Alternative learning and skills development project at Zanzibar and the gender equity testing certification and evaluation
Bibliographic record
Abstract
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)
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".