An investigation on career guidance and counselling practices in vocational education and training centres in Tanzania

Provision of vocational education and training (VET), as part of education provided in Tanzania, needs career guidance and counselling programmes in developing and maintaining trainees/youths career interests. This study, therefore, sought to investigate about the career guidance and counselling (CGC) practices available in VET centres in Tanzania. In particular, the objectives involved identifying and documenting the available CGC practices in VET centres, identifying problems that lead to the provision of CGC to trainees, and finding out mechanisms to develop trainees’ careers through CGC service provision. The study was carried out in three VET centres found in Dar es Salaam and Morogoro regions and employed both qualitative and quantitative research approaches while adopting a descriptive survey design. Data were collected from a sample of 105 respondents involving 3 principals, 3 registrars, 9 instructors and 90 trainees. The respondents were obtained through simple random, stratified random and purposive sampling techniques and data were obtained through semi structured interviews, focus group discussions (FGD) and questionnaires. Then data were analysed qualitatively and quantitatively. The study findings revealed that only few CGC practices were available in VET centres and largely not formally organised where every instructor was assumed of being capable to serve as career counsellor. Problems associated with the provision of CGC to trainees included trainees’ indecision situation, lack of professional career counsellors, lack of internet services and varied nature of students joining VET centres. On the other hand, trainees were found in demand of CGC to avert challenges in the competitive world market, advanced technological changes and employment challenges. Lastly, the suggested ways of improving career development practices involved: introduction of the CGC section/department by Vocational Education and Training Authority (VETA) in all its VET centres, educating the community about VETA and its courses, providing seminars and other in-service career trainings to VET instructors, ensuring CGC service is being provided in primary and secondary school level, availability of essential facilities for CGC programme and regular provision of CGC and participation of trainees in career related development programmes. Based on the study findings, it was concluded that most of the available CGC practices in the surveyed centres were not effective enough to provide trainees with career development and management skills. The study recommended that VETA should establish and ensure effective provision of CGC programmes in all VET centres in Tanzania. This should be accompanied with hiring of professionally trained counsellors facilitated with essential resources like counselling rooms and career related materials. Further study is suggested for CGC to include more VET centres available in other regions including both government and private owned centres for comparative purposes and generalizations.