VOCATIONAL EDUCATION AND TRAINING AUTHORITY (VETA)

MOROGORO VOCATIONAL TEACHERS’ TRAINING COLLEGE (MVTTC)

COLLEGE STRATEGIC DEVELOPMENT PLAN

[CSDP 2011-2021]
VOCATIONAL EDUCATION AND TRAINING AUTHORITY (VETA)

MOROGORO VOCATIONAL TEACHERS’ TRAINING COLLEGE (MVTTC)

COLLEGE STRATEGIC DEVELOPMENT PLAN

[CSDP 2011-2021]

Principal
MVTTC
P.O. Box 671
Morogoro-Tanzania.
Phone: +255-023-261-4466
Fax: +255-023-261-4466
Email: [email protected]
[email protected]
Website: http//www.mvttc.ac.tz

MARCH, 2011
Contents

List of Tables ........................................................................................................................... v

List of Figure .......................................................................................................................... vi

Executive Summary ................................................................................................................. vii

Statement by VET Board Chairperson ........................................................................................ix

Foreword by DG VETA .............................................................................................................. x

Acknowledgements ..................................................................................................................xi

List of Abbreviations and Acronyms .......................................................................................... xii

CHAPTER ONE .................................................................................................................. 1

1.0. BACKGROUND INFORMATION ............................................................................... 1

1.1 Introduction .................................................................................................................. 1

1.2 College History .............................................................................................................. 1

1.3. The Present status of the college ................................................................................... 3

1.3.1. Vision ........................................................................................................................... 3

1.3.2. Mission ......................................................................................................................... 3

1.3.3. Core Values .................................................................................................................. 3

1.3.4. Main Objectives and Functions of the College .................................................................. 3

1.3.5. Organisational Structure ................................................................................................ 4

1.3.6. College Training Capacity ............................................................................................... 6

1.4. Challenges in the Development of Vocational Human Resources ........................................ 7

1.5 Rationale for the College Strategic Development Plan ....................................................... 7

1.6 The Strategic Plan Development Process ........................................................................ 8

1.7 The Focus for College Strategic Development Plan ........................................................... 9

1.7.1 The Long Term Aspirations ............................................................................................ 9

1.7.2 Main Goal of the College Strategic Development Plan ....................................................... 9

1.7.3 Main Objective .............................................................................................................. 9

1.7.4 College Prevailing Issues ................................................................................................ 9

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CHAPTER TWO ............................................................................................................... 13

2.0. INTERNAL INSTITUTIONAL APPRAISAL .............................................................. 13

2.1. Introduction ................................................................................................................ 13

2.2. The Legal Framework SWOT ....................................................................................... 13

2.3. Institutional Development and Capacity Building ............................................................ 13

2.3.1. Human Resource Capacity SWOT ............................................................................... 13

2.3.2. Physical Infrastructure ................................................................................................. 14

2.3.3. ICT Facilities ............................................................................................................... 15

2.4 Training Programmes .................................................................................................. 16

2.4.1 Training (Projections 2011 - 2021) .................................................................................. 16

2.5 The National Resource Centre ...................................................................................... 19

2.6 Analysis of the Internal Environment ............................................................................. 19

2.6.1 Institutional Strengths ................................................................................................. 19

2.6.2 Institutional Weaknesses ............................................................................................. 19

CHAPTER THREE ............................................................................................................ 20

3.0. EXTERNAL INSTITUTIONAL APPRAISAL .............................................................. 20

3.1. Introduction ................................................................................................................ 20

3.2. National and Sectoral Policies and Programmes. ............................................................ 20

3.2.1. The Kilimo Kwanza Resolution ...................................................................................... 20

3.2.2. Education and Training Policy 1995............................................................................... 20

3.2.3. Youth Employment Policy ............................................................................................. 21

3.2.4. Millennium Development Goals ..................................................................................... 21

3.3. Institutional Linkages and Networks .............................................................................. 21

3.3.1. Joint programmes with UK based Institutions ................................................................ 22

3.3.2. Masters Degree with Malmo University .......................................................................... 22

3.3.3. Training Collaboration with ILO – ITC ........................................................................... 22

3.3.4. Industrial attachment for Skills Upgrading ..................................................................... 22

3.4. Collaboration with National and International Agencies ................................................. 22

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3.4.1. NUFFIC/TRIODOS –FACET ........................................................................................... 23

3.4.2. Collaborations with Local Industries .............................................................................. 23

3.5. Analysis of the External Environment ............................................................................ 23

3.5.1. Summary of Institutional Opportunities ......................................................................... 23

3.5.2. Institutional Challenges................................................................................................ 24

CHAPTER FOUR .............................................................................................................. 25

4.0. STRATEGIC GOALS, OBJECTIVES, STRATEGIES AND TARGETS ........................... 25

4.1. Introduction ................................................................................................................ 25

4.2. Critical Challenges in Implementing CSDP...................................................................... 25

4.3. Strategic Goals for the Plan .......................................................................................... 25

4.3.1. Strategic Goal one: Improved Organizational Performance .............................................. 25

4.3.2. Strategic Goal Two: Strengthened Capacity of the College to Diversified ET

Programmes and Opportunities .................................................................................... 26

4.3.3. Strategic Goal Three: Improved Quality of Teaching and Learning Resources ................... 28

4.3.4. Strategic Goal four: Strengthened Applied Research and Consultancy Services. ................ 28

4.3.5. Strategic Goal five: Improved College Infrastructure and Facilities ................................... 29

4.3.6. Strategic Goal six: Strengthened National and International Collaboration

with Similar Institutions ............................................................................................... 30

4.4. Strategic Action Plan.................................................................................................... 30

CHAPTER FIVE................................................................................................................ 47

5.0. IMPLEMENTATION OF THE PLAN ......................................................................... 47

5.1. Introduction. ............................................................................................................... 47

5.1.1. The learning and Growth Perspective ............................................................................ 47

5.1.2. The Internal Process Perspective. ................................................................................. 47

5.1.3. The Customer Perspective ............................................................................................ 47

5.1.4. The Financial Perspective. ............................................................................................ 48

5.1.5. Institutional Coordination Framework ............................................................................ 48

5.2. Internal Stakeholders................................................................................................... 48

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5.2.1. College Council ........................................................................................................... 48

5.2.2. MVTTC Management ................................................................................................... 48

5.2.3. Staff and Students....................................................................................................... 48

5.2.4. The CSDP Implementation and Coordination Committee ................................................. 49

5.3. External Stakeholders .................................................................................................. 49

5.3.1. The Government ......................................................................................................... 49

5.3.2. Authorities Dealing with TVET ..................................................................................... 49

5.3.3. End Users ................................................................................................................... 49

5.3.4. Civil Society Organizations ........................................................................................... 50

5.3.5. Development Partners ................................................................................................. 50

5.4. Financing .................................................................................................................... 50

5.4.1. Sources of Funds......................................................................................................... 50

5.5. Assumptions and Risks ................................................................................................ 50

CHAPTER SIX ................................................................................................................. 51

6.0. MONITORING, EVALUATION AND LEARNING ..................................................... 51

6.1. Introduction ................................................................................................................ 51

6.2. Evaluation .................................................................................................................. 52

6.3. Learning ..................................................................................................................... 52

BIBLIOGRAPHY .............................................................................................................. 53

iv
List of Tables

Table 1.1: Long Courses .................................................................................................................. 6

Table 1.2: VET Support Programmes ............................................................................................... 6

Table 1.3: Computer Application Programmes ................................................................................. 7

Table.2.1. College Staff Maximum Educational/Professional Qualifications .................................... 14

Table.2.2. Training Projections (2011 - 2021) ............................................................................... 17

Table. 4.1. Strategic Goal One: Improved Organizational Performance ......................................... 31

Table .4.2. Strategic Goal Two: Strengthened Capacity of the College to Provide Diversified
ET Programmes and Opportunities................................................................................. 34

Table.4.3. Strategic Goal Three: Improved Quality of Teaching and Learning Resources .............. 38

Table 4.4. Strategic Goal Four: Strengthened College Capacity to Conduct Applied Research
and Consultancy Services in VET.................................................................................... 41

Table 4.5. Strategic Goal Five: Improved College Infrastructure and Facilities............................... 42

Table 4.6. Strategic Goal Six: Strengthened National and International Collaboration with
Similar Institutions ......................................................................................................... 45

Table 4.7. Indicative Budget Summary for each goal in 0-5 years ................................................. 46

v
List of Figure

Fig. 1.1. College Organization Structure. .................................................................................... 5

vi
Executive Summary

Introduction
The College Strategic Development Plan (CSDP) is a ten years plan for the period of July 2011-
June 2021.The plan has been prepared in line with a demand –driven training approach based on
pivotal role of Vocational Education and Training (VET) in contributing to national economic
growth of a country and poverty alleviation. “Kilimo Kwanza” being a Tanzania’s green revolution
resolution to transform its agriculture into a modern and commercial sector has been taken into
account. VET institutions are responsible for producing skilled human resources in science,
technology and infrastructure development needed for green revolution. Also, Entrepreneurship
and business development are key components in the “Kilimo Kwanza” resolution, and the
College courses have put great emphasis in developing competences in these areas.

The overall goal of this plan is to improve the college training programmes qualitatively,
quantitatively and sustainably to meet National and Vocational Education and Training sub sector
demands and standards.

This goal addresses the issues of competent human resources in VET system needed for effective
demand driven training and building a competitive labour force which is ingrained with
developmental mind set needed by social economic development.

The main objective of the CDSP is to enhance learning opportunities for vocational education and
training in order to serve better the national and sectoral demands with quality programmes. This
requires among others the college to be transformed into a comprehensive institution of learning
in vocational education and training in the country.

Strategic Goals, Objectives and Strategies

Through internal and external college appraisal, CSDP has formulated six strategic goals, each
with its own objectives, strategies for implementation and targets to be attained.

The set goals are:

a) Improved college performance;

b) Strengthened capacity of the college to provide ET programmes and opportunities;
c) Improved quality of teaching and learning resources;
d) Enhanced applied research and consultancy services;
e) Improved college infrastructure and facilities, and;
f) Strengthened national and international collaboration with similar institutions.

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Implementation of the Plan
The plan will be implemented by identifying and budgeting activities in the short-term (0-5 years)
and long-term (beyond 5 years to 10 years). The implementation of the CSDP on this basis will
enable the College to align its activities in a more focused way taking into account all the
activities planed by VETA to meet the national, regional and sub sector demands.

Monitoring, Evaluation and Learning

The College recognizes the importance of monitoring, evaluation and learning as the prerequisites
for successful operations. Monitoring, evaluation and learning system is embedded in all activities
from the planning phase to implementation stages.

viii
Statement by VET Board Chairperson

The impetus for this College Strategic Development Plan (CSDP) is to ensure that Morogoro
Vocational Teachers Training College (MVTTC) has a road map to guide the college attaining its
future plan of being a centre of excellence in Vocational Education and Training (VET)
nationally and regionally. The aspiration articulates well with the reconstruction of education
and training towards life long learning whereby three components of; quality, equality and
efficacy are given due attention

It is through quality education the country can create a strong and competitive economy which
can effectively cope with the challenges of development and which can also easily and
confidently adapt to the changing market and technological conditions in the region and global
economy

VET is the source from which technological expertise is provided into the nation through
training programmes. However quality training requires among others competent and well
qualified trainers/vocational teachers in terms of methodologies, creativeness, innovativeness
and many other attributes.

Moreover, the college strategic development plan has taken on board the need for multitude
and flexible learning opportunities through provision of diversified training programmes that
diversified varies from vocational teachers, management, guidance and counselling as well as
VET related professional areas. Also the learning opportunities will be made flexible to allow
different target groups and abilities of clients to participate. While concentrating on training
institutions based learning approach the college should invest on open and distance learning as
well as on the job or work based training.

The ultimate goal of CSDP is to transform the college to become centre of Excellence and
hence to effectively contributing to economic growth and reduction of poverty through
provision of relevant and diversified training programs.

Given the above over view I would like to request all stakeholders to support VETA and the
College in this endeavour and participate in the implementation process, the VET Board is
optimistic that implementation of the plan will be done satisfactorily.

Prof. Idrissa B. Mshoro

VET Board Chairperson

March 2011

Dar Es Salaam, Tanzania

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Foreword by DG VETA

This is the first College Strategic Development Plan (CSDP) solely for Morogoro Vocational
Teachers’ Training College (MVTTC). The plan has been necessary in order to address a
number of aspects which will enable the College develop into a centre of VET excellence.
Included in the document are sectoral policies such as “Kilimo Kwanza” and some national
policies to give the plan a national obligation.

The plan has taken into account MVTTC’s major role of ensuring that quality VET is provided.
VET provision is very dependant upon competent human resources and vocational teacher in
particular. The College has also realized that to succeed, a collective effort with stakeholders is
vital.

Partnership with organizations of similar undertaking both within the country and abroad will be
enhanced in order to cope with global status. With the foregoing plan, it is evident that the
College will do away with the long held culture of drawing students from within the country
only.

On behalf of the VETA Management, I would like to extend gratitude to the Government;
National and International Partners; various Organizations and Training Institutions that have
contributed to MVTTC’s growth. We cordially invite them to join hands with MVTTC in the
challenging tasks ahead.

Eng. Zebadiah Moshi

Director General

Vocational Education and Training Authority

March 2011

Dar Es Salaam, Tanzania

x
Acknowledgements

In preparing this College Strategic Development Plan (CSDP), many people were involved
including College staff, VETA management and other stakeholders in vocational education and
training. It might not be easy to list the names of all participants in this document, but MVTTC
wish to thank in particular a few of them:

Special thanks should go to the VETA Director General and management team, for their
concern, advice and encouragement in preparing this strategic plan. The participation of this
team in this endeavour was paramount for creating a sense of ownership of the plan, by
providing critical inputs from the beginning of the planning process.

Appreciation is given to all staff members of the College for their active participation in various
activities including discussions; information search and documentation; consultations; and
critical analysis and synthesizing issues related to strategic plan. We highly appreciate and
acknowledge their participation.

MVTTC staff visited different institutions for the purpose of learning the art of preparing and
institutional strategic plans. We acknowledge all institutions visited for their views, inputs and
suggestions.

Lastly, but not least, special gratitude should go to the CSDP Preparation Team chaired by
myself and coordinated by Eng. Zebedayo B. Kyomo. All Members of the team: Twiganile
Ndunguru, Anna Nyoni, Anamringi Maro, Sospeter D. Mkasanga, Elias Msambila, Andrew Boi,
Rodgers Amini and Lolitha Lema. This team worked tirelessly to ensure the plan was
successfully prepared.

Stephen L. Lazaro,

Principal

Morogoro Vocational Teachers’ Training College (MVTTC)

March 2011

Morogoro, Tanzania

xi
List of Abbreviations and Acronyms

ADB African Development Bank

BIHE Bolton Institute of Higher Education

BOTA Botswana Training Authority

CBET Competence Based Education and Training

CCM Chama cha Mapinduzi

CS Corporate Secretary

CSDPICC College Strategic Development Plan Implementation Coordination Committee

CIDA Canadian International Development Agency

CSDP College Strategic Development Plan

CTC Company Training Centre

DANIDA Danish International Development Agency

DF Director of Finance

DG Director General

DHRA Director of Human Resource and Administration

DSM-RVTSC Dar Es Salaam Regional Vocational Training and Service Centre

DVET Directorate of Vocational Educational and Training

DVoET Diploma in Vocational Education and Training

EET Entrepreneurial Education and Training

ET Education and Training

ETP Education and Training Policy

FDC Folk Development College

ICC Implementation and Coordination Committee

ICT Information Communication and Technology

IGAs Income Generating Activities

ILO International Labour Organisation

IMC Instructional Methods Course

ITC Instructor Training Centre

xii
ITU Instructor Training Unit

LAN Local Network Area

LLL Life Long Learning

ME&L Monitoring, Evaluation and Learning

MDGs Millennium Development Goals

MIS Management Information System

MITC Morogoro Instructor Training College

MKUKUTA Mpango wa Kupunguza Umaskini na Kukuza Uchumi Tanzania

MKURABITA Mkakati wa Kitaifa wa Kurasimisha Rasilimali na Biashara

MoU Memorandum of Understanding

MTS Mission Trade School

MVTTC Morogoro Vocational Teacher Training College

NACTE National Council for Technical Education

NRC National Resource Centre

NSSF National Social Security Fund

NUFFIC Netherlands Organization for International Cooperation for Higher Learning

NVTD National Vocational Training Division

NYEAP National Youth Employment Action Plan

PMVTTC Principal for Morogoro Vocational Teacher Training College

PPF Parastatal Pension Fund

PPTC Post Primary Technical Centre,

RVTSC Regional Vocational Training and Service Centre,

SADC Southern African Development Community

SIDO Small Industries Development Organisation

SUP Skills Upgrading Programme

SUSP Skills Upgrading and Services Programme

SWOT Strengths Weaknesses Opportunities and Threats

T/L Teaching and Learning

TANESCO Tanzania Electricity Supply Company

xiii
TAPA Tanganyika Parents Association

TBL Tanzania Breweries Limited

ToRs Terms of References

TVET Technical and Vocational Education and Training

UK United Kingdom

VCP VETA Cooperate Plan

VET Vocational Education and Training

VETA Vocational Education and Training Authority

VLE Virtual Learning Environment

VT Vocational Training

VTC Vocational Training Centre

VTTC Vocational Teacher Training College

WAN Wide Area Network

xiv
CHAPTER ONE

1.0. BACKGROUND INFORMATION

1.1 Introduction
This chapter firstly reviews the historical development of vocational teacher education and
training through three decades beginning from early 1970s to 2004. Secondly, it presents
the current college status followed by the objectives, functions and challenges and finally
the College Strategic Development Plan (CSDP).

The CSDP identifies six (6) strategic goals, each with its objectives, strategies and targets.
The plan also provides implementation strategies with embedded monitoring, evaluation
and learning.

1.2 College History

The development of vocational teachers’ education training in Tanzania goes back to 1973 when a
separate Instructor Training Unit (ITU) was established and located within the campus of the present
Dar es Salaam Regional Vocational Training and Service Centre (DSM-RVTSC). The unit was
established with technical assistance from the Canadian International Development Agency
(CIDA). The unit operated for thirteen years (1973 - 1986).

Due to increasing demand of Vocational Teachers as the result of economic reforms and
development, it was necessary to expand capacity of the unit. Construction of the present
college (MVTTC) started in 1983, under the 6th International Development Aid (IDA) project
funded by the World Bank and was completed in 1986. Following the establishment of the
Morogoro Instructor Training Centre (MITC), the ITU was transferred to the new MITC in
1987 as fully fledged vocational instructor training.

The Vocational Education and Training Act No 1 of 1994 granted Vocational Education and
Training authority (VETA) the mandate to establish Vocational Teachers’ Training Colleges
with the following four main objectives, which is development of:

 Short and long courses for vocational teachers;

 Skills upgrading and updating for vocational teachers;

 Consultancy; and

 Research and Development.

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Thus, MITC was renamed Morogoro Vocational Teacher Training College (MVTTC).
Currently, the MVTTC has only one main campus located in Morogoro and ten(10) off campus
centres located in Dar Es Salamm, Mwanza, Tanga, Kilimanjaro, Ruvuma, Mtwara, Dodoma,
Iringa, Mbeya and Arusha with the capacity of training 370 vocational teachers per annum.

1.2.1 The college main programmes

(a) Certificate programme

A nationally and internationally recognized Vocational Teacher Certificate Course (VTCC)

was established in 1993. The course was designed with the support of the University of
Manchester Education Department of the (UK), and the Bolton Institute of Higher
Education (BIHE) in 1992/93. The certificate course is delivered in two modes, namely
in-campus and off-campus.

(b) Diploma Programmes

(i) Advanced Diploma in Vocational Education and Training (ADVET)

The establishment of the Advanced Diploma in Vocational Education and Training was
implemented in line with the Morogoro Vocational Teachers’ Training College Regulation
0f 1997, Part (iv) and SCHEDULE ONE, approved by Board under Section 6(2) (g) of the
VET Act No 1 of 1994. The ADVET was another nationally recognized vocational
education and training programme with four modules as follows:

 Curriculum Studies;

 Management of Vocational Training;

 Guidance and Counselling; and

 Education for Special Needs.

(ii) Diploma in Vocational Education and Training (DVoET)

A survey was carried out in 2004 to establish training needs for DVoET. This
programme started in 2008.The programme consists of the following modules:

 Curriculum studies;
 Management of vocational training functions;

2
 Development studies;
 Professional Development; and
 Research Methods.

1.3. The Present status of the college

1.3.1. Vision
MVTTC’s vision is to become a centre of excellence for developing human resource for
vocational education and training system.

1.3.2. Mission
The mission of the MVTTC is to produce quality human resource for education and
training institutions who are capable of responding aptly to the labour market demands
through liaison with industry and other stakeholders.

1.3.3. Core Values

The Morogoro Vocational Teachers Training College is committed to the following
values:-

 Customer focus;
 Accountability;
 Integrity;
 Respect;
 Quality services and products;
 creativity and innovation; and
 Diversity.

1.3.4. Main Objectives and Functions of the College

MVTTC main objectives

The college is mandated to achieve the following aims and objectives:

 Develop and provide short and long courses to build and upgrade/update capacity
for vocational teachers and instructors.
 Provide capacity building training in various programmes.
 Provide consultancy on capacity building.
 Conduct research and development in Vocational Education and Training.
Functions of the College
3
The college has the following functions:-
(a) Train persons to become teachers in vocational training centres;
(b) Award certificates and diplomas;
(c) Develop and provide short courses in:-
(i) Instructional methods;
(ii) Curriculum development;
(iii) Educational inspection;
(iv) Learning materials production;
(v) Skills testing;
(vi) Vocational education management; and
(vii) Other special training programmes related to VET.

(d) Establish entrance requirements for various courses both in academic and
professional spheres;
(e) Conduct on its own or jointly with other relevant national institutions, courses,
seminars, workshops or research;
(f) Offer probationary training for vocational teachers with basic qualifications but who
are not yet qualified for registration;
(g) Evaluate and equate vocational teachers’ education award issued by colleges other
than those managed by the authority;
(h) Register vocational education teachers who have completed an approved probation
period; and
(i) Provide in-service training for vocational education teachers and managers.

Subject to the approval of the Board and with recommendations of the Council the
College may establish academic or exchange programmes with any vocational teacher
education college outside Tanzania.

1.3.5. Organisational Structure

With the addition of National Resource Centre (NRC) department, the college
organisation structure remains as it was adopted after the 1994 VET Act. The NRC was
established five years ago and as per 1994 college objectives. However, with the
envisaged development plans and functions, this structure will be reviewed. The current
college organisational structure is as presented in figure 1.1.

4
Fig. 1.1: College Organizational Structure

VET BOARD

DIRECTOR GENERAL
GOVERNING COUNCIL

PRINCIPAL

PERSONAL SECRETARY PROCUREMENT UNIT

NATIONAL RESOURCE CENTRE EDUCATION AND TRAINING HUMAN RESOURCE AND FINANCIAL AND SUPPLIES
Head of the National Resource ADMINISTRATION
Head of Education and Training
Centre (NRC) Human Resources and Administrative
Manager BURSAR

IN CAMPUS TRAINING ACCOUNTS ASSISTANT

COMPETENCES (SKILL) SECRETARY CUM
UPGRADING AND COORDINATOR RECEPTIONIST
UPDATING SECTION
SUPPLIES OFFICER
RECORDS ASSISTANT
OFF CAMPUS TRAINING
INFORMATION
COORDINATOR
TECHNOLOGY,
MARKETING AND LIBRARY STORES
SHORT COURSE
COORDINATOR
RESEARCH, TEACHING TRANSPORT/DRIVERS
AND LEARNING
TUTORS
RESOURCES SECTION OFFICE ATTENDANTS

5
1.3.6. College Training Capacity
The college enrolment capacity is referred to outputs or graduates from different
programmes for the recent six years (2004/5-2009/10). The total number of student
graduated is as shown in tables 1.1 and 1.2.

Table 1.1: Long courses

Programmes Outputs Total

S/No.
2004/5 2005/6 2006/7 2007/8 2008/9 2009/10

1 Certificate (In 40 53 63 75 76 87 394

campus mode)

2 Certificate (Off 90 101 - 104 - 221 516

campus mode)

3 Diploma in - - - - 37 35 72
Vocational
Education

TOTAL 130 154 63 179 113 343 982

Average number of trained vocational teachers per annum 163

Table 1.2: VET Support programmes

No. Programme Outputs Total

2004/5 2005/6 2006/7 2007/8 2008/9 2009/10

1. IMC-CBET 221 227 235 239 204 240 1366

2. Management of - - - - - 140 140

Vocational functions

3. Entrepreneurship - - 18 23 25 24 90
Education and
Training

TOTAL 221 227 253 262 229 404 1596

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Table 1.3: Computer application programmes

Programme Outputs Total

2004/5 2005/6 2006/7 2007/8 2008/9 2009/10

1. Introduction to 101 100 133 147 232 235 948

computers

2. MS word 144 140 205 250 239 237 1215

3. MS Access 140 122 187 149 243 240 1081

4. MS PowerPoint 101 190 188 140 245 243 1107

5. MS Excel 100 190 201 243 239 245 1218

Total 586 742 914 929 1198 1200 5569

Source: MVTTC 2010

1.4. Challenges in the development of Vocational human resources

The College experiences the following challenges in development of vocational human
resources:
a) Low capacity of the college to train adequate number of human resources needed in VET
caused by insufficient infrastructure and human capacity.
b) Limited learning progression for vocational teachers. Currently, vocational teachers can
only progress up to diploma level.
c) Inadequate teaching and learning facilities, for effective training including skills
upgrading and updating.
d) Low application of ICT in teaching and learning processes.
e) Inadequate resources for effective collaboration and networking with similar institutions
both internally and externally.

1.5 Rationale for the College strategic Development Plan

(i) The Morogoro Vocational Teachers’ Training College Strategic Development Plan will
serve as a road map to address the stipulated challenges above as well as attaining
the envisaged future of being a college of excellence in VET human resource
development.

7
(ii) The CSDP is an essential tool for forecasting future activities of the college in order to
meet constantly ever-changing national and sectoral needs in the context of
globalisation. Further more, to ensure effective recourse allocation and utilization.
The plan covers a ten (10) year period.
(iii) CSDP will enable the college to increase her output in the certificate and diploma
courses, as well as providing learning pathway to degree levels. In addition, the plan
will provide diversified programmes for VET expertise.

1.6 The Strategic Plan Development Process

In the process of preparing the College Strategic Development Plan (CSDP), the following
steps were involved:

 Conduct internal and external appraisal;

 Establish main issues to be addressed;

 Translate the identified main issues into strategic goals;

 Formulate objectives, strategies and targets; and

 Identify activities, indicators and indicative budget.

a) Methodology
The process of collecting inputs from various stakeholders involved the following tools:
 Focus Group Discussions involving different stakeholders;

 Documentary Review on College related issues;

 Interview with VET stakeholders and other similar institutions; and

 SWOT analysis.

b) Analysis and synthesis

Responses from stakeholders were analysed and synthesised based on the strategic planing
format.

c) Writing the CSDP document

The CSDP document was written and presented to relevant stakeholders at different times
and levels of preparation. Such stakeholders are the College staff, vocational teachers,

8
registrars/training coordinators, centre managers/principals, regional directors, VETA
management, and VET Board members.

1.7 The Focus for College Strategic Development Plan

1.7.1 Long Term Aspiration
The long term aspiration of the plan is to make the college become a college of excellence in
providing VET teacher training; professional development for staff in VET system; and excel
in research and consultancy services.

1.7.2 Main Goal

The main goal of CSDP is to improve the college training programmes qualitatively,
quantitatively and sustainably in order to meet national and sectoral demands in the global
context.

1.7.3 Main objective

The main objective of the plan is to open up more learning opportunities for vocational
education and training in order to serve better the national and sectoral demands with
quality programmes. This requires the college to among others be transformed into an
institute of diversified human resources development in vocational education and training in
the country.

1.7.4 College prevailing issues

Based on the core functions of the college and the mentioned challenges, the following
prevailing issues have been identified:-

(i) Organizational and legal framework

The college is regulated by the VET Act. No.1 of 1994 and its subsequent regulations. In
order to cope with the increased volume of functions and activities as envisaged in the
CSDP, the legal framework especially those areas related to functions of MVTTC has to be
reviewed. Also, organisational structure and procedures for accreditation of programmes
must be reviewed. Due to these changes, the name might also need to be changed

9
(ii) Human resources development and maintenance
With the present capacity of human resources at the college and due to the number of the
envisaged functions and activities under CSDP, it will not be possible to operate the college
efficiently and effectively. This calls for an intensive programme for human resource
development in terms of professional and academic growth as well as improving the working
environment.

(iii) Teaching and learning programmes

VET provision in Tanzania is oriented towards competence-based training approach. This
approach requires appropriate training facilities with intensive practical training. This will be
possible if the VET system has in place competent vocational teachers, adequate training
resources and opportunities for industrial attachment. With the ever-changing technology,
teachers’ practical skills need to be continuously upgraded and updated.

(iv) Research and Consultancy services

The college acknowledges and appreciates the importance of academic and applied research
as well as consultancy activities and therefore MVTTC aims at establishing research and
consultancy function. These functions will be integrated into the college learning
programmes. This move requires a team of teaching staff with a combination of academic
qualification and solid experience in vocational education and training. This mix of teaching
team is not easily available.

(v) ICT capacity and application

ICT is increasingly becoming an integral part of development endeavours. The CSDP puts
ICT at higher priority in achieving her objectives. Currently, there is low ICT capacity both in
terms of facilities and human resources at the college. This calls for deliberate effort for ICT
capacity building in order to realign college strategic development plan.

(vi) Physical Infrastructure and Facilities

The current college infrastructure and facilities fall short of meeting the intended future
requirements. There is a need to conduct an in-depth needs analysis in relation to CSDP
requirements and develop a plan to address the deficiencies related to college infrastructure
and facilities.

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(vii) National and International Institutional Linkages
MVTTC has a number of national and international linkages that need to be strengthened. In
addition, the college would want to extend its collaboration to many other institutions. This
effort, require among others, availability of adequate human and financial resources.

(viii) Equity and Gender Mainstreaming

The college has identified a number of issues pertaining to gender equity and
mainstreaming. There is gender imbalance of teachers trainees at the college. This is partly
associated with the history of gender imbalances in technical and vocational discipline as
well as the cost factor for training. Deliberate efforts can be made to address the issue of
gender imbalance by providing more resources for promotion of gender balance.

(ix) Entrepreneurship Education and Training

The VET legal framework requires Vocational training centres to integrate entrepreneurship
competences into technical training. The college has mainstreamed entrepreneurship
education and training in vocational teachers training programme. The college, however, is
constrained with limited capacity to train adequate numbers of VET teachers in
entrepreneurship. CSDP intends at establishing a VET Entrepreneurship Development Centre
(VEDEC) to strengthen entrepreneurship education and training to meet the requirement. In
order to realize this dream finance and human resources will be required.

(x) Skills Upgrading/Updating

The skills of staff working in vocational training centres have to be upgraded and updated
regularly. This intervention will enable graduates acquire appropriate competencies which
will meet the current and future labour market demands. Currently, the college conducts
skills upgrading programmes with limited locations and resources. This deficiency must be
addressed by expanding skills upgrading and updating programmes.

(xi) District Vocational Training Centres

In order to increase access to VET programmes, the government has decided to establish a
vocational training centre for each district of Tanzania mainland. These centres will provide
employable skills to young people and adults, improving productivity in agriculture, and
promoting local crafts through small scale industries. The present set up does not have
adequate and appropriate capacity to meet the demand of human resource for district

11
vocational training centres (DVTSCs).The CDSP envisage ensuring availability of the required
personnel for effective operation of emerging DVTCs.

(xii) Diverse Training Programmes

At present the college focuses mainly on vocational teachers’ education and training. The
CSDP intends to diversify training coverage to include competence requirement of the
holistic VET system. This includes; training of VET management personnel, curriculum
developers, inspectors, assessors to mention a few.
In this diversification programme priority will also be given to develop national innovative
critical thinkers who are confident, adaptable and capable of facing the ever-changing needs
of labour market in the VET system. In order to implement this, additional human and
financial recourses will be required.

(xiii) Sustainability

Sustainability of the College will be enhanced by the following:

a) Effective management and leadership;

b) Adequate financial resources and efficient utilisation;

c) Competent and motivated human resources; and

d) Effective monitoring, evaluation and learning system.

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CHAPTER TWO

2.0. INTERNAL INSTITUTIONAL APPRAISAL

2.1. Introduction
The internal institutional appraisal entails examining the key factors of the college. In
particular, this analysis will focus in the strengths and weaknesses in financial, human,
physical and material resources and other factors which have a bearing on the performance
of the organization.

The analysis of the MVTTC internal environment is an important aspect of strategic planning
process. It helps in rising up key issues that must be addressed in the plan. The main
factors considered in this appraisal include:
a) The legal framework and the organisation structure;
b) Institutional development and capacity building;
c) Training programmes;
d) The national resource centre (NRC); and
e) Analysis of the internal environment.

2.2. The Legal framework and organisation structure

The MVTTC legal framework is based on the relevant policies that determine the nature of
the legal mandate which guide its main activities. The Regulations 1997 of the VET Act No. 1
of 1994 which came into effect on April 9, 1997 stipulates among other things the functions
of the College. The main functions are to provide vocational teachers training, research and
consultancy, quality assurance and professional development of staff in VET. However, the
development trends taking place within the VET system demands for the college to provide
training programmes beyond certificates and diploma level. In addition, the expansion taking
place in VET programme also call for the college to provide diversified training programmes
for the holistic VET operations. This, thus call the review of the legal mandate and
operational structure of the college.

2.3. Institutional development and capacity building

2.3.1. Human Resource capacity
MVTTC has 30 staff, of who 14 are academic (tutors), 4 management and 12 are support
cadres. Of the 14 academic staff, 6 tutors have Masters Degree and 8 have Bachelor
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Degrees. To execute training programmes and other functions, the college outsource
experts from various institutions. This plan calls for increased number of qualified staff for
implementing the envisaged ten-year development plan. Table 2.1 indicates the present
college human resources capacity with academic/professional qualifications. Out of 30 staff,
five members form the management team for the college. The management team includes
the Principal, Head of Education and Training department, Head of the National Resource
Centre, the Bursar, and the Human Resource and Administration Manager. Four members
possess master’s degrees in various fields and one member possesses CPA in accountancy.

Table.2.1. College staff maximum educational/professional qualifications

Cadre High educational/professional qualification
Std Form Form Prof. Dip. Bachelor’s Master’s PhD Total
7/8 4 6 Cert. degree Degree
Management staff 0 0 0 0 0 1 4 0 5

Academic staff 0 0 0 0 0 8 6 0 14

Support/operational 3 0 0 5 1 2 0 0 11
staff
Total 3 0 0 5 1 11 10 0 30

2.3.2. Physical infrastructure

(a) Classrooms
The college has six (6) classrooms each with a seating capacity of 40 people for training
purposes. Also, there are two seminar rooms which accommodate 25 participants each.
These classrooms are not sufficient in numbers to cope with expanded training programmes
but also the existing one were designed without audio visual facilities and modern
interactive teaching gears using information and communication technology (ICT).

(b) Hostels
MVTTC has four (4) hostels with the capacity to accommodate 120 students only. The
hostels are not furnished to the required standard. The hostel capacity and standard need
great expansion and improvement in terms of size and facilities such as laundry services and
special fitting for people with special needs.

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(c) Library
The college has a library with a sitting capacity of 85 people. This is the VET National Library
with over 5000 titles on different subjects regarding Vocational Education and Training. Both
the sitting capacity and facilities available are not sufficient to support learning for both full
time and part time trainees and also for the envisaged expansion of training programmes.
Use of ICT for provision of online learning resources has also been inadequately exploited.

(d) The lecture hall

The lecture hall/theatre which is designed for multipurpose use can accommodate up to 150
people. This infrastructure is very useful for training and other educational and social
events, though it is outdated. The need to be fitted with support facilities such as multi
media and conferencing system, interactive learning board and the like is imperative.

(e) The computer laboratories

The college has two (2) computer laboratories with a total of 45 computers. The laboratories
are used for training vocational teachers in computer applications. Also short courses on
computer applications are conducted on tailor-made basis for other customers. However, at
present, there is overwhelming demands for computer application courses from different
clients which make the college fail to satisfy all customers.

(f) The mini-studio

The college has a mini-studio with some facilities for developing and producing multimedia
teaching and learning resources in the forms of DVDs, VCDs, Video Cassettes, Audio
Cassettes, electronic content (e-content) and for use in the “ Moodle” platform. However,
the studio facilities are inadequate and with old technology to meet the current demands.

(g) The dining hall

The college has one dining hall used by students and staff with a capacity of serving 150
people at once. This capacity is not sufficient to adequately servicing college staff, visitors
and trainees. In addition, the dinning hall and kitchen required intensive capacity improved
and upgrading of facilities.

2.3.3. ICT facilities

MVTTC has recently registered significant achievements in acquiring ICT facilities. Some of
these facilities were financed by NUFFIC through EUVETA project. However, most of them

15
are designed for basic operation and hence need to upgrade to match with increased
demands and ever changing technological requirements. The plan is to equip the college to
be able to provide ICT as one of the training programme.

2.4 Training programmes

The college provide both institutional and non institutional training programme that focuses
on VET sub sector as following:-
a) Vocational Teacher Certificate Courses;
b) Vocational Teacher Diploma Courses;
c) Training Management Course (Short Courses);
d) Computer Application (Short Courses);
e) Instructional methods courses(short course);
f) Entrepreneurship education and training (short course);
g) Tailor-made training programmes; and
h) Competence-based curriculum development (short course).

2.4.1 Training Projections (2011 - 2021)

In the ten–year period, CSDP anticipates raising the college output and programmes to meet
the national and international demands in terms of human resource development to support
vocational education and training. Table 2.2 below presents the training projections through
various programmes and the same will be verified after the field study to be conducted
before the implementation.

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Table.2.2. Training Projections (2011 - 2021)
S/N Programme Mode Of Programme participants/Timeframe 2010/2011 – 2019/2020
Delivery 11/12 12/13 13/14 14/15 15/16 16/17 17/18 18/19 19/20 20/21
1. Vocational teacher certificate course In-Campus 90 100 80 40 40 40 40 40 40 40

2. Vocational teachers certificate course Off-Campus 250 340 570 660 1010 810 860 960 1010 1160

3. Vocational teacher diploma course. In-Campus 40 40 80 120 150 200 250 300 350 400

4. Vocational teacher diploma course Off-Campus - - - - 40 80 160 200 250 300

5. ICT in education certificate course In-Campus - 40 40 80 80 120 160 200 200 300

6. ICT in education diploma course In-Campus - - - 40 80 120 160 200 250 300

7. ICT in education degree course In-Campus - - - - - - 40 40 80 120

8. Bachelor Degree in VET In-Campus - - - 40 80 120 120 160 200 200

9. Master degree in VET In-Campus - - - - - - - 40 40 80

10. Computer applications (short course) In-Campus 200 250 300 300 350 350 400 400 450 500

11. Instructional methods course (short In /off campus 100 150 150 200 200 250 250 300 300 400
course).
12. Competence-based training In /off campus 200 200 250 300 300 350 350 400 400 450
course(short-course)
13. Management training course (short- In /off campus 100 150 200 200 250 250 300 300 350 400
/long course)
14. Competence based assessment course In /off campus 40 100 100 150 150 200 200 250 250 300
(short-course)
15. Competence-based curriculum In /off campus 12 30 60 100 100 150 150 200 200 250
development course(short – course)

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S/N Programme Mode Of Programme participants/Timeframe 2010/2011 – 2019/2020
Delivery 11/12 12/13 13/14 14/15 15/16 16/17 17/18 18/19 19/20 20/21
16. TOT for different programmes (short – In /off campus 100 100 150 150 200 200 250 250 300 300
course)
17. Continuous Professional Development In-campus - - 200 400 400 400 400 400 400 400
( short course)
Sub-Totals 1132 1500 2020 2440 3110 3340 3810 4380 4830 5680

Grand Total 34,362

Average Per Annum 3,436

NOTE: The numbers are just tentative, they can increase or decrease depending on the market demands.

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2.5 The National Resource Centre
VETA established the National Resource Centre (NRC) which form part of MVTTC
departments charged with the responsibilities of coordinating and conducting research in
VET; curriculum development; teaching and learning materials development; and promoting
an innovative idea among VET stakeholders. The department is relatively new it needs to be
strengthened to fulfil its obligation in terms of human resources and working tools.

2.6 Summary of the strengths and weaknesses of the Internal Environment

2.6.1 Institutional strengths
MVTTC has the following internal strength:-
(i) A legal framework that gives mandate to train vocational teachers
(ii) Basic infrastructures in-terms of buildings, land, internet connectivity
(iii) A defined administrative structure.
(iv) Availability of teaching and learning resources.
(v) Experience in collaborating with national and international institutions.
(vi) Stable finance from the VET fund
(vii) Positive reputation with stakeholders

2.6.2 Institutional weaknesses

(i) Inadequate legal and organisation structure.
(ii) Inadequate staff to be able to take on new activities
(iii) Low technological capability to cope with changes.
(iv) Inadequate infrastructure for diversified programmes.
(v) Inadequate marketing capacity.
(vi) Current administration structure not able to support diversified programmes.
(vii) Weak Monitoring, Evaluation and Learning system.
(viii) Limited links with other institutions within and outside the country.
(ix) Low Job enrichment.
(x) Inadequate maintenance culture to support infrastructure and facilities.

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CHAPTER THREE

3.0. EXTERNAL INSTITUTIONAL APPRAISAL

3.1. Introduction
This chapter presents an appraisal of external factors that were either supportive or a
hindrances to college operations. It examines the national policies, strategies and
programmes, institutional linkages, networking and agencies that have been working with
the college. The analysis of these has revealed opportunities and threats for the college.

The analysis of the external environment in this era of globalisation is necessary in order to
align the college with changes taking place as well as establish factors that influence its
performance. This will help the college to develop effective strategies that will enable it
become a centre of excellence for technical and vocational teacher education and training
and a significant future key player in the promotion of skills development in Tanzania.

3.2. National and Sectoral Policies and Programmes.

Major national policies, strategies and programmes which have influence on the
performance of VET include:- Kilimo Kwanza Resolution, National Youth Development Policy;
Small and Medium Scale Enterprises Policy, Poverty Eradication Policy; Education and
Training Policy; and Tanzania Development Vision 2025 have strong links with VET system
in ensuring national social economic development.

3.2.1. The Kilimo Kwanza Resolution

“Kilimo Kwanza” is a Tanzania’s green revolution resolution to transform its agriculture into a
modern and commercial sector. The resolution has ten pillars of which pillar number seven
(7) to ten have direct link with the Vocational Education and Training (VET). These “Kilimo
Kwanza” pillars relate VET in terms of industrialization in Agriculture, Science, Technology
and Human Resources for Infrastructure Development; and Value Addition for Agricultural
Produce. Entrepreneurship and business development are key components in the “Kilimo
Kwanza” resolution. MVTTC has put great emphasis in her courses in developing
competences related to the aforementioned pillars.

3.2.2. Education and Training Policy 1995

The policy stipulates among others, the role of MVTTC which is to train vocational teachers
at certificate and diploma levels in vocational education and training. The policy recognizes
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the acute shortage of trained teachers for vocational education and training. It is thus
recommended that MVTTC should expand its services to meet the increasing demand of
technical and vocational staff especially teachers, management and technical staff needed
by the training institutions.

3.2.3. Youth Employment Policy

The overall objective of the Youth Employment Policy is: “to promote sustainable economic
and employment growth in order to reduce youth unemployment and under-employment in
the rural and urban areas, ultimately attaining full productive and decent youth employment,
and thus eradicating poverty”.

The National Youth Employment Action Plan (NYEAP) has further emphasis on the need for
empowering and facilitating the youth to be self-employed or work in the informal sector,
and gradual transformation of the informal economy to the formal sector in order to create
more employment opportunities for young men and women. This is considered as a major
role of VET. The college through CSDP is aiming at producing human resource that can
create and exploit opportunities for adding value to their individual, institution and
community progress.

3.2.4. Millennium Development Goals

VET plays quite a significant role in the achievement of the United Nations Millennium
Development Goals (MDGs) which focuses on eradicating extreme poverty and hunger and
ensure environmental sustainability. Provision of quality VET will address both MDGs through
development of employable skills required in the formal and informal sectors. MKUKUTA
and MKURABITA are one of the strategies of achieving the MDGs goals. The CSDP has a
critical role to play in the provision of quality and relevant VET.

3.3. Institutional Linkages and Networks

Since the establishment of the college there has been international and regional cooperation
with national agencies and institutions for the purpose of enhancing quality training for
vocational teachers training, to mention few including: Swedish International Development
Agency (SIDA) from Sweden, the Danish International Development Agency (DANIDA) from
Denmark, the Netherlands Organization for International Cooperation for Higher learning
(NUFFIC); and Bolton Institute of Higher Education (BIHE). Regional cooperation include;
TVET from Zambia, Malawi and the Botswana Training Authority (BOTA) from Botswana.
Nationally the college has links with industries for practical skills development for vocational

21
teachers. This collaboration has improved the delivery of vocational teacher training
programmes through benchmarking and sharing of technical expertise. Some notable
examples are mentioned hereunder:
3.3.1. Joint programmes with UK based Institutions
The Bolton institute of Higher Education had working relationship with college during 2000
in the area of vocational teachers’ development programmes at certificate and advanced
diploma courses including capacity building of teaching staff.
The CSDP intends to re establish such cooperation with institutions dealing with Vocational
teachers training.

3.3.2. Masters Degree with Malmo University

In 1998, the Ministry of Education in collaboration with Malmo University conducted a
master’s degree programme through open and distance learning modes. Some members
from MVTTC and VTCs benefited from this programme. The programme ended in 2000.
CSDP suggests that MVTTC should revive cooperation with such institutions, so as to
upgrade the skills and knowledge of MVTTC staff and VET system in general.

3.3.3. Collaboration with ILO – ITC

ITC- ILO in Turin, Italy has a long history of working with MVTTC. Prior to the establishment
of MVTTC tutors received pedagogical skills from Turin. The centres offered tailor made
training to vocational teachers/tutors on entrepreneurship education. CSDP would want to
revive such linkages.

3.3.4. Industrial attachment for skills upgrading

The college has been collaborating with local industries for skills upgrading/updating of
vocational teachers. Industrial attachment expose teachers to the latest industrial
technology and best practice applied in industries.

3.4. Collaboration with national and international agencies

Since it was established MVTTC has experience of working with national and international
agencies for collaboration and sharing expertise, among the agencies include:

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3.4.1. COLLABORATION WITH NUFFIC/TRIODOS –FACET
MVTC through entrepreneurship project funded by NUFFIC had collaboration with TRIODOS
FACET – this is a Dutch organisation which was involved in capacity building for MVTTC
tutors on developing the Virtual Learning Environment (VLE) as well as development of VLE
platform for open and distance/online learning. Good results were observed on this
collaboration including capacity building for VTTC tutors and VTC teachers; and the provision
of training equipment which include computers and construction of Mini-studio for
developing and producing multimedia teaching/learning resources.

3.4.2. Collaborations with local industries

The local industries clustered under large, medium and small have been collaborating with
MVTTC / VETA for quite a long period. During the execution of Entrepreneurship Education
and Training (EET) this collaboration was strengthened by involving SMEs staff in the
evaluation of mini – business activities. Also VTC trainees and Vocational teachers are
attached to different industries for the purpose of linking theory with real life practice.
Collaborations with local industries have been used for skills upgrading of trainees and
vocational teachers.

3.5. summary of opportunities and threats from the External Environment

3.5.1. Institutional opportunities
The following opportunities have been identified:
a) There is an increasing number of customers who attend VET programmes;
b) MVTTC is the only college in the country which trains VET teachers;
c) There are government policies and strategies that support VET;
d) MVTTC reputable experience to cooperate with other colleges;
e) National political stability, peace and tranquillity enable MVTTC programmes to continue
smoothly;
f) MVTTC facilities are easily accessible geographically;
g) MVTTC has capacity to design and conduct different types of courses needed by
customers; and
h) MVTTC is positively perceived by many people for providing professional skills program
for life long learning

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3.5.2. Institutional Challenges
The following challenges (threats) have been experienced:
a) Limited professional career progression for MVTTC graduates;
b) Low capacity to meet demand of vocational teachers due to expansion of VTCs
nationwide and increase number of other education and training institutions;
c) MVTTC is hampered by inadequate resources to adapt scientific and technological
changes including ICT;
d) Low capacity to support VET system through various continuing education programmes;
e) Competitive quality and innovative training programmes demanded by labour market;
and
f) Ineffective provisions of career guidance and counselling programmes for VET system.

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CHAPTER FOUR

4.0. STRATEGIC GOALS, OBJECTIVES, STRATEGIES AND TARGETS

4.1. Introduction
This chapter addresses key strategic areas critically analysed in the internal and external
appraisal in chapter two and three. For MVTTC to execute its functions effectively to address
prevailing national and international demands, some critical issues have been identified. Such
issues pose a number of challenges ranging from political, social, economical and
technological. From these critical issues, challenges and opportunities, six strategic goals have
been identified as follows:
(i) Improved organisational performance.
(ii) Strengthened capacity of the college to provide diversified education and training (ET)
programmes and opportunities.
(iii) Improved quality of teaching and learning resources.
(iv) Strengthened applied research and consultancy services.
(v) Improved college infrastructure and facilities.
(vi) Strengthened national and international collaboration with similar institutions.

4.2. Critical challenges in implementing CSDP

In implementing the CSDP (2011-2021), the critical challenges that the college could face
include:
(i) Inadequacy of human resource capacity.
(ii) Inadequate funding to operationalise the plans.
(iii) Timely availability of adequate facilities, equipment and infrastructure.

4.3. Strategic Goals for the plan

Based on the SWOT analysis it has been possible to develop strategic goals of the plan as
follows:

4.3.1. Strategic Goal one: Improved Organizational Performance

Strategic goal one has strategic objectives and strategies as follows:

Strategic objectives

(i) To have reviewed legal framework of the college.

(ii) To have reviewed college organizational structure.
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(iii) To have recruited qualified adequate number of staff.
(iv) To have built capacity of adequate number of staff.
(v) To have improved management information system for the college.
(vi) To have improved college publicity and marketing.
(vii) To have developed and implemented monitoring, evaluation and learning system for the
plan.

Strategies

(i) Review, develop and implement legal framework.

(ii) Review, develop and implement College organizational structure.
(iii) Review, develop and implement scheme of service for the college.
(iv) Recruit staff as per organisation structure.
(v) Prepare and implement capacity building programmes for staff.
(vi) Review and develop internal and external ICT system including establishment of website.
(vii) Review, develop and implement management information system, marketing and
publicity.
(viii) Establish and implement monitoring, evaluation and learning system for the plan.

Targets

(i) College legal framework reviewed by June 2012.

(ii) College organization structure reviewed by December 2011.
(iii) Schemes of service reviewed by December 2012.
(iv) Staff recruited as per organization structure by June 2013.
(v) Staff Development Programme prepared by September 2011.
(vi) Staff Development Programme implemented by June 2016.
(vii) College management information system established by June 2013.
(viii) Website for the institution developed by September 2011.
(ix) Marketing and publicity procedures developed by December 2012.
(x) Monitoring, evaluation and learning policy system developed by December 2011.

4.3.2. Strategic Goal Two: Strengthened Capacity of the College to provide

diversified ET Programmes and Opportunities
Strategic Goal two has strategic objectives and strategies as follows:

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Strategic objectives

(i) To have increased number of diversified accredited programmes.

(ii) To have increased number of qualified teaching staff as per accredited programmes.
(iii) To have equitable enrolment in all programmes.
(iv) To have improved life long learning (LLL) programmes for ET.

Strategies

(i) Conduct study to identify demands for diversified programmes.

(ii) Develop and Implement diversified education and training programmes.
(iii) Recruit and build capacity of staff to implement diverse accredited programmes.
(iv) Develop learner-centred T/L materials.
(v) Develop and implement system for sponsorship of trainees from marginalized groups.
(vi) Modernize training facilities for the diversified training programmes.

Targets

(i) Vocational teachers’ certificate course enrolment in Open and Distance Learning (ODL)
mode increased from 210 in 2011 to 400 by June 2014.
(ii) Enrolment of diploma vocational teachers per annum increased from 40 in 2011 to 120
by October 2013.
(iii) Degree programmes for vocational teachers established by June 2016.
(iv) Postgraduate programmes in ET established by June 2017.
(v) Sponsorship mechanism for marginalized groups established by June 2013.
(vi) ICT in education certificate course established by June 2013.
(vii) ICT in education diploma course established by June 2014.
(viii) ICT in education degree course established by June 2017.
(ix) Customer focused training programmes increased from 20 in 2011 to 40 by June 2013.
(x) Open and Distance Learning programme for Diploma vocational teacher’s education and
training established by June 2014.
(xi) Demonstration VTC established by June 2013.
(xii) Incubation Centre for entrepreneurial and innovative projects established by 2013.
(xiii) Centre for Industrial Training (Skills Upgrading and Services (SUS) established by 2013.

27
4.3.3. Strategic Goal Three: Improved Quality of Teaching and Learning
Resources
Strategic Goal three has strategic objectives and strategies as follows:

Strategic objectives
(i) To have reviewed certificate and diploma curricula and learning materials.
(ii) To have analysed learning resources requirements for different programmes.
(iii) To have improved learning resources as per identified requirement.

Strategies

(i) Conduct review of certificate and diploma curricula and learning materials.
(ii) Revise curriculum and learning materials as per review.
(iii) Conduct study on learning resources for different programmes
(iv) Improve learning resources as per identified requirement

Targets

(i) Vocational teachers’ Certificate course curriculum reviewed by September 2011.

(ii) Vocational Education and Training Diploma Course curriculum reviewed by September
2012.
(iii) Teaching and learning materials for Certificate and Diploma Course developed by June
2012.
(iv) Open and distance T/L resources for certificate course developed by June 2012.
(v) Library resources expanded and computerized by June 2012.
(vi) Teaching and learning materials for Diploma in VET reviewed by December 2013.
(vii) Virtual Learning Environment (VLE platform) established by December 2012.
(viii) A study on required learning resources requirements conducted by December 2012.
(ix) Multimedia T/L resources developed by December 2012.
(x) Diploma T/L materials reviewed by December 2013.

4.3.4. Strategic Goal four: Strengthened Applied Research and Consultancy

Services.
Strategic goal four has strategic objectives and strategies as follows:

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Strategic objectives

(i) To have a strategy for applied research and consultancy services.

(ii) To have increased number of conducted applied research and consultancy service

Strategies

(i) Conduct study to identify demand for applied research and consultancy services.
(ii) Develop and implement a strategy for applied research and consultancy
Targets
The number of applied research and consultancy services increased by June 2014.

4.3.5. Strategic Goal five: Improved College Infrastructure and Facilities

Strategic Goal five has strategic objectives and strategies as follows:

Strategic objectives
(i) To have an identified requirement for the college infrastructure and facilities.
(ii) To have equipped workshops, laboratories and ICT facilities as per identified
requirements.
(iii) To have improved facilities for development and production of Training and Learning
Materials.
(iv) To have recreational facilities for the college.
(v) To have transport facilities as per college requirement.

Strategies
(i) Conduct study to identify college requirement for infrastructure and facilities.
(ii) Improve infrastructure and facilities as per identified requirement.
(iii) Improve recreational services as per identified requirement.
(iv) Improve transport facilities as per requirement.
(v) Improve facilities for development and production of training and learning materials.

Targets
(i) Number of classrooms/lecture rooms, library, lecture hall/theatre, offices and hostels
renovated by December 2012.

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(ii) Number of new infrastructure and facilities secured by June 2016.
(iii) Facilities for T/L materials development and production acquired by December 2012.
(iv) Number of transport facilities purchased by June 2012.
(v) Library sitting capacity expanded from 85 in 2011 to 240 students by June 2013
(vi) Local area Net Work(LAN),INTRANET and Wide Area Net Work(WAN) established by
June 2012

4.3.6. Strategic Goal six: Strengthened National and International Collaboration

With Similar Institutions
Strategic Goal six has strategic objectives and strategies as follows:

Strategic objectives
(i) To have policy and strategy for college links with similar institutions.
(ii) To have improved college links with other similar institutions.

Strategies
(i) Conduct analysis to identify national and international institution for college links.
(ii) Set aside fund to implement Institutional linkages.
(iii) Improve college links with national and international institution.

Targets
(i) Strategy for promoting Institutional Linkages developed by December 2011.
(ii) Linkage and collaboration with institutions implemented by June 2013.

4.4. Strategic Action Plan

The activity plan schedule as provided in Tables 4.1 to 4.6 summarizes the strategic goals (key
results areas), strategic objectives, targets, activities, performance indicators, responsible
person and the time-frame. In addition the plan provides indicative budget for five years (2011-
2016).

30
Implementation Action Plan (2011 – 2021)

Table 4.1. Strategic Goal one: Improved Organizational Performance

S/N Strategic Objective Target Activities Indicators Responsi Timeframe in years 20’ Indicative budget
ble in TSh (‘000)

11/ 12/ 13/ 14/ 15/ 16/ 17/ 18/ 19/ 20/
12 13 14 15 16 17 18 19 20 21
1 1.1. To have a 1.1.1. College a) Revise legal Revised legal PMVTTC 17,000
legal framework framework in /CS
reviewed legal
framework place and
framework of the reviewed by use.
June 2012
college
1.2. To have a 1.2.1. College a) Revise Revised PMVTTC 33,000
organization organization organization
reviewed College
structure structure structure
organization reviewed by available
December
structure.
2011

1.2.2. College a) Review Revised PMVTTC 19,000

staff’ schemes schemes of College / DHRA
of service service schemes of
reviewed by service
December available
2012

b) Develop staff College staff PMVTTC 5,000

retention retention / DHRA
policy. policy
developed
and available
1.3.To have 1.3.1. Qualified a) Prepare and Number of PMVTTC 200,000
recruited adequate College staff implement recruited
number of staff recruited as staff qualified
per recruitment college staff
organization

31
S/N Strategic Objective Target Activities Indicators Responsi Timeframe in years 20’ Indicative budget
ble in TSh (‘000)

11/ 12/ 13/ 14/ 15/ 16/ 17/ 18/ 19/ 20/
12 13 14 15 16 17 18 19 20 21
structure by programme
2013.
1.4 To have built a) Staff Prepare college Prepared PMVTTC 30,000
capacity of development staff development Staff
adequate staff programme programme development
prepared by programme
September in place
2011
b) Staff Implement staff Number of PMVTTC 332,000
development development trained
programme programme college staff
implemented as per
by June 2016 college staff
development
programme
1.5. To have 1.5.1 The a) Improve Efficient PMVTTC 208,700
improved College management College MIS
management management information in place
information system information system
system
improved by
June 2013.
1.6 To have 1.6.1 Website a) Develop A working PMVTTC 5,200
improved for the website College
college institution website in
publicity and developed by place
marketing September b) Maintain College PMVTTC 10,000
2011. website website
updated and
maintained
1.6.2. a) Prepare Newsletters, PMVTTC 54,200
Newsletter, newsletter, Journals and
journal and journals and Brochures
brochures for brochures for available to

32
S/N Strategic Objective Target Activities Indicators Responsi Timeframe in years 20’ Indicative budget
ble in TSh (‘000)

11/ 12/ 13/ 14/ 15/ 16/ 17/ 18/ 19/ 20/
12 13 14 15 16 17 18 19 20 21
college publicity and stakeholders
publicity and marketing
marketing
prepared by
December
2012
1.7 To develop and 1.7.1 a) Prepare ME & ME & L PMVTTC 10,000
implement monitoring & L system system in
monitoring & evaluation place
evaluation system system for
for learning learning b) Establish Baseline data PMVTTC 20,000
processes processes baseline data for college
developed and for College performance
implemented performance available
by December
2011

c) Conduct M & M & E report PMVTTC 30,000

E available

SUB-TOTAL 974,100

33
Table .4.2. Strategic Goal two: Strengthened Capacity of the College to Provide Diversified ET Programmes and Opportunities
S/N Strategic Target Activities Indicators Responsible Timeframe in years 20’ Indicative
Objective budget in
TSh (‘000)
11/ 12/ 13/ 14/ 15/ 16/ 17/ 18/ 19/ 20
12 13 14 15 16 17 18 19 20 /21
2.0 2.1. To have 2.1.1 Increase off Off campus PMVTTC
increased Enrolment for campus centres centres 370,000
enrolment on Certificate from 10 to 18 for Established to 20
accredited course certificate course. regions offering
programmes increased 210 Certificate course
to 400 by
October 2014
2.1.2 2.1.2 Certificate Increased PMVTTC 475,000
Certificate vocational teachers number of
vocational enrolment in ODL Certificate
teachers established vocational
enrolment in teachers
ODL enrolment per
established by annum in Open
June 2014 and Distance
Learning mode

2.1.3 ICT in Establish ICT in Established ICT PMVTTC 211,000

Education Education in Education
Certificate Certificate Course Certificate
Course Course
established by
June 2012
2.1.4 Increase enrolment Increased PMVTTC 166,000
Enrolment of of Diploma number of
Diploma Vocational enrolment of
Vocational Teachers. Diploma
Teachers per Vocational
annum Teachers
increased from
35 in 2010 to
120 by
October 2013
34
S/N Strategic Target Activities Indicators Responsible Timeframe in years 20’ Indicative
Objective budget in
TSh (‘000)
11/ 12/ 13/ 14/ 15/ 16/ 17/ 18/ 19/ 20
12 13 14 15 16 17 18 19 20 /21
2.1.5 Open Establish Off Number of PMVTTC 158,000
and Distance campus centres for established Off
Learning (Off- Diploma campus centres
for diploma
campus)
course
Diploma in VET
established by
June,2014

2.1.6 ICT in Establish ICT in Established ICT PMVTTC 143,000

Education Education Diploma in Education
Diploma Course Diploma Course
Course
established by
June 2014
2.2. To have 2.2.1 Degree Establish Degree Number of PMVTTC 188,000
diversified programmes programmes for Degree
accredited for Vocational Vocational programmes for
programmes Teachers Teachers vocational
established by teachers
June 2015
2.2.2. Establish Number of PMVTTC 236,000
Postgraduate Postgraduate Postgraduate
programmes in programmes in VET programmes in
VET VET
established by
June 2017

2.2.3 ICT in Establish ICT in Established ICT PMVTTC 158,000

Education Education Degree in Education
Degree Course Course Degree Course
established by implemented
June 2017
35
S/N Strategic Target Activities Indicators Responsible Timeframe in years 20’ Indicative
Objective budget in
TSh (‘000)
11/ 12/ 13/ 14/ 15/ 16/ 17/ 18/ 19/ 20
12 13 14 15 16 17 18 19 20 /21

2.4. To have 2.4.1. a) Establish and Number of PMVTTC 166,000

equitable Sponsorships implement established and
enrolment in all mechanism to sponsorships implemented
programmes support to teacher Sponsorships to
marginalized trainees from teacher trainees
groups marginalized from
established by groups marginalized
June 2013 groups
b) Formulate Gender PMVTTC 4,000
gender mainstreaming
mainstreaming strategies
strategies formulated and
in place.

2.4.2. Female a) Increase Increased PMVTTC 30,000

teacher female teacher number of
trainees trainees female teacher
enrolment enrolment trainees
rates increased rates for in - enrolment rates
from 25% by campus and for in -campus
June 2014 off- campus and off- campus
modes modes

36
S/N Strategic Target Activities Indicators Responsible Timeframe in years 20’ Indicative
Objective budget in
TSh (‘000)
11/ 12/ 13/ 14/ 15/ 16/ 17/ 18/ 19/ 20
12 13 14 15 16 17 18 19 20 /21
2.5. To have 2.5.1.Demonst Establish Established PMVTTC 172,000
diversified life ration VTC Demonstration Well equipped
long learning established by VTC at the and manned
programmes June 2013
College Demonstration
VTC at the
College

2.5.2. Establish Established PMVTTC 131,000

Incubation Incubation centre Incubation centre
centre for for entrepreneurial for
entrepreneurial and Innovative Entrepreneurial
and Innovative projects and Innovative
projects projects in place
established by
June 2013
2.5.3. Centre Establish Centre for Well established PMVTTC 120,000
for Industrial Industrial Training Centre for
Training (skills (skills upgrading Industrial
upgrading and and services Training (skills
services) upgrading and
established by services
June 2013
2.5.4 Establish customer Number of PMVTTC 210,000
Diversified focused diversified Customer
Continuous training focused
learning programmes diversified
programme training
established by programmes
June 2013. established
SUB TOTAL 2,941,000

37
Table.4.3. Strategic Goal Three: Improved Quality of Teaching and Learning Resources
S/N Strategic Target Activities Indicators Responsible Timeframe in years 20’ Indicative budget in
Objective TSh (‘000)

11/ 12/ 13/ 14/ 15/ 16/ 17/ 18/ 19/ 20/
12 13 14 15 16 17 18 19 20 21
3 3.1. To have 3.1.1 Review and Revised Certificate PMVTTC 70,000
reviewed Certificate implement curriculum
certificate and curriculum Certificate implemented
diploma reviewed by curriculum
curricula September
2011.

3.1.2 Review and Revised Diploma PMVTTC 76,000

Diploma implement curriculum
curriculum Diploma implemented
reviewed by curriculum
September
2012
3.2 To have A study on Conduct study on Study report 30,000
analyzed required required learning available
learning learning resources
resources resources
requirements requirements
for different conducted by
programmes December
2012
3.3. To 3.2.1Multimedi Develop and use Multimedia T/L PMVTTC 70,000
have a T/L Multimedia T/L resources used
Improved resources resources
T/L developed by
resources as June 2012
per identified
requirements

38
S/N Strategic Target Activities Indicators Responsible Timeframe in years 20’ Indicative budget in
Objective TSh (‘000)

11/ 12/ 13/ 14/ 15/ 16/ 17/ 18/ 19/ 20/
12 13 14 15 16 17 18 19 20 21
3.2.2 Open a) Develop and Developed Open PMVTTC 70,000
and Distance use Open and Distance T/L
T/L resources and Distance resources for
for Certificate T/L Certificate course
course resources for
developed by Certificate
June 2012. course

3.2.3. Review and use Revised Certificate PMVTTC 40,000

Certificate Certificate course T/L
course T/L course T/L materials used
materials materials
reviewed by
October 2011

3.2.4 Review and use Revised Diploma PMVTTC 40,000

Diploma T/L Diploma course course T/L
materials T/L materials materials used
reviewed by
December
2013

3.2.5 a) Establish Established Virtual PMVTTC 10,000

Virtual Virtual Learning Learning
Learning Environment Environment (VLE)
Environment (VLE) in place
(VLE)
established by b) Develop and Developed VLE PMVTTC 35,000
December use VLE T/L T/L materials
2012. materials available

3.2.6 Computerize Computerized PMVTTC 50,000

Library library resources library resources in
resources place
computerised
39
S/N Strategic Target Activities Indicators Responsible Timeframe in years 20’ Indicative budget in
Objective TSh (‘000)

11/ 12/ 13/ 14/ 15/ 16/ 17/ 18/ 19/ 20/
12 13 14 15 16 17 18 19 20 21
by June 2012

3.2.7 Increase library Number of Library PMVTTC 68,000

The number of resources resources
library increased
resources
increased by
80% from the
existing status
by June 2013.
SUB-TOTAL 559,600

40
Table 4.4. Strategic Goal four: Strengthened college capacity to conduct Applied Research and Consultancy Services in VET
S/N Strategic Target Activities Indicators Responsible Timeframe in years 20’ Indicative
Objective budget in
TSh (‘000)

11/ 12/ 13/ 14/ 15/ 16/ 17/ 18/ 19/ 20/
12 13 14 15 16 17 18 19 20 21
4 4.1 To have 4.1.1. The a) Establish Research and PMVTTC 10,000
increased number of research and consultancy
number of conducted consultancy unit in place
applied applied research unit
research and and consultancy
consultancy services per b) Develop and Research and PMVTTC 10,000
services. annum increased implement consultancy
from 1 in 2011 to research and promotion
5 by June 2014 consultancy policy available
promotion
policy

c) Conduct Number of PMVTTC 175,000

research and Research and
consultancy consultancy
in ET reports
295,000
SUB -TOTAL

41
Table 4.5. Strategic Goal five: Improved college infrastructure and facilities
S/N Strategic Target Activities Indicators Responsible Timeframe in years 20’ Indicative
Objective budget in
TSh (‘000)

11/ 12/ 13/ 14/ 15/ 16/ 17/ 18/ 19/ 20/
12 13 14 15 16 17 18 19 20 21
5.0 5.1 To have 5.1.1 Available a) Renovate Number of PMVTTC 420,000
identified classrooms/lectur and equip Classrooms/lectu
requirements for e rooms, lecture classrooms/l re rooms, lecture
the college hall/theatre, ecture hall/theatre,
infrastructure offices, library rooms, offices, library
and facilities. and hostels lecture and hostels
renovated by hall/theatre, renovated and
December 2012 offices, equipped
library and
hostels

5.1.2 New a) Construct Number of New PMVTTC 2,080,000

infrastructures eg and equip buildings
classrooms new constructed
lecture room classrooms,
offices, library lecture
(with 240 sitting room,
capacity) and offices,
hostels library and
constructed by hostels to
June 2016 accommodat
e 500
trainees

5.2. To have 5.2.1 A a) Plan for Prepared PMVTTC 130,000

adequate recreation construction Construction
recreational centre/complex proposal
facilities as per and new playing
college grounds b) Construct Number of PMVTTC 100T
requirements constructed by recreational constructed
42
S/N Strategic Target Activities Indicators Responsible Timeframe in years 20’ Indicative
Objective budget in
TSh (‘000)

11/ 12/ 13/ 14/ 15/ 16/ 17/ 18/ 19/ 20/
12 13 14 15 16 17 18 19 20 21
June 2017 centre and recreational
playing centre and
grounds playing grounds

5.3. To have 5.3.1 Workshops Renovate and Number of PMVTTC 2,525,000

equipped for Skills equip workshops Renovated and
workshops, Upgrading and laboratories equipped
laboratories and renovated (with workshops and
ICT facilities as expansion) and laboratories
per identified modernized by
requirements. June 2013
5.3.2. Three (3) a) Plan for Prepared PMVTTC 180,000
new workshops construction Construction
and three (3) proposal
laboratories
constructed and b) Construct Number of PMVTTC 3,000,000
equipped by three new constructed new
June 2015 workshops workshops and
and three laboratories
laboratories.

5.3.3 Local Area a) Plan for Development PMVTTC 30,000

Network (LAN), development of proposal for LAN,
INTRANET and institutional LAN, INTRANET and
Wide Area INTRANET and WAN available
Network (WAN) WAN
improved by
June 2012
b) Develop Developed PMVTTC 150,000
institutional Institutional LAN,
LAN,INTRANET INTRANET and
and WAN WAN

43
S/N Strategic Target Activities Indicators Responsible Timeframe in years 20’ Indicative
Objective budget in
TSh (‘000)

11/ 12/ 13/ 14/ 15/ 16/ 17/ 18/ 19/ 20/
12 13 14 15 16 17 18 19 20 21
5.3.3. Library a) Plan for Prepared PMVTTC 30,000
sitting capacity expansion Expansion
expanded from proposal
85 students to
240 by June b) Expand the Expanded Library PMVTTC 600,000
2013 sitting sitting capacity in
capacity of place
library

5.5. To have 5.5.1 Procure and use Number and type PMVTTC 255,000
improved Facilities for facilities for of Facilities for
facilities for development of development of development of
development and T/L materials T/L materials T/L materials
production of acquired by available
training and December 2012
learning
materials

5.6 To have 5.6.1 A new Procure and Procured new PMVTTC/DF 389,000
transport minibus (35 maintain min- min bus and one
facilities as per seater) and two bus and one four- wheel drive,
college four wheel drive four- wheel hard top vehicle
requirement (8 seater) Hard drive, hard top
top vehicle vehicle
purchased by
June 2012
SUB - TOTAL 7,962,000

44
Table 4.6. Strategic Goal Six: Strengthened National and International Collaboration with similar Institutions
S/N Strategic Target Activities Indicators Responsible Timeframe in years 20’ Indicative
Objective budget in
TSh (‘000)

11/ 12/ 13/ 14/ 15/ 16/ 17/ 18/ 19/ 20/
12 13 14 15 16 17 18 19 20 21
6 6.1. 6.1.1 Develop and Developed policy PMVTTC 20,800
To have policy Strategy for implement policy and procedures
and strategy promoting and procedures for for promoting
for college links institutional promoting Institutional
with similar linkages Institutional linkages in place
institutions developed by linkages
December 2011

6.2 6.2.1 Establish Five (5) Number of PMVTTC 480,000

To have Linkage and national and five national and
improved collaborations (5) international international
college links with institutions linkages with Institutional
with other implemented by similar institutions linkages
similar June 2013 for benchmarking established
and collaboration

SUB-TOTAL 652,800

GRAND TOTAL 13,940,500

45
Table 4.7 Indicative budget summary for each goal in 0-5 years
S/N Strategic goal Indicative budget in TSh ‘000’, 2011-2016 TOTAL COST IN TSH
FOR EACH GOAL
11/12 12/13 13/14 14/15 15/16
‘000’

1 Improved Organizational Performance 720,000 247,500 31,000 - - 998,500

2 Strengthened Capacity of the College to Provide 610,000 1,114,,000 480,000 525,000 465,000 3,194,000
Diversified VET Programmes and Opportunities

3 Improved Quality of Teaching and Learning 199,000 411,000 - - - 610,000

Resources

4 Strengthened college capacity to conduct Applied 41,000 81,000 106,000 106,000 - 334,000
Research and Consultancy Services in VET

5 Improved college infrastructure and facilities 356,000 4,018,000 2,550,000 1,192,000 - 8,116,000

6 Strengthened National and International 282,000 206,000 200,000 - - 688,000

Collaboration with similar Institutions

ANNUAL TOTAL 2,208,000 6,077,500 3,367,000 1,823,000 465,000

GRAND TOTAL FOR FIVE YEARS

13,940,500

46
CHAPTER FIVE

5.0. IMPLEMENTATION OF THE PLAN

5.1. Introduction.
Chapter Five looks at how the CSDP will be implemented and identifies conditions that have
to be fulfilled to enable the implementation to roll on. The implementation of the plan
requires a number of conditions that need to be met in order to attain the college vision,
mission and goals. The conditions are well articulated in coordinating framework. The
framework has been developed using four perspectives, which are:

 Learning and growth perspective;

 Internal process perspective;
 Customer perspective; and
 Financial perspective.

5.1.1. The learning and growth perspective

This perspective is concerned with developing objectives and targets for employee training,
self improvement, and corporate cultural change (attitudes, job growth, and technological
change, putting the organization in a learning mode). Employees are the main repository of
knowledge in an organization. Their knowledge and experiences are essential and therefore
must be sourced and used.

5.1.2. The internal process perspective.

This perspective refers to various internal processes which enable the delivery of services. It
also allows the management to know how well the organization is running and if its products
are meeting customer requirements. The CSDP has therefore involved employees in the
development of strategies, objectives, indicators and targets.

5.1.3. The customer perspective

If customers are not satisfied, they will look for alternative suppliers who will meet their
needs. The objectives and targets of CSDP are customer satisfaction, through processes
which lead to excellence in service provision and which is crucial for the success of the CSDP
and therefore these are addressed accordingly.

47
5.1.4. The financial perspective.
The CSDP did not disregard the need for financial data. Timely and accurate funding data
and transparency will be a priority, and the college will ensure timely availability of relevant
information.

5.1.5. Institutional Coordination Framework

A well designed Institutional Strategic Development Plan require a coordinated and
involvement of key actors in order to attain the set goals and objectives of the plan. The
development of the CSDP has involved key internal and external stakeholders.

5.2. Internal Stakeholders.

The implementation of CSDP shall be participatory to ensure active participation of all
internal stakeholders. The type of approach to be used will also create a sense of ownership.
Internal stakeholders in the implementation of the plan are:
 College council;
 College management;
 Staff and students at the level of departments and sections; and
 CSDP implementation and coordinating committee.

5.2.1. College council

The College council as a policy formulating body has the responsibility for spearheading the
implementation of CSDP and to make sure that necessary resource are made available on
time.

5.2.2. MVTTC Management

The College management has the overall responsibility for the implementation of the CSDP
effectively. The management should supervise implementation, monitor progress, take
remedial action and report to the council accordingly.

5.2.3. Staff and students

Active participation of staff and students of the college is vital to ensure a sense of
ownership. The staff and students are going to be involved through their sections and
department subcommittees where most of the development ideas are going to evolve.

48
5.2.4. The CSDP Implementation and Coordination Committee
There will be a CSDP Implementation and Coordination Committee (ICC) responsible for the
day to day coordination and implementation of the plan. The college will allocate funds to
meet operational cost of the committee in its annual budget.

5.3. External Stakeholders

External stakeholders for the development plan include the Government through the
ministry responsible for education and vocational training, authorities dealing with vocational
and technical education, end users of the products from training institutions and civil society
organizations as well as development partners.

5.3.1. The Government

The Central Government through the ministries for Education and Vocational Training,
Industry and Trade, Labour and Employment and their departments as well as the Local
governments they have direct responsibility on skills development.

5.3.2. Authorities Dealing with TVET

Authorities dealing with technical and vocational education and training (TVET) are
responsible for registration, accreditation and ensuring quality of vocational education and
training in the country. These authorities are the Vocational Education and Training
Authority (VETA) and the National Council for Technical Education (NACTE) both of which
play a very important role in skills development. They need to be made aware of the
planning and implementation of the CSDP.

5.3.3. End Users

End users of the products from the skills development institutions are the employers and
different industries and VET providers. This group of stakeholders need to be satisfied with
the quality of products from the training institutions. Given their importance to the
development process of the college, end users need to be consulted in regular basis during
implementation of the CSDP.

49
5.3.4. Civil Society Organizations
The Civil society organizations have important role to play in implementing the CSDP. They
need to be well informed, made aware and involved in planning and implementation of the
CSDP through regular consultative meetings.

5.3.5. Development Partners

Development partners which include foreign local development partners, have an important
role to play in the development of college. They should therefore be involved and made
aware of the planning and implementation of the plan.

5.4. Financing
Under financial perspective the emphasis is on timely and adequate funding of the CSDP.
The management of college will be required to develop alternative sources of financing and
strategies for effective and efficient use of financial resources.

5.4.1. Sources of funds.

According to VET Act 1994 which established the MVTTC, sources of funds for the college
include:
 Direct allocation from the VET fund.
 Fees paid by students on regular courses;
 Income generating activities;
 Rental income from college property; and
 Funding from development partners.

5.5. Assumptions and Risks

In order to realise a successful implementation of MVTTC Development Plan and to achieve
its objectives there are some assumptions that have been made and risks that need to be
known to the implementers of the plan. The following are the major assumptions.
 Conducive political, social and economic environment will prevail.
 Stable financing from VET fund will continue
 Cooperation for both internal and external stakeholders will continue.

A major risk to the implementation of the plan is timely availability of financial and human
resources.

50
CHAPTER SIX

6.0. MONITORING, EVALUATION AND LEARNING

6.1. Introduction
In this last chapter, the plan puts in place a strategy for tracking implementation of the
CSDP through monitoring, evaluation and learning (ME&L). Monitoring, evaluation and
learning will be carried out periodically by a special committee appointed. There will be
internal and external evaluators.

The chapter further describes the type of monitoring and evaluation and Learning system to
be applied and defines how monitoring will be done and this is designed to ensure effective
and efficient implementation of the plan.

Monitoring process of CSDP

The objectives and methodology to be used for monitoring implementation of this plan are
explained bellow:

Objectives of monitoring
 Determine whether implementation is focused in the fulfilment of the CSDP;
 Facilitate review of the implementation process;
 Facilitate feedback which is necessary for decision making to the management;
 Ensure that objectives are being accomplished within the expected timeframe and taking
necessary measures for timely implementation;
 Ensure that activities are carried out as planned, and that any deviations are corrected
promptly; and
 Ensure that financial discipline as a cornerstone for proper and prudent use of resources
is sustained.

There will be an Implementation Coordination Committee (ICC) whose overall responsibility

will be to collect, compiling and analysing implementation data and prepare periodical ME&L
report.
In addition there will be an annual internal review, which will bring together the
representatives of all internal stakeholders to review the ICC implementation progress. Once
in two years, a review of the implementation progress will involve external key stakeholders.
Methodology to be used on monitoring
51
 Preparation of detailed annual action plans showing six monthly targets and reporting
the extent to which the accomplishment of the work plan is achieved using the formats;
 Physical observations and interviews/discussions between the CSDP and the various
stakeholders to get informed insights and clarifications. A field observation schedule will
be prepared by CSDP before making the physical observations where necessary; and.
 Conducting enquiries with the assistance of a questionnaire, once every two years,
designed to obtain general impressions of various stakeholders so as to obtain any early
warning signs that may indicate potential problems with the implementation of the
strategic development plan.

6.2. Evaluation
Evaluation is a very important activity in the college strategic development process. This
necessitates the need to have competent evaluation teams.

There will be three types of evaluation of the CSDP. The first evaluation using internal
evaluators will be conducted before implementation of the plan. The aim of this evaluation is
to set a base line data from where the plan is going to start. The second evaluation will be
conducted during the course of the implementation using internal evaluators. This will be
done every two and half years (Mid–term). The third evaluation is the one done at end of
the plan period (ten-year) using external evaluators with assistance from internal evaluators.
The evaluation reports shall be discussed at all levels.

6.3. Learning
Learning is acquiring new knowledge, behaviours, skills, values, or preferences and may
involve synthesizing different types of information related plan implementation. It is also
highly anticipated that learning will continue to take place during the implementation of the
plan. The major focus of learning is to enhance sustainability of the college functions
through CSDP and for helping staff to collaborate and become innovative in various areas of
the college operations.

Learning will derive much information from monitoring and evaluation reports which will be
shared among CSDP stakeholders. Through this experiential learning, stakeholders will be
able to reflect and generalize, apply and share the learning outcomes.

52
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East African community,(2009).The East African Community Common Market. Arusha:

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Ministry Labour and Youth Development, (2000).The Youth Employment Policy. Dar Es
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