Innovations in vocation education and training : the implementation of the comtence based education and training in Dar es Salaam and Dodoma Vocational training centres

The purpose of the study was to investigate problems facing the implementation of CBET programme VTCs in Dar es Salaam and Dodoma regions. Specifically, the study focused on teachers' qualifications and experiences, the relevancy and quality of CBET programme, availability and utilization of teaching and learning facilities, training and teaching methodologies, medium for communication during teaching learning an interactions in the classrooms/workshops. The study was conducted in 6 VTCs in Dar es Salaam and 4 VTCs in Dodoma. Criterion-research design and qualitative research approach were used to collect data and were facilitated by observations and interviews in which 105 respondents participated. Documents such as CBET brochures, VETA reports and VET ordinances were analyzed. Checklists were used to determine quality and quantity of training, learning and assessment facilities in VTCs. Selection of 10 VTCs out of 750 VTCs limited the researcher in achieving some important issues that could be obtained from filtered VTCs. The research findings indicated that CBET was a good programme in Tanzania VETS because it allows flexibility in training, leaning as well as assessments. However, there were number of factors identified to affect implementation of CBET in VTCs and leading ones were: Insufficient number of teachers in VTCs, under qualification of teachers, lack/poor training in VTCs, insufficient learning and assessment facilities and equipment, English language problem, problems in the training and assessment systems and financial constraints in VTCs. The researcher anticipates that if the identified problems are corrected, students may perform better and the CBET programme may produce good learning outcomes. On the basis of the findings recommendations for improvement and further study are given. Recommendations for improvement include: resource mobilization for VET provision, provision of in-service training for teachers, the use of student-centered methodology in VTCs and recruitment of qualified instructors. Recommendations for further study include: Similar study to he conducted in various VTCs, study on factors affecting students with special needs /disabilities in V EC's and gender gaps in VTCs.