The Vocational Education and Training Authority (VETA) recently convened a series of impactful Stakeholders’ Meetings aimed at enhancing industrial collaboration between VETA and its diverse partners. These meetings were held across three key locations: VETA Hospitality and Tourism Training Institute (VHTTI) in Arusha, Mlimani City Conference Hall in Dar-Es-Salaam and Karume Institute of Science and Technology (KIST) in Zanzibar, bringing together representatives from government institutions, regulatory bodies, training institutions, and the private sector to discuss the future of the VET industry in Tanzania.

The gatherings form part of the broader TVET@Work Project, an ambitious initiative designed to strengthen the relevance, quality, and accessibility of technical and vocational education in Tanzania. By promoting demand-driven training programmes, fostering strategic partnerships with industry, and encouraging innovation, the project seeks to enhance youth employability and contribute to national productivity.

A central focus of the meetings was to discuss and reinforce collaborative approaches that align technical and vocational training with the evolving needs of the labour market. Participants engaged in dynamic discussions on how to bridge the gap between education and employment by tailoring skills development to real-world industrial demands.

One of the key outcomes of the stakeholder engagements is the development of a Guideline for Industrial Collaboration. This upcoming framework will provide a structured approach for collaboration between VETA, industries, and other key players within the TVET ecosystem. It will offer clear strategies for involving industry in areas such as curriculum development, practical training, internships, and employment linkage.

By hosting these regional meetings, VETA has demonstrated its commitment to creating a responsive and industry-driven vocational training system. The diversity of participants and the geographical spread of the meetings reflect the nationwide effort to build a TVET framework that supports inclusive growth and prepares Tanzanian youth for meaningful participation in the workforce.

As Tanzania continues its path toward industrialization and economic transformation, these collaborative initiatives stand as a testament to the power of partnership in shaping a skilled and competitive workforce for the future.

Morogoro, Tanzania Morogoro Vocational Teachers Training College (MVTTC), in partnership with the Karume Institute of Science and Technology (KIST) and global edtech leader 3DBEAR, recently hosted a transformative four-day training program under the TVET@Work project.

The objectives of this initiative are to enhance the capabilities of vocational education and training (VET) providers and instructors, foster public-private collaboration for demand-driven VET programs, and improve the quality and responsiveness of TVET to economic and social changes.

Held from April 28 to May 2, 2025, the training was designed to strengthen the digital teaching skills of vocational educators from across all regions of Tanzania. Under the theme “Empowering Educators Through Digital Literacy and Pedagogy,” the program brought together instructors from diverse institutions to explore cutting-edge digital tools and innovative teaching strategies tailored for the modern vocational classroom.

The training focused on three key objectives:

•  Equipping teachers to design actionable plans for integrating digital tools into their courses.
•  Building foundational knowledge of digital teaching technologies and their role in improving learning outcomes.
• Encouraging critical evaluation of digital tools to assess their impact and effectiveness in specific teaching contexts.

Led by expert facilitators from 3DBEAR, fifteen (15) participants engaged in dynamic workshops, collaborative group sessions, and hands-on learning activities—ensuring the training was not only informative but also immediately applicable in classroom settings. “Training in digital tools such as AI, Mentimeter, Kahoot, Canva, Flinga, and Trello has equipped me with essential skills that will support curriculum development and documentation improvement. As the Training Coordinator at VETA Headquarters, I am deeply inspired to share this knowledge with trainers across the country, as it will streamline lesson preparation and enhance teaching effectiveness,” said Aneth B. Mganga, Curriculum Development Coordinator at VETA Headquarters.

The success of this training highlights the value of international collaboration. With MVTTC’s local leadership and 3DBEAR’s global expertise, Tanzanian vocational educators are now better equipped to meet the evolving needs of today’s learners. 

Participating in an international project is always a challenge, a challenge we enjoy, but a challenge nonetheless. At the same time, it is an opportunity to share what we know and learn from others. This is what we experienced at the San Viator Center when working with WP3 of the Erasmus+ TVET@Work project. Our task was to design and implement a training program for teachers on entrepreneurship in Tanzania.

Our objective was clear: to be able to offer a proposal based on the methodology we use in basic education in the Basque Country, but adapted to the needs of students and teachers in the country, which could serve as a tool to open up new opportunities.

The project aims to improve employability and vocational training in Africa, specifically in Tanzania, an area rich in opportunities for entrepreneurs.

At San Viator, we took on the responsibility of creating WP3, a training program with innovative methodology that included virtual reality, with the help of our partners at 3dBear, who created the simulations used in the training. We didn't want an “imported” and “ready-made” program; we wanted meaningful, tailor-made training that would connect with the reality of the country and help teachers apply it in the classroom.

The basis of our proposal was the challenge-based learning methodology. This methodology does not start with theory, but with a real problem, and from there, students seek solutions, working in teams (as often happens in real life) and proposing ideas that could be applied in their community.

In Tanzania, this was really important given that many young people cannot find formal employment after completing their studies. However, they do have the opportunity to start small businesses or local projects.

As we produced the training materials, we held a meeting to gather feedback from Tanzanian teachers to find out how they were finding the training and whether it met their needs. Following this meeting, based on the opinions of the teaching staff there, we decided to add some theory, thus making a transition from a traditional model to an innovative one.

However, only the theory necessary to maintain the perspective of innovative methodology was added. This theoretical content had to be brief and clear; the aim was not to give long lessons but to explain the essentials.One of the most important lessons we learned was understanding the importance of adapting. It is not enough to simply translate materials; it is necessary to listen and understand the realities.

One of the most important lessons we learned was the importance of adapting. It is not enough to simply translate materials; it is necessary to listen and understand the realities. The pilot program in Morogoro was quite an experience, where we met with vocational training teachers from across the country and shared the work we had done, gathering feedback to make changes and ensure comprehensive and useful training.

Centro San Viator