Vocational pedagogy for employability as an industry agenda in Tanzanian secondary schools

2026 IJRSE – Volume 15 Issue 15

Available Online:  27 June 2026

Author/s:

Phoibe, Shimba
St. Augustine University of Tanzania, Tanzania

Mkulu, Demetria*
St. Augustine University of Tanzania, Tanzania (phoibeshimba@gmail.com)

Abstract:

This study examined vocational pedagogy for employability as an industry agenda in secondary schools in Ilala District, Dar es Salaam, Tanzania. Guided by Human Capital Theory, a mixed-methods approach involved 100 respondents (from a target population of 133), including heads, teachers, VET principals, education officers, and students. Data were collected via questionnaires, interviews, and documentary review, analyzed using descriptive statistics and thematic analysis. Findings revealed high VET awareness (teachers: 95.3%; students: 92.5%), yet implementation remains largely theoretical as 90.7% reported teaching is theory-based. Practical activities like agriculture and small-scale production were limited by inadequate resources, weak institutional support, and poor policy enforcement. VET significantly supports employability, notably self-employment (62.8%) and income improvement, but overall implementation falls short of intended outcomes. The study concludes that theoretical dominance hinders practical skill development essential for employability. It recommends that government and stakeholders strengthen VET policy implementation through hands-on approaches, improved infrastructure, and enhanced teacher capacity. Schools should also integrate income-generating and community-based activities to equip learners with real-life skills for employment and self-reliance.

Keywords: Vocational Education and Training (VET), vocational pedagogy, employability skills, secondary education, industry

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DOI: https://doi.org/10.5861/ijrse.2026.26192

Cite this article:
Phoibe, S., & Mkulu, D. (2026). Vocational pedagogy for employability as an industry agenda in Tanzanian secondary schools. International Journal of Research Studies in Education, 15(15), 121-131. https://doi.org/10.5861/ijrse.2026.26192

* Corresponding Author