Case Study: The role of apprenticeships in the informal economy for skills development in Tanzania

The Tanzanian government first recognized the importance of informal education and training in its 1995 Education and Training Policy, which states that nonformal and informal education and training shall be “recognized, promoted, strengthened, coordinated and integrated into the formal education and training system” (para 2.3.9). Until 2011, however, implementation of these policy pronouncements, grounded in careful analysis of labour market and training needs, was lacking. Whatever training took place, was conducted through informal apprenticeships in individual enterprises and had little to no ties with formal training or recognition (WB, 2013). Acknowledging the importance of establishing bridges between informal training and formal employment the new Education and Training Policy (2014) thus devotes issue 3.3.6 to the establishment of a system of recognition of competencies gained outside formally recognized institutions (URT, 2014). Moreover, the latest national strategy for growth and the reduction of poverty (2016- 2021) pledges to assess and recognize the skills of 200.000 informal apprentices and workers by 2021

Apprenticeship in the informal
economy in the national skills
system

The Tanzanian government first recognized the
importance of informal education and training in its 1995
Education and Training Policy, which states that nonformal
and informal education and training shall be
“recognized, promoted, strengthened, coordinated and
integrated into the formal education and training system”
(para 2.3.9). Until 2011, however, implementation of these
policy pronouncements, grounded in careful analysis of
labour market and training needs, was lacking. Whatever
training took place, was conducted through informal
apprenticeships in individual enterprises and had little to
no ties with formal training or recognition (WB, 2013).
Acknowledging the importance of establishing bridges
between informal training and formal employment the
new Education and Training Policy (2014) thus devotes
issue 3.3.6 to the establishment of a system of recognition
of competencies gained outside formally recognized
institutions (URT, 2014). Moreover, the latest national
strategy for growth and the reduction of poverty (2016-
2021) pledges to assess and recognize the skills of 200.000
informal apprentices and workers by 2021