant manager Cooks manager/supervisor Pastry and bakery specialists Head cooks Chefs Transport, Flight attendants, travel Pilots, crew supervisor, Managing directors, consultants, pilots, branch managers reservations, air travel assistants, travel consultants, car, taxi and van drivers, kitchen helpers, Travel services and Sales executives, tour guides, Game park supervisors Park Attractions travel counselors, team Conservation officers managers/wardens leader, tour guides, rangers, Tourism officers Travel agency conservators, museum Ecologists managers curators, translators and Marketing managers Tour company interpreters, Operations manager, managers Branch managers Business tourism Meeting planners Event coordinators Managing directors Stewards Research and development and chief executive Travel consultants and clerks managers, advertising and Professional public relations managers, Congress Organizers sales and marketing Destination managers, Conference and management exhibition managers managers Other (government Tourism officers Heads of departments/units Directors tourism agencies, Marketing officers Tourism policy analysts Executive secretaries Tourism associations,

5.3 Educational attainment of the labor force

The educational level qualification was not necessarily a reflection of the skill level of the employee. Skills were acquired through practical experiences or informal training. Some occupations in tourism and hospitality required basic skills/qualifications at certificate levels and in other cases low levels of qualification were compensated for by practical experiences.

Most operational and some supervisory positions are characteristically dominated by employees with low to mid-level qualifications. More than 60 percent of employees in the licensed tourism enterprises across Tanzania held vocational level qualifications. Employees at the managerial level had attained medium to higher levels of qualification at a diploma, first degree or Masters Level. Available data on educational levels of workers in licensed tourism operators in Tanzania (see Figure 5.2) points to the dominance of workers with, primary education, secondary education, basic college certificates (technical or vocational) and those with diploma qualification. A small proportion of workers had received training at bachelor or masters level.

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Figure 5.2 Levels of education qualification of workers in licensed tourism facilities

Source: Data from Ministry of Natural Resources and Tourism, 2015

Based on the survey and FGDs, the following interpretations were drawn:  Employees with higher levels of educational qualification (bachelor and masters levels) are employed in managerial and supervisory occupations which are fewer in number compared to operative occupations  Employees trained at HEIs (bachelor and Masters) lack the necessary practical experiences and skills required as opposed to those trained at technical and vocational TVET institutions. At the same time, workers with higher levels of qualification demand higher salaries which most employers are not willing to pay and hence find them unfit for the industry  Those with primary and secondary education are a source of cheap labor to the industry albeit at the expense of lack of skills. Most of these workers are found in operative occupations which are also perceived as occupations whose jobs can be performed by anyone.  The negative attitude towards tourism jobs as being cheap is a disincentive for higher qualified workers to take up job positions in the industry. The average wage rate per month according to NBS (2014) is between TShs. 150,001 and 500,000.  While it was evident that, an occupational level had a corresponding effect on the levels of qualification and skills, this was not necessarily the case for all occupations. We noted significant variations in the levels of qualification and skills required within an occupational level depending on the complexity and range of tasks and duties involved. A notable example from the operative level is that of chefs. Employers indicated that, chefs required higher levels of skills as compared to other operatives.  Similarly, the majority of high skilled workers in the industry were a result of practical experiences and informal training as opposed to higher levels of educational qualification.  Employers preferred employing those with extensive practical experience in the industry even when their levels of qualification were lower compared to graduates with higher levels of qualification and limited experiences.

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5.4 Salary levels in tourism and hospitality sector

From the employer‟s survey, results show broadly that tourism and hospitality sector is characterized by low salaries/wages. As Table 5.2 presents, majority of employees at operational level (47.6%) earn between TZS 105,000 and 200,000. 12.6% employees in the operational cadre receives salaries below TZS 105,000, below the minimum wage set for tourism and hospitality sector. According to the Ministry of Labour and Employment (2013), the minimum wages for hospitality employees are TZS 250,000, TZS 150,000 and TZS 130,000 for large tourist hotels, medium tourist enterprise and small enterprises (restaurants and guest houses) respectively. Very few operational employees receive their salaries above TZS 500,000.

While the majority of operational employees in the sector have their salaries above the minimum wages most of them fall within the minimum blackest regardless of their training and experience. Most of employees holding supervisory job positions (36%) receive salaries in the range of TZS 200,000 to 500,000 followed by employees receiving salaries between one and two million. It is surprising to note that a number of supervisors get salaries below the TZS 105,000 which is by all means below the minimum wage. These featured in the medium and new businesses to the sector. At managerial level most of staff members get their salaries between TZS 500,000 and 2,000,000 with about 26% having salaries above TZS 2,000,000.

Generally, the findings tally with results obtained in other previous studies conducted in the sector. For example TCT (2010) found that the wages for Tanzanians ranged between TZS 100,000 and TZS 200,000 per month. These results on monthly salaries portray a situation that may not be health. The low salaries may work as disincentives for people to undertake training in tourism and hospitality or to work in the sector. The salaries are relatively too low, especially within operational cadres. Low salaries could also be the reason for the reported difficulty in recruiting and retaining employees in the sector (e.g. ATE, 2010).

Improving training alone might not result in any noticeable change in the tourism and hospitality sector if there is no incentive to train, which include attractive pay. Without improvement in salaries it will difficult for the tourism and hospitality industry to compete with industries in attracting workers with high quality skills. It is however, encouraging to observe that the salaries of the majority of employees at managerial level are significantly higher. About 71.2% business managers have salaries above TZS 500,000, with 26% having salaries above TZS 2,000,000. It should also be noted that earning levels provide a good indication of the values of a job and the required abilities required to do it.

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Table 5.2 Salary Levels across tourism and hospitality sector, as in May 2015

ansport

Level Level level Salary TZS) (in Accommodatio n and Food Beverage Tr Services Travel attractions and Business Tourism Retailers Direct Tourists to Others Total

Below 105,000 11.0% 10.0% 9.1% 15.4% 6.7% 25.0% 11.1% 12.6% 105,000-200,000 54.8 60.0 45.5 30.8 60.0 37.5 44.4 47.6 201,000-500,000 24.7 25.0 27.3 30.8 33.3 37.5 22.2 28.7 501,000-1,000,000 9.6 5.0 18.2 23.1 22.2 15.6

Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 OPERATIONAL

Below 105,000 2.7% 2.5% 7.7% 3.8% 7.1% 8.3% 5.35% 105,000-200,000 24.3 25.0 23.1 15.4 35.7 42.9 25.0 27.34 201,000-500,000 43.2 50.0 38.5 26.9 42.9 35.7 16.7 36.27 501,000-1,000,000 17.6 15.0 7.7 19.2 21.4 14.3 25.0 17.17 1,001,000-2,000,000 12.2 7.5 23.1 34.6 25.0 20.48

SUPERVISORY Total 100 100.0 100.0 100.0 100.0 100.0 100.0 100.00

Below 105,000 1.4% 2.6% - 3.6% 5.9% 11.1% 4.92%

105,000-200,000 4.2 5.3 8.3 7.1 11.8 22.2 9.82 201,000-500,000 26.8 23.7 25.0 17.9 30.8 52.9 22.2 28.47 501,000-1,000,000 29.6 34.2 25.0 17.9 46.2 23.5 22.2 28.37 1,001,000-2,000,000 15.5 13.2 16.7 14.3 23.1 5.9 22.2 15.84 Above 2,000,000 22.5 21.1 25.0 39.3 26.98 MANAGERIAL Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.00

5.5 Skills Gaps in the Tourism Industry Employers revealed widespread skill gaps3 The inadequacy of required job skills from within and across the business sub-sectors and within the local labor market has lead to occupational levels. Skill gaps existed at “importation” of skills especially for varying intensities and come in two principal managerial job positions while at the same forms: (1) skills level gaps and (2) skills type time leaving tourism graduates unemployed gaps. The majority of employees demonstrated or seeking employment in other industries both skill level gaps and skill type gaps.

5.5.1 Skill level gaps These gaps relate to the employee‟s level of education and training, practical experience and/or informal training required for the performance of a job. These kinds of gaps were identified by

3 The extent to which employers’ regard their workforce as not being fully proficient at their existing job Page 52 employers when they compare their employee‟s performance at work with the required skills for the job. Nearly all employers surveyed declared that employees did not perform their jobs at the required level. This incident affected all sub-sectors with occupations that require professional/specialized skills and extensive work experiences recording highest levels of skills gaps. These occupations include: chefs and cooks, food and beverage controllers, tour guides, marketers, event planners, ICT technicians and travel consultants.

Educational qualifications were necessary but not sufficient. Rather surprisingly, the main cause behind the inadequate performance of employees across occupational levels and all sub-sectors was not the lack of educational qualification to the expected levels but, according to the employers, a lack of appropriate and sufficient training and experience. The level of qualification was not necessarily an issue in terms of workforce requirements for most occupations but what was lacking was the match between the skill sets of the workforce and those required by the job to perform at the desired standards.

Employers revealed further that, most employees possessed educational qualifications required for the job but still exhibited critical skill gaps and could not perform effectively even the simplest tasks in their occupation roles. The skills gaps were embedded in the poor educational system of Tanzania which emphasizes on producing graduates with “clean” and “impressive” certificates rather than adequate skill-sets required to effectively perform the duties of their occupations. Employers who complained about skill gaps among first time employees coming directly from TVET and HEIs concentrated their criticism mainly on inadequate training, lack of practical experience and poor attitudes of job seekers towards tourism jobs. For the first two reasons, the problem was more pronounced for the graduates from higher education while those trained in tourism technical and vocational school had advantage of practical skills.

Reasons for skills level gaps As illustrated in Figure 5.3 below, employers identified causes of skills level gaps as including one or more of the following reasons: lack of required work experience, poor quality of training, and deliberate hire of cheap-unskilled workers, lack of motivation among workers to further develop their skills, lack of required levels of educational qualification and lack of opportunities for skills development.

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Figure 5.3: Reasons for the existence of skill level gaps

Not surprisingly, as Figure 5.4 Illustrates, skills gaps were predominantly concentrated at the operational occupational level. This apparent condition is reflected in the inherent nature of jobs in the operative level which are characterized by: a wide range of occupations, entry level jobs with low barriers to entry (in terms of qualification), low paying jobs/cheap labor, highest rates of labor turnover and jobs that are seen as could be performed by anyone.

Figure 5.4: share of skills gaps by occupational levels

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Industrial measures to remedy the situation Nearly two-thirds of surveyed employers who reported existence of skills gaps among their employees did not take measures to remedy the situation. Of those taking actions (mostly airlines, tour operators and a few hotel facilities), the measures ranged from offering in-house to external training programs. The most commonly provided types of training were customer service, tour guiding, reservations and ticketing, housekeeping and general operating procedures. Most employers looked at training as a cost and not an investment given that employee turnover is quite high in tourism and hospitality industries, as a result, many employers felt that it was not worth their money to train short term workers.

Other employers turned to external labor markets to fill the deficit of high level skills especially for supervisory/ managerial levels and professional occupations like chefs. Neighboring countries and countries of origin of investors or management companies were mentioned as the primary sources of skilled for these occupations. Owing to the sensitivity and importance of these employment categories to the survival of the tourism businesses, employers felt the need to spend more money in order to recruit the right cadre of staff. As Table 5.3 illustrates, the majority of foreign employees in the surveyed companies are on managerial positions.

Table 5.3: Proportion of foreign workers across occupational levels Occupational level Number of foreign employees* Senior Management 173 Supervisory Level 41 Operational Level 5 *the number of foreign employees in the 148 surveyed tourism businesses only

5.5.2 Skill Type Gaps Both technical and soft skills4 were identified as challenging among employees. The major concerns were on the lack of one or more skills from the range of skill sets required by an occupation. Employers were also conscious of the lack of multi-skilled workforce that is able to perform a wider range of tasks and functions to cope with the dynamic tourism and hospitality industries. Skills gaps that were common to all sub-sectors and affected nearly all occupations have been clustered under “Most employers look at eight thematic areas and presented in Figure 5.5. For each of training as a cost and not an the skills presented, both two dimensions of skill gaps were investment given that evident. Employees either possessed the skills but not to the employee turnover is quite expected standards (skills level gaps) or hardly possessed the high in tourism and skills (skill type gaps) hospitality sector”

4 Skills gaps of this nature relate to the type of knowledge possessed by an employee and were thus measured by employers comparing the variety of employee’s skills against the core sets of skills with which occupations are concerned. Page 55

Figure 5.5: Skill Gaps Common to all sub-sectors and occupational levels

When analyzing the problem from the perspective of major occupational types, notable differences emerged depending on whether the skill is core or secondary to the occupation. Lack/inadequate foreign language skills and poor customer service skills were seen by employers as critical problems among employee in direct contact with guests including receptionists, reservation managers, tour guides, bartenders, waiters/waitresses and sales and marketing staff. Employers felt that, inadequate command of foreign languages among employees was a constraint that has created a competitive disadvantage for Tanzania as a tourist destination. Foreign language skills that were ominously lacking are for the main tourist source markets and include; English, German, French, Spanish, Chinese and Italian. For instance, one of the frustrated employers expressed the following:

“It is imperative that general educational standards are raised, English must be taught at primary level and onwards and given more focus as it is an international language and nationalistic focus on Kiswahili does not help development needs in a global economy. In our industry and beyond scientific papers are generally in English and a huge body of knowledge is in English. Kiswahili yes for reasons of national pride and cohesion but English (& other languages) must be taught too with seriousness. We live in a global village. We compete in a global village”.

Notable skills gaps on customer service included poor handling of complaints, lack of negotiation skills, poor service delivery skills, poor time management and customer assistance skills. Tanzania has a reputation for friendliness but also for mediocre customer service.

The severity of marketing skills gaps was higher amongst occupations whose marketing is a primary functions and those in direct contact with guests. These were identified to include marketing managers/officers, sales assistants, receptionists, reservation personnel and tourism officers and representatives. Challenging marketing skills identified include; sales, product development, packaging and product pricing. The severity of the lack of innovation and creativity skills was relatively equal across occupations. Skills lacking include; scientific skills,

Page 56 entrepreneurial skills, problem solving skills, networking skills and new product development/design skills.

“As an expert in the industry for over thirty years, I had an opportunity to Management and leadership skills gaps, both within the visit several hospitality training managerial occupational level and beyond were numerous. centers in South Africa, Kenya, FGD revealed that, at management level both transversal Zimbabwe, Mauritius and frankly skills, where tourism managers often have array speaking these centers are of high educational backgrounds in accountancy, marketing, standard due to well-placed business management, etc.; and job specific skills were infrastructure, human resource inadequate. These include; business planning, capacity and the government ensure management through visions and values, yield that the core training objectives are management, decision making, product development, met but am wondering if Tanzania do innovation, human resource management, destination the same. management, change management, networking skills and From these resources the product outcome impeccably and variably negotiation and problem solving skills. meet different market experience clientele on various categories i.e. The lack of both basic and technical ICT skills were seen customer service, food production, as primarily affecting reservation clerks, air ticketing service orientation based on personnel, travel consultants, receptionists, web designers, customer countries source”. marketers, and technicians. ICT skills gaps that were identified include inability to use; computers, reservations systems, specialized software, online marketing platforms, online information management and web design.

Reasons for skills type gaps Generally skill type gaps were seen to result from: a) Lack of adequate training on the part of the employees - notably many training centers lack teaching facilities, lack competent “Majority of trainers at hotel centers do not know trainers; these compounded problems what trainee should start to learn due to absence of essentially aggravated the output performance leading document with detail information of subject on quality products for review. These trainers have no training skills to b) Lack of industrial establishments to provide train but are experienced people in the different fields funding and facilities to conduct in-house and everybody is expecting they are in better training that can re-orient staff to position to train” contemporary organizational challenges c) Lack of interest and motivation on the part of employees to improve on their skills due to limited opportunities for internal promotion d) Inability to recruit staff with the required skills e) Staff having been on training but their performance not improving sufficiently f) Difficulty in retaining staff/labor turnover and g) Limited opportunities for employees to upgrade their skills

The practical training in hospitality formally covers 60% of the total training either Diploma or Certificate Course Program and in most cases students are posted to different hotels all over the country. But the coordination to monitor the practical training student performance between hotels and training centers hardly take place but rather ceased immediately. The idea is to expose student fully understand the course whether its food production, housekeeping, front office Page 57 operations etc. Students must participate fully in the operations under the guidance of a Supervisor or Sectional Head of that respective Department. However, majority of trainers at hotel centers do not know what trainee should start to learn due to absence of leading document with detail information of subject for review. These trainers have no training skills to train but are experienced people in the different fields and everybody is expecting they are in better position to train. This might be an area that needs to be addressed in order to get best result.

As indicated on Figure 5.6, the most common reason employers in the tourism industry give for not providing training is that the cost of training is too high. Other constraints include the fact that the training courses are of insufficient quality; cost involved in releasing staff to go for training; inconvenient location training prividers and poaching of trained staff . These findings confirm findings obtained by TCT (2010) that the barriers to pursuit of skills and knowledge upgrading among tourism businesses include training costs, the lack of adequate and quality local supply of relevant support services and time out of the businesses. They also confirm the claim that there is a gap between the skills provided by training institutions and what tourism businesses need which contributes to low level of in-house training.

Figure5.6: Concerns in Relation to Training and Professional Development

Results also indicate that many of the businesses believe the programmes offered by training institutions do not yield graduates who are competent enough to fulfill their responsibilities in their businesses. As a result, tourism businesses have to invest in training of new employees and upgrading existing employees even for basic skills. A study conducted by TCT (2010) found that, the estimated annual total investment in skill training is TShs. 31,250,054 and TShs. 5,808,870 for large and small tourism businesses respectively. The study also suggests that large and small tourism businesses pay estimated average annual Staff Development Levy (SDL) of TShs. 8,000,000 and TShs. 615,000 respectively. While the surveyed tourism service providers

Page 58 acknowledge the need for tourism training to be improved they don‟t see any direct benefit of the SDL. Tourism businesses Real examples from A&FB respondents interviewed in the current study are very much concerned with this double cost. Such a concern highlights the need Behavior is culture-bound and jobs like for training institutions to improve their training for instance cleaning or serving is programmes which suggests calls for policy and regulatory looked down upon here (reputation). improvement. The issue of trying to „score‟ extra cash, 5.5.3 Skill Gaps in Accommodation and Food for instance, by cheekily lying to and Beverages (A&FB) customers about sales prices in the case where the customer has not had a The specific skills shortages in each subsector in the look at the pricelist, so blatant rip-off industry were further explored. Within the accommodation conducts (greediness). and food and beverage sectors, there are skill inadequacies in the entire food and beverages chain including the People here are anxious that if they inability of staff to identify, cost, and prepare foreign train someone that they will lose their cuisines; poor knowledge about food and beverages, job themselves, resulting in difficulties inadequate ability to handle complaints and inadequate keeping certain standards up (selfish). sales skills. Across function areas, as Figure 5.7 illustrates, Status is an important issue and what 57% of all skills gaps were in food and beverage function we have often seen is when one is and 18% in housekeeping function. For the food and promoted to a supervising level, the beverage function, occupations that were cited as production levels seize – the juniors are experiencing a paucity of most critically needed skills commandeered around leading to more include: chef, baker, food costing and food production, problems than gain. It is very difficult to bartenders, waiters and waitresses. Skills gaps among find the right person for a supervisor front office and reservation staff combined stood at 17% position. Over the years we have found while 8% of gaps were found in managerial function. some truly excellent people (false Table 5.4 detailed specific skills gaps that appear across pride). three occupational groups in Accommodation and Food A real challenge is the lack of law and Beverage Sectors. enforcement – at this point in time it pays to steal as no real punishment for Figure 5.7: Skills gaps across wrong-doing is „available‟; you‟re better accommodation and food and beverages sectors off stealing than being a law abiding person……. (Corruption)

Another common practice – example: (Head) teachers in colleges accept “gifts” in return for better pupil- assignments or scores. This is a common thing; nothing will be done unless something can be made from it (unprofessionalism).

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Table 5.4: Specific Skills Gaps in Accommodation and Food and Beverage Sectors FUNCTIONAL AREAS OCCUPATIONAL Food and beverage Food and Beverages Housekeeping Front office LEVEL (service) (kitchen) Operational Multi-cuisine  Insufficient skills to  Inadequate cleaning and  foreign language skills preparation prepare cuisines of hygiene skills  time management skills different cultures/  Inability to effectively use  Telephony skills international cuisine cleaning and sanitation  time management  Inability to bake good equipment  organizational skills quality  Inadequate/lack of  Guest information  Insufficient ability to international and foreign handling prepare hot and cold language skills  Negotiation skills beverages  Inadequate interpersonal  Communication skills  Time management skills  Reservation processing  Lack of time management  Guest relationship skills  Poor guest relationship skills Supervisory  Inadequate  Menu planning  Inadequate people  Insufficient people complaint handling  Food control management skills management skills

skills  Inability to supervise  Insufficient supervision  Inadequate ability to SKILLS GAPS SKILLS  Inadequate  Food costing skills handle complaints supervisory skills  sales skills Inadequate guest  Basic accounting skills relations skills  Yield management skills  Sales skills  Supervision skills Managerial  Insufficient Planning  Inadequate leadership skills  Inadequate organizational skills

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5.5.4 Skills gaps in Transport Sector Professional occupations in air transport such as pilots experience relatively less noticeable in comparisons to similar occupations in the transport sector. Although most pilots had the required technical skills, they someway lacked key personal skills such as team and people skills that are essential requirements for the job. Significant gaps were prevalent among flight attendants who were revealed as lacking some of the personality and personal qualities necessary for customer service related occupation. Foreign language, communication skills and skills for handling complaints/difficult customers were also challenging for this occupation. As indicated in Table 5.5, four critical skills which were identified as lacking among transport reservations and sales agents to include ICT skills, marketing and sales skills, customer service and foreign languages while those providing guest services lacked information management skills, foreign language skills, communication skills and customer service skills. Dominant skills gaps among employees who worked in the arrival and departure sections include lack of skills for handling customer complaints, time management, communication, foreign language and organizational skills.

5.5.5 Skills gaps in Travel Services and Attractions The key functions in the tour packing include the group tours, ticketing and accounts. These account for more than 60% of all the employees in the tour operation and travel agencies. Critical skills that were identified by employers in this category are summarized in Table 5.6. Again customer service skills, foreign language skills, communication skills appear on both functional areas of travel agencies/tour operations and nature and cultural attractions. Specific skills gaps for travel agencies/tour operators are guiding and innovation skills while those of cultural attractions are Wildlife ecology, Tour route planning and Conservation skills.

5.5.6 Skills gaps in business tourism sector Employers in business tourism sector indicated many specific skills gaps. This may be attributed by the infancy characteristics of this subsector. Table 5.7 summarizes gaps in this sector to include among others Event planning, Fundraising, Event theme design and disaster management for event planning functional area while Conference design, Negotiation skills and Work schedule design were indicated as gaps in Event staging and production functional area. Key skills gaps indicated for Venue suppliers and service staff functional area included Crisis management and Safety and security.

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Table 5.5: Skills gaps in Transport Sector FUNCTIONAL AREAS Transport crew Reservation and sales Guest services and Arrivals and departures information desks (e.g. airport desks)  Team skills  Computer skills  Information management  Complaint handling

 Interpersonal skills  Time management skills  Communication skills  Time management  Personality skills  Internet use skills  Foreign languages skills  Organizational skills  Foreign language skills  Reservation systems and  Customer service  Information management  Communication skills booking software  Handling high profile  Use of technology  Negotiation skills  Customer relationship tourists  Communication skills  Complaint handling skills and management skills  Foreign languages skills  Skills for handling special  Telephony skills  Crisis management skills SKILLS GAPS SKILLS needs passengers  Customer service   ICT skills  foreign language skills

Table 5.6: Skills gaps in Travel Services and Attractions OCCUPATIONAL LEVEL FUNCTIONAL AREAS Travel agencies and tour operations Nature and cultural attractions Operational  Special interest product design Inadequacies in:  Foreign language skills  Conservation skills

 interpretation skill  Wildlife ecology skills  customer handling skills  Customer service skills  interpersonal skills  Interpretation skills  Communication skills  International language skills  Innovation and creativity  Use of modern equipment  Organizational skills  Heritage preservation skills SKILLSGAPS  Time management  Poor interpretation skill  Guiding skills  customer handling skills  Tour route planning skills  Knowledge of heritage Supervisory  Team management  Conservation skills

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 Customer service skills  Customer service skills  Innovation skills   Leadership skills Managerial  Innovation skills  People management skills  Management skills

Table 5.7: skills gaps in business tourism sector FUNCTIONAL AREAS Event Planning Event staging and production Venue suppliers and service staff Operational  Event planning  Venue theme design  Meeting room technology  Fundraising  Customer advise  Use of Tele-conference  Budgeting  Conference design equipment  Event theme design  Program development  Foreign language  Teamwork  Organizational skills  Guest Relationship  Communication skills  Coordinating  Marketing and sales  Computer literacy  Negotiation  Interpersonal skills  Problem solving  Supplier relationship  Safety and security

 Time management  Disaster management  Organizational skills Supervisory  Strategic planning  Work schedule design  Marketing and sales  Interpersonal skills  Tem management  Innovation and creativity  Communication skills  Negotiation  Crisis management

SKILLSGAPS  Organizational skills  Public relations skills  Crowd management  Innovation skills  Costing and pricing  Marketing skills  Research skills managerial  Consulting skills  Team management skills  Problem solving  Research skills

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5.6 Occupations with serious human resources needs and skills gaps

Respondents were asked to identify occupational areas in which they have been experiencing difficulties in recruitment and selection and performance among employees. Table 5.8 summarizes the feedback from the respondents

Accommodation and food and beverage sectors: cooks (50%), chefs (52%), reservation staff (49%) and food and beverage managers (41%) were cited as the most problematic occupational areas. Surprisingly, most tourism training institutions cover issues related to the identified occupations. However, majority of respondents are in the view that the locally offered tourism training programmes do not meet the needs of the industry. In the past five years, TCT (2010) report affirmed that the same situation has forced some of employers to hire foreigners in order to stay competitive. The least challenging occupations in the accommodation and food and beverage sectors are recreation staff (15%) and lodging facilities managers (20%). However, given the rate at which the tourism industry is growing in Tanzania, skills in these occupations will be needed in the very near future.

Travel services subsector: tour guides (59%) is the most problematic area; while airport handling staff (9%), flight attendants (9%) and information center staff (13%) are the least problematic occupations in the industry. Again, the occupational gaps were expressed by the visitor attractions providers to include tour guides (37) and museum managers (32%). In the two subsectors, the shortage of tour guides was attributed to the lack of knowledge on „experience packaging‟ and communication barriers in the provision of tourism experience.

Direct retailers: the sales and marketing occupation is the most problematic area for the surveyed direct retailers to tourists (including curio shops, handcraft sellers and art galleries). The serious challenges were experienced in craftsmen (32%) and sales assistants (37%) and procurement staff (91%).

Table 5.8: Skills shortage by Occupation and by Sub-Sector (Percentage of Surveyed Sample) No Occupation Accommodation Travel Visitor Direct Tourism Services Attractions Retailers Marketing 1 Administrative staff 25 13 12 2 Bar tenders 38 6 3 Chefs 52 12 4 Cooks 50 6 5 Concierges 24 6 Event coordinators 32 17 7 Food and beverage 41 6 managers 8 Finance and accounting 38 16 18 37 14 staff 9 Front desk officers 34 10 Front desk managers 30 11 House keepers 38 12 Executive house keepers 31 13 HR managers 19 9 6 14 Lodging facilities 20 managers 15 Recreation staff 15

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No Occupation Accommodation Travel Visitor Direct Tourism Services Attractions Retailers Marketing 16 Reservation managers 49 17 Sales and marketing staff 29 28 24 52 46 18 Waiters and waitresses 34 21 Airport handling staff 9 22 Taxi cabdrivers 19 23 Flight attendants 9 24 Tour guide 58 37 25 Tour operators 25 26 Agency managers 16 27 Information center staff 13 28 Curators 22 29 Museum managers 32 30 Porters 6 31 Sales assistants 37 32 Craftsmen 32 33 Purchasing staff 15 91 34 Legal staff 8 Note: Empty cells means the occupation is relatively not applicable

To gain more understanding of the shortage of skills in different occupations respondents were asked to identify specific jobs that they have been experiencing problems in recruiting and retaining them. As Figure 5.8 shows, cooks, (27%), reservationists (27%), chefs (23%) and hotel managers (18%) have critical challenges. While housekeepers (5%), finance managers (5%), dish washers (5%), administrators (5%), travel consultants (5%) and workshop managers (5%) are the least challenging jobs according to the surveyed tourism service providers. The skills and occupations in the tourism occupations are not appropriately valued. From the FGDs, most of operational trades such as cooks are considered as not attractive to workers. Therefore, there is a need for alternative models of apprenticeship training to promote accelerated learning and make trades such as cooks more attractive to mature workers and not disadvantage people who wish to stay in regional locations

It is also noted that jobs at operational level present more challenges as compared to the higher levels. The main reasons for shortage of operational staff as cited by the surveyed tourist services prodders include: (i) dislike of the jobs and negative attitude towards the job positions; (ii) the young people that occupy most of the positions in this category lack experience and exhibit a higher level of mobility between different occupational categories, jobs and geographical areas; (iii) demand for higher pay, and (iv) most operational employees perceiving tourism jobs as low paying, contingent work placements and not professional careers. It should probably be mentioned that the high labor turnover is a common experience in the industry in many countries.

Some of these skills were revealed by employers when asked to identify new occupations, jobs and skills they anticipated to emerge in the next 5-10 years. To get a more realistic picture of future skills needs for the Tanzania‟s tourism industry, the changes and trends taking place in the tourism and hospitality industries were identified through reviewing secondary sources of information. The aim was to ascertain new occupations that are likely to

Page 65 emerge and the resultant needs for skills. The trends and their impact in tourism and hospitality are reflected in different products and services as well as in changing occupational profiles and skills requirements

Figure 5.8: Challenging Job Positions in Recruitment and Selection Processes

5.7 Anticipated growth, upgrading and diversification of the tourism sector in the coming medium and longer terms

Tanzania‟s tourism sector is well positioned to grow at a faster pace in the coming years if backed with appropriate policies, a well-trained tourism workforce, increased investment in key areas, and collaborative efforts of all stakeholders. The country has numerous comparative advantages in seizing opportunities from its tourism sector in comparison to her competitors. The potential to develop a thriving tourism sector that taps into the existing tourism resources in Tanzania is huge. Tanzania was, in 2012, ranked in the 7th place as preferred tourist destination in the world (New York Times 2012) and 4th in terms of natural resources globally (the World Economic Forum‟s Tourism and Travel Index, 2013) while Kenya and Uganda come in the 14th and 25th place respectively.

5.7.1 Anticipated growth in tourist arrivals, earnings and tax revenues

At an average growth rate of 9%5 per annum (on the basis of the current trend, Y2003 - 2013), we estimate the tourist arrivals in 2020 to be 2,003,319 (see Figure 5.9). This is in-line with MNRT, (2014) that estimates the number to be 2,000,000 in year 2020 (MNRT, 2014); growing to approximate 3 million in 2025. Likewise, the Government of Tanzania and Private Sector have jointly formulated and are implementing a Ten year Tourism Sector Development program that envisages growing of the tourism sector by 20% per year from 2015 and increasing earnings from under US $2 billion in 2013 to US $16 billion per year by

5 We developed a model based on the statistics for year 2003 to 2013 that gave an average growth rate of 9% per annum Page 66

2025. This will in turn increase tax revenues from the sector from US $156 million in 2013 to US $1,248 million per year in 20256(TNBC, 2013).

5.7.2 Anticipated Investments in Tourism Another dimension to the sector‟s growth is the attention that tourism gains from new players. Regional and municipal councils are now turning to tourism as a reliable source for creating employment opportunities and revenue7. There has therefore been deliberate initiative to stimulate investment growth into the sector, promote the regions to visitors and improve the quality of training and service provided. Linking of tourism facilities and local small producers and suppliers enhances the net impact that the sector has in the local economy and further realization of sector‟s importance (TCT, 20098; Anderson, 20139).

The net investment value from the local investors, particularly in the mid-hotel class has considerably gone up in the recent years. The growth in investment has also triggered improvement in the overall quality and type of facilities. This alone is a sign for the increased awareness by the local business community about the business potential of the tourism sector. The opening up of investment opportunities in the sector and better coordination of investment promotion and facilitation (by TIC) has also attracted a number of key international brand chains and franchises (Hyatt, Kempinski, Serena, Southern Sun, Holiday Inn, Ramada, Four Seasons, etc.).

In addition, recently there has been a growing number of hotel apartments and self-services apartment in the major cities which are normally meant to cater for long stay visitors and expatriate residents. Parastatals such as NSFF and PPF, on the other hand, have also been investing in the apartment and hotel business which is the new avenue for facility development and management skills needs in the country.

When it comes to infrastructures, a number of upgrading and construction works of airport, railways, waterways and road networks are underway. Key projects include the upgrading of ; the upgrading of Mafia Island Airport and the construction of Mpanda Airport where 98% of works has been completed.

Table 5.9 summarizes the projections of the tourism businesses in the next ten years. These expansions are usually placing huge demand for high quality human resources across all business sectors in tourism industry.

6 Tanzania National Business Council (TNBC, 2013). Sustainability of Biodiversity and Raising Annual Revenue Growth to 20%. Tourism task force report for the 8th TNBC meeting

7 BEST-AC (2013). Tanzania Business Leaders‟ Perceptions of the investment climate in Tanzania 8 TCT (2009). Tanzania tourism value chain study 9 Anderson, W. (2013). Leakages in the Tourism Systems: Case of Zanzibar. Tourism Review, 68(1): 62 - 76 Page 67

Figure 5.9: Anticipated international tourist arrivals in the next 10 years

3,500,000

3,000,000

2,500,000

2,000,000

1,500,000 N0. ofN0. tourists 1,000,000

500,000

0 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025 Number of tourists 1,077,058 1,095,884 1,194,514 1,302,020 1,419,202 1,546,930 1,686,153 1,837,907 2,003,319 2,183,618 2,380,143 2,594,356 2,827,848 3,082,354

Sources: Estimated based on the NBS (2013, 2014). International Visitors‟ exit survey reports, Tanzania Tourism Sector Survey10

10 The current annual growth rate stands at 9%. Thus the estimations from 2015 to 2025 have based on the same rate. Page 68

Table 5.9: Number of licensed businesses in tourism between 2008 and 2014 with their projections in the next 10 years Type of business 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025

Tour Operators11 259 421 318 374 388 498 588 693 818 966 1,139 1,344 1,586 1,872 2,209 2,606 3,076 3,629 Mountain Climbing12 67 84 96 109 96 123 140 160 182 208 237 270 308 351 400 456 520 593 Travel Agents13 55 54 60 75 60 78 85 93 101 110 120 131 143 155 169 185 201 219 Car Hire14 35 24 20 27 20 25 26 27 27 28 29 30 31 32 33 34 35 36 Hunting Safaris15 26 36 34 36 34 41 46 51 56 62 69 77 85 94 105 116 129 143 Photographic Safaris16 7 9 9 6 9 7 7 8 8 9 9 9 10 10 11 11 12 13 Air Charters, Horse riding and balloon safaris17 5 5 9 8 10 10 12 14 17 20 24 28 34 40 48 57 68 81

Accommodation18 137 97 179 181 179 285 351 431 530 652 802 987 1,214 1,493 1,836 2,259 2,778 3,417

TOTAL 591 730 725 816 796 1,067 1,254 1,476 1,740 2,055 2,429 2,876 3,410 4,048 4,811 5,724 6,819 8,131 Sources of data between 2008 and 2013: Ministry of Natural Resources and Tourism, Division of Tourism, 2013

11 The sub-sector‟s average growth rate at 18%, base year 2008 12 Average annual growth rate at 14% from 2008 to 2013 13 Average annual growth rate at 9%, base year 2008 14 Average annual growth rate at 3%, base year 2008 15 Average annual growth rate at 11%, base year 2008 16 Average annual growth rate at 5% 17 Average annual growth rate at 19% 18 Average annual growth rate at 23% Page 69

5.7.3 Anticipated Product Development and Diversification There is a general consensus among Tanzanian tourism businesses regarding the geographical expansion and product diversification. This was to especially ease pressure on the north but also unlock the potential in other parts of the country. For many years tourism growth in the country was largely influenced by the development of infrastructure and availability of the tourism attraction, regulatory and support resources at a particular destination. As a result tourism was largely concentrated in the northern and coastal tourist circuits (mainly, Kilimanjaro, Arusha, Ngorongoro, Serengeti and Zanzibar) for safari, sun and sand (3S) tourist attractions (Anderson, 2013; Pasape et al, 2013). The southern and lake circuits, for example, are now receiving special consideration and support in tourism product development and promotion. In addition to programmes coordinated by the government and development partners, industry stakeholders and the local government institutions continue to show a strong interest to promote tourism in their areas.

For instance, the presence of government institutions in the alternative tourism circuits (such as tourism offices in Iringa and Mwanza), improvement of the infrastructure, particularly air transport, has increased visitor volumes into these destinations. Some of the notable transport facility in this respect is the construction of Songwe International Airport in Mbeya. According to the TAA (URT, 2012), plans are underway to improve other airports in the near future and as a result growth of tourism into such areas. Growth of tourism in other parts has been largely influenced by business as well as industrial activities. Mtwara, which before the discovery of its mineral wealth – oil and gas in particular, had an insignificant tourism resource supply. Due to the high prospects for mining, the demand for tourism and hospitality services has far surpassed the industry supply.

Twelve goals for the coming 5 to 10 years according to TTB and TCT (2012) include the product development and market development strategies. In their report on international marketing strategy for Tanzania as a tourist destination, some areas that came out very clear include the strategies for packaging and developing tourism products in the Southern Circuit (wildlife), western area (wild life, fresh water activities) and incentive travel to Zanzibar and develop tourism infrastructure (airline connections and airport facilities) and quality and level of service. The diversification of the tourism product from the current wildlife tourism (which attracts over 90% of tourist arrivals in Tanzania) is expected in the coming medium and longer term. The diversification include arts and culture; agritourism; backpacker; business, conferences & incentives; cruise, drive and snorkelling; events; fishing; culinary and local beverage; and marine. The importance of the cooperation between actors in public and private sectors and between Zanzibar and Mainland tourism stakeholders has been highlighted in order to benefit from the business diversification.

5.8 Projected size and human resource requirement in tourism

The quantitative assessment of the number of jobs in different occupations that are likely to emerge under alternative specified assumptions has been conducted, including new job openings due to expansion of the sector and attrition of the existing workforce. Based on the interaction with the industry and the basis of the available statistics on the employment structure, the regression analysis was estimated (Table 5.10) using the data of tourist arrivals and employment between 2003 and 2013 in order to measure the impact of the anticipated international tourist arrivals on the new jobs.

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Table 5.10: Model for the effect of Tourists arrival on New Jobs Created Standardized Unstandardized Coefficients Coefficients Model B Std. Error Beta t Sig. 1 (Constant) 353069.422 50220.284 7.030 .000 Tourists .069 .064 .341 1.088 .305 a. Dependent Variable: jobs

Y= c+0.34x where: Y is a dependent variable- Number of jobs created C is a constant X is an independent variable-number of tourist‟s arrival

In 2014, tourism generates above 400,000 direct jobs in Tanzania (World Bank Group, 2015); and World Travel and Tourism Council (2013) estimate the total contribution of travel and tourism to 1,502,000 direct and indirect jobs by 2023. Using the estimated model above, in the next five to ten years (2025), every additional three tourist arrivals would create one additional job. As Table 5.9 indicates, each tourist arrival will create 0.34 direct jobs in the industry, based on the sampled tourism businesses in the study, on average the composition of the employees in each enterprise is estimated at 52:2 local – foreigner ratio (Table 5.11).

Table 5.11: Number of employees by origin (n=148) Level Local Foreign Total Number Average Number Average Senior Management 453 3.50 173 1.27 626 Supervisory Level 1031 8.00 41 0.30 1072 Operational Level 5154 40.00 5 0.04 5159 Total 6638 51.50 219 1.60

Using the same estimated model above, the direct jobs in tourism are expected to rise to 1,085,000 in 2025 (see Figure 5.10). This includes employment by accommodation (hotels, motels, guest houses, lodges, tented/campsites); food and beverage (restaurants, fast food sales, cafes, coffee /tea specialty shops), pubs, and nightclubs transport (airline, vehicles, bus/coach operator); travel services and attractions (travel agencies, tour operators, airline/airport workers, game, nature, mountain climbing, museums, gallery, taxi cab associations etc.); business tourism (conference/event organizers, destination management, incentives company, technical services/staging production); direct retailers to tourists (of curios artifacts tourist clothing, gear and equipment). It also includes employees in marketing, facilitation and advocacy that support tourism industry (Table 5.12, Figure 5. 11). Most positions at tour companies are in reservations/sales and operations (organizational or scheduling all elements of the tour), tour development managers, and drivers.

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Figure 5.10: Projected size and human resource requirement in tourism 3500

3000

2500

2000

1500 Direct Jobs Number of tourists

1000 N0. of tourists/Direct Jobs'000 of N0.

500

0 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025 Direct Jobs 350 370 380 440 480 420 380 390 430 420 410 444 480 520 563 610 662 720 780 850 920 1000 1085 Number of tourists 576 583 614 644 720 770 714 782 868 1077 1095 1194 1302 1419 1550 1686 1840 2003 2183 2380 2594 2827 3082

Sources: Estimated based on the NBS (2013, 2014). International Visitors‟ exit survey reports, Tanzania Tourism Sector Survey

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Table 5.12: Projected human resource requirement 2015-2025 Type of business 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025 Tour Operators 225,413 244,460 264,792 286,040 309,363 334,874 360,711 390,283 418,854 451,093 484,253 Mountain Climbing 52,043 54,391 57,015 59,518 62,149 65,032 67,633 70,671 73,291 76,258 79,130 Travel Agents 30,250 30,184 30,152 30,136 30,154 30,194 29,867 29,859 29,734 29,476 29,223 Car Hire 8,782 8,069 7,675 7,283 6,905 6,545 6,166 5,830 5,465 5,133 4,804 Hunting Safaris 16,589 16,736 16,995 17,328 17,724 17,947 18,113 18,551 18,644 18,918 19,082 Photographic Safaris 2,602 2,391 2,467 2,260 2,072 2,111 1,927 1,943 1,768 1,760 1,735 Air Charters, Horse riding 4,554 5,080 5,482 6,027 6,445 7,179 7,708 8,481 9,161 9,972 10,809 and balloon safaris Accommodation 140,192 158,391 178,721 201,408 227,188 256,328 287,683 324,382 363,082 407,391 455,964 TOTAL 480,425 519,701 563,300 610,000 662,000 720,211 779,807 850,000 920,000 1,000,000 1,085,000

Figure 5.11: Projected human resource requirements in various sub-sectors 2015 - 2015 600,000

Tour Operators 500,000 Mountain Climbing

400,000 Travel Agents

sector -

Car Hire 300,000

Hunting Safaris

200,000

Photographic Safaris Direct Jobs Jobs Directin theSub

Air Charters, Horse riding and balloon 100,000 safaris Accommodation - 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025

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5.9 Possible focus areas for skill building

Based on the FGDs and employers‟ responses, the following categorizations were made in relation to timeframe, level of training and types of training:  Medium term (1-4 years) and long term (5-10 years)  Level of training (low, medium and high – based on formal educational qualification  Types of training - An array of training approaches were proposed. We delimit these following classifications into work-site training, external training programs, improved curricular at current education institutions, work place experience, regional and international exchange visits, work attachments and internships, apprenticeship programs, upgrading and refresher courses and specialty training e.g. language course)

Table 5.13 summarizes the new occupations and related skills requirement due to anticipated growth, upgrading and diversification of the tourism sector in the coming medium and longer terms

Table 5.13: Changes /Envisage New Occupations and the Related Skills Requirement Anticipated sectorial change(s) Skills required

and occupation(s) CHANGES Developments in ICT Computer and internet skills Online payment methods Use of booking and travel reservation software Inventory and revenue management skills Increase in number of elderly and Special product design skills tourists with restricted mobility Medical and nursing skills Personal skills Tourists are becoming more In-depth knowledge of tourism products educated Professionalism skills Excellent communication skills Time management skills Tourist are becoming greener Cultural and nature product development skills Conservation skills Public relations skills Increase demand for luxury Product innovation skills holidays High level service delivery skills Guest room interior design skills Excellent language skills Creativity skills Multi-cuisine skills Diplomatic complaint handling skills Spa-specific skills NEW Professional and specialized chefs Multi-cuisine skills OCCUPATIONS Food and beverage controllers Cost-benefit accounting Food preparation

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Anticipated sectorial change(s) Skills required

and occupation(s) Cultural tourism managers and Interpersonal skills antiquities experts Knowledge of cultural products Professional tour guides and Communication and presentation skills museum curators Multi-lingua skills Interpersonal skills Product knowledge Conference and event planners, Planning skills Business travel manager Organizational skills Innovation manager Team work skills Problem solving Creativity Technical fields Tourism and Hospitality architecture, business concept design, safety and hygiene standards, and tourism related technology.

Skills requirements in the next five to ten years are enormous and as indicated in Figure 5.12 nine critical skills and knowledge areas are on high demand across all sub-sectors. These areas include; customer service, marketing and sales, team working, general management, ICT, communications skills, general management, administrative and soft skills. Table 5.14 further summarizes skills required for tourism employees in the short, medium and long terms.

Figure 5.12: Skills Required for Employees

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Table 5.14: Skills required for existing employees across sub-sectors at different time frames

Future skills/knowledge Short term (1-4 years) Medium and Long term (5-10 years)

requirement

usiness usiness

Accommo dation and F&B transport, travel attraction b tourism direct retailer governme nt agencies Accommo dation and F&B transport, travel attraction business tourism direct retailer governme nt agencies Management skills      Diversified language skills      Marketing and sales/up-selling       skills Computer/IT/software skills      Leadership skills        Innovation and creativity skills     Project planning and Management       Skills Guiding and interpretation skills  Product design and development     Food preparation and costing    Destination planning   Housekeeping skills  General planning skills    Healthy and safety skills   

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Furthermore, tourism training institutions were asked to indicate the emerging skill-needs they expect as a result of growth of the industry (Figure 5.13). Multilingual was the most frequently mentioned followed by customer care, Communication skills, Cultural education, international culinary and managerial skills.

Figure 5.13: Future Training Needs according to training institutions

5.10 Enhancing the current tourism education system in the country

In order to improve its productivity and competitiveness the tourism a workforce with a set of right skills, knowledge and attitudes is required. This requires education and training systems that ensure availability of people with the right skills, both now and the future. A common and consistent theme that arose from the tourism sector surveys and FGD focused on enhancing the current tourism education system in the country.

There were general feelings that, the current systems of tourism education ranging from TVET to HEIs are not prepared to meet the skills requirements of the sector. Private training centers command a big share (more than 75%) and unfortunately they are the ones that are poorly administered. Nonetheless, employers were optimistic that, changes in the current tourism education system would result into supplying the industry with skilled and competent workers. Most employers felt it is high time for Tanzania to turn around and address the shortcomings of its tourism education system if tourism education is to be meaningful. The following measures were proposed by the employers:

 To form a Body for accreditation for Tourism and Hospitality Training Institutions that will keep check and balance on various aspects i.e. Infrastructure, skilled personnel etc.  Setting relevant pre-requisites for acceptance into training programs. There were concerns that, the pre-requisites that are in place are too „loose‟ and allow people of all sorts to enroll in tourism programs. This is a reason why pursuing tourism studies is considered as a „last resort‟

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 Develop internship and apprenticeship program standard and operative guidelines and encourage support by donors to continue to train trainers/educators Program at different training institute both private or public to become a tool for developing  Equip the training institutions with adequate facilities, appropriate infrastructure and qualified workforce.  There is a need to make adoption of standard in Certification of Professionals I tourism  addressing vital issues such as training program, updating curriculum, research on areas of importance and specialization on certain training categories by incorporating professionals available in the country  Building stronger partnerships between employers and training providers with employers specifying more clearly their skills requirements and with TVET and HEIs delivering programs more specifically targeted to the needs of specific employers. For example, TATO sits in the advisory council of the VETA Hospitality and Hotel Training Institute.

5.10.1 On-job Training and staff exchange As indicated in Figure 5.14 Worksite (on-job) training (68%) and regional and international exchanges (66%) were the highly appreciated approaches. It is very interesting that tourism service providers are positive about providing in-house training which if effectively implemented could bridge the gap left by tourism training institutions. However, for them to run such programmes effectively, an enabling environment needs to be created including, exemption from payment of certain levies associated with training activities.

Figure 5.14: Proposed Skills Development Approaches

To ensure supply of quality innovative skills in their businesses, enterprises must participate in skills development. Tourism business providers were asked to identify methods they use to support the training of their employees. As Figure 5.15 indicates, providing financial support was the least method for supporting skill development among employees. These findings are in line with TCT (2010) which show that tourism businesses invest heavily in in-house training. The findings imply that tourism businesses engage themselves in skills development through provision of in-house training and internship. An environment needs to be created for them to contribute more in the process through these methods and the rest of others. This may include provision of incentives for those engaging the process.

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Figure 5.15: Employee Skills Development Assistance

5.10.2 Internship and Apprenticeship training During the survey managers in the establishment visited were asked to indicate if they accept interns to train in their enterprises. The internship period ranges between one and three months. As Figure 5.15 summarizes, 57% of the businesses accommodate interns. The interns are students pursuing tourism education/training programmes in tourism training institutions at different levels. The results as indicated in Figure 5.16 further show that 54% of tourism businesses received between 1 and 9 (below 10) interns per year, followed by those training between 10 and 25 interns per year (22%). Relatively few training providers trained between 25 and 50 (12%) and very few accommodate interns above 50 per year (5%). These findings are encouraging as they indicate that students in tourism training institutions are assured of an opportunity to learn by practice whatever they learn in class. However, given the increasing number of graduates from training institutions there is urgent need for tourism businesses to accept more students and lengthen the period of their internships. This argument is actually based on the assertions by some of the surveyed of tourism training institutions that it was difficult for them to secure places for their students‟ field attachment.

Regarding the apprenticeship training, there is already a collaborative initiative between TCT, HAT and NCT which brought First Accredited Apprenticeship Program in Tanzania at NACTE Level 5, Apprenticeship programme in hotel operations since 2014. This programme is funded by ILO and it aims at addressing skills gaps that are increasingly exhibited by new graduates joining the labor market. It basically focuses on improving skills, appropriate work place attitude and culture, etc. of personnel mainly at the work place (i.e. occupies 60 percent) with short periods (i.e. 40 percent) of theoretical classroom training. In this particular assignment, it is too early to evaluate its impact in the industry.

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Figure 5.16: Number of Interns trained per year

5.10.3 Lifelong Learning (3Ls) in tourism and hospitality Employers preferred lifelong learning (3Ls) and accumulate work experience over formal training for their existing employees. Majority of employers are in the view that, they have paid the SDL to the government. Therefore, they expect to see the value addition on the skills development. Employers considered a combination of two or more of the following options as effective approach in supporting skills development

 Delivery of courses on-site (on-job training)  Offering intensive specialty courses especially in customer care, languages and tour guiding  Upgrading and refresher courses  Work place experience Some employers revealed that, they are considering increasing their commitment to in-house training although they remain unclear on how such training would be funded and delivered

5.10.4 Additional training approaches Other approaches to training that were identified included External training programs, work attachments, practical training and internships and apprenticeship programmes. With regard to the levels of qualification preferred, responses from employers suggest a changing pattern of skills demand by qualification level. In all sub-sectors, workers seeking employment in occupations under supervisory category are increasingly expected to have a formal qualification, including a University degree. At operative levels, employers seemed comfortable with their employees receiving vocational or technical education ranging from basic certificate to diploma levels. However the emphasis was placed on the quality and relevance of training to the needs of the employers.

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PART SIX: TOURISM TRAINING AND SKILLS DEVELOPMENT IN TANZANIA

6.1 An Overview

The analysis of skills gaps in the tourism industry in Tanzania cannot be complete without assessment of the supply side of skills. This section presents issues and concerns as evidenced from the survey of tourism training institution and the FGDs conducted in different . The survey sought information on institutions‟ capacities to supply needed skills, outputs in terms of graduates, the training programs, linkages with the industry and the challenges they face in providing the needed skills.

6.2 Characterization of Tourism Training System in Tanzania

Tanzania‟s system of tourism training is characterized by a diversified and currently not well integrated structure with responsibility across a number of government agencies. There are sixty (60) registered tourism and hospitality training institutions in the country, distributed as 15 percent universities (registered under TCU), 23 percent technical colleges (under NECTA) and 62 percent vocational centers (under VETA) (refer to Figure 6.1). In terms of ownership, there are 15 public-owned including 5 universities, 6 technical colleges and 4 vocational centers. More than 75% of the tourism training institutions are privately owned (THPAT, 2013).

Figure 6.1: Tourism Training/Education Institutions in Tanzania

6.2.1 Training Institutions’ Capacity and Enrolment The survey indicates that the training institutions‟ capacity has been increasing over time in the past ten years with current a total capacity being 3,308 students. It was also observed the number of graduates has been increasing with time except for the 2014 where there was a 20% decrease. A total of 1,384 students enrolled in different tourism programmes in 2014 as

Page 81 compared to 1,661 students who graduated in 2013. Generally, students‟ enrolment is only half of the training institutions‟ capacity.

Figure 6.2: Trend of Students Enrolment Capacity and Graduates in Tourism Training Programmes (2005 - 2014)

6.2.2 Tourism and Hospitality Training Programmes by Zones A total 65 tourism training programmes are offered at different levels including 1 Master degree programme, 8 Bachelor degree programme, 6 Diploma programmes, 14 Technical certificate programmes and 36 Basic Vocational certificate programmes. The degree programmes both bachelor and master degrees are aimed at preparing students to become competent employees at managerial and supervisory level. Technical programmes are supposed to produce qualified people who can competently work in the occupations that require technical skills such as chefs, food production controllers, executive house keepers, tour guides, head waitresses/waiters, etc. Vocational tourism training is aiming at producing qualified people who can competently work in lower level (operational) jobs such as waitresses/waiters, bartenders, cooks, house- keepers and gardeners. By law, technical institutions registered under higher level (NECTA or TCU) can also provide training at lower level vocational training which makes the structure more complicated.

Out of all tourism programmes mentioned above, 75% are offered by private tourism training providers. Most basic certificates programmes focus on hospitality management and tourism and hospitality management. The main reason for this trend could be the fact that the two are fields that need big number of staff and thus a readily market for the programme. Also basic certificates programmes are entry programmes that may have relatively low cost in the form of professional staff and teaching and learning facility. In terms of location it can be seen from the figure 6.3 below that the Coastal and Northern regions have a balance between the different levels and trades for which the programmes are offered. The two zones offer programmes at all levels from vocational certificate to master degree programmes. The other

Page 82 regions do not offer some of programmes mainly those at higher level. Demand for such programmes may have prayed role in this trend as many tourism businesses are located in the Coastal and Northern zones. Concentration of tourism training institutions in just a few regions affects supply of personnel in other regions which may in turn affect the quality of service offered by businesses in the disadvantaged areas. There is therefore, need for strategies and framework to ensure a balance between regions. Identifying and promoting new visitor attraction in the disadvantaged regions is one of the areas that need to be addressed in the same regard.

Figure 6.3: Tourism Programs by Zones

Analysis of the disciplines in which the programmes are offered indicates that most basic certificates programmes focus on tourism and hospitality management. The main reason for that could be the fact that the two are fields that need a bigger number of employees and thus a readily available market for the programmes. Also, basic certificates programmes prepare people for entry in jobs, which may mean a relatively low investment in the form of professional and teaching staff as well as teaching and learning facility.

6.2.3 Level and Disciplines of the Offered Tourism Training Programmes The findings also indicates that the majority of the existing tourism/hospitality courses offered by the training institutions target skills in food production, hospitality operations and management, tour guiding and operations, wildlife management, archeology and cultural heritage management and tourism management. As it can be seen in Figure 6.4 most of the surveyed tourism institutions offer programmes at the lower or vocational and technical certificates as compared to higher level programmes such as bachelor and master degrees. This is commensurate with the need of the industry, which employs more operational skills than the higher order skills including managerial and supervisory occupational levels. However, most of the respondents were of the view that most of the offered programmes are not good enough to meet the need of the industry. Similar allegations are documented in several previous studies (e.g. TCT, 2010; ATE, 2011). It was encouraging to learn that some of the offered programmes at professional level and are offered in collaboration between local and foreign tourism training institutions. This is a good response to the tourism service providers‟ expectations that regional and international exchanges are important for skills development. More collaboration should therefore be encouraged. It should be noted that Tanzania depends more on international tourists as compared to local tourists therefore, collaborating with foreign training institutions may help local institutions to develop skills and competence that are capable of matching the expectations of international tourists.

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Figure 6.4: Different Levels of Tourism Programmes offered

Table 6.1 provides a summary of subjects covered in tourism education and training at different levels. More details are provided in the appendix 4.

Table 6.1: Types of Tourism Courses Offered at Different levels Master Bachelor Diploma Technical Certificate Basic Certificate degree Degree - NTA Level 4 - NTA Level 3 & 4 Heritage and Archeology Heritage Front Office Food Production Tourism Management Operations Tourism Eco-Tourism Hospitality Hotel Management Hotel Management Management Management Heritage and Hotel Hotel Management Tour Guide Tourism Management Hospitality Tourism and Tour Guide Tourism and Management hospitality Operations Hotel Management Management Tourism and Tourism and Tourism and Hotel Tourism Hospitality wildlife Management Operations Management management Tourism Tourism and Wildlife Management Management

6.2.4 Incentives for Providing Tourism Education and Training Figure 6.5 show the results with regards to institutions‟ incentives/motivations to provide tourism training programmes. The findings show that a large pool of school leavers (input) (31%); acceptance of students for field attachment (31%); the booming and vibrant tourism industry (25%) and the readily available VETA's training Curricula (25%) were the highly

Page 84 appreciated motivating factors. Tax-incentive was appreciated by only 6% of the visited tourism training institutions.

Appropriate policy interventions are required to motivate training institutions to provide quality education including, for example, effective enforcement of laws discouraging employment of foreigners in the country to create demand for local training programmes. Periodic inspections and evaluation may also be necessary to assess their effectiveness in meeting training needs of the industry. The government may also consider subsidizing training through budget allocations to training institutions both public and private; provide reliefs from payment of taxes and exemptions from payroll training-related levies; scholarships and loans provided to trainees.

Figure 6.5: Incentives for Providing Tourism Education and Training

6.2.5 Constraints or challenges in provision of tourism training The study identified a number of challenges the tourism institutions encounter in providing tourism education and training. As it can be seen from Figure 6.6, huge capital requirement (94%); lack of standard (national) curricula (50%); limited employment opportunities for graduates (44%); low level of understanding among students (38%) and shortage of qualified competent teachers (38%) indicate main concern among training institutions. These are serious concerns that have implication on the quality of programmes and the resulting output (graduates). For instance, one of issues noted during the focus group discussions is that due to the huge capital required for provision of tourism education many private training institutions offer training in a poor learning environment and enroll applicants who have low qualifications just to make money. This has always had serious implication on the quality of graduates and their employability. An enabling environment needs to be established to ensure that such issues do not affect the skills provided to the tourism industry. Well-staffed and adequately funded training institutions are essential to skills development in the industry.

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Figure 6.6: Constraints in Provision of Tourism Education and Training

6.3 Assessment of the Quality of Tourism and Hospitality Training

The training institutions are expected to produce competent graduates, people with appropriate knowledge, skills, attitudes and motivation, if they are to contribute to the growth and development of a sustainable, productive and profitable tourism industry. Improving the quality of visitors‟ experience should be the foundation of Tanzania tourism strategy. The inability of hotels and other tourism businesses to deliver quality service as documented in previous studies is attributable to poor incompetent employees working in the industry.

6.3.1 Employers’ Assessment of the quality of training

In this study, it has been established that employees recruited from local training institutions are incompetent. The employers‟ assessment is that most graduates are lowly motivated towards work, lack confidence, have poor attitude, insensitive to customer needs, have poor communication and language skills and have a rampant inferiority complex. These compounded problems essentially aggravate into poor delivery of tourist experience and performance of the tourism industry. This is one of the examples of respondents‟ quote:

“Improve the standards and availability of appropriate courses for the hospitality industry at all levels. Make sure that private college/schools offering Hospitality and Tourism Guide courses are properly regulated and meet high standards. A lot of substandard places exist to the detriment of the industry and to the people that save and work so hard to pay for advancement”.

Employers have associated the incompetence of the graduates with the following factors:  The supervision of students during practical training is poor - the students are left without proper guidance.  Practical trainers have no training skills to train the practicing students; they only have working experience in the different fields;  There is lack of a cohesive organ to coordinate the general activities tourism training institutions;

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 Many tourism training institutions lack teaching facilities and incompetent training personnel;  Private training institutions, which are a majority in provision of tourism education, are poorly managed;  Since there is no control, most trainers in training institutions do not maintain professionalism and ethical standards;  Most training institutions, especially private institutions, do not have well qualified and professional personnel;  Most training institutions enroll students in their programmes without considering their learning ability (competences and motivation) and affection toward career in the industry;  There is lack of standard curricula, as result training institutions produce graduates of different quality for the same programmes.

6.3.2 Institutional Self-Assessment

The quality of institution‟s facilities such as well-equipped teaching and learning rooms affects the quality of education (UNICEF, 2000). According to UNICEF quality education includes: healthy learners who are ready to participate in the learning process; environments that provide adequate resources and facilities; content that is relevant for the acquisition of knowledge skills; processes that facilitate learning and outcomes that encompass knowledge, skills and attitudes, are linked to national goals for education. Positive learning outcomes sought by an educational system happen in a quality learning environment which is made up of facilities (physical), psychosocial and service delivery element (personnel and processes).

The quality of training largely depends on the adequacy and quality of personnel and infrastructure of the training institutions. In this study, the heads of training institutions were asked to assess their institutions‟ manpower and infrastructures. As Figure 6.7 shows, most training providers acknowledge the need for them to improve their personnel and infrastructure. For instance, 38% of the institutions were of the view that their workforces need to be increased both in quality and quantity. Acquiring postgraduate qualifications for staff was another identified area for improving institution‟s capacity to run their programmes.

Figure 6.7: Personnel Assessment

With regard to infrastructure (Figure 6.8), respondents were of the view that they need to improve and increase number of computers and computer labs, more practical facilities are

Page 87 required; expand premises, expand their library services and increase teaching facilities such as projectors, kitchens, field track or buses, binoculars, camera‟s, etc.

Figure 6.8: Training Facilities and Equipment

These results are in line with those of FGDs and other previous studies such as TCT (2010). A mechanism is thus required to ensure that training institutions improve and maintain their personnel and teaching and learning facilities at acceptable levels so that the tourism and hospitality industry can be assured of quality human resources. Among the suggestions made by stakeholders is the appeal to the government that it should seek an up-scaling donor to support the upgrading of the capacity of the tourism education system both human and physical. Private tourism training institutions should not be left out in such moves as they are ones that are accused of offering substandard training.

6.4 Linking Tourism Industry with Training Institutions

In order for skills in the tourism industry to grow and flourish strong partnerships is required between the industry and the training institutions. In the current study, the visited training institutions were asked to identify ways in which they are connected with the industry. As it can be observed from the Figure 6.9 most training institutions are linked with the industry through students‟ practical training attachment (69%), employment opportunity for graduate (38%); experts from the industry participating in institution‟s management through their membership in advisory committees and experts from the industry participating in the training process through lectures, inspirational speeches and moderation of examinations (31%). Funding for capacity building and investment in facilities (6%) and opportunity for exposure are the least practiced links. These results are encouraging but, there is need for improvement. The tourism training institutions need to be closely connected with the industry for their programmes to maintain relevance in terms of the industry‟s needs.

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Figure 6.9: Links with the Tourism Industry

6.5 Modeling Public - Private Partnerships (PPP) in Tourism Training

The findings from this study indicate various forms of partnerships between public and private sectors. Examples of PPP that came out in this study are: First, the partnership outlined in various policies. All tourism and education related policies and framework emphasize on the role of private and public sectors. Secondly the training governing bodies (TCU, NACTE and VETA) have mandates of regulating both public and private owned training institutions. One of the outcomes of this partnership is the Apprenticeship programme in hotel operations (recall Table 2.3) which is implemented by three organs, VETA, ILO and training institutions. Another form of PPP evidenced is between the training institutions which are privately and public owned with the industry. Last but not least, we evidenced PPP initiatives in Part 4 where the public made initiative to involve local communities in promoting cultural tourism. These initiatives led to increase in income which benefited both the government and private sector (recall Figure 4.2).

Despite these positive modes of partnerships there is need for more collaboration and clear guided partnerships that will improve the sector especially now that the industry is growing fast. In this regard, and based on findings from the survey and FGDs, we suggest a framework (Figure 6.11) that will accommodate the current initiatives and improve the quality of partnership. For the proposed framework to perform as desired there is a need for both public and private sector to:

i. Specify roles and structure involvement of the industry establishments in training management i.e. as of now students are reported not to be well supervised while at field attachments; their roles and duties not properly guided. ii. Exercise more influence in managing training (advisory, technical and enforcement) through, among other approaches, formation of joint working committees with roles of both parties clearly defined. This is more for the private sector.

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iii. Establish elaborative collaboration arrangements between public and private training institutions. For example for NCT to become a center for ToT. This is critical as findings indicated that graduates from NCT are highly demanded in the industry. iv. Establish Tourism Education Forums and committees v. Establish a well-managed Tourism/Hospitality Internship Program vi. Establish of professional accreditation bodies in the industry or have special tourism training accreditation bodies within the current regulators. vii. Improving working welfare conditions and salary levels in order to retain/properly reward employees. viii. Enhancing tourism employment status to evoke public interest and investment in tourism training. ix. Effective enforcement of the labor laws to open up more and better job opportunities for local citizens. x. Training upgrading programmes at training institutions (public and private) xi. Set and implement services standards in the industry via other service upgrading programmes such as hotel classification.

As seen on Figure 6.10, this framework comprises of both public and private sectors. The Public sector actors are training regulators, the ministries (MNRT and MoEVT) and some universities and colleges. The private sector consists of the professional bodies, industry/tourism providers and some universities and colleges. Their role in the partnership is depicted on Table 6. 2.

Table 6.2: Responsibilities of Public and Private Partners involved Public sector Private sector Government to create a uniform curriculum to Full participation in curricular development be used by all training institutions Manage Curricular and Examination Proper coordination of tourism training activities among various stakeholders Government to set standards that will help Practitioners to participate in delivering control the quality if training programmes Control and regulate training institutions to Provide feedback to inform curricular review produce high quality graduates Consider tourism as a profession and not a Provide training assistance in terms of dumping place internship opportunities Employment of staff and administrators Employment of staff and administrators Visit and give advice to the tourism training institutions Support and give incentives to locals so that Building and Managing training colleges and they are actively involved in tourism education universities Put in place the infrastructure for tourism Provide Education, skills and knowledge education Promote jobs in this sector to community Trainers and instructors should participate in practical training at Tourism companies Government support training of small scale Development of problem based teaching case tourism operators studies Regard tourism as a profession and not a A variety of training program in tourism should dumping place be introduced Support set up tourism training institutes near the tourist consumption areas

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Figure 6.10: Suggested Tourism Training PPP Framework

A FRAMEWORK FOR PARTNERSHIP IN TOURISM TRAINING IN TANZANIA

TRAINING TOURISM SECTOR REGULATORS MNRT VETA, NACTE Accreditation and Policy and sector standards support

Training providers INDUSTRY

Employer and in-house

training

UNIVERSITIES Teaching and Professional bodies

research

MoEVT Basic and secondary education

National, Regional and International Linkages

6.6 Training Providers with potential to meet the training needs

So far there are 60 registered tourism and hospitality training institutions with 71 registered programmes in Tanzania (See Appendices 4 and 5). Unfortunately, most of the training institutions are not equipped with adequate facilities, appropriate infrastructure and qualified workforce. Therefore the proposed institutions in this case have potential to meet the training needs identified in the previous sections based on the existing infrastructure - adequate class rooms or land size for expansion; kitchen facilities (for hospitality programmes); qualified pensionable workforce; and ICT equipment. Some few resources can be invested in the VETA and MNRT owned institutions. Their comparative advantage rests on the wider network of infrastructure country-wide, with well structured quality assurance systems. VETA owns 28 training centers country-wide, which have specialized on different fields of studies. The tourism and hospitality programmes can be supported as the enrollment in the centres offering tourism and hospitality courses are still under capacity (operating at 80% capacity). The same applies to the NTC with three campuses in the country, with the enrolment capacity of 70% and Mweka (which is still operating at 75% capacity). The scenario was the same in Zanzibar, where most employers prefer the graduates from Zanzibar Institute of Tourism Development; Jambiani Training; Kawa Training Centre and VETA.

The respondents had the following specific views to be considered if the proposed to improve the public institutions have to be entrusted with the skills development:  Tourism Training should at the moment focus on what Mweka College of Wildlife Management lacks and that is a focus on professional Guide training appropriate to the industry

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 Mweka should focus on producing the future management of the parks and protected areas and not try to be all things to all men. They should assist with short term guide training, especially practical.  The curriculum for guide training at Mweka needs to be developed now in anticipation of the development of the infrastructure needed to house and teach “There is a high practical content to students and industry employees. The Advisory all hospitality and guide training and Council has offered to help develop, through its the Industry can provide more Hotel and Tourism members and with TATO internship for students while VETA assistance and membership feedback on training can partner with Mweka on field trips needs of the Industry to compete regionally and and park visits. Some TATO members globally. are excellent at providing internships,  NCT and VHHTI are public, with multiple more need to be encouraged to do the campuses in the country. NCT DSM (Temeke same”. and Bustani campuses offer tourism and hospitality programmes respectively). NCT- Arusha campus currently offers hospitality programmes, with plans to launch tourism programmes in the near future.  While the Hotel training section in the VETA Hospitality and Hotel Training Institute is well developed and there are plans to expand capacity, the section dealing with Tourism (Guide training, Tourism training for certain disciplines such as Tour management , Sales and Marketing, Tour agency business etc.) is only in the planning phase. This need to be speeded up to fill the existing serious gap in training as the industry is growing fast.  In the two institutions, there is a clear need to develop a reputation for the best hospitality and the highest level of trained and professional guides to succeed in the nature based tourism market, cultural and other attractions.  The institutes have excellent world class facilities and good staff (although inadequate) and needs to build on what they have.  Adequate resources are required to make sure the training institutions have a best quality seat of learning and to help them expand to meet industry needs. There are only few privately owned institutions that produce quality graduates and still have potential to meet the industry training needs.

6.7 Regional experiences from EAC Tourism Training Institutions

The study has borrowed regional experiences by focusing on two aspects (1) the existing cooperation and links between Tanzanian tourism training institutions and other training institutions within EAC region and; (2) study the tourism training practices at Makerere University in Uganda and Kenya Utalii College in Kenya as Case Studies representing HEIs and technical colleges respectively. From that view, the important learning lessons for Tanzania training institutions, the industry and other tourism stakeholders were drawn.

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6.7.1 Regional Links for tourism training provision

The serious shortage of appropriately skilled personnel in Tanzania‟s tourism and hospitality industries has, in 2014, triggered the regional collaboration19 between Utalii College of Kenya and VETA Hotel and Tourism Training Institute (VHTTI) of Tanzania with the major aim to jointly provide tourism and hospitality training to potential and actual employees. The ultimate aim is to improve tourism and hospitality services and making it more marketable. The new partnership embodies the spirit of the Treaty for the Establishment of the article 115:2 which states that:

“The EAC Partner States shall cooperate in the promotion of standardization and harmonization of professional standards and hotel classifications, among other objectives”

Utalii College is East Africa‟s leading hospitality and tourism training institution and is an affiliate member of the United Nations World Tourism Organization (UNWTO). VHTTI is East Africa‟s third biggest public institution for hospitality and tourism training. It is based in Arusha. It operates under the Vocational Education and Training Authority (VETA), Tanzania‟s agency in charge of coordinating, regulating, financing, providing and promoting vocational education and training.

6.7.2 Practices at Makerere University in Uganda and Kenya Utalii College

The analysis focuses on eight issues of importance (see Table 6.3), namely:

i. Programs offered and levels of Training ii. Training capacity (infrastructure, staff,) iii. Industry linkages and Partnerships in education and training iv. Demand for tourism education and training v. Approaches to training vi. Relevance of training and employability of graduates in the tourism industry vii. Government and donor support viii. Important Learning lessons for Tanzania training institutions , the industry and other tourism stakeholders

19 http://www.tanzaniasafaritrips.com/tanzania/tanzania-and-kenya-partner-in-tourism-education.html Page 93

Table 6.4: Practices at Makerere University in Uganda and Kenya Utalii College KENYA UTALII COLLEGE MAKERERE UNIVERSITY

Kenya Utalii College (KUC) is Africa's leading Hospitality and Makerere University started to offer tourism program in 1997 Tourism training institution. Established in 1967, KUC has at Bachelor level. become a market leader in provision of tourism and hospitality education in Africa. The College is an affiliate member of the United Nations World Tourism Organization (UNWTO). Some of their courses have acquired accreditation by the UNWTO Tourism Education Quality (TEDQUAL) certification body. Further, KUC is an authorized International Air Travel Agency (IATA) training centre, as well as, the only Sub-Saharan Africa's Japanese training centre. Programs offered and KCU offers tourism and hospitality programs in a wide range of With focus on management education, the tourism programs levels of Training areas and at different levels of qualification ranging from courses at MAK aim at preparing students to take employment in a for vocational qualification and training all the way to higher range of occupations in tourism sector primarily at managerial education programmes. While programs at vocational positions. qualification aim at preparing students for tourism careers at Two degree programs at bachelor and Masters levels. These operative and technical capacities, the focus of higher education include: programs is mainly on preparing students for managerial positions.  Bachelor of Tourism Higher education programmes include:  Master of Wildlife and Tourism Bachelor of Arts in Hospitality Management Bachelor of Arts in Travel and Tourism Management.

Vocation qualification at diploma level: Diploma in Hotel Management Diploma in Travel and Tourism Management

Vocational Qualification at Certificate level: Certificate programmes in Food Production, Food and Beverage Service and Sales, Tour Guiding and Administration, Travel Operations, Housekeeping and laundry and Front Office

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Short courses: Laundry and dry cleaning technology, housekeeping and laundry techniques

Training capacity  KUC is the first Hospitality School in Africa overseeing (infrastructure, staff, over 700 members of staff, 1200 students and an annual students) fiscal budget of over US dollars 16 million  Teaching hotel – Kenya Utalii Hotel a 3 star hotel with 57 rooms – and 100 beds, 2 restaurant, 2 bar, terrace, 7 conference rooms, swimming pool, gymnasium, laundry services, and tennis courts. The rooms are fitted with WIFI, and Cable TV.

Industry linkages and KUC has forged partnerships with several training institutions and The University, through tourism division, is among the Partnerships in organizations within and outside Kenya. Internationally, KUC has partners in the East African regional efforts under the ACP- education and training collaborations with VETA – Tanzania, Locally, KUC collaborates EU Cooperation Programme in Higher Education with the University of Nairobi and have been able to design and (EDULINK) project that has been implemented in Nairobi deliver joint programs namely: Bachelor of Arts in Hospitality and Moi University (Kenya), University of Dar-es- Salaam Management and Bachelor of Arts in Travel and Tourism (Tanzania), and F+U University (Germany) since 1997. The Management project titled: “East Africa Academic Alliance for The Kenya Utalii College- Industry Liaison Committee Curricula in Logistics and Tourism” aims at promoting and advancing a network of East African universities to develop and share advanced higher education curricula development practices in the field of advanced logistic and sustainable tourism management techniques Demand for tourism KUC has trained over 50,000 graduates from around the world Distribution of graduates in Tourism from Makerere education and training since its establishment in 1967. University (Source: Makerere University. 2013. Makerere University Self-Assessment Report. Directorate of Quality Assurance. Makerere University Kampala) 2000- 2008 2009 2010 2011 2012 Total 2007

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1223 144 101 140 223 74 1905

Approaches to training At least 60% practical component, while class room training is at Dominated by classroom teaching followed by three months minimal. of internship with industry practitioners.  During the first and second year vacation, the students undertake compulsory field courses and internships/ industrial training  During the second year recess term, every student shall be attached to a tourism related institution within East Africa for internship/ industrial training lasting TWO months. This training is compulsory and supervised by university academic staff.

Relevance of training Increased linkages between the College and the Hospitality and Increasingly becoming difficult to find employment in the and employability of Tourism industry stakeholders has seen most KUC graduates get tourism and hospitality industry graduates in the internships and jobs in leading establishments within the industry. tourism industry Practical oriented training and the quality of training has resulted The programme emphasizes; problem-based; project oriented; into employable graduates. Moreover, most students have been work-based and practical/field based learning. After sponsored by the industry, the links which have been successfully completion of the training, the tourism graduates should be forged by KUC. equipped with competencies (knowledge, skills and attitudes) in planning, development and management of tourism, leisure and recreation resources in ways that enhance sustainable tourism and general development. The target will be to produce tourism graduates that are consciously and attitudinally oriented to practical, field, development and extension tourism work. Funding of the college  Three main sources of funding 100% public funded (i) Government subvention where the Hotel and Catering Levy – 2% is given to to support the KUC, since 1979. The levy is an important contribution to the college as it uses the funds to undertake development and renovations as well as meeting various operational

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expenses for the college. (ii) Student fees (iii) Income generating activities (46% of the income) . Hotel Business - 57 room hotel . Catering services . Consultancy and Research . Laundry services to public . Tour Company . Conferences and Short term trainings -This is probably the main cashflow – 7 conference rooms serving 500 pax at a time Industry linkages, KUC has forged partnerships with several training institutions and Makerere works closely with the Uganda Hotel Owners Partnerships in organizations within and outside Kenya: Association and the Association of Uganda Tour Operators education and training  The college is ISO9001:2008 certified in 2011. improve tourism and hospitality management training in and government and  The College is an affiliate member of the United Nations Uganda donor support World Tourism Organization (UNWTO). Intense cooperative arrangements with a number of  Some KUC courses are accredited by the UNWTO Tourism institutions locally including: Muteesa Royal University (), Education Quality (TEDQUAL) certification body. Further, Cavendish University (Bachelor of Tourism & Hotel  KUC is an authorized International Air Travel Agency (IATA) Management (B THM) and Makerere University Business training center School (Msc. In Hospitality & Tourism, BLHM-Bachelor of  The institution is the Secretariat for Africa's only Association Leisure & Hospitality Management, BCHM-Bachelor of of Hospitality and Tourism Schools (AHTSA) which has a Catering & Hotel Management, BHRBM-Bachelor of Hotel membership of more than 27 Hospitality schools drawn from & Restaurant Business Management over 15 countries. BTTM-Bachelor of Travel & Tours Management, DHRBM-  KUC is also an East African Legislative Assembly (EALA) Diploma in Hotel Restaurant & Business Management, accredited Center of Excellence in Hospitality and Tourism DREM-Diploma in Recreation and Events Management training. Makerere University and Kenya Utalii College signed an The college is affiliated with several universities and training MOU to partner in training, research, Staff and Student colleges in the world including the following: exchange programme. The project codenames - Strengthening the Competitiveness of Tourism and Hospitality Enterprises  Manchester Metropolitan University, UK, and Education (SCOTHEE) aims at enhancing the  Makerere University, Uganda employability of tourism management graduates at Makerere  Dr. Livingstone International University of Tourism University by promoting a good balance between theory and Excellence & Business Management (LIUTEBM), . practice. The MOU was facilitated by SCOTHEE Programme  University of Nairobi, in offering two degree programs; in the Department of Geography with financial assistance

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Bachelor of Arts in Hospitality Management and Bachelor of from Development Partnerships in High Education Arts in Travel and Tourism Management. (DELPHE) and British Council. o 2010 partnership – collaboration Regularly organizing capacity building programmes for the o Graduated 2013 and 2014. tourism and hospitality sector. For example, Makerere  VETA Tourism college – in Arusha, Tanzania University, Department of Forestry, Bio-Diversity and  Zanzibar Institute of Tourism and Hotel Studies – In Zanzibar, Tourism - SCOTHEE programme, Uganda Hotel Owners Tanzania Association (UHOA) and Kenya Utalii College (KUC) have  In Tanzania, and rest of the training institutions partnership, regularly organized Management Development Course for the MOUs were signed between the institutions for offering Owners and Managers of Small and Medium Hotel and short courses, staff and student exchange, joint seminars and Lodges in Uganda. The Executive Development Course that offering lectures to some of the courses. will cover general trends in hotel management (Hospitality  The college is also membership to various local and Best Practices, Food and Beverage Operations and Human international organizations: Resource Management) Locally: Locally, KUC collaborates with the University of Hosting of world leading tourism academics from universities Nairobi and have been able to design and deliver joint programs with well-established tourism programs including - University namely: Bachelor of Arts in Hospitality Management and of Strathclyde, Scotland and Edinburgh Napier University, Bachelor of Arts in Travel and Tourism Management. Other Scotland on Among the various activities undertaken by these collaborators include: visiting scholars include workshops which have played a big o Kenya Association of Hotel Keepers and Caterers role in strengthening tourism education. Notable workshops o Kenya Association of Tour Operators include: implementing a tourism and hospitality management o Kenya Association of Travel Agents curriculum: towards a competitive graduate” at Makerere o Kenya Budget Hotels Association University. “Hotel Business on Small Islands: Human o Kenya Airways resource and marketing systems” in partnership with the Internationally: Internationally, Manchester Metropolitan Uganda Hotel Owners Association (UHOA) and Kalangala University, UK, Makerere University- Uganda and Dr. Hotel Owners Association (KHOA). Livingstone International University of Tourism Excellence & Business Management (LIUTEBM), Zambia. These partnerships have, by and large, played a key role in enhancing the quality of training and education at KCU. Specifically, international collaborators include: o International Council of Hotel, Restaurant and Institutional Education – CHRIE o Hotel, Catering and International Management Association, HCIMA o International Air Transport Association, IATA

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o Universal Federation of Travel Agents Association, UFTAA o International Association of Scientific Experts in Tourism, AISET o International Hotel and Restaurant Association, IHRA o Association of Hospitality and Tourism Schools in Sub Saharan Africa, AHTSA o World Association of Professional Training in Tourism, WAPTT o International Fabricare institute, IFI o Travel and Tourism Research Association, TTRA These partnerships have, by and large, played a key role in enhancing the quality of training and education at KCU Important Learning lessons for Tanzania training institutions , the industry and other tourism stakeholders  Holistic solutions based on linkages between training institutions, the industry is key in bridging the gaps between training systems and learning processes and in enhancing knowledge transfer.  Tourism education and training can only be effectively provided by involving all stakeholders concerned in solving the challenges of tourism skills development in the country.  Political and public authority support is a basis for long lasting support  Teaching and practical experience are key to learning and skills development  Government need to consider its commitment to the development of skills necessary for international standard of hospitality and tourism development. – invest more in skills development.

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6.8 A proposed framework for annual monitoring and capturing skills needed in the tourism sector

Existing monitoring body/tools/system

All tourism training institutions in Tanzania are monitored by the registration and accreditation bodies –TCU, NACTE or VETA. Requirements for institutions for registration, accreditation and monitoring of facilities are clearly stipulated in the relevant laws and regulations20. Although VETA enjoys a relatively wider geographical coverage through its regional centers, a large number of private institutions exert more pressure (for resources and personnel) to the regional offices to regularly monitor all of its institutions under their care. Besides, the monitoring function is solely performed by the internal units of the authorities. NACTE on its part has in place the subject board, „Business, Tourism and Planning’, which is mandated to provide professional advice to the Council on matters pertaining to institutional registration; accreditation of training programmes and quality assurance. Likewise the Council has, in 2014, launched zonal offices country-wide in order to closely carry out the functions of NACTE for effective and efficiency utilization of resources.

Proposed framework for planning, monitoring and forecasting training needs:

What was observed in the current monitoring system is both limited involvement of other players (including subject specialists) in the monitoring exercises and resources to facilitate its implementation. The exact number of employees in the tourism sector in Tanzania is still unknown with certainty. Applied research and annual surveys on various aspects of tourism will be key sources of information for skills development planning and forecasting purposes. While it will be a challenge to delineate logistical and organizational details at this stage, the proposed center of excellence in tourism and hospitality should be able to develop modalities for undertaking activities that develop the macro and micro data (Figure 6.11), including: (i) Conduct the annual training-needs assessment, planning and forecasting for skills gaps (Annual tourism enterprise surveys) (ii) Monitoring the skills development processes, trainers and facilities (Annual tourism training institutions surveys) (iii)Conduct annual audit on the skills provided against the industry requirements [checks and balances the (i) and (ii)] (iv) Set targets for skills development in the short, medium and long term while focusing on quality and appropriate system for delivering the skills required (train needs & skills development forecasting and projections) (v) Review the skills development system for the betterment (institutional regulations and frameworks)

. 20 Tanzania Commission for Universities (2014) Quality Assurance General Guidelines and Minimum Standards for Provision of University ; The National Council for Technical Education Act (1997); Vocational Education and Training Act (2006).

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Figure 6.11 Proposed frameworks for planning, monitoring and forecasting training needs

Quality Assurance Systems:  Accreditation & reaccreditation  Certification  Enforcement of QA mechanisms

Annual Institutional Assessment of training providers:

 quality of facilities & infrastructure

 competence & qualification of the instructors  admission & enrollment processes  teaching & learning processes

Annual Employer’s survey to establish Skill requirements and gaps:

 Employment status  Identify skills gaps  Establish the training needs  Employment intensity and profile of employees Train needs & Skills development forecasting and projections 

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PART SEVEN: CONCLUSION AND RECOMMENDATION

7.1 Overview

It is well known that quality of service plays such a key factor in the distinctiveness of a destination and growth of the tourism sector. This is no exception to Tanzania, although approach used to promote the destination has exceedingly been built upon the unique attraction assets and friendliness of her people. While expectations of what to see (attractions) have the draw-in power it is the „quality service‟ that provides the necessary ingredients to customer satisfaction. Any level of service that a destination (or individual establishments) attains is squarely proportional to the total value invested in the training process. 7.2 Conclusion

Globally, regionally and locally tourism growth have always surpassed projections. There continue to be a strong demand shift towards Africa destinations by major markets of Europe, America and Asia. Security and improvement in the policy and operational instruments (enactment of tourism law, revision of the policy and marketing strategy), improved sector regulation and support by the government, prioritization of the tourism sector by both central and local government, committed private sector and increased support from development partners have laid a strong foundation for stable growth of the sector in terms of increased investment and facilities, increased arrivals, receipts and participation of the local people in the industry. The stage is set for tourism to become a nation-wide development option as we now begin to see tourism taken to areas previously considered unfavorable.

The overall objective of the study was to establish the training needs and skill gaps in the tourism sector in Tanzania. Particularly, the study identifies the kinds of skills that are required, where the opportunities and gaps are in terms of their availability both present and future, and how to address the gaps. The work includes both quantitative (number of jobs) and qualitative (type of skills) related to both skill demand and supply. Also the study includes both a medium term (5-10 years) and a longer term (10-15 years) perspective. The ultimate aim is to establish a good analytical foundation for guiding appropriate system expansion and intervention design that can assure the realization of the tourism development with adequately skilled workforce.

Tourism and hospitality sector is of huge importance to the economy and welfare of the people. The sector is responsible for 6% of total employment in Tanzania, bringing over a million tourists in 2014, which was translated into TZS 2.8 billion. Tourism contributes to almost 18 percent of the country‟s GDP and supports a slightly over 500,000 direct jobs, nearly one job for every two additional tourists. The annual increases of tourist arrivals and receipts have been respectively 9% and 6.2% over the past 10 years. Furthermore, the sector has experienced a considerable increase in the number of licensed enterprises. A medium (large) enterprise creates an average of 51 (400) jobs for local and 2 (8) foreign citizens. A total of 1,254 tourism enterprises were licensed in 2014, from 796 (in 2012) and 1067 (in 2013).

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In absolute counts, foreigners are relatively insignificant proportion of the total workforce, accounting for 3% only of employees in the sector. The proportional percentage of foreigners against local citizens rises sharply when the workforce is disaggregated into occupational levels. The number of foreigners is equivalent to 28% of the total workforce at the managerial level and 4% at the supervisory level which indicates lack of the necessary skills and experience for the local staff to be entrusted with the higher positions in the establishments.

The tourism and hospitality sector in Tanzania faces real challenges in matching its skills requirements to the changing labor market. The imbalance between the demand and supply of generic skills is widespread. Skill gaps that cut across all tourism sub-sectors include: communication – multi-lingua and interpersonal skills; customer care; marketing and sales skills; innovation and creativity skills; leadership and managerial skills and basic knowledge in ICT. The employees at operational level are the ones with serious skill deficit compared to those in supervisory and managerial levels; whereby the most problematic occupational areas were:  Accommodation and food and beverage sectors - cooks, chefs, reservation staff, food and beverage managers, and waiters/waitress  The travel services subsector - the tour guide  Tourist attractions – tour guide and attraction managers  Direct retail to tourists – craftsmen, marketing and sales assistants

A deficit is also noticed in a number of emerging technical fields such as hospitality architecture, business concept design, safety and hygiene standards, and tourism related technology. Tanzania‟s system of tourism training is still fragmented and regulated across a number of government agencies. There are sixty (60) registered tourism and hospitality training institutions in the country, distributed as 15 percent universities (registered under TCU), 23 percent technical colleges (under NECTA) and 62 percent vocational centers (under VETA). The number of students graduating from these institutions each year is slightly over 1000 graduates, which is still under - supply compared to the industry demand. It is important to also note that the majority (around 75%) of tourism training institutions in the country are private. Unfortunately, most institutions are ill equipped (both in training facilities, programmes and qualified workforce) therefore failing to produce skills highly needed by the industry.

Individual tourism businesses vary greatly on the actual investment and importance they give to staff training. International chain businesses are more active in in-service training programmes; they would usually have elaborate human resource development scheme or even a dedicated unit for staff training. This is usually not the case with most small to medium establishments.

The inbound tourist arrivals are expected to reach 2 million in 2020 and 3 million by year 2025. Such increase can be translated into 0.34 direct jobs for each additional tourist arrival, equivalent to one job for every three additional tourists. Also registered tourism enterprises are expected to rise from the existing 1400 in year 2015 to 8131 in year 2025. Accommodation and tour operation still account for the majority share (87%) of employers in tourism. The top five skills that will continue be sought include (i) soft skills (communication and interpersonal skills, time management, attitude, problem solving skills, etc.), (ii) customer care, (iii) innovation and creativity, (iv) ICT and (v) marketing and sales skills.

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7.3 Recommendation

Tanzania has a good potential and the infrastructure is growing rapidly. If the quality of personnel is not growing at the same speed, tourism will not be successful. There is certainly a dire need for up scaling efforts to produce a competent workforce. Therefore, the following are recommended:

A. Cut Across Recommendations

1) Focus and prioritize the quality of inputs supplied to the public owned tourism and hospitality training institutions to ensure inclusive and equitable resources allocation for uniform outcomes

2) Establish the internship and apprenticeship program standards and operative guidelines and continue to train trainers/educators at different training institutes both private and public to become a tool for developing skills in tourism across the country 3) In the short term the industry needs shorter courses to fill the gap and to supplement in house training of guides and to offer the smaller and up -coming players in the industry access to quality guide training at low cost. Tourism and hospitality training is expensive. The Tourism Development levy should be used to assist in training. 4) Partnerships between public and private sectors are highly needed to facilitate skills development. It is essential for public and private sectors to work in partnership so that each understands the other‟s issues and develops a true mutual trust so they can work together and arrive at with viable potential solutions to problems – they also must work transparently such that there is trust between the sectors, which does not seem to exist now. 5) The uniqueness in the management of non-traditional tourist attractions requires training arrangement outside the conversational system i.e. tailor-made approaches to tourism training in all aspects of tourism planning and tourism resource and service management 6) Encourage effective partnerships between governments, employers‟ and workers‟ organizations and training institutions are critical to anchor the world of learning in tourism sector. 7) Develop and maintain external links which encourage staff, student and/or employee exchange programmes and collaboration among training institutions and tourism providers 8) Adopt a monitoring, evaluation and research system as the key sources of information for skills development, planning and forecasting purposes. 9) More jobs are needed in the sector to match the world figure of 1:11 tourist-jobs ratio

B. Recommendations for the Ministries and Regulatory Bodies

(i) Harmonization of the training systems under the three regulatory bodies (VETA and NACTE and TCU) is needed in order to produce standardized output in a positive way. (ii) Establishment of tourism labs or qualification body as centers of excellence for tourism and hospitality skills development that will keep check and balance on various aspects i.e. infrastructure, skilled personnel etc.

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(iii)To ensure the ongoing certification and recertification of training institutions in order to remain in business (iv) Design a transparency system for utilization of the Skills Development Levy to deliver key skills required in the industry (v) Upgrading of the educational system in order for graduates and trainees to have „soft‟ human relation skills including oral and written communication and interpersonal communication as one of the major requirements in the tourism and hospitality sectors; (vi) The use of „English language‟ from primary school level by Tanzania‟s neighbors has given them a competing age in terms of communication and inter-cultural understanding. Thus, the teaching of/in English in Tanzania cannot be over emphasized when one considers P2P (i.e. person-to-person) interactions in tourism and hospitality industry. (vii) There is a need for a framework to make on-the-job training nationally recognized and more closely regulated than it is now the case (viii) Incentives to train young people may include wage subsidies and/or subminimum-wage provisions, which are often needed to encourage employers to hire apprentices by compensating them for the time spent providing on-the-job training (ix) Fully implementation of the Central Admission System (CAS) to reduce or eliminate a weakness of training institutions‟ admitting/accepting any student who can pay regardless of their qualification. (x) Enforcement of MNRT standard curricula for different occupations and NTA levels and establish a framework for recognition of people who acquire skills through the on-the-job training programmes (xi) Equip regional libraries with relevant and up to date tourism and hospitality literature (xii) Establish tourism research centers in the selected universities in the country (xiii) Prioritize tourism and hospitality fields of study in the HEIs Loan system to attract more students in order to fill the existing gaps in the supervisory and managerial levels

C. Recommendations for Tourism Service Providers a) Promote life-long learning through training and retraining of existing managers and existing staff to improve attitudes and customer relations b) Support the existing apprenticeship programmes (i.e. Apprenticeship programme in hotel operations 2014-2017) and encourage the same programmes in other sub-sectors. c) Despite the claims of high-staff turnover, once they got trained, employers should look at training as an investment rather than a cost; therefore develop a culture and willingness to pay for training for service quality

D. Recommendations for Training Institutions

1) Tourism training colleges and/or schools need to have a vetted enrollment process (e.g. CAS and in-house criteria) that eliminates unqualified candidates 2) Training institutions should ensuring trainers/instructors are developed to be able to deliver key skills required by the industry 3) Equip the training institutions with adequate facilities, appropriate infrastructure and qualified workforce. 4) Consider building „generic skills development‟ into „full-time education programmes‟ and make adoption of standard in Certification of Professionals 5) Upgrading of courses and teaching methods at the training institutions

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6) The continuous skills development is required for line staff (front office, kitchen, waiters, housekeeping, bar, guides, travel trade, etc.); and tour and safari guide training; train-the-trainer programmes for increased efficiency and productivity. 7) Medium term required skills development for middle management in supervisory skills development for the culinary arts, restaurant, housekeeping, front office, supervision, etc.; 8) The immediate required skills development is for managerial skills for hotel managers, park warden, destination managers, marketing managers, attraction packagers, etc. 9) Prepare tailor - made packages to match the needs, convenience and interests of tourism providers. 10) Institutions with hotel training programmes are encouraged by employers to offer quality short courses and refresher courses in the low season periods for Chefs, cooks, Housekeepers, and admin staff (i.e. Materials control, storekeeping, housekeeping, etc.).

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41. Tanzania Commission for Universities (2014) Quality Assurance General Guidelines and Minimum Standards for Provision of University Education in Tanzania 42. TCAA, 2015 43. TCT (2009). Tanzania Tourism value chain study final report June 2009 44. TCT (2010) Competitiveness Impacts of Business Environment Reform (CIBER): Regulatory Constraints to the Competitiveness of the Tourism Sector in Tanzania: Platform for Advocacy, the Tourism Confederation of Tanzania (TCT 45. The World Bank Group (2015). The in the Room. Unlocking the Potential of the Tourism Industry for Tanzanians. Tanzania Economic Update. Issue 6 46. Tiffin, S. (2008). Using Science and Technology in Tanzania‟s Nature Tourism Industry to Promote Development: Initial Design Study from Published Sources submitted to UNESCO, Paris 47. TNBC (2014). tourism task force report for the 8th TNBC meeting 48. TNBC( 2013). Tanzania National Business Council . Sustainability of Biodiversity and Raising Annual Revenue Growth to 20%. Tourism task force report for the 8th TNBC meeting 49. Tourism Confederation of Tanzania (2009). Tanzania Tourism Value Chain Study, Final Report. Dar es Salaam 50. Tourism Confederation of Tanzania, Tanzania Travel and tourism directory, 2015 edition 51. Tourism Hospitality Professionals Association Of Tanzania –THPAT (2013). 52. Travel Agent (2007). African Destination Embarks on a Big Push to raise its Tourism Profile, Travel Agent, October 29 53. UNCTAD (2005). Economic Development in Africa: Rethinking the Role of Foreign Direct Investment (Geneva: UNCTAD). 54. UNCTAD (2012)._Entrepreneurship_Policy_Framework, Area 3: Enhancing Entrepreneurship Education and Skills Development (http://unctad.org/en/Pages/DIAE, 2012 55. UNECA (2012). Towards a Sustainable tourism industry in Eastern Africa: a study on the challenges and opportunities for tourism development. Report. 56. UNESCO (1995). Protected Areas Programme. United Nations Environment Programme, World Conservation Monitoring Centre, Retrieved on 7/10/2008 57. UNICEF (2000). Defining Quality in Education: A paper presented by UNICEF at the meeting of the International Working Group on Education Florence, Italy June 2000 58. UNWTO (2013).Tourism Highlights 2013 Edition. World Tourism Organization Madrid 59. UNWTO (2010). Cruise Tourism: Current Situation and trends, Madrid 60. URT (1998). Wildlife Management Policy 61. URT (1999). National Tourism Policy, the United Republic of Tanzania 62. URT (2000). The Tanzania Development Vision 2025, Planning Commission, United Republic of Tanzania 63. URT (2002). Tourism Master Plan: Strategies and Options 64. URT (2003). Small and Medium Enterprise Development Policy. Ministry of Industry, Trade and Marketing, United Republic of Tanzania. 65. URT (2007). National Youth Development Policy. Ministry of Labour, Employment and Youth Development. United Republic of Tanzania 66. URT (2008). National Employment Policy. Ministry of Labour, Employment and Youth Development. 67. URT (2008). Tourism Act, 2008. 68. URT (2012). Guidelines for Cultural Tourism in Tanzania, MNRT.

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69. URT (2012). Guidelines for the preparation of annual pans and budget for 2012/13 in the implementation of the 5-Year Development Plan 2011/12-2015/16. Ministry of Finance and President‟s Office Planning Commission. 70. URT (2012). TTSS, International Visitors‟ Exist Survey report. 71. URT (2014). The Education and Training Policy. Ministry of education and Vocational Training, United Republic of Tanzania. 72. URT, (2002). Integrated Tourism Master Plan, the United Republic of Tanzania 73. URT, (2003). SME Development Policy. Ministry of Industry and Trade): United Republic of Tanzania (URT), Volume 1. 74. Van der Poel, N., van Gerwen, F. & Olomi, D. (2005). Reforming Institutions Aimed At Improving The Enabling Environment For Pro-Poor Private Sector Development: „A Tanzanian Case Study. Ede, The Netherlands: MDF Training & Consultancy. 75. VETA catalogue (2014) 76. Vijayanand, s. (undated) Stakeholders and public private partnerships role in tourism management. Downloaded from http://www.academia.edu/1957079/Stakeholders_and_public_private_partnerships_ro le_in_tourism_management 77. Wane, W. and J. Morisset. (2012). Is Tanzania attracting enough tourists? Retrieved 20th March 2015. http://blogs.worldbank.org/africacan/is-tanzania-attracting-enough- tourists 78. World Bank (2014). International Development Association Project Paper on a Proposed Additional Credit in the Amount of SDR 9.8 Million (Us$15 Million Equivalent) to the United Republic of Tanzania for a Science and Technology Higher Education Project, East & Southern Africa, Africa Region 79. World Bank (2015). Tanzania Economic Update: The Elephant in The Room. Unlocking the potential of the tourism industry for Tanzanians. January, 2015: 6th Edition 80. World Economic Forum (2013). Development-Driven Public-Private Partnerships in Basic Education. 81. World Economic Forum‟s Tourism and Travel Index (2013) Development-Driven Public-Private Partnerships in Basic Education. 82. World Travel and Tourism Council (2012). Travel and Tourism Economic Impact 2012 Tanzania. London 83. World Travel and Tourism Council (2013). Travel & Tourism Economic Impact 2013 Tanzania. London 84. World Tourism Organization (2014). Global Report on Adventure Tourism. World Tourism Organization (UNWTO), Madrid, Spain. 85. Zanzibar Commission for Tourism (2015). 86. ZATI, General Annual Meeting report

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Appendix 1: Survey Tool for Tourism Providers

HUMAN RESOURCE NEEDS AND SKILL GAPS IN THE TOURISM AND HOSPITALITY SECTOR IN TANZANIA

The Ministry of Education and Vocational Training (MoEVT) on behalf of the Government of Tanzania is implementing an 18-month World Bank supported project namely Science Technology and Higher Education Additional Financing (STHEP AF). Among other objectives MoEVT seeks to develop a strategy and operational plan for human capital and skills development at the vocational and tertiary level in priority growth areas – tourism in this case.

We therefore seek some few minutes of your time to respond to this survey instrument. Your responses will enable us to compile a comprehensive picture of training needs of the tourism and hospitality sector in Tanzania. This will ultimately inform tourism and education policies in the country and guide tourism educators in designing of tourism curriculum. Your answers are entirely confidential.

In case of any clarification, please contact Prof. Wineaster Anderson: Email: [email protected]; Tel: +255 688 387 250 /+255 754 387 250

PART ONE: ORGANIZATIONAL PROFILE

Please answer the following questions.

Business Sector -: (Please tick the relevant box)  Accommodation (hotels, motels, guest houses, lodges, tented/campsites)  Food and Beverage (Restaurants, Fast food sales, Cafes, Coffee /Tea specialty shops), Pubs, and Nightclubs Transport (Airline, Vehicles, Bus/coach operator) Travel Services and attractions (travel agencies, tour operators, airline/airport workers, Game, nature, mountain climbing, museums, gallery, taxi cab associations etc.)  Business Tourism (Conference/event organizers, destination management, Incentives Company, technical services/staging production)  Direct Retailers to Tourists (of curios artifacts tourist clothing, gear and equipment)  All Others in Tourism concerns (marketing, facilitation, advocacy)

SECTION 1: RESPONDENT INFORMATION

ORGANIZATION/COMPANY NAME: ______

POSITION/TITLE OF RESPONDENT: ______MOBILE NUMBER: ______EMAIL ADDRESS: ______

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1.1. Please tick the sector and subsector type most appropriate to your business and indicate its capacity as appropriate. (You can mark more than one subsector if appropriate)

ACCOMMODATION Hotel:  Guest House/ Bed & Breakfast:  Self-Catering: Number of beds:______Number of beds:______Number of beds: ______

Lodge:  Campsites: Other(specify): Number of beds: ______Number of tents:______FOOD & BEVERAGE Restaurants: Take-away and Fast-food  Catering Services: Sitting capacity: ______Outlets: Average number of customers per Average number of customers per day: ______Average number of customers day: ______per day: ______Coffee Shops/Tearoom: Bar/Pub/Tavern: Other(specify): Sitting capacity: ______Sitting capacity: ______

Average number of customers Average number of customers per per day: ______day: ______

TRANSPORT  Transfer Company: Transfer Company: Regional Airline Operator: Number of vessels:______Number of vessels:______Number of vessels: ______

Vehicle/Camper Hire: Bus/Coach Operator: Other(specify): Number of vessels: ______Number of vessels:______

TRAVEL SERVICES & ATTRACTIONS  Travel Agent: Mountain Climbers: Gallery: Average number of customers Average number of customers per Average number of customers per per day: ______day: ______day: ______

Tour Operator: Park/Game/Museums: Other (specify): Number of vessels: ______Average number of customers per ______day:______Average number of customers per day: ______BUSINESS TOURISM Conference/Event/ Technical Incentives Company: Exhibition Organizer: Services/Venue/Staging & Average number of customers per Average number of customers Productions: day: ______per day: ______Average number of customers per day: ______

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Destination Management: Other (specify): Direct Retailers to Tourists: Average number of customers per ______Average number of customers day: ______per day: _____

1.2 How many years has your company/organization been in the industry? ______What year was your company established? ______

1.3 Size of your company/organization: (Please tick the relevant box) Micro Enterprise Small Enterprise Medium Enterprise Large Enterprise (1 – 4 employees) (5 – 49 employees) (50 – 99 employees) (100 and more employees)

1.4 Ownership of the company/organization: (Please tick the relevant box) 100% Local 100% Foreign/ International Joint Venture: Local ______% Foreign ______%)

1.5 Number of employees per company/organization level by nationality: (Please write in figures) LEVEL LOCAL FOREIGN

Senior management (i.e. the highest management level and includes senior officials and professionals) Supervisory (i.e. that level that has employees working under them e.g. team leaders and includes clerical/administrative workers, skilled workers) Operational (i.e. that level of employee that do not have staff reporting to them and includes service workers, laborers and apprentices/learners)

TOTAL EMPLOYEES

1.6 Staff Breakdown by Nationality (Please indicate number of staff per region): (Please write in figure) NATIONALITY NUMBER Nationals of the country (Tanzanians) Nationals of Other East African countries Nationals of other African Countries All other nationalities TOTAL STAFF

1.7 Number of Staff by gender: (Please write in figure) GENDER NUMBER Female Male

1.8 Number of employees within the organization by age: (Please write in figure) AGE GROUP NUMBER Under 21 years Page 112

21 – 29 years 30 – 39 years 40 – 49 years 50 – 59 years 60 years and older

1.9 Number of employees/staff with disabilities in your company/organization? ______Identify the monthly salary range received by employees working in each of the specified levels.

105,000 201,000 501,000 1,001,000 ABOVE LEVEL BELOW 105,000 – – – – 2,000,000 200,000 500,000 1,000,000 2,000,000

Management Supervisory Operational

PART TWO: CURRENT AND FUTURE REQUIREMENTS FOR SKILLS & TRAINING

SECTION 2: TRAINING

2.1 In which occupation(s)/areas have you experienced challenges/difficulties? (Please select all that apply within your business sector) CATEGORY ACCOMMODATION (HOTELS, MOTELS, GUEST HOUSES, LODGES, TENTED Challenge/Difficult CAMPS/ CAMPSITES) Administrative Staff  Yes |  No Bartenders  Yes |  No Chefs (Head Cooks)  Yes |  No Cooks  Yes |  No Concierges  Yes |  No Event Coordinators  Yes |  No Food and Beverage Managers  Yes |  No Foreign Language Skills  Yes |  No Financial / Accounting Staff  Yes |  No Front Desk Officers  Yes |  No Front Desk Managers  Yes |  No Housekeepers  Yes |  No Executive Housekeepers  Yes |  No Human Resource Managers  Yes |  No Lodging Facilities Managers  Yes |  No Recreation Staff  Yes |  No Reservations Managers  Yes |  No Sales and Marketing Managers  Yes |  No Waiters/Waitress  Yes |  No Others (please specify) ______ Yes |  No Others (please specify) ______ Yes |  No Others (please specify) ______ Yes |  No

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RESTAURANTS, PUBS AND NIGHTCLUBS Challenge/Difficult Administrative Staff  Yes |  No Bartenders  Yes |  No Chefs (Head Cooks)  Yes |  No Cooks  Yes |  No Event Coordinators  Yes |  No Financial / Accounting Staff  Yes |  No Food and Beverage Managers  Yes |  No Foreign Language Skills  Yes |  No Human Resource Managers  Yes |  No Sales and Marketing Manager  Yes |  No Waiting Staff  Yes |  No Others, Please specify______ Yes |  No Others, Please specify______ Yes |  No Others, Please specify______ Yes |  No

TRAVEL SERVICES Challenge/Difficult Administrative Staff  Yes |  No Airport handling staff  Yes |  No Taxi Cabs Drivers  Yes |  No Event Coordinators  Yes |  No Flight attendants  Yes |  No Human Resource Manager  Yes |  No Sales and Marketing Managers  Yes |  No Tour Guides  Yes |  No Tour Operator Staff  Yes |  No Travel Agency Managers  Yes |  No Tourist information Centre Staff  Yes |  No Foreign Language Skills  Yes |  No Financial / Accounting Staff  Yes |  No Others, Please specify______ Yes |  No Others, Please specify______ Yes |  No

VISITOR ATTRACTIONS Challenging/Difficult Administrative Staff  Yes |  No Bartenders  Yes |  No Chefs (Head Cooks)  Yes |  No Cooks  Yes |  No Curators  Yes |  No Event Coordinators  Yes |  No Food and Beverage Managers  Yes |  No Human Resource Managers  Yes |  No Museum/Heritage Site Managers  Yes |  No Sales and Marketing Managers  Yes |  No Tour Guides  Yes |  No Foreign Language Skills  Yes |  No Financial / Accounting Staff  Yes |  No Porters  Yes |  No

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Others, Please specify______ Yes |  No Others, Please specify______ Yes |  No Others, Please specify______ Yes |  No

DIRECT RETAILERS TO TOURISTS Challenging/Difficult Sales and Marketing Managers  Yes |  No Sales Assistants  Yes |  No Craftsmen /artisans  Yes |  No Purchasing /Sourcing staff  Yes |  No Financial/ Accounting Staff  Yes |  No Foreign Language Skills  Yes |  No Others (please specify) ______ Yes |  No Others (please specify) ______ Yes |  No Others (please specify) ______ Yes |  No

ALL OTHERS IN TOURISM Challenging/Difficult MARKETING/FACILITATION/ADVOCACY Sales and Marketing staff  Yes |  No Legal & compliance staff  Yes |  No Purchasing /Sourcing staff  Yes |  No Financial/ Accounting Staff  Yes |  No Foreign Language Skills  Yes |  No Others, Please specify______ Yes |  No Others, Please specify______ Yes |  No Others, Please specify______ Yes |  No

2.2 How important is it for newly hired staff members (have been working for less than 2 years) to improve in the following skill areas? (Please select all that apply) 1 2 3 SKILLS Not Important Uncertain Important Accountancy/Budgeting/ Financial Management 1    Skills 2 Administrative Skills    3 Right Attitude and Soft Skills    4 Basic Numeracy    5 Business Management    6 Customer Service Skills    7 Entrepreneurial Skills    8 Environmental Awareness    9 Foreign Language Skills    10 General Management Skills    11 Health & Safety    12 Innovation & Creativity    13 Specific food preparation/ bartending skills    14 Leadership/People Management    15 Communication Skills    16 Organizational Skills    17 Pricing    Page 115

18 Problem Solving Skills    19 Procurement    20 Product Development Skills    Knowledge of attractions/activities that appeal to 21    the specific market 22 Quality Management    23 Sales, Marketing & Promotion    24 African History and Culture    25 Team Working Skills    26 Telephone Skills    27 Web Design/ IT Maintenance    28 Writing Skills    29 Understanding the Consequences of Negligence    30 Other (Specify)   

2.3 Which positions do you experience challenges, in terms of your recruitment and selection processes and why? POSITION REASON 1 2 3 4 5

2.4 What are the skills and knowledge (soft and technical) that are most lacking for your current employees/applicants/management? Why? SKILLS REASONS 1 2 3 4

2.5 What approach to training would be necessary to address the skill needs identified above? (Please select all that apply) Work-site training  External training programs  Improved curricula at current education institutions  Work place experience  Regional and International exchange visits, work attachments and Internships 

2.6 What training is currently offered by your organisation/company? (Please list all that apply) TRAINING PROGRAMME 1 2 3 4

2.7 Which organizations within and outside Tanzania are currently providing training for your organisation? (Please select all that apply) ORGANIZATION TYPE OF TRAINING

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1 2 3 4 5

2.8 Which, if any, do you consider to be important concerns in relation to training and professional development for your business? (Please select all that apply) 1 Cost of training  2 Costs incurred by releasing staff for training purposes  3 Do not know the training providers  4 Finding a training course at a convenient location  5 Finding a training course of a suitable length  6 Finding a training course of sufficient quality  7 Lack of training budget  8 Lack of resources/experience internally to deliver in-house training  9 Staff members are not interested in training and development  10 Staff members lack the basic skills upon which to build  11 Trained staff members are poached by other companies  12 There are Training topics that we are interested but are not available (e.g. mention at  least three: ______13 Other (Please specify) ______

2.9 Over the past five years, has it become harder to fill positions with qualified staff?  Yes |  No If the answer is “YES”, please explain why below.

1. 2. 3. 4.

SECTION 3: SKILLS

3.1 List 5 critical and scarce skills in your organisation. These are occupations (jobs) in which there is a scarcity of qualified and experienced people, currently or anticipated in the future, either because such skilled people are not available, or they are available but do not suit your employment criteria. 1. 2. 3. 4.

3.2 What careers/jobs (people) do you have an immediate demand for? Please list. 1. 2. 3. 4.

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3.3 What new careers/jobs in the next 5-10 years do you anticipate you will need? Please list. 1. 2. 3. 4.

3.4 What skills and knowledge do you feel would help you as the tourism and the hospitality industry grows? Please list. 1. 2. 3.

SECTION 4: IN-HOUSE SUPPORT / ASSISTANCE FOR SKILLS IMPROVEMENT 4.1 Do you have an in-house Training Manager?  Yes |  No

If the answer is “YES”, please specify the areas/topics in which training is conducted below.

1. 2. 3. 4.

4.2 Do you have any trained mentors and assessors to assist in skills development processes in your organisation?  Yes |  No If the answer is “YES”, please specify the areas/topics in which mentoring is conducted below.

1. 2. 3. 4.

4.3 What types of skill development-related assistance does your organisation offer the staff? Financial assistance (e.g. bursaries, study loans)  Study leave or time off  On the job training  Coaching/mentoring  Other (please specify) ______

4.4 Does your organization provide internships?  Yes |  No If the answer is “YES”, please specify the average number of trainees per annum: ______: and the duration of internship: ______month/years .1. 2. 3. 4.

4.5 Please describe the position(s) in which you are willing to engage interns/trainees within your organisation. 1

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2 3 4

4.6 What challenges have you experienced while having interns in your organisation? 1. 2. 3.

4.7 What recommendations can you make that may help to solve the challenges mentioned above for your organisation and the industry? 1. 2. 3. 4.

4.8 What is your recommendation with regards to the public working with private sector in order to enhance tourism education? 1. 2. 3.

5. Additional Feedback Please share any additional comments.

5.1 Would you like someone to contact you regarding your responses on this survey?  Yes |  No

Thank you for taking the time to fill out the survey. We rely on your feedback to improve and grow Tanzania Tourism. Your input is greatly appreciated.

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Appendix 2: Survey Tool for Training Institutions

„HUMAN RESOURCE NEEDS AND SKILL GAPS IN THE TOURISM AND HOSPITALITY SECTOR IN TANZANIA‟ Survey Questionnaire for Training Institutions

The Ministry of Education and Vocational Training (MoEVT) on behalf of the Government of Tanzania is implementing an 18-month World Bank supported project namely Science Technology and Higher Education Additional Financing (STHEP AF). Among other objectives MoEVT seeks to develop a strategy and operational plan for human capital and skills development at the vocational and tertiary level in priority growth areas – tourism in this case. We therefore seek some few minutes of your time to respond to this survey instrument. Your responses will enable us to compile a comprehensive picture of training needs of the tourism and hospitality sector in Tanzania. This will ultimately inform tourism and education policies in the country and guide tourism educators in designing of tourism curriculum. Your answers are entirely confidential. In case of any clarification, please contact Prof. Wineaster Anderson at [email protected]; +255688387250/+255754387250

1.How many graduates, both males and females have undergone training under the tourism programmes offered by your institution for the past 10 years?

Year Number of graduates Maximum capacity 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

2.What kind of tourism and hospitality training programmes does your institution provide? Name of the programme (e.g. Programme Level Expected progamme outcome Bachelor of Commerce in Tourism (e.g. NTA Level 5) and Hospitality Management) Page 120

3.What types and nature of the links that exist between your institution and tourism industry in or outside the country? ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………….…………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………

4.In general, what are the incentives available in providing tourism and hospitality training?

………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………….…………………………………………………………………………………………………………… ……….……………………………………………………………………………………………………………… …….………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………… 5.What challenges or constraints do you face in the provision of tourism and hospitality training? ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………….…………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ……………………………………………………………………………………… 6.In your opinion, in the next 5 to 10 years, what are the possible train needs that may be demanded in the tourism industry in Tanzania? ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ……………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………

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7.How do you assess the capacity of your institution to provide tourism training with regard to sufficiency of resources listed below:

Qualified human resources ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………….…………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… …………………

Teaching and learning facilities ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………….…………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………

Appendix 3: Focus Group Discussion Guide

1. What are the most critical skills and knowledge gaps that are visible among your current employees? 2. In which employee category are skills and knowledge most lacking? 3. What new skills or training needs that your organization would need in the next 5 to 10 years? 4. Propose a model that public sector can work with private sector in enhancing/providing tourism and hospitality training.

Appendix 4: Focus Group Discussion Participants No Name Organization Contacts A COASTAL ZONE - TANGA 1. Aneny Nyirenda Tanga City Council 0717567007 2. Godfrey Hizza kingazi Urithi Tanga Museaum 0719747273 3. Hamis Khalfan Nyumbani Hotel 0717468903 4. Hamudu Fadhili Maua Inn 0719001445 5. Happy Mollel Nyumbani Hotel 0784348531 6. Hassan Mohammed Naivera Hotel 7. Imani Mtelekezo Tanga Tourism Initiative 0657847520 8. Laurent Herman Tanga Tourism Information Centre 0713 375367 9. Mihamed Twwariq 0717468903 10. Mwinyi Boko Bwanga Tanga Wonders Adventure Tours 0787 335403 11. Priscilla Ambrozi New Kwetu Hotel 0655737960 12. Saidi Bandawe Manzbay Tourism 0653084176 13. Violeth Miho Tanga City Council 0782 491099 14. Zuberi Kilawho Tanga Cultural Tourism 0715658945 Page 122

B NORTHERN ZONE - ARUSHA 15. Alfonce O. Shelukindo Tengeru Cultural Tourism 0783688844 16. Amani Laizer Rainbow Shuttle 0765046006 17. Apol inary Kihwili Tanzania Tour Guides Association 0784141686 18. Awadhi Titu National College of Tourism 0787262748 19. Dorothea Masawe MNR & T 0784321002 20. Edward Lenganasa Tropical Centre/Institute 0784969625 21. Elirehema Maturo Tanzania Tourist Board 0786703010 22. Emanuel A. Mollel Tanzania Tour Guides Association 0784214226 23. Estomi Mbise Mount Meru Curio Shop 0767332267 24. Flora Hakika VETA Hotel and Tourism Training 0784704040 Institute 25. Franklin Alexander MNR & T 0717055338 26. Fredrick R. Brown Kingdom Crafts 0688984488 27. Gladness Pallangyo Tengeru Cultural Tourism Programme 0756981602 28. Goodluck Kimaro Kibo Palace Hotel 0767210877 29. James Mong‟ateko Kilimanjaro Tour Guides Association 0755337828 30. Johnson Samuel Tengeru Cultural Tourism 0768663266 31. Kassim Mfinanga ABARGA & ROIKA TOURS 0754818554 32. Lilla Lyogello Tropical Centre/Institute 0754258376 33. Lorna B. Mwijarubi National College of Tourism 0787048290 34. Maria Strauss Serengeti Baloon Safari 0784510192 35. Nisetas Kirenga My Shop Curio 0753000120 36. Paul Fisso NCAA 0784689490 37. Paul GN Mgana Kilimanjaro Tour Operator Association 0752837292 38. Solomon J. Daudi Africa Travel 0713650775 39. Stanslaus Ntibara VETA Hotel and Tourism Training 0755000040 Institute 40. Vivienne Lobulu Mtei Ranger Safaris Ltd 0754786401 41. Wesley H. Kileo Mto wa Mbu Cultural CTE 0784606654

C SOUTHERN ZONE - IRINGA 42. Abdallah Omary +255 pub 0715240957 43. Adam Issa Ebony Entertainment 0659175652 44. Allen Mushi Tembea Tanzania 0762155656 45. Carlos Joseph University of Iringa 0755806812 46. Chacha M. Sagara Rungweabus tours 0752500653 47. Chelalina Chilongo Anglican 0763420025 48. Chico Mwangalawa Zakinn Hotel 0753882701 49. Dedis Liborius DELIMA 0784461818 50. Devote Kisinga New Ruaha International Lodge 0769165510 51. Dominic E. Mlowe University of Iringa 0754404414 52. Eliezer J. N Gentle Hill Hotel 0715312678 53. Faraji Abdallah Twiga Connection 0764434997 54. Faraji Abdallah Twiga Connection 0764434997 55. Gasper Hiza Mkwawa Memorial Site 0752026119 56. Geofrey Matata Tumaini University 57. Gervas Mwashimaha MNR & T 58. Idda M. Casisier G. Hill 0766964220

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59. Iddah Mtenga GHH 0766964220 60. Iohuico Chidyaka Masai Markets 0753256125 61. Jane Mungai Iringa Safari 0712606493 62. Luvilo Saggah Zakinn 0756443591 63. Mtemi Kibasa Wild Gaze 0712258283 64. Naomi Mbilinyi Iringa Municipal Council 0763993756 65. Nicolaus Msimwa Capricon College 0754305471 66. Patrick M. Kapinga New Ruaha International Lodge 0754877977 67. Placid Kamonga IMADS Training Institute 0755866947 68. Raymond Minja Seven days Co. 0753506010 69. Remigius Robert Saivilla Hotel 0763239965 70. Serafino Liduino Mkwawa adventure 0764961317 71. Simon Rhaphael Saivilla Hotel 0759945416/ 0684062017/ C LAKE ZONE - MWANZA 72. Baraka Nyororo Fine Touch Media 0757345921 73. Bituro Kazeri VITHN [email protected] 74. Bryan Peterson Travel Peterson 0759819843 75. Cecilia Nkwabi Saanane National Park 0784444100 76. Christina Owenya Regional Trade Officer - Mwanza 0757852449 77. Dainess Kunzugala MNRT [email protected] 78. Daniel Bulidise Kisesa Cultural Programme 0784754447 79. Daudi Mashenene ATDA MWANZA 0754895088 80. Delphine Kessy SAUT/Mwanza Utalii association 81. Denis Moses Fortes 0766998628 82. Ester Venance 0718679689 83. Ezekiel Manyiga 0713768181 84. Gideon Kamanga Air Tanzania 0784737223 85. Isack Asfan Pazuri Safaris 0652334679 86. Joseph Mwandwanga 0766540837 87. Marick Mohamed Bench Plan Solution 0769312340 88. Omari Manjicha 0768859930 89. Peter Lyimo BBTC College [email protected] 90. Rhoda Michael 0762517998 91. Sayi Makoye VITHN 92. Silas Noah Bwire 0753072830 93. Stephen ValleN MNRT [email protected]

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Appendix 4: List of Tourism Training Institutions in Tanzania

Registered Tourism Education Providers (VETA), 2014 SN Provider Zone Programme Ownership Focus/Discipline 1. Angaza Women Training Centre Northern Vocational Training in Private House Keeping & Food and Food Production beverage services 2. Badane VTC Northern Vocational Training in Private Tourism operations Hotel Management 3. Bugisi Training Centre Western Vocational Training in Private Food production & Cookery Food Production 4. Commercial College Arusha Northern Vocational Training in Private Tour Guide and Tour Operations Production & Hotel Operations 5. Community Based Conservation Training Southern Vocational Training in Public Tour Guide Centre Hotel Management

6. Data Star Training College Coastal Vocational Training in Private House Keeping, Food and Hotel Management beverage services, Food production, Tour Guide & Front office operations 7. Datasky System Training Centre Coastal Vocational Training in Private Tour Guide Hotel Management & Tour Guide 8. Emmanuel Multpurpose VTC Northern Vocational Training in Private Tour Guide, Cookery & Hotel Tour Operations and Operations Hotel Management 9. Emmy Gordon Northern Vocational Training in Private Food production Hotel Management 10. Gilman‟s Institute of Hotel & Tourism Coastal Vocational Training in Private Food production, Food and Management Hotel Management beverage services 11. Green Hills Institute Southern Vocational Training in Private Food production Hotel Management

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12. Hekima Education Trust College Northern Vocational Training in Private Basic hotel management & Tour Hotel Management & Guide Tour Guide 13. Hekima VTC Central Wildlife management Private Hotel Management 14. Iringa RVTSC Southern Vocational Training in Private Food and beverage services & Hotel Management Food production 15. Jitihada Support Northern Vocational Training in Private Tour Guide & Hotel Operations Tourism Operations 16. Karatu School of Hotel Management & Northern Vocational Training in Private House Keeping, Food Language Hotel Management & production, Food and beverage Tour Guide services & Front office operations 17. Kigoma Catholic Training Centre Western Vocational Training in Private Cookery & Hotel Management Hotel Management 18. Kimunyika VTC Northern Vocational Training in Private House Keeping & Food Tour Guide and Hotel production Management 19. Mac-Millan Training College Coastal Vocational Training in Private House Keeping, Food Hotel Management production, Food and beverage services, Front office operations 20. Moravian VTC Southern Vocational Training in Private Food production Hotel Management 21. Morogoro IHCBM VTC Southern Vocational Training in Private House Keeping, Food and Hotel Management beverage services, Food production, Front office operations 22. Mount Uruguru College Southern Vocational Training in Private Food and beverage services, Hotel Management Food production, Front office operations 23. Njuweni VTC Coastal Vocational Training in Private House Keeping, Food Hotel Management production, Food and beverage services, Front office operations

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24. Premium VTC Southern Vocational Training in Private House Keeping, Food and Hotel Management beverage services, Food production & Front office operations 25. St Francis Home Craft Centre Northern Vocational Training in Private Catering & Tour Guide Tourism 26. St Joseph Dareda VTC Northern Vocational Training in Private Hotel Management & Tour Guide Hotel Management 27. Tabora Network College Western Vocational Training in Private House Keeping , Food Tour Operations and production, Food and beverage Hotel Management services, Front office operations & Tour Operation 28. Tanzania Education College Coastal Vocational Training in Private Food and beverage services & Hotel Management & Food production Tour Guide 29. Top-One Inn VTC Southern Vocational Training in Private Front office operations & Food Food Production production 30. Tropical Centre Institute Ltd Northern Vocational Training in Private Food production Hotel Management & Tour Guide 31. Upendo Zhang Key Field Career Centre Northern Vocational Training in Private Tour Guide & Hotel and Catering Hotel Management 32. USA River Institute of Hotel & Tourism Northern Vocational Training in Private Tourism Tour Guide 33. VETA Hotel and Tourism Training Institute Northern Vocational Training in Private Hotel Management Arusha Hospitality Management 34. VETA Mbeya RVTSC Southern Vocational Training in Public Food production Food Production 35. VETA Mikumi VTC Southern Vocational Training in Public House Keeping, Food and Hotel Management & beverage services, Food Tour Guide production, Tour Guide & Front

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office operations

36. VETA Mtwara VTC Southern Vocational Training in Public Food production & Food and Hotel Management beverage services 37. Mbeya RVTSC Mbeya Vocational Training in Public Food production Hotel Management 38.

Source: VETA catalogue 2014

Registered Tourism Education Providers (NACTE), 2014 SN Provider Zone Programme Ownership Focus/Discipline

1. College of African wildlife Northern Wildlife management Public Tourism, wildlife management wildlife & management hunting 2. Excellent college Coastal Tourism and Hotel Private tourism and tour guide food and Management beverage 3. Green Hills Institute Southern Vocational Training in Hotel Private Food production Management 4. Musoma utalii college, Lake Tourism and Hotel Private Tour Guide Operations Musoma Management 5. Musoma utalii college, Western Tour Guide Operations Private front office operations Shinyanga 6. National College of Tourism Northern Tourism and Hotel Public travel and tourism, tour guiding and Arusha Management hotel operations 7. National College of Tourism Coastal Hotel Management Public travel and tourism, tour guiding, hotel Bustani operations & front office operations 8. National College of Tourism Coastal front office operations Public travel and tourism, tour guiding and Temeke hotel operation 9. Northern peaks business Northern Tourism and Hotel Private Tourism college Management

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10. Pasiansi wildlife training Lake Tourism and Hotel Public wildlife management institute Management 11. Shadhes college of tourism Coastal Tourism Private Tour Guide & food and beverage and hotel management 12. University of Dar es Salaam Coastal Diploma in Heritage Public Heritage and Tourism Management 13. VETA Hotel and Tourism Northern Vocational Training in Hotel Private Hotel Management Training Institute Arusha Management 14. VETA Morogoro Vocational Southern Wildlife management Public Hospitality Management Teachers Training College (MVTTC) 15. Victorial Institute of Tourism Lake Hotel Management Private travel and tourism, tour guiding and and Hotel Management hotel operations

16. Zanzibar Institute of Tourism Coastal Tourism and Hotel Public front office operations, accommodation Development Management operations, food and beverage, & food production Source: NACTE catalogue 2014

Registered Tourism Universities (TCU), 2014 No Institution Programme Discipline Cluster Bachelor of Commerce in Tourism and Hospitality Management/ Business/ Tourism and 1 University of Dar es Salaam Bachelor of Arts in Heritage Management Commerce/ Heritage and Tourism Hospitality Studies 2 University of Dodoma Bachelor of Commerce in Tourism and Hospitality Management Commerce Business Tourism and Hospitality 4 Sebastian Kolowa Memorial University Bachelor of Science in Eco-Tourism and Nature Conservation Eo-Tourism Studies Tourism and Hospitality 5 University of Iringa Bachelor of Arts in Cultural Anthropology & Tourism Heritage and Tourism Studies Tourism and Hospitality 7 University of Dodoma Bachelor of Arts in Tourism and Cultural Heritage Heritage and Tourism Studies Stefano Moshi Memorial University Tourism and Hospitality 8 College Bachelor of Science in Hospitality and Tourism and Management Heritage and Tourism Studies

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Tourism and Hospitality 9 Sokoine University of Agriculture Bachelor of Tourism and Management Hospitality Management Studies Source: TCU, Quality Assuarance General Guidelines and Minimum Standards for Provision of University Education in Tanzania (2014)

Appendix 5: Registered Tourism Training Programmes No Provider Zone Programme Ownership Level Focus/Discipline 1 University of Dar es Coastal Master of Arts in Heritage Management Public Master degree Heritage and Tourism Salaam 2 University of Dar es Coastal Diploma in Heritage Management Public Diploma Heritage Management Salaam 3 University of Dar es Coastal Bachelor of Arts in Archaeology Public Bachelor Degree Archiology Salaam 4 University of Dar es Coastal Bachelor Arts in Heritage Management Public Bachelor Degree Heritage Management Salaam 5 Open University of Coastal Certificate Course in Tour Guiding Public Certificate Tour guiding Tanzania 6 Open University of Coastal Bachelor of Arts in Tourism Management Public Bachelor Degree Tourism Management Tanzania

7 Open University of Coastal Master of Arts in Tourism Studies Public Master degree Tourism Management Tanzania 8 University of Dar es Coastal Bachelor of Commerce in Tourism and Public Bachelor Degree Tourism and Hospitality Salaam Hospitality Management Management 9 University of Dodoma Central Bachelor of Commerce in Tourism and Public Bachelor Degree Tourism and Hospitality Hospitality Management Management 10 Sebastian Kolowa Northern Bachelor of Science in Eco-Tourism and Private Bachelor Degree Eco-Tourism Memorial University Nature Conservation 11 University of Iringa Southern Bachelor of Arts in Cultural Anthropology Private Bachelor Degree Heritage and Tourism & Tourism 12 University of Iringa Southern Master of Arts in Cultural Anthropology & Private Master Degree Heritage and Tourism Tourism

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13 University of Dodoma Central Bachelor of Arts in Tourism and Cultural Public Bachelor Degree Heritage and Tourism Heritage 14 Stefano Moshi Northern Bachelor of Science in Hospitality and Private Bachelor Degree Heritage and Tourism Memorial University Tourism and Management College 15 Sokoine University of Southern Bachelor of Tourism and Management Public Bachelor Degree Hospitality Management Agriculture 16 VETA Hotel and Northern Vocational Training in Hotel Private Diploma - NTA Hotel Management Tourism Training Management Level 5 & 6 Institute Arusha 17 National College of Coastal Hotel Management Government Diploma - NTA travel and tourism, tour Tourism Bustani Level 5 & 6 guiding, hotel operations & front office operations 18 Njuweni Institute of Coastal Tourism and Hotel Management Private Diploma - NTA tour guiding operations and Hotel, Catering and Level 5 & 6 hotel operations Tourism Management 19 National College of Northern Tourism and Hotel Management Government Diploma - NTA travel and tourism, tour guiding Tourism Arusha Level 5 & 6 and hotel operations 20 College of African Northern Tourism and Hotel Management Government Diploma - NTA Tourism, wildlife management wildlife management, Level 5 & 6 wildlife & hunting Mweka 21 Morogoro Vocational Southern Wildlife management Public Diploma - NTA Hospitality Management Teachers Training (VETA) Level 5 & 6 College (MVTTC) 22 VETA Hotel and Northern Vocational Training in Hospitality Private Technical Hotel Management Tourism Training Management Certificate - NTA Institute Arusha Level 4 23 National College of Coastal Hotel Management Government Technical travel and tourism, tour Tourism Bustani Certificate - NTA guiding, hotel operations & Level 4 front office operations

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24 Njuweni Institute of Northern Tourism and Hotel Management Private Technical tour guiding operations and Hotel, Catering and Certificate - NTA hotel operations Tourism Management Level 4 25 National College of Northern Tourism and Hotel Management Government Technical travel and tourism, tour guiding Tourism Arusha Certificate - NTA and hotel operations Level 4 26 Zanzibar Institute of Coastal Tourism and Hotel Management Government Technical front office operations, Tourism Development Certificate - NTA accommodation operations, Level 4 food and beverage, & food production 27 Victorial Institute of Lake Hotel Management Private Technical travel and tourism, tour guiding Tourism and Hotel Certificate - NTA and hotel operations Management Level 4 28 Musoma utalii college, Lake Tourism and Hotel Management Private Technical Tour Guide Operations Musoma Certificate - NTA Level 4 29 Musoma utalii college, Western Tour Guide Operations Private Technical front office operations Shinyanga Certificate - NTA Level 4 30 National College of Coastal front office operations Government Technical travel and tourism, tour guiding Tourism Temeke Certificate - NTA and hotel operation Level 4 31 Northern peaks Northern Tourism and Hotel Management Private Technical Tourism business college Certificate - NTA Level 4 32 Shadhes college of Coastal Tourism Private Technical Tour Guide & food and tourism and hotel Certificate - NTA beverage management Level 4 33 Excellent college Coastal Tourism and Hotel Management Private Technical tourism and tour guide food Certificate - NTA and beverage Level 4

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34 Pasiansi wildlife Lake Tourism and Hotel Management Government Technical wildlife management training institute Certificate - NTA Level 4 35 College of African Northern Wildlife management Government Technical Tourism, wildlife management wildlife management Certificate - NTA wildlife & hunting Level 4

36 Hekima VTC Central Wildlife management Private Basic Certificate - Hotel Management NTA Level 3 & 4 37 St Joseph Dareda VTC Northern Vocational Training in Hotel Private Basic Certificate - Hotel Management & Tour Management NTA Level 3 & 4 Guide 38 Mikumi VTC Southern Vocational Training in Hotel Public Basic Certificate - House Keeping, Food and Management & Tour Guide (VETA) NTA Level 3 & 4 beverage services, Food production, Tour Guide & Front office operations 39 Morogoro IHCBM Southern Vocational Training in Hotel Private Basic Certificate - House Keeping, Food and VTC Management NTA Level 3 & 4 beverage services, Food production, Front office operations 40 Mount Uruguru Southern Vocational Training in Hotel Private Basic Certificate - Food and beverage services, College Management NTA Level 3 & 4 Food production, Front office operations 41 Premium VTC Southern Vocational Training in Hotel Private Basic Certificate - House Keeping, Food and Management NTA Level 3 & 4 beverage services, Food production & Front office operations 42 Njuweni VTC Coastal Vocational Training in Hotel Private Basic Certificate - House Keeping, Food Management NTA Level 3 & 4 production, Food and beverage services, Front office operations

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43 Mac-Millan Training Coastal Vocational Training in Hotel Private Basic Certificate - House Keeping, Food College Management NTA Level 3 & 4 production, Food and beverage services, Front office operations 44 Gilman‟s Institute of Coastal Vocational Training in Hotel Private Basic Certificate - Food production, Food and Hotel & Tourism Management NTA Level 3 & 4 beverage services Management 45 Data Star Training Coastal Vocational Training in Hotel Private Basic Certificate - House Keeping, Food and College Management NTA Level 3 & 4 beverage services, Food production, Tour Guide & Front office operations 46 Tanzania Education Coastal Vocational Training in Hotel Private Basic Certificate - Food and beverage services & College Management & Tour Guide NTA Level 3 & 4 Food production 47 Community Based Southern Vocational Training in Hotel Public Basic Certificate - Tour Guide Conservation Training Management NTA Level 3 & 4 Centre

48 Victorial Institute of Lake Vocational Training in Tour Guide Private Basic Certificate - Food and beverage services, Tourism & Hotel NTA Level 3 & 4 Food production 49 Upendo Zhang Key Northern Vocational Training in Hotel Private Basic Certificate - Tour Guide & Hotel and Field Career Centre Management NTA Level 3 & 4 Catering 50 Datasky System Coastal Vocational Training in Hotel Private Basic Certificate - Tour Guide Training Centre Management & Tour Guide NTA Level 3 & 4 51 USA River Institute of Northern Vocational Training in Tour Guide Private Basic Certificate - Tourism Hotel & Tourism NTA Level 3 & 4 52 St Francis Home Craft Northern Vocational Training in Tourism Private Basic Certificate - Catering & Tour Guide Centre NTA Level 3 & 4 53 Tropical Centre Northern Vocational Training in Hotel Private Basic Certificate - Food production Institute Ltd Management & Tour Guide NTA Level 3 & 4

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54 Commercial College Northern Vocational Training in Production Private Basic Certificate - Tour Guide and Tour Arusha NTA Level 3 & 4 Operations & Hotel Operations 55 Emmanuel Northern Vocational Training in Tour Operations Private Basic Certificate - Tour Guide, Cookery & Hotel Multpurpose VTC and Hotel Management NTA Level 3 & 4 Operations 56 Kimunyika VTC Northern Vocational Training in Tour Guide and Private Basic Certificate - House Keeping & Food Hotel Management NTA Level 3 & 4 production 57 Badane VTC Northern Vocational Training in Hotel Private Basic Certificate - Tourism operations Management NTA Level 3 & 4 58 Jitihada Support Northern Vocational Training in Tourism Private Basic Certificate - Tour Guide & Hotel Operations Operations NTA Level 3 & 4 59 Hekima Education Northern Vocational Training in Hotel Private Basic Certificate - Basic hotel management & Trust College Management & Tour Guide NTA Level 3 & 4 Tour Guide

60 Karatu School of Hotel Northern Vocational Training in Hotel Private Basic Certificate - House Keeping, Food Management & Management & Tour Guide NTA Level 3 & 4 production, Food and Language beverage services & Front office operations 61 Emmy Gordon Northern Vocational Training in Hotel Private Basic Certificate - Food production Management NTA Level 3 & 4 62 Angaza Women Northern Vocational Training in Food Production Private Basic Certificate - House Keeping & Food and Training Centre NTA Level 3 & 4 beverage services 63 Mtwara VTC Southern Vocational Training in Hotel Public Basic Certificate - Food production & Food and Management (VETA) NTA Level 3 & 4 beverage services 64 Green Hills Institute Southern Vocational Training in Hotel Private Basic Certificate - Food production Management NTA Level 3 & 4

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65 Moravian VTC Southern Vocational Training in Hotel Private Basic Certificate - Food production Management NTA Level 3 & 4 66 Top-One Inn VTC Southern Vocational Training in Food Production Private Basic Certificate - Front office operations & Food NTA Level 3 & 4 production 67 Mbeya RVTSC Southern Vocational Training in Food Production Public Basic Certificate - Food production (VETA) NTA Level 3 & 4

68 Kigoma Catholic Western Vocational Training in Hotel Private Basic Certificate - Cookery & Hotel Management Training Centre Management NTA Level 3 & 4 69 Tabora Network Western Vocational Training in Tour Operations Private Basic Certificate - House Keeping , Food College and Hotel Management NTA Level 3 & 4 production, Food and beverage services, Front office operations & Tour Operation 70 Bugisi Training Centre Western Vocational Training in Food Production Private Basic Certificate - Food production & Cookery NTA Level 3 & 4 71 Iringa RVTSC Southern Vocational Training in Hotel Private Basic Certificate - Food and beverage services & Management NTA Level 3 & 4 Food production

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