Perceived Benefits of TVET by Youth-Trainees in Selected Veta Institutions in Arusha Region, Tanzania (Published)
This study investigated the youth trainees’ perceived benefits of technical and vocational education and training (TVET) in VETA institutions in Arusha City, Tanzania. The study was guided by three research questions: 1) What are the benefits of TVET to trainees? 2) What are the challenges facing TVET in the studied institutions? and 3) What should be the remedies? The study employed a cross-sectional survey research design. The sample had 130 trainees, 15 trainers, and three programme coordinators, making 148 total participants. Data collection integrated questionnaires, interviews, and document analysis guides. The researcher analysed the data statistically and thematically. Results also show that the youth-trainees perceive the TVET courses were very beneficial to them, especially through the acquisition of employability skills. However, TVET is facing challenges such as inadequate training facilities and materials, inadequate trainers, and insufficient infrastructure. The study concludes that the TVET opportunity was well received by the trainees, because it is beneficial to them. This study recommends four ways of addressing the challenges facing TVET in the studied institutions.
Keywords: Arusha, Benefits, Challenges, TVET, Tanzania, VETA, youth-trainees
Provision of Comprehensive Sexuality Education in Tanzania Primary Schools: Success and Barriers (Published)
This study aimed to examine the provision of Comprehensive Sexuality Education (CSE) among school children in Primary schools. Comprehensive sexuality education creates an opportunity of acquiring life skills and knowledge about sexuality and body functions. CSE is provided in compulsory programmes whose curriculum and subject syllabus regulate the content for sexuality education and relationships. However, the integration of CSE in the education system is still a challenge due to cultural, social and economic factors. This study examined the provision of CSE among learners in primary school. The study employed a qualitative research approach and documentary review to collect data. The major findings showed that the coverage of CSE key topics and concepts in the curricula and in subject’s syllabuses was adequate and the provision of education on infection and HIV prevention was reported as high. However, the number of trained teachers who can teach aspects on infection and HIV prevention was inadequate. Also, socio –cultural barriers limit effective provision of CSE among school children. Therefore, the relevant Ministry (PO-RALG) should facilitate the availability of qualified teachers in order to strengthen CSE provision in schools. Equally important, participation of Education stakeholders in addressing socio – cultural barriers that lead to school dropout and early pregnancies among school children is emphasized.
Keywords: HIV prevention, School Children, Tanzania, comprehensive sexuality education, socio-cultural barriers