Teachers’ and Students’ Perspectives on the Implementation of the Vocational Education Stream in Secondary Schools in Kilimanjaro Region, Tanzania

Abstract

This paper explores the implementation of the Vocational Education (VE) stream in secondary schools through the perceptions of teachers and students in Kilimanjaro Region, Tanzania. The study is based on the Human Capital Theory (HCT) and it involves examining the perception of the stakeholders on the relevance, practises, and outcomes of VE stream that is implemented to facilitate the attainment of employability and self-reliance. Data collection was done using a qualitative descriptive, case-study design which included twenty-four (24) participants; such as three heads of schools, six teachers and fifteen students; through semi-structured interviews, focus-group discussions and classroom observations. Thematic analysis has shown that VE is taken as a relevant means of developing practical competence, creativity and life skills that equip learners to the labour market. Nonetheless, the lack of resources, teacher training and the presence of social stigma regarding vocational courses are the obstacles to its implementation. Participants pointed out that VE promotes problem solving, collaboration and innovation, which is consistent with national initiatives of Education for Self-Reliance (ESR). The research paper concludes with the view that changes in the implementation of the study should be based on strategic investment in teacher capacity-building, the supply of sufficient tools and material, and community sensitisation to rebrand vocational education as a dignified and sustainable learning process.