The environmental and logistical factors affecting the implementation of vocational skills curriculum in folk development colleges in Tanzania

Abstract

This study investigated enhancing vocational skills curriculum implementation in folk development colleges (Mara, Tanzania). Utilising a mixed research approach and a convergent parallel design, data were collected from 468 participants, including 384 students, 21 tutors, 58 folk development college (FDC) graduates and two (2) industry officials. The results indicate that the prevailing inadequacy of the learning environment is significant, with respondents expressing dissatisfaction with physical conditions, including insufficient tools, inadequate sanitary facilities, and damaged infrastructure. These environmental deficiencies impede the delivery of quality vocational education and highlight a pressing need for targeted policy interventions. The results indicate a disconnect between the skills taught in FDCs and those required in the workforce, exacerbated by the inability to update training programs in response to technological advancements. By fostering an educational environment prioritising infrastructural integrity and curriculum relevance, policymakers can significantly bridge the gap between intended and actual skill attainment, ultimately enhancing the effectiveness of vocational training in Tanzania.