Alternative learning and skills development project at Zanzibar and the gender equity testing certification and evaluation
Notice bibliographique
Résumé
In Tanzania a number of people especially women in both urban and rural areas are unemployed. Many people are also lacking trade skills and knowledge to be able to employ them. However, those who are trying to increase their income through income generating activities do not have enough tools they lack knowledge to produce quality products for their customers. The existing system of the vocational training school especially in Zanzibar is limited and do not emphasize in enrolling women because of cultural and traditions that keeps women as homemaker and denies them to do business outside their homes. In addition, the poor curriculum development hinders women to join the vocational training. This paper analyses the impact of the existing system of VETA Tanzania with special reference to The Alternative Learning and Skills Development Project in Zanzibar a project under the Ministry Of Education Culture And Sports. The project is intending to establish a good reputable Vocational Education Centre in Zanzibar, as that would provide excellence for both male and female. The center is expected to carry a number of trades that would be responsive to gender requirements. The paper discusses on the findings of the research study conducted by the Canadian Technical Vocational (CTVG) in collaboration with local firm Merit International Limited together with VETA gender office of Tanzania. The gender component is much more analyzed in this study especially on how women in Arabic oriented culture are expected to behave. The paper discusses on how culture relate to employments and choice of the skills one wants to learn. The areas of study in this paper include literature review which discusses thoroughly about biological and sociological differences between men and women and how that affects their choices of trade skills and type of jobs. It analyses such areas as curriculum, Skills centre management, Social marketing strategy, and Business incubators and gender equity, testing certification and evaluation. The paper advocates for women participation through improved curricula designs that includes those trades skills that women desire the most. At the end, the paper gives recommendation on how the project in Zanzibar should carry out their activities. Although the study serves to improve all VETA schools in Tanzania, this paper is solid foundation and provide basis for future development of women in Zanzibar. (Author abstract)
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».