MOSHI REGIONAL VOCATIONAL TRAINING AND ......VETA – Moshi would like its partner Institution to have relevant competence in terms of manpower to share experience on lesson plans,

MOSHI REGIONAL VOCATIONAL TRAINING AND SERVICE CENTRE

(VETA – MOSHI)

IMPROVING SKILLS TRAINING FOR EMPLOYMENT PROGRAM (ISTEP)

INSTITUTIONAL PROFILE

AND

PARTNERSHIP TERMS OF REFERENCE

December 2014

Institutional Profile and Terms of Reference Page i ISTEP-02 Moshi Regional Vocational Training and Service Centre

TABLE OF CONTENTS

1. Institutional Mandate ................................................................................................... 1 2. INSTITUTIONAL NEEDS AND EXPECTATIONS ........................................................ 1

2.1 Sector and Occupation for Program Development ................................................. 2 2.2 Key Expectations of Canadian Partners ................................................................. 2 2.3 ISTEP Required Outputs ....................................................................................... 2

3. PROGRAM DEVELOPMENT ...................................................................................... 5

3.1 Program Level(s) and Duration To Be Developed .................................................. 5 3.2 Anticipated Admission Criteria for Program ............................................................ 5 3.3 Curriculum Approval and Accreditation Process .................................................... 5 3.4 Training Equipment and Tools Currently Available for Program Delivery ............... 6 3.5 Linkages Local Employers ..................................................................................... 7 3.6 Field Attachment Opportunities .............................................................................. 8 3.7 Linkages/Partnerships ........................................................................................... 8

4. PROJECT CONTEXT ................................................................................................. 8 5. INSTITUTIONAL DETAILS AND DATA ....................................................................... 9 6. INSTITUTIONAL PARTNERSHIP IMPLEMENTATION COMMITMENT .................... 13 7. SUPPORTING AND BACKGROUND DOCUMENTATION ........................................ 14 8. PHOTOS AND LINKS TO INSTITUTIONAL WEBSITES ........................................... 14

Page ii Institutional Profile and Terms of Reference ISTEP-02 Moshi Regional Vocational Training and Service Centre

Institutional Profile and Terms of Reference Page 1 ISTEP-02 Moshi Regional Vocational Training and Service Centre

1. INSTITUTIONAL MANDATE Moshi Regional Vocational Training and Service Centre (VETA – Moshi) was build with Swedish government assistance and inaugurated year 1983. The center is among the leading public owned vocational training provider in Northern zone and Tanzania as a whole. VETA – Moshi is owned by the Vocational education and Training Authority (VETA) which is an autonomous Government Agency governed by the Vocational Education and Training Act (VET Act No 1 of 1994).The centre is located about 2km from Moshi town centre along Market street opposite Moshi Airport.. Currently we are host to Integrated Mining Technical Training (IMTT) programme, a highly specialized training programme with objective to produce highly skilled artisans to work in the mining sector conducted in partnership with mining companies. Trainees under this programme are sponsored by renowned international mining companies including Africa Barrick and AngloGold. The training programme take place at the centre and in the mining field, in the end we produce highly skilled artisans able to work in any mining industry within and outside country. Training is provided in 5 main areas – ELECTRICAL, PLATTER WELDING, AUTO ELECTRICAL, HEAVY DUTY MOVING MACHINES & EQUIPMENT, FITTING AND HYDRAULICS. All these trades are well equipped with modern training facilities with competent teachers who have undergone training programme in the mining sector, within the country and South Africa. VETA – Moshi has 67 members of staff among them 42 being Instructors, 4 managerial staff and 22 supporting staff. Apart from sponsoring students, the partner mining companies rehabilitated and equipped all training workshops and class involved in IMTT training. VETA is currently implementing a five year Strategic Action plan (Cooperate Plan) with four main goals:

Improved equitable access to Vocational Education and Training (VET)

Improved employability of vet graduates

Enhance vet management system and financing

MVTTC strengthened as college fo excellence for developing TVET professionals and management

VETA –Moshi Vision:

To become the foremost provider of vocational education and skills to trainees in order to assist the national effort to increase youth employment and poverty reduction.

VETA – Moshi Mission:

To offer high quality vocational education and skills to trainees to meet VETA organisational objectives.

2. INSTITUTIONAL NEEDS AND EXPECTATIONS The centre intends to enhance the IMTT training model by developing programs that are truly demand driven that meet the expectations of the employers, hence address VETA strategic goal of increasing employability of VET graduates. VETA – Moshi needs are mainly staff capacity building and provision of training facilities especially for Instrumentation trade.

Page 2 Institutional Profile and Terms of Reference ISTEP-02 Moshi Regional Vocational Training and Service Centre

2.1 Sector and Occupation for Program Development The program we propose to be developed is Instrumentation that fall under Mechanical Occupations which are the main dominant trades at VETA – Moshi. This is one program that is highly needed in the mining sector, sugar and cement industries as well as brewery and soft drink bottling industries. These industries are currently operating in Tanzania and more are on the construction stage.

2.2 Key Expectations of Canadian Partners Mining sector is one of key sectors that is developing very fast in Tanzania. Apart from gold, we have petroleum and gas, coal, nickel and iron ore. All of these are at different stages of production. Development of mining sector will trigger emergence of other industries that deploy modern production facilities and production process. Automation is one area that is on the rise and currently all mining sectors have adopted automation in gold mining process. Automatic has several advantages including reduced labour cost, increased safety, reduced wastage and increased productivity. Our intention is to develop Instrumentation curriculum that addresses these identifies needs. Therefore our expectations from the Canadian partners are: a) Availability of adequate staff with proven competencies in term of knowledge,

skills, attitudes and experience in mining sector and other industries that deploy latest production process in particular Automation and Programmable Logic Control (PLC).

b) Ability of the Canadian partner to share their experiences and to training VETA – Moshi staff to develop Instrumentation program curriculum that address the needs of the employers and conduct the training programme effectively.

c) Ability of the Canadian partner to support VETA – Moshi with training facilities including Automation and PLC training models. Proven experience dealing with employers in curriculum development especially the mining sector.

d) Ability of the Canadian partners to offer on the job training for VETA –Moshi management team on effective and efficient management and leadership of training function.

e) Ability of Canadian partner to help VETA – Moshi incorporate aspect of environment, entrepreneurship and gender in Instrumentation curriculum.

2.3 ISTEP Required Outputs 2.3.1 Curriculum developed in partnership with VETA for VETA institutions and

curriculum developed to meet NACTE accreditation criteria for NACTE institutions. Consideration is given to bridging/laddering to other levels of training.

VETA – Moshi would like its partner institution to assist in curriculum development process including capacity building. We have a possibility to develop curriculum that meet specific needs of employers for instance mining sector. The curriculum we aim to develop is that of Instrumentation. Our partners will assist us by providing competent personnel to help VETA – Moshi staff develop a demand driven curriculum.


2.3.2 Curriculum developed to allow modules to be delivered on a stand-alone basis as short courses for entry-level workers or for upgrading of current practitioners.

VETA – Moshi has mandate do develop and run short term training programmes that address employers needs. Instrumentation curriculum to be developed should have a possibility to stand alone or as short course. Our visit to two mining companies reveal a need for capacity building to staff working in instrumentation section particularly in Automation and Programmable Logic Control (PLC). We expect our partners to assist us in this area. Our partners will help us by providing competent staff to develop Instrumentation curriculum that allow it to stand alone or as a short courses for entry level workers or upgrading of current practitioners. 2.3.3 Sample lesson plans, learning materials, assessment tools (including for prior

learning assessment and recognition) developed for new program, consistent with VETA or NACTE quality assurance policies and procedures.

VETA – Moshi would like its partner Institution to have relevant competence in terms of manpower to share experience on lesson plans, learning materials, assessment tools and where there is a gap, our partner should have the capacity to bridge the gaps. Our partners will help us by sharing the teaching materials including lessons plans, learning materials and assessment tools. Where there is a gap our partner should help us develop capacity building and on job training for our staff within Tanzania and in Canada 2.3.4 Technical assistance provided to ensure that Tanzanian partners develop

enhanced capacity to deliver new programs using CBET techniques, and to develop curriculum, lesson plans, and assessment tools consistent with CBET delivery.

We would like our partner Institution to extend technical assistance to enable VETA – Moshi deliver effectively and efficiently training programmes using CBET concept. Our Canadian partners will assist us by sharing experience and carrying capacity building for VETA – Moshi staff in Tanzania and Canada. 2.3.5 Upgrading of instructor technical skills to deliver the new program. This is our key request from our partners to develop several of our teachers to deliver effectively and efficiently the Instrumentation curriculum to be developed. We expect our partners to have good link with relevant employers who apply automation, and PLC in production process and experience teachers in Instrumentation in order to upgrade our teachers in terms of knowledge, skills and attitudes. Our partners will assist us by training at least four of our teachers in Automation and PLC and other specialized areas as will be identified. We would like our partners to provide on the job training for our teachers who will teach Instrumentation in Tanzania or Canada or both. 2.3.6 Labour Market Intelligence report showing need for program to be developed or

enhanced by the partnership. LMI is essential as we endeavour to make our training programs address the needs of ever changing labor market. Capacity building on how to develop tool to gather Labor market information, tools to analysis the information and ways to address identifies needs is another request to our institutional partners. The partner will assist us by sharing LMI tools they have used to develop curriculum, training of VETA –


Moshi staff on how to design use and analyze LMI and provide the necessary soft ware and hardware to carry out LMI effectively and efficiently. 2.3.7 Creation of a program advisory committee where one does not exist or

equivalent mechanism (including joint PAC with other institutions working in same sector) established to ensure sustainable linkages with industry.

We will share inexperience in this area with our partners and where there is gap, our partners should be in a position to help us establish effective program advisory committee. Our partner institution will help us by sharing experience on how the advisory committee functions in Canada and assist us establish our own including orientation of the committee if there is a need. 2.3.8 Delivery of long and short courses from new curriculum. We will share experience and where there is a need our partners should be in a position to support us. On the job training and exchange of staff is another vital way to share experience and support VETA Moshi to implement the developed curriculum effectively. 2.3.9 Technical assistance provided to institutional managers and leaders to enhance their capacity to plan and oversee the delivery of demand-driven training. Effective management is key to success of any activity. VETA – Moshi would like its institution partner to have capacity to organize capacity building for VETA – Moshi managers that include on the job training on effective management and leadership of training Institution. The partner institution will also provide appropriate tools and staff exchange to share experience or provide support on the job. 2.3.10 Strategies developed and implemented for gender mainstreaming in the

program. We will share experience and where there is a need our partners should be in a position to support us. Our partner institution will provide expertise to assist VETA – Moshi mainstream gender issues in Instrumentation curriculum. 2.3.11 Curriculum modules or learning outcomes created and in use specifically

related to entrepreneurship, gender and the environment. We would like our partners to have capacity to help us incorporate gender and environment aspects in our curriculum. We will share experience on entrepreneurship and where there is a gap our partners should be in a position to assist us. Our partner institution will provide expertise to assist VETA – Moshi develop curriculum modules or learning outcome specifically related to entrepreneurship, gender and the environmental issues. 2.3.12 Materials developed for use in career development services related to the

program, including strategies to contribute to student enrolment and graduation.

This is another key areas we need assistance from our partners, therefore we look forward to our partners to have a well functioning career development service to learn from and assist us develop relevant strategies relevant to Tanzania environment.


2.3.13 Gender-sensitive marketing materials developed to promote the program. We would like our partners to share experience of gender sensitive marketing materials and assist us develop appropriate marketing materials. They will also assist us by provide expertise and appropriate advertisement tools. 2.1.14 One new environmental sustainability practice implemented at the institution. We would like our institutional partners to help us establish a sustainable good environment at our institution. Our partners will assist us by sharing experience on the available practice at their institution and provide expertise and appropriate tools/materials to develop and operationalize our own at VETA – Moshi

3. PROGRAM DEVELOPMENT

3.1 Program Level(s) and Duration to be Developed The programme to be developed will adhere to VETA training framework. Currently all mechanical trades, Instrument Mechanical trade inclusive, run for three year with a voluntary exit at Level II and compulsory exit at Level III. However, field visit to mining sector indicate the need to change entrance qualification to someone with electrical or electronics background to be consistent with current instrumentation practiced in mining sector. This will definitely reduce duration of the program to two or one year.

3.2 Anticipated Admission Criteria for Program VETA has set minimum entry qualification for most of its programmes to be ordinary level secondary school certificate (Form IV). IMTT minimum entrance qualification is form IV will passes in science and English subjects. However, our field visit reveal that ideal entrance qualification in Instrumentation is somebody with electrical or electronic background, This will be additional entrance qualification. .

3.3 Curriculum Approval and Accreditation Process Normally for long course VETA Head office are responsible to develop the curriculum because they have the mandate, labour market information and machinery to develop and approve the curriculum. Teachers from the respective trades are fully involved in the curriculum development process. The process starts with gathering and analysis of labour market information. If the data collect indicated existence of reasonable labour market need, a curriculum writing panel will be formed involving representative from employers, the curriculum specialists and teachers from responsible trade. When the first draft of the curriculum is ready will be reviewed by key stakeholders including trade advisory committee before submitted to VET Board for final approval. After approval, the curriculum is disseminated to key stake holders within VETA including teachers, and various Managers from Training Centres, Zonal office and VETA Head Office, thereafter the curriculum is ready to be implemented. The instrumentation curriculum to de developed will be different from normal VETA curriculum given the possibility to run it as short course or long course mode. While we may need VETA Head Office approval for long courses, we have mandate to develop and run short courses that does not require VETA Head Office approval.


3.4 Training Equipment and Tools Currently Available for Program Delivery The training equipment available are old and out of touch with current Instrumentation practice. Most of the equipment are mechanical oriented compared to current electronic and software based instrumentation with sensor and transmitters making the main component. The list of equipment is as indicated on the schedule below.

AVAILABLE INSTRUMENTION TRAINING EQUIPMENT AT VETA - MOSHI SN ITEM CODE DESCRPTION OF ITEM UNIT QTY REMARKS

DEAD WEIGHT TESTER

MECHMAN PNEUMATIC KIT

1

MECHMAN ELECTRO PNEUMATIC KIT

1

ELECTRONICS KIT 1

LEVEL CONTROL 1

1 VET/MSH/RVT/OFF/BSH/042-043

BOOK SHELVES 2

2 VET/MSH/RVT/OFF/CBD/019-020

CUP BOARD 2

3 VET/MSH/RVT/OFF/OTB/035-039

OFFICE TABLE 5

4 VET/MSH/RVT/OFF/0CH/121-125

OFFICE CHAIR 5

5 VET/MSH/RVT/SLF/STB/001-013

STUDENT TABLE 13

6 VET/MSH/RVT/SLF/SCH/001-024

STUDENT CHAIR 24

7 CHALK BOARD 1

8 DUST BIN 3

9 WHITE BOARD 1

10 VET/MSH/RVT/WSF/TCB/037-047

TOOL CABINETS 17

11 VET/MSH/RVT/WSF/WBE/063-068

WORK BENCHES 6


WORK BENCHES 9


WORK BENCHES 3

14 VET/MSH/RVT/WSF/STL/037-058

WORK TOOL 21

15 VET/MSH/RVT/WSF/STL/061-064

WORK TOOL 3

16 VET/MSH/RVT/WSF/DRM/001 PEDESTROL DRILL MACHINE

1

17 VET/MSH/RVT/WSF/GRD/001 SURFACE GRINDER

1


SN ITEM CODE DESCRPTION OF ITEM UNIT QTY REMARKS

MACHINE

18 VET/MSH/RVT/WSF/GRD/002 PEDESTROL GRINDER MACHINE

1

19 VET/MSH/RVT/WSF/GRD/003 BENCH GRINDER MACHINE

1

20 VET/MSH/RVT/WSF/BSW/001 BAND SAW MACHINE

1

21 VET/MSH/RVT/WSF/DRM/001-002

BENCH DRILL MACHINE

1

22 VET/MSH/RVT/WSF/MLL/001-002

UNIVERSAL MILLING MACHINE

2

23 VET/MSH/RVT/WSF/CML/001 COPY MILLER MACHINE

1

24 VET/MSH/RVT/WSF/LTM/001-007

CENTRE LATHE MACHINE

5

25 VET/MSH/RVT/WSF/ AIR COMPRESSOR (SMALL)

1

26 VET/MSH/RVT/OEP/PJP/004-005

OVERHEAD PROJECTOR

1

27 VET/MSH/RVT/OFF/TRO/003 OVER HEAD TROLL

1

28 VET/MSH/RVT/WSF/NBD/009 SAFETY NOTES BOARD

1

29

30 FIRE EXTUIGUSHERS

2

31 VET/MSH/RVT/EDP/CPU/041 COMPUTER PROCESSOR UNIT

1

32 VET/MSH/RVT/EDP/CKB/O40 COMPUTER KEY BOARD

1

33 VET/MSH/RVT/EDP/UPS/030 UNINTERRUPTBLE POWER SUPPLY

1

34 VET/MSH/RVT/EDP/CMT/026 COMPUTER SCREEN

1

35 VET/MSH/RVT/EDP/CPU/026 COMPUTER PROCESING UNIT

1

3.5 Linkages Local Employers Currently we have very good linkage with mining sector through IMTT program. There is a user committee which draw representatives from each main sponsor of students, Tanzania Chamber of Minerals and Energy (TCME) and representative from VETA Head Office and VETA – Moshi. The main activities carried by this committee are to review training process and quality assurance. We also have good linkage with industries and other employers around Kilimanjaro and Arusha region and most of the employers give us field attachment opportunities for our trainees and are main employers of our graduates. We also have a Centre Advisory Committee, which is a legal organ with representative from the employers, the government and Trade unions.


3.6 Field Attachment Opportunities Given our good linkage with industries around Kilimanjaro and Arusha regions, most of our trainees get field attachment placement in these two regions. However, the opportunities are not enough, hence some trainees go outside these regions for field attachment, especially in Dar es Salaam, Tanga and Mwanza.

3.7 Linkages/Partnerships

4. PROJECT CONTEXT VETA – Moshi provide training programmes that are mainly mechanical based. The objective was to train specialized work force that respond to the needs of industries not only in the northern Tanzania, but the whole country. Therefore, VETA – Moshi has some specialized trades that are not available in any other Vocational training centre in Tanzania. The trades are Boiler Mechanics and Pipe Fitting, Pattern Making, Instrument Mechanics, Foundry, Tool and Die Making and Machine Tool Maintenance. Rest of the trades are Refrigeration and Air condition, Secretarial and Computer, Hospitality (Food Production, Food & Beverages Sales and Services); Civil Draughting, Welding and Fabrication, Diesel Engine Mechanics, Electrical Installation and Fitter Mechanics. Evolving economic and political conditions in the country, for example decision by government to disengage from doing business and open market policy forced many manufacturing industries and business organization to close down. On the other hand government investment policy has attracted rapid investment in Mining sector. While our training programmes managed to a large extent to meet the needs of the existing manufacturing and services sector, we have failed to meet the changing needs of mining sector that deploy very sophisticated production facilities and systems. As a result of the above scenario, VETA in collaboration with major mining companies in Tanzania, in particular Barricks and Anglo Gold, embarked on training project that address the needs of the mining sector specifically engineering maintenance and support service including installation of mining facilities and maintenance and repair of the mining facilities. The project started in 2008 at VETA – Moshi and cover only five occupations among the existing 14 trades. While we are moving to that direction (of providing training that fit mining sector), most of our teachers and members of management team have never seen a mine and its associated facilities, hence the need for field attachment for our teachers and study visit for the management team. We need to see the mining equipment, mining process and systems in order to be able to advice our trainees and graduates appropriately. We need to visit mining areas to identify training and non training needs and plan ways to design and deliver courses effectively. The training needs analysis and training programmes will also target small scale miners. Most of our trainees come directly from secondary and primary schools and have no idea of labour market trends in the country and in the world. Many choose occupation not because they are aware of the labour market tends but out of curiosity, hobby or through friends, peers and parents advice many of them are also ignorant of labour market needs. Therefore career counseling and guidance need to be in place and implemented right before a trainee join the centre, while within the centre and after graduating. To be effective, teachers must be fully involved.


Field attachment for our teachers and trainees is another very important factor in ensuring effective training. Financial constrains and luck of appropriate place to attach trainees and teachers has always been a major problem to implement this activity. Not only we need to attach our trainees in mines within Tanzania but outside the country as well. Objective of VETA – Moshi is to produce graduated that will meet internal and external labour market, given the limited opportunities within the country. Mining industry has a huge spill over effect to other sectors like agriculture and service industry, hence has a potential to eradicate poverty. The project has come in the right time and will tremendously enhance capacity of VETA – Moshi staff to provide crucial service to mining sector to enable it reduce operation cost, hence make mining sector attractive to potential investors within and outside the country, for mutual benefit of VETA, Tanzania and mining companies

5. INSTITUTIONAL DETAILS AND DATA VETA –Moshi has a capacity to enrol 510 trainees based mainly on teacher trainees ratio of 1:16 or 1:20 (one teacher for every 16 or 20 trainees) depending on nature of the trade. For mechanical and electrical trades the ratio is 1:16 and for Hospitality and Commercial is 1:20. However, this is not the case for training conducted in partnership with IMTT who pursue different curriculum style based on centre and workplace based training approach. The centre is managed by a Principal assisted by four manager namely Registrar who is Head of Training functions, Bursar who is Head of Finance department, Human Resources Manager and Entrepreneurship Coordinator. For the time being the position of Entrepreneurship Coordinator is a part time job headed by a teacher. Out of 510 trainees 375 are boarding trainees and 135 are day trainees. Out of 375 boarding trainees 300 are male and 75 are female trainees. As can be seen in the table below, majority of trainees are male, hence the need for gender sensitization. Currently there are there are about 100 non IMTT trainees who graduate every year and approximately 30% will get formal employment and the rest will be employed in the informal sector and few about 20% will start own small scale business. The trades leading in formal employment are Boiler Mechanics and Pipe Fitting and Hospitality sector. Trades with least formal employment rate are Pattern Making and Foundry and Refrigeration and Air condition. Apart from Long course the centre do develop and conduct short term training in all long courses mentioned on the table1 below and others as show on the table 2


Table 1: LONG TERM TRAINEES ENROLMENT STATUS JAN – DECEMBER 2014 AT VETA – MOSHI

S/N TRADE TotaL

Female Male

1 ELECTRONICS 19 1 18

2 PATTERN MAKING 25 2 23

3 TOOL & DIE MAKING 34 4 30

4 INSTRUMENTATION 20 4 16

5 WELDING & FABRICATION 11 0 11

6 FITTER MECHANICS 13 2 11

7 MACHINE T. MANTENANCE 28 3 25

8 REFRIGIRATION & AC 29 7 22

9 SECRETARIAL & COMPUTER 42 42 0

10 CIVIL DRAUGHTING 10 0 10

11 FOOD PRODUCTION 22 18 4

12 BOILER MECH. & PF 29 3 26

13 IMTT 219 16 203

TOTAL 500 103 399

Table 2: SHORT COURSES AT VETA MOSHI

SN

NAME OF SHORT COURSE

SN


1 OCCUPATIONAL HEALTH AND SAFETY

18 COMPUTER APPLICATION

2 FACILITIES CARE AND MAINTENANCE

19 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

3 FACILITATION SKILLS 20 COMPUTER AIDED DESIGN (AUTO CAD)

4 ENTREPRENEURSHIP 21 GAS & ARC WELDING (Mig & Tig)

5 SUPERVISORY SKILLS 22 SOLAR WATER HEATER SYSTEM & INSTALLATION

6 BASIC ELECTRONICS 23 BOILER OPERATION AND MAINTENANCE

7 PASSENGER SERVICE VEHICLE DRIVING

24 BASIC COURSE IN PLUMBING AND PIPE FITTING


SN


SN


8 DRIVING FOR BIGGINNERS 25 BASIC PNEUMATICS SYSTESMS SERVICE & MAINTENANCE

9 SENIOR DRIVERS COURSE 26

10 FACILITATION SKILLS 27 BASIC MOTOR VEHICLE MECHANICS

11 SHORT COURSE DESIGNING 28 REVIEW TRAINING FOR CBA EXAM REPEATERS

FOOD PRODUCTION 29 TRAINING PROGRAMME FOR CROSS CUTTING AND RELATED SUBJECTS IN VETA EXAMINATIONS

13 FRONT OFFICE OPERATATION 30 BASIC HYADRAULIC SYSTEMS, SERVICE AND MAINTENANCE

14 PREPARATION OF BAKERY & OTHER PRODUCTS

31 ELECTRICAL & TESTING/MEASURING INSTRUMENTS (ANALOGUE/DIGITAL MULTIMETERS)

15 HOUSE KEEPING BASIC AUTO ELECTRIC & ELECTRONIC SYSTEMS SERVICES AND MAINTENANCE

15 HOME AND OFFICE ATTENDANT COURSE

32 HEAT TREATMENT OF METAL

16 PIPE DEVELOPMENT (PARALLEL LINE DEVELOPMENT)

33 TIG & MIG WELDING

PRODUCTION ACTIVITIES

Parallel with training VETA – Moshi engage in production activities in order to

reinforce training and generate income that support our annual budget.

1. We manufacture different items and spare parts as per client’s specifications.

Some of the items include:-Tables, chairs, cabinets, cup boards using wood,

metal or combination of wood and metal.

2. Foundry products including weighing stones, machine parts and vehicle parts

3. Post harvest processing machines – maize milling, oil press etc

4. We fabricate Cold rooms and Mortuary


VETA MOSHI ORGANISATION STRUCTURE.


Table 3: Number of Teaching staff by gender

SN TRADE/SUBJECT TOTAL DISTRUBUTATION BY SEX

DISTRIBUTION BY EDUCATION

M F DIPLOMA/DEGREE NON DIPLOMA/DEGREE

1 ELECTRONICS 2 2 0 1 2

2 PATTERN MAKING 3 3 0 0 3

3 INSTRUMENTATION 2 2 0 1 1

4 TOOL & DIE MAKING

2 1 1 0 2

5 WELDING & FABRICATION

2 2 0 0 2

6 FITTER MECHANICS 1 1 0 1 0

7 MACHINE TOOL MAINTENANCE

2

2 0

1 1

8 REFRIGIRATION & AIR CONDITIONING

3 3

0 0 3

9 SECRETARIAL & COMPUTER

4 3 1 2 2

10 CIVIL DRAUGHTING 2 2 0 1 1

11 HOSPITALITY 6 4 2 5 1

12 BOILER MECHANICS 2 2 0 1 1

14 FITTING 2 1 1 1 1

15 PLATER WELDER 1 1 0 0 1

16 AUTO ELECTRICAL 2 2 1 1 1

17 HEAVY DUTY MOVING EQUIPMENT

2 2

0 1

1

18 MANAGER 4 3 1 0 4

19 SUPPORTING STAFF 10 4 6 2 8

6. INSTITUTIONAL PARTNERSHIP IMPLEMENTATION COMMITMENT VETA – Moshi has 42 teachers and each occupation has two teachers with exception of hospitality and secretarial and computer trade which have more than one teacher. Apart from teachers who teach specific trade we have at least one teacher teaching supporting subjects. The subjects are English, Maths, Engineering Science, Technical Drawing, Life Skills and Computer Application. The Instrumentation trade is one of the oldest trade started when the centre started enrollment in 1983. The section has two teachers, on is a recent graduate with Mechanical Engineering Diploma. The other one has a certificate with many years of experience, hence they will complement each other. If there is a need, depending on the content of the curriculum to be developed, additional teachers can be recruited. We also have several teachers including one with electrical engineering diploma who can be co opted in the programme


7. SUPPORTING AND BACKGROUND DOCUMENTATION The centre has web site that is related to IMTT programme and VETA web site that can give further information. VETA site can be accessed through www.veta.org.tz

8. PHOTOS AND LINKS TO INSTITUTIONAL WEBSITES VETA WEB SITE: www.veta.go.tz

One of highly specialized dump truck used in the mining sector. Some carry 250 tons and cost more than US $ 1 million each. The drivers standing at the foreground can hardly be seen. These are among the newest technology in Tanzania.


Photo above: Auto Electrical work shop is among IMTT newly equipped by funds from mining sector.

Documents

MOSHI REGIONAL VOCATIONAL TRAINING AND ......VETA – Moshi would like its partner Institution to have relevant competence in terms of manpower to share experience on lesson plans,