Lesson from Finland: Joint initiative promises change in Tanzania’s vocational education
What you need to know:
- Experts assert that although negative social bias has frequently discouraged young people from participating in vocational training programmes, Finland's reforms over the past decade have popularised TVET and helped cut youth unemployment rates.
Dar es Salaam. Education stakeholders stated on Thursday that Tanzania's Vocational Education and Training (TVET) could offer a way to combat youth unemployment if the success of other nations' approaches, such as Finland's, is to be adopted.
Experts asserted that although negative social bias has frequently discouraged young people from participating in vocational training programmes, Finland's reforms over the past decade have popularised TVET and helped cut youth unemployment rates.
The conversation came after Tanzania's vocational pathway got impetus for a three-year project (2024–2026), 'TVET@Work Project, launched on Thursday.
The project is a collaboration between HakiElimu (Tanzania), Häme University of Applied Sciences (HAMK) (Finland), and 3DBear, an education technology company that provides online education platforms (Finland).
Other institutions in the coalition include the Morogoro Vocational Teachers Training College (MVTTC) and the Institute of Science and Technology of Zanzibar.
Worth 500,000 euros (Sh1.365 billion) from the European Union and other partners, the project, according to HakiElimu executive director, Dr John Kalage, brings an answer to the pressing need for skilled, industry-ready graduates.
He said the project was more than just an initiative that opens up a new chapter in TVET landscape, highlighting the historical struggle of the local TVET industry.
“I am excited by this project, whose objective is to build the capacity of TVET providers and teachers. This no doubt aligns well with the TVET institutions’ demands,” he said.
He noted the crucial role of VET in providing immediate skills development and education for Form Four graduates, who often find themselves without the opportunity to pursue higher levels of formal schooling.
"The TVET@Work project brings an answer to the pressing need for skilled, industry-ready graduates who cannot only find jobs but also create them," Dr Kalage stated.
He said at least 65 percent of Form Four graduates scored divisions four and zero in their national exams, which prohibited them from joining A-level studies.
“Through robust skill development programmes, we hope that the project will equip teachers with the expertise to harness these technologies to become not just instructors but mentors, innovators and co-creators in this new learning landscape,” he said.
HAMK project manager, Ms Carita Cruz, outlined the project's focus on immersive technologies like Virtual Reality (VR) and Augmented Reality (AR) to create authentic, hands-on learning experiences mirroring real workplace scenarios. "Through robust skill development programmes, we hope that the project will equip teachers with the expertise to harness these technologies to become not just instructors but mentors, innovators, and co-creators in this new learning landscape," she said.
Experts, on the other hand, highlighted the success factors that have made Finland a model for vocational education, which can help Tanzania’s endeavour be a success. An expert in TVET education, Dr Martine Mwambene, pointed out that Finland places equal importance on both academic and vocational education, preventing stigmatisation of vocational paths. “Finland's comprehensive and integrated education system ensures students receive a well-rounded education before specialising, helping them make informed career choices,” he said.
Dr Mwambene emphasised Finland's commitment to teacher training, with highly qualified vocational education teachers receiving continuous professional development as another factor.
“Finland invests in modern and well-equipped vocational schools, providing state-of-the-art facilities that closely mirror industry standards. This is what we have to do to succeed.”
Education analyst Momanyi Mtekema said: “The Finnish government provides substantial support and funding for vocational education, ensuring that vocational schools have the resources needed to deliver high-quality education and training."
While acknowledging Tanzania's strides in emphasising technical and vocational training in its education policy, Mr Mtekema urged learning from successful models like Finland.
He believes that adopting elements of Finland's approach could contribute to the success of vocational education in Tanzania.
These insights from Finnish practitioners are what form the foundation for the TVET@Work project, creating a unique opportunity for Tanzania to not only revamp its vocational education system but also align it with the demands of the job market, according to Dr Mwambene.
This partnership, Ms Cruz said, provided a platform for knowledge exchange, training visits, and collaboration to build a strong relationship between vocational education institutions, entrepreneurs, and the labour market. Tanzania has the chance to tap into the lessons learned from Finland's success and tailor them to suit its unique context, according to Dr Mwambene.
According to Dr Kalage, the project opens up a new chapter in Tanzania’s VET landscape, a declaration of collective intent to bridge the gap between education and market demand.
