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New mechanisms being established under the Government strategy and funded by the
program will include a competitive, results-based Skills Development Fund open to skills
training proposals from public and private providers, to help address critical skills gaps in
these sectors; and Trainee Voucher Scheme for low income youth to remove financial
barriers to accessing training programs.

The World Bank’s International Development Association (IDA), established in 1960,

helps the world’s poorest countries by providing grants and low to zero-interest loans
for projects and programs that boost economic growth, reduce poverty, and improve
poor people’s lives. IDA is one of the largest sources of assistance for the world’s 77
poorest countries, 39 of which are in Africa. Resources from IDA bring positive change to
the 1.3 billion people who live in IDA countries. Since 1960, IDA has supported
development work in 112 countries. Annual commitments have averaged about $19
billion over the last three years, with about 50 percent going to Africa.

At least 30,000 youth will benefit from a new skills improvement program that will
promote the expansion as well as the quality of skills development opportunities in key
economic sectors in Tanzania.

The Education and Skills for Productive Jobs (ESPJ) Program for Results approved
yesterday by the World Bank’s Board of Executive Directors’ will support the
establishment and strengthening of institutional mechanisms operationalizing
Tanzania’s new National Skills Development Strategy (NSDS 2016-2021) which seeks to
increase the supply of skills for industries with high potential for growth and job creation
in the country.

The 30,000 targeted beneficiaries of the program will include trainees enrolled in
university, technical, vocational and alternative training programs in six key economic
sectors namely tourism and hospitality; agriculture, agribusiness and agro-processing;
transport and logistics; construction; information and communications technology and
energy. Employer participation and labor market relevance of skills development form
key elements of the program.

New mechanisms being established under the Government strategy and funded by the
program will include a competitive, results-based Skills Development Fund open to skills
training proposals from public and private providers, to help address critical skills gaps in
these sectors; and Trainee Voucher Scheme for low income youth to remove financial
barriers to accessing training programs.

“The improvement of human capital by helping address the skills gap is critical for the
attainment of the country’s goal to become an industrialized economy, create income
opportunities and reduce poverty,” says Bella Bird, World Bank Country Director for
Tanzania, Malawi, Burundi and Somalia. “But also with the population of job-seeking
youths growing ever so rapidly, these actions are important for long term
development.”

It is estimated that one million young people leave the education system and enter the
Tanzanian labor market annually. With the country continuing on its current stable
economic growth trajectory, it is expected that the bulk of employment opportunities
for these youth will be generated by the Private Sector.

“The private sector is vital to addressing the challenge of unemployment,” says Cornelia
Jesse, co-Task Team Leader for the ESPJ. “That is why in the program’s design, the
private sector were involved in consultations from the beginning and they are also part
of the institutional structure of the Skills Development Fund.”

The ESPJ is being financed by US$120 million under the World Bank’s International
Development Association* (IDA) and aligns with Tanzania’s new Five Year Development
Plan (2016–2021) which centers on industrialization, and emphasizes addressing skills
gaps as a critical lever to achieving its goals.

* The World Bank’s International Development Association (IDA), established in 1960,

helps the world’s poorest countries by providing grants and low to zero-interest loans
for projects and programs that boost economic growth, reduce poverty, and improve
poor people’s lives. IDA is one of the largest sources of assistance for the world’s 77
poorest countries, 39 of which are in Africa. Resources from IDA bring positive change to
the 1.3 billion people who live in IDA countries. Since 1960, IDA has supported
development work in 112 countries. Annual commitments have averaged about $19
billion over the last three years, with about 50 percent going to Africa.
GSL

In this 4.0 industrial revolution where people race to create

the most advanced technology globally. In fact there are still
many fundamental problems that we face and that we
should aware about, it is the readiness of human resources.
Many industries and bussinesses has complains about this
low quality of skills from their workers. And it is comes from
across the world. Tanzania believes education and how to
improve the quality of human CAPITAL are the main problem
that we should put focus. Because it could beneficial for
people in high income countries not only in low income
countries. And for that we could be ready to face the 4.0
industrial revolution and being economical stable together.
And remember that skills are fundamental things that we
should have.

In Tanzania there will be a program that will be beneficial

for thirty thousand of youths from new skills improvement
program which not only could improve the skills but to
promote the expansion as well as opportunities in key of
economic sectors. JUST JUMP IN SOLUTION FOR PEOPLE
INSTEAD DESCRIBING IT
FUND HOW TO IMPROVE THE SKILL GAPS

Using this approach, the study addresses five broad areas of policy concern
regarding enterprise

skills in Tanzania’s formal sector:

Skill Profile: What is the educational and training composition of the

workforce, and how

do skills profiles vary across firms? Which factors shape employers’ skills
demand most:

firms’ productivity attributes or broader-based demand from international trade

and

technological change?

Skill Deficits: What do employers’ assessments of workforce education and

training say

about the adequacy and quality of skills supply, including the soft skills that many

employers say they want? Do these skill deficits pose significant obstacles to the
operation

of firms? If so, how are these deficits distributed across firms, and do they vary

systematically across firms?

Skill Strategies: What strategies do firms rely on to address skill gaps – using
high-skill

expatriate workers, providing company-sponsored training, hiring new workers,

or

outsourcing professional services – and which ones are most effective?

A second enterprise skills survey is currently on-going in Zambia, which will also
support the preparation of a new
Firm Performance: How do skills and skill deficits impact firm performance?
What do

production function estimates reveal about the returns to employer investments in

capital

and different labor skill groups, and the effectiveness of alternative strategies to
mitigate

skill deficits?

Skills Supply: How do employers assess the supply of graduates from higher
education

and TVET institutions, how responsive are education and training providers to the
skills

demands of employers, and what policy implications follow from these insights?

DELEGATES DO YOU KNOW WE STILL LACK IN HUMAN CAPITAL

DESPITE THE

IN TANZANIA SUFFER FROM THE BASIC EDUCATION THEY STILL

COULDNT READ,WRITE HOW COULD THEY WORK AND HOW COULD
THEY SKILLS IMPROVE IF THIS BASIC THINGS THAT MATTER THEY
SUFFER? TO ANSWER THAT QUESTION TANZANIA PROPOSE
Improve in-house employee training: Improving the overall
quality of education and training is a timely process. IT could
improve firms’ productivity in the short-term. BUT WE
SHOULD WORK TOGETHER BECAUSE TO DO THIS
WE NEED OUTSIDE RESOURCE AND INSIDE
RESOURCE.

These competencies include cognitive (such as basic literacy

and numeracy), non-cognitive
skills (such as teamwork, communication, language, IT and
other “soft” skills)
Skills are acquired through a sequence of education, training
and labor.