Building Technological Capability for Poverty Reduction among Youths: a case study of vocational education and training at Morogoro municipality

This study investigates the main technological capabilities building approaches among VET centres. The study examined trainees, learning environment, curriculum and trainers. The aim is to see how VET centres help the youths to acquire skills and knowledge which enable them to fight against poverty. The study was carried out in Morogoro Municipality, focusing at Kihonda Vocational Training and Service Centre (KVTSC) and Morogoro Regional Vocational and Service Centre (MRVSC). The study sought to realize four specific objectives: to identify the main performance indicators used to measure the types and levels of technological capability building in VET; to assess trainees’ ability in accumulating knowledge and acquire technological skills provided by VET; investigate the learning and teaching environment in the vocational training centres; evaluate VET’s curriculum; and identify the trainers’ qualifications in relation to their ability to build technological capability among youths. To achieve the desired results, the study employed purposive sampling and random sampling techniques. The study used the following data collection methods: questionnaire, interview, documentary review, and observation. Quantitative data were analyzed by statistical methods, which involved the use of Statistical Package for Social Sciences (SPSS- Version 16.0) and Microsoft Excel. Qualitative data were analyzed by descriptive ways. The study revealed that technological capabilities among youths at Morogoro Municipality were low; trainees were not able to accumulate technological capabilities due to the number of reasons including low level of education. They were either primary school leavers or those who had failed form four examinations; the curriculum for VET does not suit the market labour demand; the workshops are old and outdated; and trainers have low level of education that is Test I and II or Diploma holders. Generally, the study found out that VET make a contribution towards poverty reduction, albeit not substantial. In order to respond positively to the situation, the study recommends regular training of teaching staffs to enable them acquire new skills and expertise as technology changes; modernization of workshops/ training facilities; replacing old training equipment and tools with new ones; VET’s curriculum be reviewed and improved to suit the labour market demands. In order to enhance the quality of VET, its policy needs to improve the criteria enrolling trainees. The study further recommends that the relevant ministry should recruit graduates’ trainers with engineering degree with pedagogical skills instead of relying on graduates with natural sciences.