Evaluating the discrepancy between intended and attained vocational skills in Tanzania: An analysis of effectiveness and alignment in Mara Region

Abstract

Purpose. This study assesses the gap between intended and attained vocational skills in Folk Development Colleges in Tanzania's Mara region. Methodology. Adopting a pragmatist philosophy and employing a mixed-methods, analytical cross-sectional design, data were gathered from 465 participants, including students, graduates, tutors, and industry officials. This dual approach enabled a thorough evaluation of the vocational skills curriculum's effectiveness. Results. The results indicate a modest discrepancy of (38.28%) between intended and attained skills, while (61.72%) viewing effective implementation of vocational skills suggesting that FDCs are generally successful in equipping students with relevant vocational competencies. This success is linked to competency-based learning strategies that focus on practical training. The data also reveal variability in individual experiences, influenced by factors such as the quality of instruction, availability of resources, and relevance of the curriculum to students' career aspirations. Using a Likert scale, responses were categorized into two groups: those reflecting a discrepancy (ratings of 1-3) and those indicating alignment (ratings of 4-5). This framework provided a detailed understanding of the relationship between taught and acquired skills, emphasizing the complexities involved in curriculum implementation. Conclusions. Despite improvements in vocational training, discrepancies persist, revealing a disconnect between educational outcomes and labor market needs. The results advocate for policymakers to incorporate international best practices into national vocational education policies. This study offers valuable insights into the effectiveness of vocational education and underscores the need for responsive curriculum. development