International Journal of Vocational and Technical Education
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Article Number - 9C87ECD62268


Vol.9(1), pp. 1-8 , January 2017
DOI: 10.5897/IJVTE2016.0209




Full Length Research Paper

Linking vocational education and training (VET) progression pathways into the academic route in Tanzania: Case study in electrical and mechanical engineering programmes at Arusha technical college (ATC)



Augustine, S. Mbitila*
  • Augustine, S. Mbitila*
  • Department of General Studies, Arusha Technical College, P.O. Box 296, Arusha, Tanzania.
  • Google Scholar
Richard, J. Masika
  • Richard, J. Masika
  • Department of Civil Engineering, Arusha Technical College, P.O. Box 296, Arusha, Tanzania.
  • Google Scholar
Donatha, E. Mwase
  • Donatha, E. Mwase
  • Department of General Studies, Arusha Technical College, P.O. Box 296, Arusha, Tanzania.
  • Google Scholar







 Received: 30 May 2016  Accepted: 16 December 2016  Published: 31 January 2017

Copyright © 2017 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0


The bridging course was designed by the Vocational and Education Training Authority (VETA) in collaboration with three technical Colleges/Institutions: Arusha Technical College, Dar es Salaam Institute of Technology and Mbeya University of Science and Technology under the auspices of National Council for Technical Education (NACTE). The course was an immediate solution to the missing link between the Vocational Education and Training (VET) pathway for graduates and the Tanzanian national education model.  Data were collected from a random sample of 350 students, from various parts of the country, to analyze the problem. Comparison tests of performance between students from the bridging course and from other educational routes were conducted. Results demonstrate that, the bridging course is a substantive solution to enabling VET students to progress toward further studies. Bridging courses in Technical Colleges and Institutes of Technology offer a valuable contribution to the vocational training sector if sponsored by both Government and Private sector in terms of fiscal and non-fiscal resources.

Key words: VETA, NACTE, progression pathways, bridging Course, academic route.

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APA Mbitila, A. S., Masika, R. J., & Mwase, D. E. (2017). Linking vocational education and training (VET) progression pathways into the academic route in Tanzania: Case study in electrical and mechanical engineering programmes at Arusha technical college (ATC). International Journal of Vocational and Technical Education, 9(1), 1-8.
Chicago Augustine, S. Mbitila, Richard, J. Masika, and Donatha, E. Mwase. "Linking vocational education and training (VET) progression pathways into the academic route in Tanzania: Case study in electrical and mechanical engineering programmes at Arusha technical college (ATC)." International Journal of Vocational and Technical Education 9, no. 1 (2017): 1-8.
MLA Augustine, et al. "Linking vocational education and training (VET) progression pathways into the academic route in Tanzania: Case study in electrical and mechanical engineering programmes at Arusha technical college (ATC)." International Journal of Vocational and Technical Education 9.1 (2017): 1-8.
   
DOI 10.5897/IJVTE2016.0209
URL http://academicjournals.org/journal/IJVTE/article-abstract/9C87ECD62268

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