Abstract
Tourism and hospitality sector in Tanzania contributes to 18 percent of the Gross Domestic Product (GDP) and about 10 percent employment rate in the country. However, industry professionals are complaining about the quality of human resource from training institutions. While some authors have addressed the quality of human resources in relation to graduates’ skills possession using the managers, trainers and the nature of services they render, the researcher could not find a study that has addressed the issue in relation to programme design from the trainers, heads of department and hotel managers. This study was set to answer the main research question: How is VET hospitality programme designed to contribute to skills development among the graduates in Arusha region? The study employed convergent design to assess VET hospitality programme design in developing skills among the graduates. Participants were obtained through simple random sampling of training institutions and purposive sampling of hotels belonging to HAT in Arusha region. Data were collected through semi structured interview with the hotel managers and heads of department, structured interview with the trainers and content analysis of programme document. Data were analyzed by transcription of data from the interviews. Programme activities were used to analyze the collected data and used for data interpretation. Interpretation and discussion of data analysis results were summarized and compared with the reviewed literature and theories. The findings for this study indicated that VET programme for Food and Beverages Service and Sales and Front Office Operations are well designed to enhance skills development among the graduates and if well implemented should lead to the acquisition of hospitality knowledge, skills, values and attitudes. English and communication skills, as a supporting course needs to be structured for implementers to understand designated learning outcomes, learning activities, teaching and training methods and assessment activities.
Highlights
Vocational Education and Training Authority (VETA) was established under the 1994 VET act No 1 with the overal responsibility for ensuring the provision of required skills for effective socioeconomic development in the formal and informal sectors
The aim was to determine the extent to which curriculum activities align with the occupational standards and the requirements of Competence Based Education and Training (CBET)
The researcher analyzed the curriculum for Food and Beverage Sales and Services (FBSS) and Front Office Operations (FOO)
Summary
Vocational Education and Training Authority (VETA) was established under the 1994 VET act No 1 with the overal responsibility for ensuring the provision of required skills for effective socioeconomic development in the formal and informal sectors. It trains Ordinary level graduates in vocational skills under the Vocational Education and Training (VET) covering the initial three levels (Level I –III) of the 8 levels in the TVET qualification framework. Vocational tourism training is aimed at producing qualified people who can competently work in the lower level (operational) jobs such as receptionists, waitresses/waiters, bartenders, chefs/cooks, housekeepers and gardeners (Anderson, 2015).
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