Human Resources Development Convention, 1975 (No. 142) - United Republic of Tanzania (Ratification: 1983)

Direct Request (CEACR) - adopted 2023, published 112nd ILC session (2024)

Previous comment

Article 1 of the Convention. Formulation and implementation of vocational education and training policies. The Committee notes the adoption of the Third National Five Year-Development Plan (FYDP III) 2021/22–2025/26 in June 2021, which is a continuation of the Government’s efforts in achieving the goals set in the National Development Vision 2025. The FYDP III includes among its main objectives, raising both the availability and quality of education and skills development. In this respect, the FYDP III envisages the implementation of the following interventions: increasing spending on inclusive education, skills and innovation related research and development (R&D) initiatives; improving infrastructure in training and development institutions for special and rare cadres; and reviewing and updating curriculums to ensure its alignment with the labour market’s needs. Moreover, the Government indicates the adoption of the National Skills Development Strategy (NSDS) 2016–26 with the aim of addressing skills shortage by improving efficiency and effectiveness of the skills development system. The NSDS covers formal, non-formal and informal skills development. The Government also refers to the implementation of the project “Education and Skills for Productive Jobs (ESPJ)” with the objective of strengthening the institutional capacity of the Recipient’s skills development system and promoting the expansion and quality of labour market driven skills development opportunities. The ESPJ focuses on six economic sectors with strong potential for job creation: agriculture and agribusiness; tourism and hospitality; transport and logistics; construction; energy and information and communication technology (ICT) sectors. The Government also refers to a study on the employability of vocational education and training (VET) graduates whose elaboration was envisaged for 2022 in order to determinate and evaluate the quality and relevance of their skills in the labour market. Moreover, the Government reports that the number of registered technical institutions increased from 429 in 2021 to 465 in 2022. The number of participants in technical education also increased from 157,420 participants in the academic year 2020/2021 to 179,519 (91,995 men and 87,523 women) in 2021/2022. The number of participants in vocational education and training (VET) also slightly increased from 320,143 during 2019/2020 to 380,748 (225,621 men and 155,127 women) during 2020/2021. With regard to recognition of prior learning, the Government reports that, between 2020 and 2021, 2,268 men and 376 women were assessed and certified. The Committee observes that the National Five Year-Development Plan (FYDP III) 2021/22–2025/26 and the National Skills Development Strategy (NSDS) 2016–26 will have expired by the time the next report on the application of the Convention is due. It therefore requests the Government to provide detailed updated information on the results, lessons learnt, and future activities planned in relation to vocational education and training. In particular, the Committee requests information on the impact of the policies and programmes related to VET, including statistics on the number of participants, disaggregated by sex, age, and sector, in the different programmes and in relation to participants’ access to lasting employment, especially in rural areas. It also requests the Government to provide a copy of the study on the employability of VET graduates.

Article 3. Coverage by the vocational training system of groups in vulnerable situations. The Committee observes that the FYDP III includes among its objectives improving access and participation of women and persons with disabilities in tertiary and higher learning institutions; and promoting employable skills for population groups in special needs. The Government reports that, during the academic year 2021/2022, 18,764 men and 18,405 women graduated in health and allied sciences (HAS), 35,404 women and 29,487 men in business, tourism and planning (BTP) and 14,572 men and 7,264 women in science and allied technologies (SAT). During the same period, 1,092 women and 468 men participated in the integrated training for entrepreneurship promotion (INTEP) program, which focuses on training people who are unemployed, underemployed, or those who are working in the informal sector (micro and small enterprises) in both urban and rural settings. The Government reports that, between 2013 and 2022, 667 persons participated in dual apprenticeship in the following sectors: hospitality (175 women and 6 men), motor vehicle mechanics (135 men and 16 women), electrical installation (118 men and 16 women) and agro-mechanics (162 men and 18 women). With regard to the measures taken to promote access of persons with disabilities to VET, the Government refers to the implementation of the Educational and Training Policy of 2014, which envisages the establishment of a system that will enable the development of students with different talents and special needs in teaching and learning at all levels of education. The Government indicates the adoption of the National Strategy for Inclusive Education of 2021/22–2025/26, which aims at providing access and quality inclusive education at all levels for learners with special educational needs. In this respect, it envisages the adoption of measures to ensure that education policy, legislation and guidelines are informed by inclusive values and practices; to guarantee equitable access and participation of students with diverse needs and provision of quality inclusive education at all levels; and to improve coordination and collaboration among education stakeholders in delivering inclusive education. The Government refers to the development of the 2022 Guidelines for Inclusive Education as well as of a Manual for inclusion in VET to provide guidance to stakeholders on how to ensure access of persons with disabilities to VET. The Government reports that in 2021, 227 persons with disabilities (115 men and 112 women) participated in VET. Regarding the participation of young persons in VET, the Committee notes the implementation with the support of the Swiss Government of the Skills for Employment Tanzania (SET) project (Phase II 2022–26) in Morogoro region, which seeks to improve the prospects of gainful youth (self-) employment through a contribution to improved access, relevance, and quality of Vocational Skills Development (VSD). The SET focuses on non-formal vocational skills training and targets young people aged 15 to 24, especially young mothers and those who cannot access and/or afford formal vocational education. During the Phase I of the SET (2017–22), over 10,000 young persons (53 per cent of women) attended and benefitted from supported skills development training courses, 17 labour market analyses were conducted to establish skills-needs evidence, and a Labour Market Analysis Guide was produced for the Ministry of Education, Science and Technology to implement labour market analyses for specific occupations, jobs or locations. Lastly, the Government refers to the adoption of the Circular No. 2 of 2021 on school re-entry for primary and secondary school students to address dropouts for various reasons, which offers the opportunity to students who drop out of school to continue with their studies in a formal education system within two years since desisting their studies. The Committee requests the Government to continue to provide up-to-date, detailed information, including statistical information disaggregated by sex, age, and sectors of activity on the impact of measures implemented to promote women’s professional abilities and to increase gender-balanced access and participation to vocational education and training. It further requests the Government to continue to provide information on measures taken or envisaged for the provision of vocational guidance, education and training that enables young persons and persons with disabilities to access the labour market, including in rural areas. The Committee reiterates its request to the Government to provide updated information on the manner in which it ensures that specific groups of workers who encounter difficulties in obtaining employment, such as rural workers and workers in the informal economy enjoy equal access to vocational guidance, education and training opportunities.

Article 5. Cooperation with the social partners. The Committee observes that the FYDP III was developed with the involvement of the private sector, civil society, non-governmental organizations and development partners. The Committee notes the Government’s indication that the social partners and other relevant stakeholders have participated in the development of the NSDS 2016–26. The Government also indicates that it collaborates with the social partners through conducting stakeholder’s consultations to collect information for policy and curricula development and review with the aim of identifying existing gaps and make the necessary improvement. The Government refers to a report from April 2022 by the Technical and Vocational Education and Training (NACTVET) in collaboration with the Association of Tanzania Employers (ATE) on “Employers in the Development of Employability Skills in Tanzania”. According to this report, while at least 72 per cent of the respondent employers support work-based skills development programmes, the number of students supported remain low as many face obstacles to find internship, apprenticeships, and practical trainings. The report calls for collaboration among employers, education providers and the government for sustainable skills development. Taking due note of the above, the Committee requests the Government to provide concrete examples on the manner in whichthe social partners, including both employers’ and workers’ organizations, cooperate in the formulation and, importantly also the implementation of vocational training policies and programmes, as required pursuant to Article 5 of the Convention.

Direct Request (CEACR) - adopted 2020, published 109th ILC session (2021)

Formulation and implementation of education and training policies. The Committee previously invited the Government to provide updated information on existing methods for developing comprehensive and coordinated policies and programmes of vocational guidance and training, indicating the manner in which they are linked to employment and to public employment service. It further requested the Government to indicate the manner in which the new system of competence based education and training adopted by the Vocational Education and Training Authority (VETA) contributes to employment creation. The Government indicates that since the adoption of the Competence Based Education and Training (CBET) programme, in collaboration with stakeholders, the quality of vocational training has increased, particularly through strengthening the link between Vocational Education and Training (VET) providers and industries by introducing compulsory field (industrial) attachments to trainees enrolled in vocational training. The CBET has enabled the VET system to provide desired market-oriented competencies by introducing related and cross-cutting trades in addition to the core trades. The Government further indicates that the creation of modularized training has allowed vocational trainees to choose specific separate training units, according to the skills needed for employment instead of a full cycle of units. In this respect, a total of 4,691 candidates have been awarded modular vocational certificates. The Committee notes with interest that the CBET’s flexibility in terms of duration, entry qualifications, as well as entry and exit points to the labour market has provided a direct response to the country’s employment needs on the emerging skills required in the oil and gas sector, and has increased the VET graduates’ employability rates from 66.1 per cent in 2010 to 75 per cent in 2015. The Government indicates that the Tanzanian Technical Vocation and Educational Training (TVET) institutions have not only increased opportunities for productive work, but also provided employment for different categories of staff ranging from academics to auxiliaries. The Committee notes that by June 2019, the 540 TVET technical institutions were employing about 8,860 academic staff. The Committee requests the Government to continue to provide up-to-date statistical information, disaggregated by sex, age and sector, on the impact of the policies and programmes related to vocational education and training, in particular, on the number of participants in the different programmes and in relation to participants’ access to lasting employment, especially in rural areas. The Committee also requests the Government to provide detailed information on the measures adopted or envisaged, in collaboration with the social partners, to broaden the vocational training systems in order to cover branches of economic activity that are not currently addressed and ensure that these systems are adapted to people’s changing needs throughout life, as well as to the current and forecasted requirements of the labour market and the various branches of economic activity.

Article 3. Coverage by the vocational training system of groups in vulnerable situations. The Committee previously invited the Government to provide information on the measures taken to increase gender-balanced access to education and training and to encourage women to develop and use their professional abilities in all branches of economic activity and at all levels of skill and responsibility. The Government was also requested to indicate the measures taken to promote access to education, training and lifelong learning for individuals with specific needs, such as young persons, rural workers, workers in the informal economy, and the other categories of persons in vulnerable situations. The Government indicates that the inclusion of vulnerable groups, such as female students and students with disabilities, in technical education and training has not increased in recent years. In this respect, the Committee notes that the enrolment of students in TVET institutions, accredited by the National Council for Technical Education (NACTE), decreased from 133,514 in 2017/2018 academic year to 113,427 (8 per cent) in 2018/2019. The number of female students also decreased from 61,671 in 2017/2018 to 56,052 (9 per cent) in 2018/2019 academic year. The enrolment of students with disabilities in TVET institutions accredited by NACTE decreased from 233 in 2017/2018 academic year to 132 (43 per cent) in 2018/2019 academic year. With regard to gender-balanced access to education and training, the Government indicates that as compared to 2012 when women made up to 41 per cent of VET enrolment, the number of female candidates decreased to 33 per cent in 2017. The decrease has partly been due to the introduction of the fee-free basic education policy, which has resulted in more students preferring to continue with lower secondary education instead of opting for vocational studies. The Government further indicates that it has developed gender guidelines to promote female enrolment in VET institutions and has provided support (mainly financial support) to public and private VET Centres offering programmes attracting female candidates with tailor-made programmes created for women (hairdressing and beauty). The Committee recalls that, in its 2012 General Survey, Giving Globalization a human face, it stressed that social stereotypes that deem certain types of work as suitable for men or women are likely to lead to unequal wages for men and women for work of equal value. Such stereotypes, based on traditional assumptions concerning gender roles in the labour market and in society, including those relating to family responsibilities, channel women and men into different education and training and subsequently into different jobs and career tracks, resulting in certain jobs being held almost exclusively by women, with “female jobs” being undervalued for purposes of wage rate determination (2012 General Survey, paragraph 713). With regard to groups in vulnerable situations, the Government indicates that various measures have been undertaken to improve their access to long-life learning. The Government has developed a Strategy for Inclusive Education to enhance educational services for children with special needs. The Strategy takes an inclusive approach to policy-making and service delivery planning, ensuring teaching and learning are accessible to all. In this respect, the Government have maintained subsidized tuition fees (120,000 Tanzanian shillings per year) and established different vocational programmes with different entry qualification requirements to offer access to candidates who have never attended any formal education. The Government has, in particular, provided support in terms of infrastructure and tools and equipment to offer training at affordable costs to applicants from disadvantaged backgrounds and created new VET colleges in various districts and upgraded 54 Focal Development Colleges for effective provision of vocational training. The Committee notes that besides the National Strategy for Inclusive Education, other programmes such as the Recognition of Prior Learning (RPL) are designed to promote equal access to education to disadvantaged groups, such as youth. In this respect, the Government indicates that an Integrated Training for Entrepreneurship Promotion (INTEP) has been introduced to qualify specific target groups for self-employment. Between 2012 and 2018 a total of 11,151 young persons were awarded INTEP certificates. With regard to adults’ education, the Government indicates that private or non-government education provision has increased significantly in technical education, reaching 25 per cent, and the number of Private Folk and Vocational Centres have more than tripled since 2009. The Committee notes that currently the sector is being improved with the ongoing rehabilitation of the Folk Development Colleges (FDCs) and the construction of additional vocational education and training institutions at district and regional levels. With regard to workers in the informal economy, the Government indicates that the Tanzania National Employment Policy of 2008 sets targets for improving and transforming the informal sector through the creation of decent jobs and empowering informal sector operators. In order to meet this target, the Government has developed a framework through Recognition of Prior Learning Assessment (under its Competence Based Education and Training) to identify, assess and certify competencies acquired through informal and non-formal learning settings. The framework also aims to remove skills gaps and skills mismatches in order to create self-employment options for informally trained apprentices and improve the productivity of informal sector operators. The Committee notes that since the introduction of Dual Apprenticeship Training and Recognition of Prior Learning programmes in 2012, a total of 4,691 (4,214 men and 477 women) and 318 (196 men and 122 women) have been awarded Recognition of Prior Learning (RPL) modular certificates and Dual Apprenticeship certificates, respectively. The Committee requests the Government to provide up-to-date, detailed information, including statistical information disaggregated by sex, age, and sectors of activity on the impact of measures implemented to promote women’s professional abilities and to increase gender balanced access and participation to vocational education and training. The Committee further requests the Government to continue to provide updated information on the manner in which it ensures that specific groups of workers who encounter difficulties in obtaining employment, such as young persons, persons with disabilities, rural workers and workers in the informal economy enjoy equal access to vocational guidance, education and training opportunities. In particular, the Committee requests the Government to provide information on measures taken or envisaged for the provision of vocational guidance, education and training that enables persons with disabilities to access the labour market, including in rural areas.

Article 5. Cooperation with the social partners. The Committee notes that the Government does not provide any information on consultations held with social partners. The Committee reiterates its request that the Government provides updated information on the measures adopted to ensure the collaboration of the social partners and other interested bodies in formulating and implementing education and training policies and programmes. The Committee invites the Government to include in its next report a copy of such policies and programmes, if adopted and implemented.

COVID-19 pandemic. In the context of the global COVID-19 pandemic, the Committee recalls the comprehensive guidance provided by international labour standards. In this regard, the Committee wishes to draw the Government’s attention to the Employment and Decent Work for Peace and Resilience Recommendation, 2017 (No. 205), which provides guidelines for developing and implementing effective, consensus-based and inclusive responses to the profound socio-economic impacts of the pandemic. The Committee invites the Government to provide updated information in its next report on the impact of the global COVID-19 pandemic on the implementation of the Convention.

Direct Request (CEACR) - adopted 2019, published 109th ILC session (2021)

The Committee notes that the Government’s report has not been received. It hopes that the next report will contain full information on the matters raised in its previous comments.

Repetition

Formulation and implementation of education and training policies. The Committee notes the report received in August 2013 in which the Government indicates that the Vocational Education and Training Authority (VETA), whose main role is to provide quality vocational education and training, has adopted a new system of competence-based education and training. This, according to the Government, has contributed to the effective coordination, coherence and effectiveness of relevant programmes and policies. The Government further indicates that for the effective provision of education and training, VETA is guided by different sectoral policies including the National Employment Policy 2008. The Committee invites the Government to provide in its next report updated information on the existing methods for developing comprehensive and coordinated policies and programmes of vocational guidance and training, indicating the manner in which they are linked to employment and to public employment service. Please also indicate the manner in which the new system of competence-based education and training adopted by VETA contributes to employment creation.

Article 3. Coverage by the vocational training system of vulnerable groups. In its report, the Government provides statistical information which confirms that enrolment of girls in all levels of education has improved. The Committee notes with interest that enrolment of technical and vocational education and training increased by 32.2 per cent from 85,040 in 2010 to 112,447 in 2012, out of which female students increased from 46.3 per cent in 2010 to 47.9 per cent in 2012. The Committee also notes that participation of students with disabilities in technical and vocational education and training represents 19 per cent of the total enrolment. The Committee invites the Government to continue providing detailed information on the measures taken to increase gender-balanced access to education and training and to encourage women to develop and use their professional abilities in all branches of economic activity and at all levels of skill and responsibility. The Government is also requested to indicate the measures taken to promote access to education, training and lifelong learning for individuals with specific needs, such as young persons, rural workers, workers in the informal economy, and the other categories of vulnerable persons identified in Paragraph 5(h) of the Human Resources Development Recommendation, 2004 (No. 195).

Article 5. Cooperation with the social partners. The Government indicates that a new comprehensive policy that will harmonize issues related to technical and vocational education and training is being developed. The process of developing this policy is and will be highly consultative involving all stakeholders. The Committee invites the Government to continue supplying information on the measures adopted to ensure the collaboration of the social partners and other interested bodies in formulating and implementing education and training policies and programmes. The Committee invites the Government to include in its next report a copy of the policy if adopted and implemented.

Direct Request (CEACR) - adopted 2018, published 108th ILC session (2019)

The Committee notes that the Government’s report contains no reply to its previous comments. It is therefore bound to repeat its previous comments initially made in 2013.

Repetition

Formulation and implementation of education and training policies. The Committee notes the report received in August 2013 in which the Government indicates that the Vocational Education and Training Authority (VETA), whose main role is to provide quality vocational education and training, has adopted a new system of competence-based education and training. This, according to the Government, has contributed to the effective coordination, coherence and effectiveness of relevant programmes and policies. The Government further indicates that for the effective provision of education and training, VETA is guided by different sectoral policies including the National Employment Policy 2008. The Committee invites the Government to provide in its next report updated information on the existing methods for developing comprehensive and coordinated policies and programmes of vocational guidance and training, indicating the manner in which they are linked to employment and to public employment service. Please also indicate the manner in which the new system of competence-based education and training adopted by VETA contributes to employment creation.

Article 3. Coverage by the vocational training system of vulnerable groups. In its report, the Government provides statistical information which confirms that enrolment of girls in all levels of education has improved. The Committee notes with interest that enrolment of technical and vocational education and training increased by 32.2 per cent from 85,040 in 2010 to 112,447 in 2012, out of which female students increased from 46.3 per cent in 2010 to 47.9 per cent in 2012. The Committee also notes that participation of students with disabilities in technical and vocational education and training represents 19 per cent of the total enrolment. The Committee invites the Government to continue providing detailed information on the measures taken to increase gender-balanced access to education and training and to encourage women to develop and use their professional abilities in all branches of economic activity and at all levels of skill and responsibility. The Government is also requested to indicate the measures taken to promote access to education, training and lifelong learning for individuals with specific needs, such as young persons, rural workers, workers in the informal economy, and the other categories of vulnerable persons identified in Paragraph 5(h) of the Human Resources Development Recommendation, 2004 (No. 195).

Article 5. Cooperation with the social partners. The Government indicates that a new comprehensive policy that will harmonize issues related to technical and vocational education and training is being developed. The process of developing this policy is and will be highly consultative involving all stakeholders. The Committee invites the Government to continue supplying information on the measures adopted to ensure the collaboration of the social partners and other interested bodies in formulating and implementing education and training policies and programmes. The Committee invites the Government to include in its next report a copy of the policy if adopted and implemented.

Direct Request (CEACR) - adopted 2013, published 103rd ILC session (2014)

Formulation and implementation of education and training policies. The Committee notes the report received in August 2013 in which the Government indicates that the Vocational Education and Training Authority (VETA), whose main role is to provide quality vocational education and training, has adopted a new system of competence-based education and training. This, according to the Government, has contributed to the effective coordination, coherence and effectiveness of relevant programmes and policies. The Government further indicates that for the effective provision of education and training, VETA is guided by different sectoral policies including the National Employment Policy 2008. The Committee invites the Government to provide in its next report updated information on the existing methods for developing comprehensive and coordinated policies and programmes of vocational guidance and training, indicating the manner in which they are linked to employment and to public employment service. Please also indicate the manner in which the new system of competence-based education and training adopted by VETA contributes to employment creation.

Article 3. Coverage by the vocational training system of vulnerable groups. In its report, the Government provides statistical information which confirms that enrolment of girls in all levels of education has improved. The Committee notes with interest that enrolment of technical and vocational education and training increased by 32.2 per cent from 85,040 in 2010 to 112,447 in 2012, out of which female students increased from 46.3 per cent in 2010 to 47.9 per cent in 2012. The Committee also notes that participation of students with disabilities in technical and vocational education and training represents 19 per cent of the total enrolment. The Committee invites the Government to continue providing detailed information on the measures taken to increase gender-balanced access to education and training and to encourage women to develop and use their professional abilities in all branches of economic activity and at all levels of skill and responsibility. The Government is also requested to indicate the measures taken to promote access to education, training and lifelong learning for individuals with specific needs, such as young persons, rural workers, workers in the informal economy, and the other categories of vulnerable persons identified in Paragraph 5(h) of the Human Resources Development Recommendation, 2004 (No. 195).

Article 5. Cooperation with the social partners. The Government indicates that a new comprehensive policy that will harmonize issues related to technical and vocational education and training is being developed. The process of developing this policy is and will be highly consultative involving all stakeholders. The Committee invites the Government to continue supplying information on the measures adopted to ensure the collaboration of the social partners and other interested bodies in formulating and implementing education and training policies and programmes. The Committee invites the Government to include in its next report a copy of the policy if adopted and implemented.

Observation (CEACR) - adopted 2009, published 99th ILC session (2010)

Formulation and implementation of education and training policies. The Committee notes the Government’s report received in September 2009, indicating that the development of human capital is considered as one of the strategic areas for enhancing the employability of the labour force under the 2008 National Employment Policy. The Policy leads for the Government, employers’ and workers’ organizations and the private sector in developing and implement mechanisms for skills development and encourages investment in education and skills training programmes. The Committee notes that the competence-based education and training (CBET) approach has been adopted as a tool for implementing demand-driven training. The Committee welcomes this approach and invites the Government to provide information in its next report on the impact of the action taken to promote skills under the National Employment Policy. It also asks the Government to provide information on the existing methods for developing comprehensive and coordinated policies and programmes of vocational guidance and vocational training, indicating, in particular, the manner in which the Vocational Education and Training Authority (VETA) contributes to the effective coordination of policies and programmes, and the manner in which they are linked to employment and to public employment services.

Article 3. Coverage by the vocational training system of vulnerable groups. The Committee notes the information provided by the Government on the increased participation levels in secondary schools and higher learning institutions, particularly the increase in secondary school enrolment from 524,325 in 2005 to 1,222,403 in 2008. It observes, however, that the female participation ratio decreased from 47 to 44.4 per cent in secondary schools, and from 68 to 65 per cent in higher education. The Government indicates that the vocational training policy takes into account the training needs of all groups of workers; however, it refers to difficulties in balancing training provision, especially in the informal sector and between rural and urban areas. The Government also indicates that a skills training programme has been implemented by the Ministry of Labour, Employment and Youth Development, in collaboration with local government authorities, in 111 rural districts. The Committee notes that, among the specific objectives of the National Employment Policy, there is the promotion of equal access to employment opportunities for vulnerable groups, such as women, young persons and persons with disabilities, as well as the enhancement of skills and competencies of workers in the informal sector, especially in rural areas. It further notes that the Decent Work Country Programme 2006–10 includes among its priorities poverty reduction through the creation of employment opportunities with a focus on youth employment issues. The Committee invites the Government to provide detailed information on the measures taken to increase gender-balanced access to education and training and to encourage women to develop and use their professional abilities in all branches of economic activity and at all levels of skill and responsibility. Please also indicate the measures taken to promote access to education, training and lifelong learning for persons with specific needs, such as young persons, rural workers, workers in the informal economy, and the other categories of vulnerable persons identified in Paragraph 5(h) of the Human Resources Development Recommendation, 2004 (No. 195).

Article 5. Cooperation with the social partners. The Government indicates that the development of policies and programmes of vocational training is achieved in cooperation with all stakeholders. The social partners, together with the Government and the civil society, are represented in the National Vocational Education and Training Board, which is responsible for the development, supervision and implementation of policies at national level. Regional vocational education and training boards, with similar composition, set vocational training priorities and monitor their implementation at regional level. The Committee notes that a Thematic Working Group on Employment was established in 2008 within the National Strategy for Economic Growth and Reduction of Poverty (NEGRP, “MKUKUTA”), which is led by the Ministry of Labour and includes the social partners, other relevant ministries (finance, industry, agriculture, community development and education), the private sector, civil society organizations, and the partners in development under the leadership of the ILO. The working group will facilitate cooperation between development partners and national stakeholders to support the Government’s effort to enhance employment opportunities and achieve decent work for all. The Committee asks the Government to continue supplying information on the measures adopted to ensure the collaboration of the social partners and other interested bodies in formulating and implementing education and training policies and programmes.

Direct Request (CEACR) - adopted 2008, published 98th ILC session (2009)

The Committee notes that the Government’s report has not been received. It therefore refers to its 2003 observation and requests the Government to supply a report indicating whether any particular difficulties have been encountered in achieving the employment and training objectives established in its Poverty Reduction Strategy and the manner in which the cooperation of workers’ and employers’ organizations has been ensured, in accordance with the provisions of Articles 1 and 5 of the Convention. In this respect, the Committee would be grateful if the Government would supply in its next report disaggregated statistics on education and training participation and on placement rates.

[The Government is requested to reply in detail to the present comments in 2009.]

Observation (CEACR) - adopted 2003, published 92nd ILC session (2004)

The Committee notes the brief information provided by the Government in relation to its 2000 direct request which indicates that in the revised National Employment Policy draft, the expansion of vocational training institutions and the enhancement of their capacity in coordinating vocational education, training, vocational guidance and counselling, as well as other interventions such as start-up capital and social protection is emphasized as a precondition for creating an enabling environment for employment creation. The Committee understands that in the framework of the Poverty Reduction Strategy, as indicated in the Second Progress Report 2001/02 (published in March 2003), the United Republic of Tanzania has reached a significant performance in the education sector attributed to the implementation of the Primary Education Development Programme (PEDP). The challenge is now to further improve the quality of education, the learning environment, eliminate gender inequality at all levels, and improve health and other services. The Committee also understands that the Government is conducting a demand-driven skills training programme for employment promotion in 19 districts. It therefore requests the Government to indicate in its next report whether any particular difficulties have been encountered in achieving the employment and training objectives established in its Poverty Reduction Strategy and the manner in which the cooperation of workers’ and employers’ organizations has been ensured, in accordance with the provisions of Articles 1 and 5 of the Convention. In this respect, the Committee would appreciate receiving in the Government’s next report disaggregated statistics on education and training participation and on placement rates.

Direct Request (CEACR) - adopted 2000, published 89th ILC session (2001)

Article 1, paragraph 1, of the Convention.  The Committee notes the information contained in the Government’s detailed report. In response to previous comments, the Government states that it has passed the Employment Promotion Services Act No. 9 of 1999, which intends to re-establish employment exchange offices; and the national Employment Policy of 1997 is being revised to take into consideration the promotion of full employment and productivity growth. The Government predicts that artisans will form the basis of future industrial development and therefore is concentrating its resources on training of artisans. The Government also states that the VETA is modifying its courses to account for the growing informal sector and the increase in demand for short, focused courses. The Committee would appreciate continuing to receive information on how the education and training policy is integrated into the larger employment policy of the Government.

Article 1, paragraph 5.  The Government states that education is provided without discrimination according to expressed needs. The Committee would appreciate receiving disaggregated statistics on the education and training participation and placement rates.

The Committee also notes the Government’s statement that there was a VETA Labour Force Study completed in 1996 and a Labour Force Study by the Minister of Labour and Youth is currently being undertaken. Please send a copy of the VETA study, and that of the Ministry of Labour and Youth when it is completed.

Direct Request (CEACR) - adopted 1999, published 88th ILC session (2000)

The Committee notes with regret that the Government's report has not been received. It hopes that a report will be supplied for examination by the Committee at its next session and that it will contain full information on the matters raised in its previous direct request, which read as follows:

1. The Committee takes note of the reports received in June 1990, October 1990 and October 1991, which addressed respectively the application of the Convention in Zanzibar, the whole of the country and Tanganyika and contain information in reply to its previous direct request. It would be grateful if the Government would continue to supply information on the measures taken, in the country as a whole, to develop comprehensive and coordinated vocational guidance and training programmes, stating in particular how they are closely linked with employment. Please continue to supply all available statistical information on the beneficiaries of the different types of training.

2. The Committee refers to its General Survey of 1991 on human resources development (paragraph 404) and to its direct request on the application of Convention No. 140, and would be grateful if the Government would indicate how it is ensured that the policies and programmes encourage and enable "all persons, on an equal basis and without any discrimination whatsoever, to develop and use their capabilities for work" in accordance with Article 1, paragraph 5, of the Convention.

3. The Committee has been informed of the implementation of several ILO technical cooperation projects, including projects on the training of young people in the rural environment and disabled persons. Please indicate the action taken or envisaged as a result of the assistance and advice received in the framework of the ILO technical cooperation projects and, if any, the factors preventing or delaying such action (Part V of the report form).

Direct Request (CEACR) - adopted 1998, published 87th ILC session (1999)

The Committee notes that the Government's report has not been received. It hopes that a report will be supplied for examination by the Committee at its next session and that it will contain full information on the matters raised in its previous direct request, which read as follows:

1. The Committee takes note of the reports received in June 1990, October 1990 and October 1991, which addressed respectively the application of the Convention in Zanzibar, the whole of the country and Tanganyika and contain information in reply to its previous direct request. It would be grateful if the Government would continue to supply information on the measures taken, in the country as a whole, to develop comprehensive and coordinated vocational guidance and training programmes, stating in particular how they are closely linked with employment. Please continue to supply all available statistical information on the beneficiaries of the different types of training.

2. The Committee refers to its General Survey of 1991 on human resources development (paragraph 404) and to its direct request on the application of Convention No. 140, and would be grateful if the Government would indicate how it is ensured that the policies and programmes encourage and enable "all persons, on an equal basis and without any discrimination whatsoever, to develop and use their capabilities for work" in accordance with Article 1, paragraph 5, of the Convention.

3. The Committee has been informed of the implementation of several ILO technical cooperation projects, including projects on the training of young people in the rural environment and disabled persons. Please indicate the action taken or envisaged as a result of the assistance and advice received in the framework of the ILO technical cooperation projects and, if any, the factors preventing or delaying such action (Part V of the report form).

Direct Request (CEACR) - adopted 1992, published 79th ILC session (1992)

1. The Committee takes note of the reports received in June 1990, October 1990 and October 1991, which addressed respectively the application of the Convention in Zanzibar, the whole of the country and Tanganyika and contain information in reply to its previous direct request. It would be grateful if the Government would continue to supply information on the measures taken, in the country as a whole, to develop comprehensive and coordinated vocational guidance and training programmes, stating in particular how they are closely linked with employment. Please continue to supply all available statistical information on the beneficiaries of the different types of training.

2. The Committee refers to its General Survey of 1991 on Human Resources Development (paragraph 404) and to its direct request on the application of Convention No. 140, and would be grateful if the Government would indicate how it is ensured that the policies and programmes encourage and enable "all persons, on an equal basis and without any discrimination whatsoever, to develop and use their capabilities for work" in accordance with Article 1, paragraph 5, of the Convention.

3. The Committee has been informed of the implementation of several ILO technical cooperation projects, including projects on the training of young people in the rural environment and disabled persons. Please indicate the action taken or envisaged as a result of the assistance and advice received in the framework of the ILO technical cooperation projects and, if any, the factors preventing or delaying such action (Part V of the report form).

Direct Request (CEACR) - adopted 1990, published 77th ILC session (1990)

The Committee notes that the Government's report has not been received. It hopes that a report will be supplied for examination by the Committee at its next session and that it will contain full information on the matters raised in its previous direct request, which read as follows:

Tanganyika

The Committee has noted the first report. It would be glad if the next report included: (i) further information on any steps taken to co-ordinate public and private sector vocational guidance and training within overall employment policy, perhaps making use of the employment services (Article 1, paragraph 1 of the Convention); (ii) examples of the kind of vocational information provided to young people, and information on any vocational guidance made available to adults (Article 3); (iii) further statistics, such as those published in the Annual Report of the Labour Department, concerning workers undergoing vocational training - including those in the private sector, if available (Article 4 and Part VI of the report form); (iv) information on any measures taken or envisaged to ensure the co-operation of employers' and workers' organisations and that of other interested bodies in the formulation and implementation of human resources policies and programmes, for example in the National Vocational Training Council and Training Committees provided for in sections 4 and 6 of the 1974 Vocational Training Act (Article 5).

Zanzibar

The Committee looks forward to receiving the Government's first report on the application of the Convention in Zanzibar. It hopes the report will deal in particular with any vocational guidance services provided (Article 3 of the Convention); include any available statistics as to persons undergoing vocational training of any kind (Article 4 and Part VI of the report form); and describe any means by which employers' and workers' organisations and other interested bodies are involved in the formulation and implementation of human resources development policies and programmes (Article 5).