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Workforce Development Ratings and Data

A description of the Workforce Development scoring methodology and the meaning of categorical ratings displayed below are available in evidence-based frameworks.

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	Tanzania Country Report 2015
Strategic Framework	Emerging
Setting a Strategic Direction	Emerging
	Tanzania
Advocacy for WfD to Support Economic Development	EMERGING
Are there visible champions advocating for WfD to support economic development?	Yes
Who are the champions of WfD in government?	Political leaders at the national level, High-level government officials, National training authorities or entities (e.g. Brazil's SENAI, South Africa's SETA)
Which of the following best describes the advocacy exercised by the above champions?	Ad-hoc or fragmented advocacy
Who are the non-government champions of WfD?	Business or Industry leaders, Employee association or trade union leaders, Organizations of non-government training providers (e.g. Uganda's UGAPRIVI)
Which of the following best describes the advocacy exercised by the non-government champions?	Ad-hoc or fragmented advocacy
How do the champions for WfD engage in dialogue on the WfD policy agenda?	On an ad-hoc basis
Has advocacy and dialogue among the champions led to collaboration on the WfD policy agenda?	Yes, collaboration in selected industries or economic sectors
Strategic Focus and Decisions by the WfD Champions	EMERGING
Which of the following broad areas for WfD have the champions emphasized as priorities to support economic and social development:	Basic education, General secondary education, Tertiary education
Which of the following more specific areas for WfD have the champions emphasized as priorities to support economic and social development:	Initial vocational education and training (IVET) at the secondary and post-secondary levels, Continuing vocational education and training (CVET) (e.g. on-the-job training, career development), Targeted training for informal sector workers
Regarding the more specific areas, have the champions for WfD made strategic decisions over the last five years?	Yes
What did the strategic decisions consist of?	Enhancing the regulatory environment for WfD (e.g. laws, acts, etc.), Allocating budgets for specific WfD goals
How are the WfD champions monitoring implementation progress of the above strategic decisions?	Occasional, ad-hoc reviews (e.g. when a special report is available)
Fostering a Demand-Driven Approach	Emerging
	Tanzania
Overall Assessment of Economic Prospects and Skills Implications	EMERGING
Has there been a formal assessment(s) of the country's economic prospects and their implications for skills?	Yes
What is the nature of the studies and assessments?	Occasional or special studies and assessments
What is the scope of the assessment(s):	All economic sectors
Please indicate all sources of data that informed the assessment(s):	Informal feedback of employers, Employer and industry surveys, Labor force surveys, Tracer studies, International comparisons
Please select all parties that sponsor or conduct these studies and assessments:	Government agencies, Independent national organizations (e.g. universities, research institutions, think tanks)
Critical Skills Constraints in Priority Economic Sectors	EMERGING
List below three of the country's priority economic sectors:	Energy, Construction and transport, Tourism and Hospitality
Have the government or WfD stakeholders identified critical skills constraints in these priority sectors?
How were the skills constraints identified in these priority sectors?	Through formal assessments based on analysis of relevant data
What describes the key measures being taken to address skills constraints in these priority sectors?	Setting up new dedicated courses or programs
Are the previously identified WfD champions closely associated with the above key measures to address skills constraints in the priority sectors?	Yes, to some extent
Role of Employers and Industry	EMERGING
Do employers and industry have a role in defining strategic WfD priorities for the country or region?	Yes
How do employers and industry provide inputs in setting strategic WfD priorities?	Through ad-hoc meetings and other mechanisms only
List two major policy or investment decisions with WfD implications in the past three years that have benefitted from employer and industry input:	SOUTHERN Agricultural Growth Corridor of Tanzania (SAGGOT), Benjamin William Mkapa Special Economic Zones (SEZs) in 2006
In what ways are employers and industry helping to address the skills implications of the above two policy/investment decisions?	Increasing hosting of internships, apprenticeships, and other work-based learning
What best describes the depth of engagement by employers and industry in the areas selected above?	Significant
Skills-upgrading Incentives for Employers	EMERGING
Does the government provide incentives for formal sector employers to develop and upgrade skills?	No
Does the country have a levy-grant scheme for training for formal sector employers?
Is an annual report publicly available on the operations of the levy-grant scheme?
What other government incentives for skills upgrading exist for formal sector employers?
Identify two major programs benefitting formal sector employers that feature the incentives listed above:
Does the government provide support for informal sector businesses to develop and upgrade skills?	Yes
What government support for skills upgrading is provided for informal sector businesses?	Training programs (e.g. craft skills, entrepreneurship)
Identify two major programs benefitting informal sector businesses that feature the government support listed above:	Intergrated Training for Entreprenuership Promotion (INTEP) programme
Notes, if any, on this topic:
Monitoring of the Incentive Programs
Name of Program 1:
Date started:
Has this program been reviewed for impact on skills and productivity?
Is the review process systematic and routine?
Please provide the date of the last review below:
What best describes the follow-up to the review?
Notes, if any, on this program:
Name of Program 2:	Intergrated Training for Entreprenuership Promotion (INTEP) programme
Date started:	Jun-02
Has this program been reviewed for impact on skills and productivity?	Yes
Is the review process systematic and routine?	Yes
Please provide the date of the last review below:	2012
What best describes the follow-up to the review?	Recommendations were implemented, but few concern the programs' impact on skills and productivity
Strengthening Critical Coordination	Emerging
	Tanzania
Roles of Government Ministries and Agencies	EMERGING
Which of the following have legally-defined roles and responsibilities for WfD?	Ministry of Education or equivalent, Ministry of Labor or equivalent, Vocational Education and Training Authority (VETA) and National Council for Technical Education (NACTE)
What best describes the degree of overlap in the mandates of the above entities?	Overlaps in multiple areas of policy and service provision
Do mechanisms exist to ensure coordination of WfD strategies and programs across ministries and agencies?	Yes, institutionalized mechanisms
Roles of Non-Government WfD Stakeholders	ESTABLISHED
Do non-government WfD stakeholders have legally-defined roles and responsibilities?	Yes
Which of the following non-government WfD stakeholders have legally-defined roles and responsibilities?	Employers and industry groups, Trade unions, Civil society organizations, Training providers
Do mechanisms exist for coordination between government entities and non-government WfD stakeholders?	Yes, institutionalized mechanisms
Coordination for the Implementation of Strategic WfD Measures	EMERGING
Please list two major initiatives or programs closely associated with the previously identified WfD champions that address skills constraints in the priority economic sectors	Technical and Vocational Education and Training Development Programme (TVETDP) 2013/14-2017/18, Tanzania Education and Training Policy, 2014
Please answer the following questions for the more important of the above two measures.
Is the above measure accompanied by an implementation plan?	Yes
Is the above measure accompanied by a budget allocation?	Yes
Indicate below all key entities with responsibility for implementing the above measure:	4. Other government or quasi-governmental entities, please specify below:, Ministry of Education or equivalent, Ministry of Labor or equivalent, Vocational Education and Training Authority (VETA) and National Council for Technical Education (NACTE)
How do the above entities coordinate the implementation of the above measure?	Through institutionalized processes, supplemented by ad-hoc arrangements as needed
How is implementation progress for this measure monitored?	Through routine reporting arrangements
Have the most successful features of this measure been mainstreamed into the formal WfD system?	No
System Oversight	Emerging
Ensuring Efficiency and Equity in Funding	Latent
	Tanzania
Overview of Funding for WfD
How does the government mobilize funds for WfD?	General taxation, Mandatory contributions for dedicated training funds (e.g. levy schemes), Other
Which of the following types of training receive financial support from the government?	Initial vocational education and training (IVET), Continuing vocational education and training (CVET) (e.g. on-the-job training, career development), Training-related active labor market programs (ALMPs)
For decisions on capital investments by the government, which ministry(s) is directly responsible?
Initial Vocational Education and Training (IVET)	Ministry of Education
Continuing Vocational Education and Training (CVET)	Ministry of Education
Training-related active labor market programs (ALMPs)	Ministry of Labor
For decisions on spending on salaries (including hiring decisions), which ministry is directly responsible?
Initial Vocational Education and Training (IVET)	Ministry of Education
Continuing Vocational Education and Training (CVET)	Ministry of Education
Training-related active labor market programs (ALMPs)	Ministry of Labor
For decisions on non-salary operational spending to deliver training services, which ministry is directly responsible?
Initial Vocational Education and Training (IVET), if relevant	Ministry of Education
Continuing Vocational Education and Training (CVET), if relevant	Ministry of Education
Training-related active labor market programs (ALMPs), if relevant	Ministry of Labor
What is the main mechanism used by the government to provide recurrent funding for training?
Initial Vocational Education and Training (IVET), if relevant	Budget allocations to training providers (e.g. training institutions, employers involved in apprenticeship programs, etc.)
Continuing Vocational Education and Training (CVET), if relevant	Budget allocations to training providers (e.g. training institutions, employers involved in apprenticeship programs, etc.)
Training-related Active Labor Market Programs (ALMPs), if relevant	Budget allocations to training providers (e.g. training institutions, employers involved in apprenticeship programs, etc.)
Recurrent Funding for Initial Vocational Education and Training (IVET) [*]	EMERGING
Which of the following best describes the ministry's budget process for funding IVET institutions and programs?	Routine annual budgeting
What criteria are used to determine funding allocation to IVET institutions and programs?	Previous year's budget, Enrollment
Are the criteria for allocating WfD funding to institutions and programs subject to periodic review?	No
Provide two examples of major reforms in the last five years to improve efficiency and equity in funding allocations:	Technical and Vocational Education and Training Development Programme (TVETDP) 2013/14-2017/18
Notes, if any, on this topic:
Recurrent Funding for Continuing Vocational Education and Training Programs (CVET)	LATENT
Indicate below the ministries or agencies responsible for CVET, listing the lead entity first:	Ministries and agencies invest in staff development but there is little support for continuing education and training open to the public.
How is recurrent funding for CVET programs decided?
Are training providers provided with incentives to seek and to retain accreditation?
Does the ministry or agency produce an annual report?
What is the latest year for which the report is available?
Please name two on-going or recent government-supported programs to foster on-the-job training (OJT) in small and medium sized firms (SMEs):	Intergrated Training for Entreprenuership Promotion (INTEP) programme, The Women Entrepreneurship Development Programme( WED)
Have these programs been reviewed for their impact?	No
Have the reviews led to changes in program funding or design?	No
Please name two on-going or recent programs to support individual career or professional development (e.g. reskilling or upgrading skills):
Have these programs been reviewed for their impact?
Have the reviews led to changes in program funding or design?
Recurrent Funding for Training-related Active Labor Market Programs (ALMPs)	EMERGING
Indicate below the ministries or agencies responsible for training-related ALMPs, listing the lead entity first:	Tanzania Employment Services Agency (TaESA), Small Industry Development Organisation (SIDO)
Who are the beneficiaries of training-related ALMPs supported by government funding?	Unemployed, Rural populations
Please indicate two major training-related ALMPs supported by government funding:	Enhancing Employability through Vocational Training (EEVT) in Mtwara, Rural Micro, Small & Medium Enterprise (RMSMES)
How is funding for the above two programs decided?	Through a formal, systematic process
Who is involved in this process?	Officials in the sponsoring ministry or agency with input from key stakeholders
How is training provision implemented?	In-house training provision
Have these programs been formally reviewed for their impact?	Yes
Have the reviews led to changes in program funding or design?	No
Notes, if any, on this topic:	1. Within the short time, the Enhancing Employability through Vocational Training (EEVT) in Mtwara has benefited more than 620 students from VETA Mtwara. It has now been extended to VETA Lindi region. 2. The programme has already covered 6 regions in
Equity in Funding for Training Programs (IVET)	LATENT
In the last five years, has there been a formal review(s) of the impact of WfD funding on the beneficiaries of training programs?	No
Please provide two examples of reviews conducted in the last five years:
Which of the following outcomes by socioeconomic group did the review(s) consider?
Which of the following parties participated in dialogue on the findings of the above review(s) and their implications:
What has been the follow-up to the above review(s)?
Equity in Funding for Training Programs (CVET)	LATENT
Continuing Vocational Education and Training (CVET)
In the last five years, has there been a formal review(s) of the impact of WfD funding on the beneficiaries of training programs?	No
Please provide two examples of reviews conducted in the last five years:
Which of the following outcomes by socioeconomic group did the review(s) consider?
Which of the following parties participated in dialogue on the findings of the above review(s) and their implications:
What has been the follow-up to the above review(s)?
Notes, if any:
Equity in Funding for Training Programs (ALMPs)	LATENT
Training-related Active Labor Market Programs (ALMPs)
In the last five years, has there been a formal review(s) of the impact of WfD funding on the beneficiaries of training programs?	No
Please provide two examples of reviews conducted in the last five years:
Which of the following outcomes by socioeconomic group did the review(s) consider?
Which of the following parties participated in dialogue on the findings of the above review(s) and their implications:
What has been the follow-up to the above review(s)?
Partnerships between Training Providers and Employers	EMERGING
Does the government facilitate such partnerships through formal arrangements?	Yes
At what levels have the partnerships been institutionalized?	Individual institutions
What benefits do the participating employers get from partnerships with training providers?	Access to training facilities and personnel, Access to potential new hires, Influence over content of training, Influence over testing of trainees, Participation in governing bodies, Articulation of skills needs, Contribution to the development of standards and curricula
Please name below two major employers, and the resources that they provide for WfD:
Name of Employer 1, please indicate below:	DT Dobie Tanzania Limited
What resources does this employer provide?	Financial contribution, Technical knowledge, Technical personnel, Training facilities, Management guidance and governance, Provision of work exposure (e.g., internships and on-the-job training)
Name of Employer 2, please indicate below:	Association of Tanzania Employers (ATE)
What resources does this employer provide?	Financial contribution, Equipment and supplies, Technical knowledge, Technical personnel, Management guidance and governance, Provision of work exposure (e.g., internships and on-the-job training)
Assuring Relevant and Reliable Standards	Established
	Tanzania
Competency Standards and National Qualifications Frameworks	EMERGING
Indicate below the ministries or agencies, if any, with oversight responsibility for competency standards and/or the national qualifications framework (NQF), listing the lead entity first	Ministry of Education and Vocational Training,(MoEVT), Tanzania Commission for Universities (TCU), Vocational Education and Training Authority (VETA) and the National Council for Technical Education (NACTE), Fisheries Education and Training Authority.
Have competency standards for occupations been defined?	Yes, for a few occupations
Is a national qualifications framework (NQF) in place?	No, but a process to develop a NQF has been launched
What is the occupational coverage of the NQF?
What range of skill levels does the NQF cover?
Which of the following parties are involved in policy dialogue on competency standards and/or the NQF?	Training providers, Employers or industry associations, Labor unions, Government ministries or specialized agencies
What best characterizes the policy dialogue on competency standards and/or the NQF?	Takes place on an ad-hoc basis
Competency Standards for Major Occupations	ESTABLISHED
Please indicate two major skilled or semi-skilled occupations (i.e. dominant or fastest-growing):	Civil Engineers, Maintenance Technician
Occupation 1:
Who is involved in setting the competency standards?	Training providers, Employers or industry associations, National professional bodies, Government ministries or specialized agencies (e.g. South Africa's SAQA)
Do training providers for this occupation utilize competency-based curricula aligned to the standards formally agreed upon by the above stakeholders?	Yes, most do
Occupation 2:
Who is involved in setting the competency standards?	Training providers, Government ministries or specialized agencies (e.g. South Africa's SAQA)
Do training providers for this occupation utilize competency-based curricula as defined by standards formally agreed upon by the above stakeholders?	Yes, most do
Occupational Skills Testing	EMERGING
Is competency-based testing used to certify qualifications in skilled and semi-skilled occupations?	4. Other, please elaborate below:
Which of the following describes the system for competency-based testing?	Testing protocols are standardized and publicized
Indicate below the ministry(s) or agency(s) with oversight responsibility for competency-based testing, listing the lead entity first:	TVET Department (Ministry of Education and Vocational Training), NACTE, VETA
Which of the following best describes the volume of testing administered by the lead entity?	Large numbers are tested
Has the above entity taken measures in the last three years to manage the cost of skills testing and certification?	No
Notes, if any, on this topic:
Skills Testing and Certification	ADVANCED
List below two of the most common certificates (exclude those required for licensing):	Certificate of Competence - NVA Level I, Bricklaying and masonary, Technician Certificate - NTA Level 4 Electrical Enginering
What best describes the public's confidence in the above certificates?
Certificate 1:	Recognized and valued by public and private sector employers
Certificate 2:	Recognized and valued by public and private sector employers
Notes, if any, on this topic:
Skills Testing for Major Occupations	ADVANCED
List two major skilled or semi-skilled occupations (i.e. dominant or fastest-growing):	Civil Engineer, Maintenance Technician
Occupation 1:
What best describes the focus of the tests?	A balance of both theory and practice
Is a certificate awarded upon successful completion of the tests?	Yes
Is a certificate required for practitioners of this occupation?	Yes
Does having a certificate improve employability and earnings in this occupation?	Yes, Public sector jobs essentially require a certificate. Salary in the public sector based on NVQ level of the certificate. Private sector industry may or may not ask for a certificate.Certificates are needed for foreign employment.
Notes, if any, on skills testing for occupation 1:
Occupation 2:
What best describes the focus of the tests?	A balance of both theory and practice
Is a certificate awarded upon successful completion of the tests?	Yes
Is a certificate required for practitioners of this occupation?	Yes
Does having a certificate improve employment and earnings in this occupation?	Yes
Notes, if any, on skills testing for occupation 2:
Government Oversight of Accreditation
Accreditation of Training Providers
Is a system in place to accredit training providers?	Yes
Please indicate the government ministries or agencies that exercise this function:	Ministry of Education, Independent accreditation authority(s)
Accreditation of Training Programs
Is a system in place to accredit training programs?	Yes
Please indicate the government ministries or agencies that exercise this function:	Independent accreditation authority(s)
Notes, if any, on this topic:
Establishment of Accreditation Standards [*]	ESTABLISHED
What entity establishes the accreditation standards for training providers?	Accreditation agency under the ministry
How does the above entity establish accreditation standards for training providers?	Internal consultations with input from relevant stakeholders
Are accreditation standards periodically reviewed?	Yes, on an ad-hoc basis
Do these protocols involve formal input from external bodies?	Yes
Notes, if any, on this topic:
Accreditation Requirements and Enforcement of Accreditation Standards [*]	ESTABLISHED
What types of providers are required to obtain accreditation?	All providers regardless of funding
Are accredited providers required to renew their accreditation status on a regular basis?	Yes
Are accreditation standards publicized?	Yes
Are accreditation standards enforced?	Yes, to some extent
Why are accreditation standards not enforced?
Incentives and Support for Accreditation [*]	ESTABLISHED
Are training providers provided with incentives to seek and to retain accreditation?	Yes
What types of incentives are provided to training providers?	Linking accreditation to eligibility for public funding, Linking accreditation to obtaining license to operate
Are training providers provided with support to seek and to retain accreditation?	Yes
What type of support is provided to training providers?	Technical assistance to meet accreditation standards
Diversifying Pathways for Skills Acquisition	Emerging
	Tanzania
Learning Pathways [*]	ESTABLISHED
Are separate academic and vocational/technical streams offered at the secondary level?	No
In what year of schooling does the streaming begin?
What are the options for technical and vocational education and training at the post-secondary level?	TVET institutions or centers (e.g. offering certificate programs), Polytechnics, community/technical colleges, Technical programs within universities
Can graduates of secondary vocational/technical streams progress to post-secondary levels of study?	Yes, only to vocationally-oriented programs
Can graduates of post-secondary vocational/technical programs (e.g. polytechnics, community colleges) progress to university programs?	Yes, only to selected programs
Public Perception of Pathways for TVET [*]	EMERGING
Has the government taken action to improve public perception of TVET?	Yes
What do these actions consist of?	Diversifying learning pathways for progression to higher levels of education and training
Regarding diversifying pathways, has the government taken major actions in the last 10 years?	Yes
List two of the most important of these government actions to diversify pathways:	Tanzania National Qualification Framework is under preparation, Preparation of a draft of Technical Education and Vocational Training Policy (2012)
Have these actions been monitored or reviewed for their impact on diversifying learning pathways?	No
What best describes the review process?
Has the above review led to changes in policies to diversify learning pathways?
Notes, if any, on this topic:	These actions are still under review and implementation has not been completed
Articulation of Skills Certification [*]	ESTABLISHED
Are certificates awarded for completing technical/vocational training programs recognized in the national qualifications framework?	Yes, for most certificates
Do training providers under ministries other than Education offer programs leading to the award of formal qualifications?	Yes
Are the qualifications awarded by non-Education ministries recognized for admission into formal education and training programs under the Ministry of Education?	Yes, a large number of qualifications are recognized, and credits are granted
List below five common qualifications awarded by non-Education ministries that are recognized for admission into formal education and training programs under the Ministry of Education:	Level 3 (VETA) NVA, Level 4 (NTA) Basic Technician Certificate, Level 5 (NTA) Technician Certificate, Level 6 (NTA) Ordinary Diploma, Level 7 (NTA) Higher Diploma
List below the qualifications from above that are recognized with the granting of credit:	Level 3 (VETA) NVA, Level 4 (NTA) Basic Technician Certificate, Level 5 (NTA) Technician Certificate, Level 6 (NTA) Ordinary Diploma, Level 7 (NTA) Higher Diploma
Notes, if any, on this topic:
Recognition of Prior Learning [*]	EMERGING
How have policy makers addressed issues pertaining to the recognition of prior learning (RPL)?	Some attention (e.g. sponsorship of studies or reviews, national dialogue)
Does a national organization exist dedicated to adult learning and related issues (e.g. recognition of prior learning)?	Yes, a national organization exists (e.g. Singapore's IAL, Korea's KRIVET, Costa Rica's INA)
Is recognition of prior learning (RPL) integrated into the national qualifications framework (NQF) or the framework for occupational competency standards?	Yes
What best describes the government's outreach to inform the public about the recognition of prior learning?	Some outreach (e.g. selected populations; only printed information)
Notes, if any, on this topic:
Support for Further Occupational and Career Development [*]	LATENT
Indicate below the ministries or agencies that provide or fund services to support further occupational and career development:	Ministry of Education and Vocational Training, National Institute of Productivity and TaESA under MoLE
What describes the scope of publicly-sponsored further occupational and career development services?	Practically none
What describes the organization of the above services?	Stand-alone local service units or centers
In the last five years, has the government reviewed its policies or programs for further occupational and career development?
Was the above review part of a routine and institutionalized process?
Has the above review led to changes in policies, funding, or the design of services for further occupational and career development?
Notes, if any, on this topic:
Training-related Provision of Services for the Disadvantaged [*]	EMERGING
Are publicly-funded training programs available for disadvantaged populations?	Yes
Indicate below the ministries or agencies that oversee the above programs, listing the lead entity first:	Ministry of Health and Social Welfare
How does the lead ministry or agency support publicly-funded training programs for disadvantaged populations?	Systematic, routine support
Please indicate below the nature of the systematic support:	Annual budget
Indicate below two major programs addressing the training needs of disadvantaged populations:	The Ministry owns presently 7 training institutions for people with disabilities. The centres are scattered all over the country.
Have these programs been monitored and reviewed for impact?	No
Are these reviews part of an institutionalized and routine practice?
Following these reviews, have the programs been adjusted in light of the findings?
Notes, if any, on this topic:	Training is in general free. The Ministry covers the finances. Presently utilisation rate of the centre is reduced to nil. Due to lack of funds no training has started in 2000. Though the Ministry is still able to allocate the amount for salaries for inst
Service Delivery	Emerging
Enabling Diversity and Excellence in Training Provision	Emerging
	Tanzania
Scope and Formality of Non-State Training Provision [*]	ADVANCED
Are non-state providers allowed to offer training? (e.g. IVET, CVET, training-related ALMPs)	Yes
What types of non-state providers are allowed to offer training?	Domestic non-profit providers, Domestic for-profit providers, Foreign non-profit providers, Foreign for-profit providers
What best describes the composition of training providers?	Consists of a highly diverse mix of providers
Does an association of private training providers exist?	Yes
Briefly describe this association's membership, governance structure, and its role in policy dialogue with the government:	To establish collaboration between the Ministry and the managers and owners of Non-Government schools or colleges in all areas that will promote excellence in the field of Education.
What best describes the registration status of non-state training providers?	Most are registered
Are non-state providers required to renew their registration on a regular basis?	Yes
What best describes the licensing status of non-state training providers?	Most are licensed
Are non-state providers required to renew their license on a regular basis?	Yes
Notes, if any, on this topic:
Incentives for Non-State Providers [*]	ESTABLISHED
Does the ministry or its agencies use non-financial incentives to encourage non-state training provision?	Yes
What do these non-financial incentives consist of?	License to operate, Authorization to issue government-recognized certificates and diplomas
Does the ministry use financial incentives to encourage non-state training provision?	Yes
What do these financial incentives consist of?	Eligibility to enroll students receiving financial aid from the government, Eligibility to receive or compete for training grants, Financial support to or through associations of private training providers
Notes, if any, on this topic:
Quality Assurance of Non-State Training Provision [*]	ESTABLISHED
Are measures in place to assure the quality of non-state training provision?	Yes
Please indicate the features of these measures for quality assurance:	Regular reporting by providers to WfD authorities, Audits conducted on a regular schedule
Are measures taken to address quality issues in lagging institutions?	Yes
Please indicate the specific measures for the lagging institutions:	Placement under observation or probation, Revocation of license to operate or eligibility to receive public funding
Notes, if any, on this topic:
Review of Policies towards Non-State Training Provision [*]	LATENT
Has the government reviewed its policies regarding non-state training provision?	No
What is/was the nature of the review(s)?
Please provide an example of a recent review:
Following the above review, have the policies been adjusted in light of the findings?
Notes, if any, on this topic:
Targets and Incentives for Public Training Institutions [*]	LATENT
Are training institutions expected to achieve specific targets for desired WfD outcomes?	No
What specific targets are training institutions expected to achieve?
Is a reward system in place for public training institutions that achieve agreed targets?
What does the reward system consist of?
Do institutions or programs that fail to achieve agreed targets face consequences?
How does the ministry respond to institutions or programs that persistently fail to achieve agreed targets?
Notes, if any, on this topic:
Autonomy and Accountability of Public Training Institutions [*]	EMERGING
Over which of the following functions does the management of public training institutions have authority?	Selection and admission of trainees, Purchases of training materials and other inputs
Are public training institutions allowed to generate and retain revenues?	Yes, some are allowed
Are public training institutions governed by a board to which management is accountable?	Yes, in most institutions
How are complaints regarding the management of training institutions addressed?	A functioning system is in place
Notes, if any, on this topic:
Introduction and Closure of Public Training Programs [*]	ESTABLISHED
Introduction of Programs
What best describes the ministry's or agency's process for approving new programs?	Systematic (e.g. review protocols, documentation of decisions)
Which of the following influences or informs decisions on the introduction of major programs?	Availability of financing, Capacity for training provision (e.g., staff, equipment, facilities, etc.), Support from relevant stakeholders, Analytical findings (e.g. labor market analyses, impact evaluations)
Please indicate two major new programs that were introduced within the last five years: (Select the most recent major programs)	Textile and fashion design diploma, Oil and Gas programmes
Notes, if any, on introducing programs:
Closure of Programs
Does the ministry (or relevant agency under the ministry) conduct system-wide assessments to identify publicly-funded programs for closure?	Yes, on an ad-hoc basis
Which of the following informs decisions on the closure of major programs?	Consultations with relevant stakeholders, Labor market analyses, Findings from reviews of programs (e.g. enrollment trends)
Please indicate two major programs that have been closed within the last five years:	Foundry by VETA, Other programmes e.g. pottery were merged to other programmes and not closed.
Notes, if any, on closing programs:
Notes, if any, on this topic:
Fostering Relevance in Public Training Programs	Latent
	Tanzania
Links between Training Institutions and Industry [*]	EMERGING
What links exist between training institutions and industry to improve training relevance and quality?	Informal links exist
What is the scope of the formal links?
In what areas have significant links been established?	Assessment of labor market needs, Industry internships or training for trainees, Industry training for instructors, Provision of scholarships or bursaries for trainees
Notes, if any, on this topic:
Industry Role in the Design of Program Curricula [*]	EMERGING
Do industry experts provide inputs into the design of the curricula of publicly-funded training programs?	Yes, informally
To what extent do industry experts exercise this role?	In some institutions
Notes, if any, on this topic:
Industry Role in the Specification of Facility Standards [*]	LATENT
Do industry experts provide inputs into the specification of facility standards for publicly-funded programs?	No
In what areas do industry experts have a role in the specification of facility standards?
Notes, if any, on this topic:
Links between Training and Research Institutions [*]	LATENT
What links exist between training and research institutions?	Links are rare or absent
In what areas have links led to significant collaboration?
Notes, if any, on this topic:
Recruitment and In-Service Training of Heads of Public Training Institutions [*]	EMERGING
Do explicit standards exist for the recruitment of the heads of these institutions?	Yes
Please indicate the criteria that heads must satisfy:	Minimum academic qualifications (e.g., certificates, diplomas, and degrees)
Do heads have opportunities to participate in in-service training or professional development?	No or rarely
What types of in-service or professional development opportunities are available to heads?
Notes, if any, on this topic:
Recruitment and In-Service Training of Instructors of Public Training Institutions [*]	EMERGING
Do explicit standards exist for the recruitment of the instructors of these institutions?	Yes
Please indicate the criteria that instructors must satisfy:	Minimum academic qualifications (e.g., certificates, diplomas, and degrees)
Do instructors have opportunities to participate in in-service training or professional development?	Yes, once every few years
What types of in-service or professional development opportunities are routinely available to instructors?	Seminars, workshops, and conferences, Formal courses, Industry exposure (e.g., study visits, participation in projects, etc.), Regularly scheduled industry attachments
Notes, if any, on this topic:
Enhancing Evidence-based Accountability for Results	Emerging
	Tanzania
Administrative Data from Training Providers	EMERGING
Are public training providers required to report specific data?	Yes
What data are public training providers required to report?	Administrative data (enrollments, staffing, budgets, etc.), Graduation statistics
Do public training providers produce annual reports?	Yes, most institutions produce publicly-available reports
Are non-state training providers required to report administrative data (enrollments, staffing, etc.)?	Yes, some are required
What best describes the completeness of reporting by non-state training providers?	Most providers supply the required data
How are data from training providers organized and maintained?	Data are maintained in an integrated management information system (MIS)
What is the latest year for which system-wide data are available?	The Annual Sector-Wide Education Sector Performance Report 2011/12
Notes, if any, on this topic:
Survey and Other Data	EMERGING
Does the ministry or agency conduct or sponsor periodic surveys of special topics or issues?	Yes, occasionally
Provide two examples of major surveys conducted or sponsored by the ministry or agency in recent years:	National TVET Tracer Study - 2010, The Annual Sector - Wide Education sector Performance Report - 2011/12
Does the ministry or agency conduct or sponsor impact evaluations of major programs?	No
Provide two examples of impact evaluations conducted or sponsored by the ministry or agency in recent years:
Notes, if any, on this topic:
Use of Data to Monitor and Improve Program and System Performance	EMERGING
What best describes how the ministry or agency uses the administrative data reported by training providers?	Used to monitor and assess the performance of institutions
How has the ministry or agency used the results of the special surveys and impact evaluations listed above?	To inform the design of policies for system-level improvements in service delivery
Does the ministry or agency publish information on the employment and earnings of the graduates of training programs?	No
Is the above information available online to all users, including potential trainees?	No
Notes, if any, on this topic:

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