TVET and Polytechnic Centers

TVET and Polytechnic Centers

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TVET and Polytechnic Centers
TVET and Polytechnic Centers
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SectorMost major industry classification systems use sources of revenue as their basis for classifying companies into specific sectors, subsectors and industries. In order to group like companies based on their sustainability-related risks and opportunities, SASB created the Sustainable Industry Classification System® (SICS®) and the classification of sectors, subsectors and industries in the SDG Investor Platform is based on SICS.
Education
Education Infrastructure
Business Model Description

Establish or acquire and operate technical and vocational education and training (TVET) and polytechnic centers offering targeted skills required by specialized industries, especially for technicians and associate professionals and specialized sectors such as telecommunication and services. The TVET and polytechnic centers operate both on the technical and managerial level and target especially rural areas. The skills set differ by industry, hence a need for tailor-made-courses to address specific demand by the industries.

Expected Impact

Prepare youths for the labour market and offer the skillset needed by industries.

How is this information gathered?
Updated: 28 Feb, 2023 Date of Production: 1 Oct, 2022
Tanzania
Indicative ReturnDescribes the rate of growth an investment is expected to generate within the IOA. The indicative return is identified for the IOA by establishing its Internal Rate of Return (IRR), Return of Investment (ROI) or Gross Profit Margin (GPM).
> 25% (in ROI)
Investment TimeframeDescribes the time period in which the IOA will pay-back the invested resources. The estimate is based on asset expected lifetime as the IOA will start generating accumulated positive cash-flows.
Short Term (0–5 years)
Market SizeDescribes the value of potential addressable market of the IOA. The market size is identified for the IOA by establishing the value in USD, identifying the Compound Annual Growth Rate (CAGR) or providing a numeric unit critical to the IOA.
< USD 50 million
Average Ticket Size (USD)Describes the USD amount for a typical investment required in the IOA.
USD 500,000 - USD 1 million
Direct ImpactDescribes the primary SDG(s) the IOA addresses.
Quality Education (SDG 4) Decent Work and Economic Growth (SDG 8)
Indirect ImpactDescribes the secondary SDG(s) the IOA addresses.
No Poverty (SDG 1) Gender Equality (SDG 5) Industry, Innovation and Infrastructure (SDG 9)
Smartcore photo
Photo by Smartcore
Case Study: Smartcore makes secondary and vocational education accessible to all
Smartcore, a GSIV Tanzania finalist, makes secondary and vocational education accessible to all by leveraging data-driven and personalized learning solutions. Smartcore has developed Kisomo, a blended technology and finance solution which includes a data-driven learning platform available offline and online, and accessible on smartphones, tablets and PC. Kisomo also integrates modern technologies to provide real-time education data to education stakeholders, allowing them to make timely and informed decisions.
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Sector Sources
  • 1) World Bank, 2021. Tanzania Economic Update. Raising the Bar for Achieving Tanzania’s Development Vision. 2) United Republic of Tanzania, 2016. National Skills Development Strategy. 3) World Bank, 2015. World Bank’s Systems Approach for Better Education Results (SABER). Workforce Development, Country Report. 4) United Republic of Tanzania, 2021. Third National Five-Year Plan (FYDP 3). 5) The World Bank, 2021. Tanzania Economic Update. 6) United Nations Childrens Fund, 2018. Young People Engagement: A priority for Tanzania. 7) The British Council, 2016. Tanzania’s Next Generation Youth Voices. 8) C. Joseph, 2019. Gender Differential Effects of Technical and Vocational Training: Empirical Evidence for Tanzania. 9) National Council for Technical Education, 2020. Mapping Skills Gap and Skills Needs for Technician Graduates in The Selected Economic Sectors for Industrial Growth In Tanzania. 10) United Republic of Tanzania, Ministry of Education and Vocational Training, 2013. Technical and Vocational Education and Training Development Programme. 11) Mulongo et al, 2016. Determinants for Positioning and Promoting TVET in Tanzania: Information for Developing a Marketing Strategy.
IOA Sources
  • 12) National Council for Technical Education, 2020. Mapping Skills Gap and Skills Needs for Technician Graduates in The Selected Economic Sectors for Industrial Growth in Tanzania. 13) Winrock International, 2017. Evaluating the Return on Investment (ROI) for an “Empowered Entrepreneur Training” in Tanzania. 14) Rhino Technical Secondary School & VTC, 2022. https://www.zoomtanzania.com/company/rhino-technical-secondary-school-vtc. 15) United Republic of Tanzania, 2021. TVET Indicators Report. 16) The University of Witwatersrand, 2016. Determinants for Positioning and Promoting TVET In Tanzania: Information for Developing a Marketing Strategy. 17) Manyanga et al, 2010. Relevance of Technical and Vocational Education and Training (TVET) to market demands: Skills for Employability. 18) International Labour Organisation, 2019. State of Skills in Tanzania. 19) Vincent Leyaro et al, 2019. Gender Differential Effects of Technical and Vocational Training: Empirical Evidence for Tanzania. 20) World Bank, 2015. SABER Country Report. Tanzania Workforce Development. 21) United Republic of Tanzania, 1995. The Education and Training Policy. 22) United Republic of Tanzania, 2008. The National Employment Policy (NEP). 23) United Republic of Tanzania, 2003. The National Small and Medium Enterprises (SME) Policy. 24) United Republic of Tanzania, 1994. Vocational Education and Training Act. 25) United Republic of Tanzania, 1974. The Vocational Education and Training Act. 26) United Republic of Tanzania, 1997. The National Council for Technical Education (NACTE Act). 27) AfDB, 2022. https://projectsportal.afdb.org/dataportal/VProject/show/P-TZ-IAD-001. 28) United Republic of Tanzania, 2022. Standard Incentives for Investors. https://investment-guide.eac.int. 29) VETA/GIZ, 2000. Vocational Education and Training by Government in Tanzania. 30) United Republic of Tanzania, 2016. Education Sector Development Plan. 31) UNSTATS Hub, 2022. https://country-profiles.unstatshub.org/tza#goal-8. 32) SHU, 2022. https://www2.shu.ac.uk/PDAN/tanzanian_food_security_and_health.html. 33) Tanzania Horticulture Association, 2020. Industry Position Paper. 34) USAID, 2022. https://pdf.usaid.gov/pdf_docs/PA00TZWN.pdf. 35) International Trade Centre, 2018. Trademap Database. https://www.trademap.org/Index.aspx. 36) Southern Agricultural Growth Corridor of Tanzania (SAGCOT), 2022. https://sagcot.co.tz/index.php/en/about/who-we-are.