human resource needs and skill gaps in the tourism and...

- DRAFT REPORT -

Human Resource Needs and Skill Gaps in the

Tourism and Hospitality Sector in Tanzania

Submitted by

Wineaster Anderson

P. O. BOX 35558,

Dar es Salaam, Tanzania

E-mail: [email protected]

Mob: +255 688 (754) 387250

“This document has been prepared for the Ministry of Education and Vocational

Training (MoEVT); however it reflects the views only of its author, and the MoEVT

cannot be held responsible for any use which may be made of the information contained

therein.”

May 2015

mailto:[email protected]

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Abbreviations and Acronyms ACOM- Azania College of Management

CIOA - Cruise Indian Ocean Association

CLIA - Cruise lines International Association

CRS - Central Reservation System

CTEs - Cultural Tourism Enterprises

CWAM- College of African Wildlife Management

GDS - Global Distribution Systems

HAT - Hotel Association Tanzania

HEIs- Higher Education Institutions

ITTA - Intra-African Tourism and Travel Association

JNIA - Julius Nyerere International Airport

KIA - Kilimanjaro International Airport

MICE- Meetings, Incentives, Conferencing and Exhibitions

MNRT- Ministry of Natural Resources and Tourism

MoEVT- Ministry of Education and Vocational Training

MoLFD- Ministry of Livestock and Fisheries Development

MoTTI - Ministry of Trade, Tourism and Investment

MPRU - Marine Parks and Reserves Unit

NACTE- National Council for Technical Education

NCAA - Ngorongoro Conservation Area Authority

NCT - National College of Tourism

PMS - Property Management Systems

PPP - Public Private Partnerships

SAUT - St. Augustine University of Tanzania

STEP - Sustainable Tourism for Alleviating Poverty

STHEP AF- Science Technology and Higher Education Additional Financing

SUA - Sokoine University of Agriculture

SUMATRA- Surface and Marine Transport Regulatory Authority

TAA - Tanzania Airports Authority

TACTO - Tanzania Association of Cultural Tourism Operators

TAHOA - Tanzania Hunting Operators Association

TANAPA- Tanzania National Parks Authority

TAOA - Tanzania Air Operators Association

TASOTA- Tanzania Association of Travel Agents

TATO - Tanzania Association of Tour Operators

TCAA - Tanzania Civil Aviation Authority

TCT - Tourism Confederation of Tanzania

TELMO- Establishment of Tertiary Education Labor Market Observatory

THPAT- Tourism & Hospitality Professionals Association of Tanzania

TIC - Tanzania Investment Centre

TIC - Tanzania Investment Centre

TNA - Training Needs Analysis

TPA - Tanzania Ports Authority

TPHA - Tanzania Professional Hunters Association

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TTB - Tanzania Tourist Board

TTGA - Tanzania Tour Guides Association

TTSS - Tanzania Tourism Sector Survey

TVET - Technical and Vocational Education and Training

UDSM - University of Dar es Salaam

UNECA - United Nations Economic Commission for Africa

UNWTO - United Nations World Tourism Organization

URT - United Republic of Tanzania

VETA - Vocational Education and Training Authority

VFR - Visiting Friends and Relatives

VT- Vocational Training

VTC - Vocational Training Centre

WMAs - Wildlife Management Areas

WMAs - Wildlife Management Areas

WTTC- World Travel and Tourism Council

YMCA- Young Men‟s Christian Association

ZATI - Zanzibar Association of Tourism Investors

ZATO - Zanzibar Association of Tour Operators

ZCT - Zanzibar Commission for Tourism

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List of Tables Table 1.1: Respondent Characteristics – tourism business sector

Table 1.2: Average customers and Business Capacity

Table 2.1: Related national policy, legal and institutional framework

Table 2.2: Responsibilities of Public and Private Partners for Tourism Sector Support

Table 2.3: Donor Supported PPP Initiatives in Tourism Education and Skills

Table 3.1: Framework for Mapping Skill Levels and Levels of Educational Qualification

Table 4.1: Visitors and tourism receipts to Tanzania between 2006 and 2013

Table 4.2: International arrivals by purpose of visit, 2008-2013

Table 4.3: International visitors to NCAA and TANAPA, 2007-2013

Table 4.4: Major international markets for Tanzania, 2008 to 2013

Table 4.5: Number of licensed service providers in tourism 2008 - 2013

Table 4.6: Distribution of Accommodation Capacity in Zanzibar in 2014

Table 4.7: Scheduled and chartered air services in Tanzania, 2015

Table 4.8: Traffic movement statistics for 2012 and 2013

Table 4.9: Natural Parks by Size and Year of their Establishment

Table 4.10: Evidences for the need for improved human resource quality in Tanzania

Table 5.1: Occupational Profiles in various business sectors

Table 5.2 Salary Levels across tourism and hospitality sector, as in May 2015

Table 5.3: Proportion of foreign workers across occupational levels

Table 5.4: Specific Skills Gaps in Accommodation and Food and Beverage Sectors

Table 5.5: Skills gaps in Transport Sector

Table 5.6: Skills gaps in Travel Services and Attractions

Table 5.7: skills gaps in business tourism sector

Table 5.8: Skills shortage by Occupation and by Sub-Sector (Percentage of Surveyed Sample)

Table 5.9: Number of licensed businesses in tourism between 2008 and 2014 with their

projections in the next 10 years

Table 5.10: Model for the effect of Tourists arrival on New Jobs Created

Table 5.11: Number of employees by origin (n=148)

Table 5.12: Projected human resource requirement 2015-2025

Table 5.13: Changes /Envisage New Occupations and the Related Skills Requirement

Table 5.14: Skills required for existing employees across sub-sectors at different time frames

Table 6.1: Types of Tourism Courses Offered at Different levels

Table 6.2: Responsibilities of Public and Private Partners involved

List of Figures Figure 1.1: Direct contribution of Tourism to Employment in Tanzania

Figure 1.2: Distribution of Respondents in the fieldwork

Figure 3.1: Mapping the Train Needs and Skills Gaps

Figure 4.1: Organogram of Ministry of Natural Resources and Tourism

Figure 4.2: WMA Revenue from 2007-2012

Figure 4.3: Tourism Actors in Zanzibar Figure 4.4: International tourist arrivals to Zanzibar between 2000 and 2014

Figure 4.5: Leading source markets for Zanzibar between 1985 and 2013

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Figure 4.6: Number of licensed accommodation facilities, 2008-2013

Figure 4.7: Count of tourists in hotels between 2007 and 2013

Figure 4.8: Ownership of Zanzibar accommodation establishments

Figure 4.9: International arrivals by mode of transport, 2005 to 2013

Figure 4.10: Number of licensed tour operators between 2008 and 2013

Figure 4.11: Number of Tourism Training Institutions in Tanzania, 2014

Figure 5.1: Distribution of tourism workforce across occupational levels

Figure 5.2: Levels of education qualification of workers in licensed tourism facilities

Figure 5.3: Reasons for the existence of skill level gaps

Figure 5.4: share of skills gaps by occupational levels

Figure 5.5: Skill Gaps Common to all sub-sectors and occupational levels

Figure5.6: Concerns in Relation to Training and Professional Development (Percent of the

Surveyed Sample)

Figure 5.7: Distribution of skills gaps across function areas of accommodation and food and

beverages sectors

Figure 5.8: Challenging Job Positions in Recruitment and Selection Processes

Figure 5.9: Anticipated international tourist arrivals in the next 10 years

Figure 5.10: Projected human resource requirement in tourism


Figure 5.12: Skills Required for Employees

Figure 5.13: Future Training Needs according to training institutions

Figure 5.14: Future Training Needs

Figure 5.15: Proposed Skills Development Approaches

Figure 5.16: Employee Skills Development Assistance

Figure 5.17: Number of Interns trained per year

Figure 6.1: Tourism Training/Education Institutions in Tanzania

Figure 6.2: Trend of Students Enrolment Capacity and Graduates in Tourism Training

Programmes (2005 - 2014)

Figure 6.3: Tourism Programs by Zones

Figure 6.4: Different Levels of Tourism Programmes offered

Figure 6.5: Incentives for Providing Tourism Education and Training

Figure 6.6: Constraints in Provision of Tourism Education and Training

Figure 6.7: Personnel Assessment

Figure 6.8: Training Facilities and Equipment

Figure 6.9: Links with the Tourism Industry

Figure 6.10: Proposed Tourism Training PPP Framework

Figure 6.11 Proposed frameworks for planning, monitoring and forecasting training needs

List of Boxes Box 4.1: Tanzania‟s Main Tourist Attractions

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TABLE OF CONTENTS

Abbreviations and Acronyms ....................................................................................................... i

List of Tables ................................................................................................................................ iii

List of Figures ............................................................................................................................... iii

List of Boxes.................................................................................................................................. iv

Acknowledgement ........................................................................................................................ ix

Executive Summary ...................................................................................................................... x

PART ONE: INTRODUCTION .................................................................................................. 1

1.1 Background .............................................................................................................................. 1

1.2 Justification for establishing Training Needs and Skill Gaps in Tourism .............................. 4

1.3 Objective of the Study ............................................................................................................. 5

1.4 Methodology of the Study ....................................................................................................... 5

1.4.1 Target respondents .................................................................................................... 6

1.4.2 The Survey ................................................................................................................ 6 1.4.3 Characteristics of the Respondents ........................................................................... 7

1.5 Structure of the Report ........................................................................................................... 10

PART TWO: POLICIES, REGULATORY AND INSTITUTIONAL FRAMEWORK ..... 11

2.1 An Overview .......................................................................................................................... 11

2.2 Human Resources and Skills Related Policies and Regulations in Tanzania ........................ 11

2.2.1 Constitution of the United Republic of Tanzania, 1977 ......................................... 12 2.2.2 The Tanzania Development Vision 2025 ............................................................... 12 2.2.3 Zanzibar Development Vision 2020 ....................................................................... 13

2.2.4 National Strategy for Growth and Reduction of Poverty (NSGRP) II, 2010 ......... 13 2.2.5 The Education and Training Policy (ETP), 2014.................................................... 13

2.2.6 National Employment Policy (NEP), 2008 ............................................................. 14 2.2.7 National Tourism Policy, (1999) ............................................................................ 14 2.2.8 Integrated Tourism Master Plan for Tanzania, (2002) ............................................ 15 2.2.9 Zanzibar Tourism Development Policy, (2003) ..................................................... 15

2.3 Public -Private partnerships Models for providing training to meet labor demand ............... 16

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2.3.1 Public -Private Partnerships Models in Tourism Industry Worldwide ................... 16

2.3.2 Public -Private Partnerships in Tourism Industry in Tanzania ............................... 18 2.3.3 Public -Private Partnership Models in the Training sector in Tanzania ................. 20

PART THREE: CONCEPTUALIZING THE MAPPING OF TRAINING NEEDS AND

SKILLS GAPS ............................................................................................................................ 22

3.1 Overview ................................................................................................................................ 22

3.2 Why mapping of Training Needs and Skills Gaps? ............................................................... 22

3.3 Defining Skills Requirements in Tourism and Hospitality Industry ..................................... 23

3.4 Clustering the skills needs at various levels in tourism and hospitality ................................ 24

PART FOUR: TANZANIA TOURISM SECTORAL ANALYSIS ....................................... 27

4.1 Overview ................................................................................................................................ 27

4.2 Tourism Management in the Mainland Tanzania .................................................................. 27

4.3 Tourism Management in the Zanzibar Archipelago .............................................................. 29

4.1 Demand for Tanzania‟s Tourism ........................................................................................... 30

4.1.1 Inbound Tourists in the Tanzania Mainland ........................................................... 30

4.1.2 Tourism in the Zanzibar Archipelago ..................................................................... 32 4.2 Main Suppliers of the tourism products and services ............................................................ 34

4.2.1 Accommodation facilities (hotels, motels, guest houses, lodges, camps) .............. 34 4.2.2 Food and beverage services (restaurants, fast food centres, clubs, etc.) ................. 36

4.2.3 Transport (airlines, vehicles, car hire, sea transport and coach operators) ............. 37 4.2.4 Tour and travel Organizers ..................................................................................... 40

4.2.5 Tourism Attractions ................................................................................................ 41 4.2.6 Business Tourism (M.I.C.E, destination management and technical services) ...... 43

4.2.7 Direct retailers to tourists (curios, artefacts, gear and equipment) ......................... 44 4.2.8 Other tourism related institutions (marketing, facilitation, advocacy) ................... 44

4.3 The need for improved services in the tourism: Evidence from previous studies ................. 44

4.4 Tourism training and skills development in Tanzania ........................................................... 45

PART FIVE: HUMAN RESOURCE NEEDS AND SKILLS GAPS IN TOURISM .......... 48

5.1 An Overview .......................................................................................................................... 48

5.2 Distribution of Workforce in Tourism by Occupational Levels ............................................ 48

5.3 Educational attainment of the labor force .............................................................................. 49

5.4 Salary levels in tourism and hospitality sector ...................................................................... 51

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5.5 Skills Gaps in the Tourism Industry ..................................................................................... 52

5.5.1 Skill level gaps ........................................................................................................ 52 5.5.2 Skill Type Gaps....................................................................................................... 55 5.5.3 Skill Gaps in Accommodation and Food and Beverages (A&FB) ......................... 59

5.5.4 Skills gaps in Transport Sector ............................................................................... 61 5.5.5 Skills gaps in Travel Services and Attractions ....................................................... 61 5.5.6 Skills gaps in business tourism sector ..................................................................... 61

5.6 Occupations with serious human resources needs and skills gaps ........................................ 64

5.7 Anticipated growth, upgrading and diversification of the tourism sector in the

coming medium and longer terms ......................................................................................... 66

5.7.1 Anticipated growth in tourist arrivals, earnings and tax revenues .......................... 66

5.7.2 Anticipated Investments in Tourism ....................................................................... 67 5.7.3 Anticipated Product Development and Diversification .......................................... 70

5.8 Projected size and human resource requirement in tourism .................................................. 70

5.9 Possible focus areas for skill building ................................................................................... 74

5.10 Enhancing the current tourism education system in the country ........................................... 77

5.10.1 On-job Training and staff exchange ....................................................................... 78

5.10.2 Internship and Apprenticeship training ................................................................... 79 5.10.3 Lifelong Learning (3Ls) in tourism and hospitality ................................................ 80 5.10.4 Additional training approaches ............................................................................... 80

PART SIX: TOURISM TRAINING AND SKILLS DEVELOPMENT IN TANZANIA .... 81

6.1 An Overview .......................................................................................................................... 81

6.2 Characterization of Tourism Training System in Tanzania ................................................... 81

6.2.1 Training Institutions‟ Capacity and Enrolment....................................................... 81

6.2.2 Tourism and Hospitality Training Programmes by Zones ...................................... 82 6.2.3 Level and Disciplines of the Offered Tourism Training Programmes ................... 83 6.2.4 Incentives for Providing Tourism Education and Training .................................... 84 6.2.5 Constraints or challenges in provision of tourism training ..................................... 85

6.3 Assessment of the Quality of Tourism and Hospitality Training .......................................... 86

6.3.1 Employers‟ Assessment of the quality of training .................................................. 86

6.3.2 Institutional Self-Assessment................................................................................. 87 6.4 Linking Tourism Industry with Training Institutions ............................................................ 88

6.5 Modeling Public - Private Partnerships (PPP) in Tourism Training ..................................... 89

6.6 Training Providers with potential to meet the training needs ................................................ 91

6.7 Regional experiences from EAC Tourism Training Institutions ........................................... 92

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6.7.1 Regional Links for tourism training provision........................................................ 93

6.7.2 Practices at Makerere University in Uganda and Kenya Utalii College ................. 93 6.8 A proposed framework for annual monitoring and capturing skills needed in the

tourism sector ....................................................................................................................... 100

PART SEVEN: CONCLUSION AND RECOMMENDATION........................................... 102

7.1 Overview .............................................................................................................................. 102

7.2 Conclusion ........................................................................................................................... 102

7.3 Recommendation ................................................................................................................. 104

Reference .................................................................................................................................... 106

Appendix 1: Survey Tool for Tourism Providers .................................................................. 110

Appendix 2: Survey Tool for Training Institutions ............................................................... 120

Appendix 3: Focus Group Discussion Guide .......................................................................... 122

Appendix 4: Focus Group Discussion Participants ............................................................... 122

Appendix 4: List of Tourism Training Institutions in Tanzania .......................................... 125

Registered Tourism Education Providers (VETA), 2014 ........................................................... 125

Registered Tourism Education Providers (NACTE), 2014 ........................................................ 128

Registered Tourism Universities (TCU), 2014 ........................................................................... 129

Appendix 5: Registered Tourism Training Programmes...................................................... 130

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Acknowledgement

This study was enabled by the Ministry of Education and Vocational Training through the

STHEP AF project funded by the World Bank. The author acknowledges the contributions of Dr.

Neema Mori, Dr. John Sanga, Nicolas Mwangili, James Josephat and Batilda Moshy (UDSM);

Stephen Vallen, Doroth Massawe and Kemilembe Kibogoya (MNRT); Ernest Mwamwaja

(SUA), and Michael Mollel (TATO) on the fieldwork. The on-line survey was facilitated by

Richard Rugimbana (TCT), Lathifa Sykes (HAT) and Sirili Akko (TATO). I thank all the

respondents who took the initiative and time to provide feedback to the survey questions and

participate in the focus group discussions.

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Executive Summary

It is well known that quality of service plays such a key factor in the distinctiveness of a

destination and growth of the tourism sector. This is no exception to Tanzania, although

approach used to promote the destination has exceedingly been built upon the unique attraction

assets and friendliness of her people. While expectations of what to see (attractions) have the

draw-in power it is the „quality service‟ that provides the necessary ingredients to customer

satisfaction. Any level of service that a destination (or individual establishments) attains is

squarely proportional to the total value invested in the training process.

The study objective

The overall objective of the study was to establish the training needs and skill gaps in the tourism

sector in Tanzania. Particularly, the study identifies the kinds of skills that are required, where

the opportunities and gaps are in terms of their availability both present and future, and how to

address the gaps. The work includes both quantitative (number of jobs) and qualitative (type of

skills) related to both skill demand and supply. Also the study includes both a medium term (5-

10 years) and a longer term (10-15 years) perspective. The ultimate aim is to establish a good

analytical foundation for guiding appropriate system expansion and intervention design that can

assure the realization of the tourism development with adequately skilled workforce.

Overall focus and methodology

The study was conducted between February and May 2015 in four zones within Tanzania. The

multiplicity of the tourism industry in terms of services offered, business size, ownership and

skills development systems has necessitated a comprehensive coverage of skills-related variables

using multiple data collection methods. The key methods employed were field and on-line

surveys, observation technique and focus group discussions. A total of 259 respondents

participated, distributed as 148 tourism businesses,

93 members in four - FGD sessions and 18 training

institutions. The experience of tourism training in

Kenya and Uganda was studied accordingly.

Sector’s business and employment performance

The sector contributes 18% to the country‟s GDP,

contributing foreign exchange earnings of around

US $1.35 billion in 2011 compared with US $1.7

billion in 2012. Tourism is responsible for 10.9% of

total employment in Tanzania, bringing over a

million tourists in 2014 and supports 1,200,000 jobs

(direct, indirect and induced), 500,000 direct jobs.

The annual increases of tourist arrivals and receipts

have been 9% and 6.2% respectively over the past

10 years. Furthermore, investment in tourism sector

accounts for 9.5% (2013) of total investments in the

country. A medium (large) enterprise creates an

average of 51 (400) jobs for local and 2 (8) foreign

Tourism Key figures in Tanzania:

Inbound tourists 1,095,000 (2013)

18% of GDP in Tanzania

27% of Zanzibar’s GDP

30% of export earnings

80% of Zanzibar foreign earnings

10.9% of total employment in Tanzania

Y2014 – 1,200,000 jobs (direct, indirect and

induced), 500,000 direct jobs

1 tourist in, 1 job (direct, indirect and induced)

2 tourists in, 1 direct job

9.5% of total investments

Average number of employees in Medium/Large enterprise - 51 local and 2 foreigners/400 local

and 8 foreigners

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citizens. In absolute counts, foreigners are relatively insignificant proportion of the total

workforce, accounting for 3% only of employees in the sector. The proportional percentage of

foreigners against local employees rises sharply when the workforce is disaggregated into

occupational levels. The number of foreign employees is equivalent to 28% of the total

workforce at the managerial level and 4% at the supervisory level which indicates lack of the

necessary skills and experience for the local staff to be entrusted with the higher positions in the

establishments. The gaps exist in terms of quantity and quality of the workforce. The quantity

because, the global ratio of 1:11 (one inbound tourist creates 11 jobs (direct, indirect and

induced) is well above the Tanzania ratio of 1 tourist in, 1 job created. The quality is expressed

in terms of the skills required by the industry compared to what is being produced by trainers.

Gaps/shortages of skills in the sector

The tourism and hospitality sector in Tanzania faces real challenges in matching its skills

requirements to the changing labor market. The imbalance between the demand and supply of

generic skills is widespread. Skill gaps that cut across all tourism sub-sectors include:

communication – multi-lingua and interpersonal skills (good organizational, speaking and public

relations skills); customer care; marketing and sales skills; innovation and creativity skills;

leadership and managerial skills and basic knowledge in ICT. The employees at operational level

are the ones with serious skill deficit compared to those in supervisory and managerial levels;

whereby the most problematic occupational areas were:

Accommodation and food and beverage sectors - cooks, chefs, reservation staff, food and

beverage managers, and waiters/waitress

The travel services - the professional guides

Tourist attractions – professional guides and attraction managers

Direct retail to tourists – craftsmen, marketing and sales assistants

A deficit is also noticed in a number of emerging technical fields such as hospitality architecture,

business concept design, safety and hygiene standards, and tourism related technology.

Human resources development system for tourism in Tanzania

Tanzania‟s system of tourism training is still fragmented and regulated across a number of

government agencies. There are sixty (60) registered tourism and hospitality training institutions

in the country, distributed as 15 percent universities (registered under TCU), 23 percent technical

colleges (under NECTA) and 62 percent vocational centers (under VETA). The number of

students graduating from these institutions each year is slightly over 1000 graduates, which is

still under - supply compared to the industry demand. It is important to also note that the

majority (around 75%) of tourism training institutions in the country are private. Unfortunately,

most institutions are ill equipped (both in training facilities, programmes and qualified

workforce) therefore failing to produce skills highly needed by the industry. Also all these

training institutions lack cohesive organ to coordinate their general activities and particularly on

student performance as part of key element to quality service delivery in the sector.

Individual tourism businesses vary greatly on the actual investment and importance they give to

staff training. International chain businesses are more active in in-service training programmes;

they would usually have elaborate human resource development scheme or even a dedicated unit

for staff training. This is usually not the case with most small to medium establishments.

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Projections in the next five to ten years

The inbound tourist arrivals are expected to reach 2

million in 2020 and 3 million by year 2025. The 9%

increase in tourist arrivals can be translated into 0.34

direct jobs for each additional arrival, equivalent to one

job for every three additional tourists. Also investments in

tourism will continue to rise by 6.7% per year over the

next ten years. Accommodation and tour operation will

still account for the majority share (87%) of employers in

tourism.

The top five skills that will continue be in demand (i) soft

skills (good organizational, communication and public

relations skills, time management, attitude, problem

solving skills, etc.), (ii) customer care, (iii) innovation and

creativity, (iv) ICT and (v) marketing and sales skills.

Recommendations

Tanzania has a good potential and the infrastructure is growing rapidly. If the quality of

personnel is not growing at the same speed, tourism will not be successful. Based on the

assessment and findings, various recommendations are made to the government, tourism training

institutions and service providers. These are summarized.

A. Cut Across Recommendations

1. Focus and prioritize the quality of inputs supplied to the public owned tourism and hospitality

training institutions to ensure inclusive and equitable resources allocation for uniform outcomes

2. Establish the internship and apprenticeship program standards and operative guidelines and

continue to train trainers/educators at different training institutes both private and public to

become a tool for developing skills in tourism across the country

3. In the short term the industry needs shorter courses to fill the gap and to supplement in house

training of guides and to offer the smaller and up -coming players in the industry access to

quality guide training at low cost. Tourism and hospitality training is expensive. The Tourism

Development levy should be used to assist in training.

4. Partnerships between public and private sectors are highly needed to facilitate skills

development. It is essential for public and private sectors to work in partnership so that each

understands the other‟s issues and develops a true mutual trust so they can work together and

arrive at with viable potential solutions to problems – they also must work transparently such

that there is trust between the sectors, which does not seem to exist now.

5. The uniqueness in the management of non-traditional tourist attractions requires training

arrangement outside the conversational system i.e. tailor-made approaches to tourism training in

all aspects of tourism planning and tourism resource and service management

6. Encourage effective partnerships between governments, employers‟ and workers‟ organizations

and training institutions are critical to anchor the world of learning in tourism sector.

7. Develop and maintain external links which encourage staff, student and/or employee exchange

programmes and collaboration among training institutions and tourism providers

8. Adopt a monitoring, evaluation and research system as the key sources of information for skills

Projections in Tourism sector 2015-2025:

Y2020 – 2.000,000 inbound tourists

Y2025 – 3,000,000 inbound tourists

Y2025 –3,600,000 jobs (direct, indirect

and induced), 1,085,000 direct jobs

Y2025 – 1 inbound tourist in/1 job

(direct, indirect and induced); 3 tourists in, 1 direct job

World figure: 1 tourist in 11 jobs

(direct, indirect and induced)

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development, planning and forecasting purposes.

9. More jobs are needed in the sector to match the world1 figure of 1:11 tourist-jobs ratio

B. Recommendations for the Ministries and Regulatory Bodies

10. Harmonization of the training systems under the three regulatory bodies (VETA and NACTE

and TCU) is needed in order to produce standardized output in a positive way.

11. Establishment of tourism labs or qualification body as centers of excellence for tourism and

hospitality skills development that will keep check and balance on various aspects i.e.

infrastructure, skilled personnel etc.

12. To ensure the ongoing certification and recertification of training institutions in order to remain

in business

13. Design a transparency system for utilization of the Skills Development Levy to deliver key

skills required in the industry

14. Upgrading of the educational system in order for graduates and trainees to have „soft‟ human

relation skills including oral and written communication and interpersonal communication as

one of the major requirements in the tourism and hospitality sectors;

15. The use of „English language‟ from primary school level by Tanzania‟s neighbors has given

them a competing age in terms of communication and inter-cultural understanding. Thus, the

teaching of/in English in Tanzania cannot be over emphasized when one considers P2P (i.e.

person-to-person) interactions in tourism and hospitality industry.

16. There is a need for a framework to make on-the-job training nationally recognized and more

closely regulated than it is now the case

17. Incentives to train young people may include wage subsidies and/or subminimum-wage

provisions, which are often needed to encourage employers to hire apprentices by compensating

them for the time spent providing on-the-job training

18. Fully implementation of the Central Admission System (CAS) to reduce or eliminate a

weakness of training institutions‟ admitting/accepting any student who can pay regardless of

their qualification.

19. Enforcement of MNRT standard curricula for different occupations and NTA levels

20. Equip regional libraries with relevant and up to date tourism and hospitality literature

21. Establish tourism research centers in the selected universities in the country

22. Prioritize tourism and hospitality fields of study in the HEIs Loan system to attract more

students in order to fill the existing gaps in the supervisory and managerial levels

C. Tourism Service Providers

23. Promote life-long learning through training and retraining of existing managers and existing

staff to improve attitudes and customer relations

24. Support the existing apprenticeship programmes (i.e. Apprenticeship programme in hotel operations

2014-2017) and encourage the same programmes in other sub-sectors.

25. Despite the claims of high-staff turnover, once they got trained, employers should look at

training as an investment rather than a cost; therefore develop a culture and willingness to pay

for training for service quality

D. Training Institutions

26. Tourism training colleges and/or schools need to have a vetted enrollment process (e.g. CAS

and in-house criteria) that eliminates unqualified candidates

27. Training institutions should ensuring trainers/instructors are developed to be able to deliver key

1 World Tourism Organization (2014). Global Report on Adventure Tourism. UNWTO, Madrid, Spain.

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skills required by the industry

28. Equip the training institutions with adequate facilities, appropriate infrastructure and qualified

workforce.

29. Consider building „generic skills development‟ into „full-time education programmes‟ and make

adoption of standard in Certification of Professionals

30. Upgrading of courses and teaching methods at the training institutions

31. The continuous skills development is required for line staff (front office, kitchen, waiters,

housekeeping, bar, guides, travel trade, etc.); and tour and safari guide training; train-the-trainer

programmes for increased efficiency and productivity.

32. Medium term required skills development for middle management in supervisory skills

development for the culinary arts, restaurant, housekeeping, front office, supervision, etc.;

33. The immediate required skills development is for managerial skills for hotel managers, park

warden, destination managers, marketing managers, attraction packagers, etc.

34. Prepare tailor - made packages to match the needs, convenience and interests of tourism

providers.

35. Institutions with hotel training programmes are encouraged by employers to offer quality short

courses and refresher courses in the low season periods for Chefs, cooks, Housekeepers, and

admin staff (i.e. Materials control, storekeeping, housekeeping, etc.).

PART ONE: INTRODUCTION

1.1 Background

Tanzania‟s economy is largely driven by its natural resource base; a system that is necessary for

development of key sectors of the economy including tourism, mining and agriculture.

Tourism sector has shown an impressive growth over the past few years and increasingly, the

sector becomes an effective means of macro-economic diversification from the traditional

reliance on agriculture. For the past ten years the sector grew at an average annual rate of 12%.

The country received 1,095,000 international visitors in 2013; most of them came from Britain,

Germany, the United States and Italy (World Bank, 2015). The sector contributes 18% of the

country‟s GDP and 30% of export earnings, with the earnings from tourism in 2013 topped

US$1.88 billion, up from US$1.7 billion in 2012 and US$1.45 billion in 2011(Anderson, 2014).

Over the past ten years, tourism has contributed extensively on employment; accounting for

10.9% of total employment in the economy (NBS, 2014; WTTC, 2014). The sector supports 1.2

million direct, indirect and induced jobs (Blancke and Chiesa, 2013; National Bureau of

Statistics, 2014; World Bank, 2015), whereby the direct jobs are around 500,000 (Figure 1.1).

Investment in the sector accounts for 9.5% of total investments in the country (WTTC, 2014).

Figure 1.1 Direct contribution of Tourism to Employment in Tanzania

Source: World Tourism and Travel Council (WTTC), 2014

The tourism sector is well poised to grow at a faster pace in the coming years if backed with

appropriate policies, a well-trained tourism workforce, increased investment in key areas, and

collaborative efforts of all stakeholders. Through its Development Vision 2025, Tanzania has

declared its aspiration of becoming a middle income country characterized by (i) high quality

livelihood, (ii) peace, stability and unity, (iii) good governance, (iv) well-educated and learning

society, and (v) a strong and competitive economy (NSGRP II, 2010).

The key to achieve sustainable economic growth, using tourism, is built upon the quality of

products and services delivered by the human resource that has received relevant and sufficient

prior and on-job training. According to NSGRP II (2010), tourism is one of the country‟s growth

drivers that provide comparative advantage in natural endowments and potential competitive

advantages together with other growth areas such as agriculture, manufacturing and mining.

Tourism has potential for:

Generating income, especially for the poor sections of society;

Creating productive and decent employment for all, especially women and youth and

disadvantaged groups;

Generating revenue for government expenditure;

Increasing growth and productivity, especially in rural areas;

Broadening existing economic base in order to enhance domestic supply and demand

capacity;

Exports and potential for industrial development.

In general tourism is personnel intensive and employs a significant number of female and youth.

Given that tourism is a service industry, the development of human resources in various areas is

essential for a successful and competitive economic sector (Baum & Kokkranikal, 2005).

However, shortage of appropriate and specialized core and skilled personnel in the tourism sector

as well as poor planning for human resource development and investment is one of the critical

problems the industry is facing as identified under the National Tourism Policy (URT, 1999).

Because of poor human resources, enterprises have been facing difficulties in improving quality

standards and introducing the technological innovations (UNCTAD, 2005; URT, 2005). To be

able to operate and compete successfully in the global market, tourism service providers need to

have employees who are creative and innovative, highly skilled and who are able to respond to

ever emerging challenges of globalization (UNCTAD, 2005). Improving human resource,

especially upgrading the educational system is one of the recommended areas of concern in the

Travel and Tourism Competitiveness Report that Tanzania needs to improve if it wants to be a

successful destination (World Economic Forum, 2013).

Tanzania, which is ranking 4th

in terms of natural resources endowment, ranks 116th

in human

resources base globally. Development of relevant skills and competencies and their effective use

ensures high productivity and enterprise‟s ability to adjust to changes in the business

environment and technology. There is recorded evidence that the industry is facing a serious

shortage of specialized managerial and operational skills for tourism enterprises (e.g. URT,

1999; URT, 2002; Luvanga & Shitundu, 2003; NSGRP II, 2010; ATE, 2011). In their report, the

Association of Tanzania Employers (ATE) suggest that the private sector in Tanzania sees many

opportunities yet faces many constraints one of which is the shortage of skilled labor, at all levels

(ATE, 2011). According to them, the value added per employee is 43% lower than in Kenya,

54% lower than in China, and 37% lower than in India (Ibid). Some of the key constraints in the

skills provision system as identified by ATE (2011) include:

The Skills delivery system is divided and does not provide the skills that businesses

require - There are three governing institutions: the Vocational Education Training

Authority (VETA) – which is responsible for coordinating, regulating, financing,

providing and promoting vocational education in the country; the National Council

Technical Education (NACTE) who is responsible for coordinating regulating and

accrediting technical skills providers; and TCU responsible for coordinating and

regulating university education. This system falls outside of commonly accepted

international good practice which unifies vocational and technical training into a cohesive

Technical and Vocational Education and Training (TVET) framework (ATE, 2011).

Tanzania’s private sector in tourism has given up on the existing skills delivery system

- Even though they contribute to skills development, they still have to privately train their

employees.

Tanzania’s private sector, and private skills providers, lack incentives to invest in

human capital development and ongoing training - Larger businesses with resources

cope by sending their employees to other countries, or training their staff internally.

Alternatively they hire unskilled labor, or temporary employees, which usually result in

higher rates of employee turnover, and lower productivity. Private skills providers feel

that they have little incentive to invest because the market is deemed distorted, with most

resources (Such as a SDL portion) going to VETA schools and little to private skills

providers that are VETA authorized training facilities.

Vocational and Technical Education Providers lack coordination amongst themselves

– Due to little linkage between vocational training colleges, technical training colleges,

and universities there is no perceived educational progression between vocational

education and continuing education, thus limiting their job possibilities. Students are not

motivated to excel in their studies with the hopes of future educational advancement.

The skills delivery system is poor in quality - Many VETA-certified training institutions

still provide course offerings based on a knowledge-based system, not based on skills

acquisition.

The Integrated Tourism Master Plan (2002) also identifies poor service standards, poor quality

guides, low quality tour operators and lack of quality accommodation as weaknesses of the

Tanzanian tourism product all of which may be a result of lack of and poor quality human

resources. The problem of the low level of local human resource development in terms of quality

and skills to serve in more sophisticated tourism undertakings is also recognized under

MKUKUTA II (2010). The development of skills to meet the needs of the tourism industry is

frequently seen as a partnership between the industry and training providers (Baum and

Kokkranikal, 2005). Hence, to develop and implement the most appropriate strategies for a

proactive human resource development requires a plan. In the light of this, front edge

competence in tourism is considered a necessity in tourism planning as well as a competitive

advantage if Tanzania aims to become a leading African tourist destination.

1.2 Justification for establishing Training Needs and Skill Gaps in Tourism

It is an undeniable fact that attaining middle-income status, which is Tanzania's Development

Vision 2025, will require a different skill composition among its working population. The

estimates by World Bank (2014) show that only 3 percent of the current working population in

Tanzania is considered high-skilled. This means that the proportion of high - skilled working

force will need to quadruple and the proportion of the medium - skilled labor will need to be

more than doubled in order to be in line with the Vision 2025. In terms of human resources base,

the country ranks the 116th in the world (Blanke and Chiesa, 2013). The areas of major

weaknesses have been identified in the expert survey on Establishment of Tertiary Education

Labor Market Observatory (TELMO) in Tanzania, to include the poor quality graduates in the

area of customer care, sales and innovativeness after interviewing 149 employees in hospitality

and 71 in tourism (EcomResearch Group Limited, 2013). Furthermore a survey of employers in

the tourism sector in Tanzania reported a mismatch between skills imparted to graduates and

those that are needed in the labor market (Nangale, 2012).

Tanzania does not have a dedicated national system for determination of mid -level or high level

skills in tourism and other key sectors in the country. This has led to mushrooming of private

training colleges offering certificate, and diploma -level skills programs. This model is not

sustainable. The provision of skills development is also fragmented in the country. There are

government agencies such VETA and NACTE which govern registered technical and vocational

training institutions separately. In addition, there is no well-established communication channel

between skills development providers and the industry. With such fragmentation, the

Government of Tanzania lacks a clear picture to carry out planning for skills development in the

tourism and hospitality industry. The current assignment therefore determines the existing

training in tourism and hospitality sectors by tertiary education institutions, including both

technical and vocational education and training (TVET) as well as higher education institutions

in Tanzania. The main instruments used are employers' and trainers' surveys, interviews, focus

groups, and stakeholder consultations. The outputs of this assignment include a report that

clearly indicate the forecasted demand for human resources and skills, the current provision and

shortage of skills supply, and recommendations for possible solutions in the tourism sector.

Using the outputs of this assignment, the Ministry of Education and Vocational Training

(MoEVT) will develop a strategy and operational plan for human capital and skills development

at the vocational and tertiary level in priority growth areas. The Ministry, on behalf of the

Government of Tanzania, is implementing an 18 - month World Bank supported project namely

Science Technology and Higher Education Additional Financing (STHEP-AF). This initiative is

very much in-line with the MKUKUTA II which aims at “improving quality of education,

knowledge and skills development and ensuring that education and training systems produce

skills demanded by the labor market”. Therefore, there are a number of reasons why establishing

human resource needs and skill gaps in the tourism sector are not only good, but actually

necessary:

The country‟s growing population, coupled with rising access to higher education and

rural-urban migration are not matched by employment opportunities in the formal sector.

Every year Tanzania produces over 800,000 graduates from the school and college

system, of whom only about 10% find employment in the formal sector (ILO, 2011).

Tourism is among the sector that is growing fast and that can be a high source of

employment for many (World Bank Group, 2015).

The fragmentation nature of tourism education and training in Tanzania does not help the

quality assurance systems and mechanisms of ensuring the homogeneity in the quality of

graduates produced by various tourism colleges, schools and universities in the country.

Bridging the gap in the mismatch between graduate employees curriculum and the

employer requirements in the tourism sector needs is critical if Tanzania aims to become

a leading African tourist destination.

1.3 Objective of the Study

The overall objective of the study is to establish the training needs and skill gaps in the tourism

sector in Tanzania. The ultimate aim is to establish a good analytical foundation for guiding

appropriate system expansion and intervention design that can assure the realization of the

tourism development with adequately skilled workforce in the country. Particularly, the study

findings are intended to lay the foundations for improved responsiveness of tertiary, vocational

and higher education to the labor market for tourism in Tanzania. A strategy and operational plan

to develop human capital and skills for priority growth sectors, from the technical/vocational

level to higher education, needs to start with the mapping of the current levels of skills available,

assessment of the regulatory frameworks and thereafter proceed with projection of the needs in

the coming years. This objective encapsulates three strands:

to prepare reports that clearly indicate the forecasted demand for skills and human

resources in tourism and hospitality sectors in Tanzania;

mapping the current provision and shortage of skills supply in the sectors; and

Provide recommendations for possible solutions in the tourism sector.

By looking into the tourism sector's development trends in the short, medium and long term in

the context of both domestic and global markets, the specific objectives of this study include:

(i) To map the current and future employment potential of the tourism sector in Tanzania

(ii) To trace the core human resources and skills required by the tourism sector and the

foreseen gaps.

(iii)To assess the quality of the existing programs those teach/train the required skills by the

tourism sector.

(iv) To identify incentives and challenges that exist for institutions to provide tourism –

related education and training.

(v) To propose the potential public -private partnerships (PPP) model for providing training

to meet tourism training needs across the country.

1.4 Methodology of the Study

The study used a holistic and integrative approach, involving desk research, employers and

trainer‟s surveys, interviews, focus group discussions (FGD), observation and consultations with

a range of tourism stakeholders in order to collect quality data.

1.4.1 Target respondents

The respondents were categorized into two groups. The first category of respondents was tourism

universities, colleges and schools. The second category included governmental institutions (e.g.

MNRT, MoVET, TTB, TANAPA, NCAA, etc.); Tourism Providers‟ umbrella associations such

as Tourism Confederation of Tanzania (TCT); Tourism Providers ‟ associations and their

members including Tanzania Association of Tour Operators (TATO), Hotel Association of

Tanzania (HAT), Tanzania Hunting Operators Association (TAHOA) and Tanzania Society of

Travel Agents (TASOTA),Tanzania Air Operators Association (TAOA), Intra-Africa Tourism &

Travel Association (ITTA), Tanzania Professional Hunters Association (TPHA) and Zanzibar

Tourism Investors Association (ZATI), Tanzania Tour Guides Association (TTGA) and Tourism

& Hotel Professionals Association of Tanzania (THPAT). Others are Tanzania Association of

Cultural Tourism Operators (TACTO) and Zanzibar Association of Tour Operators (ZATO). The

respondents were categorized based on criteria for standardization provided by MNRT, 2007 as

follows:

a) Accommodation (hotels, motels, guest houses, lodges, tented/campsites, hostels,

home stay and apartments)

b) Food and beverages (Restaurants, Fast food sales, Cafes, Coffee /Tea specialty

shops), Pubs, and Nightclubs

c) Transport (Airline, vehicles, bus/coach operators)

d) Travel Services (travel agencies, tour operators, airline/airport workers, event

management agencies, taxi cab associations etc.)

e) Visitor Attractions (game, nature & leisure parks, theatre, museums, galleries,

monuments)

f) Direct Retailers to Tourists (of curios artefacts tourist clothing, gear and

equipment )

g) Other tourism related institutions at the destination ( marketing, facilitation,

advocacy)

1.4.2 The Survey

Two types of survey instruments and the FGD guiding tool were prepared (refer to Appendices 1

to 3). The pretesting involved respondents from the Ministry of Natural Resources and Tourism

(MNRT), the executive managements of TCT, HAT and TATO. Thereafter, the questionnaires

were revised and e-mailed to all members belonging to these associations through the Chief

Executive Offices of HAT (with more than 250 members), TATO (with more than 200

members) and the TCT (with 12 member-associations). Thereafter, the field work was conducted

in order to interview the members who did not return the emailed questionnaires, complemented

by one session of focus group discussions per zone. The size of focus groups was restricted to a

maximum of 30 people representing various groups in tourism.

The fieldwork was conducted in five zones, selected on the basis of their importance in Tanzania

tourism, namely, Northern Zone (Arusha, Kilimanjaro, Manyara); Coastal Zone (Dar es Salaam,

Coastal, Tanga and Zanzibar); Lake Zone (Mwanza and Mara); Southern Zone (Mtwara, Mbeya,

Iringa and Morogoro) and the EAC Regional Zone (Kenya and Uganda). More than 75% of

tourism activities in Tanzania take place in the Northern (Kilimanjaro, Manyara, Serengeti and

Ngorongoro) and Coastal Zones (in the beaches of Zanzibar) (Anderson, 2011; World Bank,

2015). In addition, for the purpose of enriching the findings and recommendations, the need for

studying the regional practices from the neighbouring countries including Kenya and Uganda

was taken into account. For that reason, the physical visitation to Utalii College (Kenya) and

Makerere University (Uganda) was done. While the former is representing the vocational and

technical based training platform, the latter represents the higher learning institutions.

1.4.3 Characteristics of the Respondents

A total of 259 respondents participated under different capacities (Figure 1.2). More specifically,

the completed questionnaires from tourism business sector were 148. The participants in the

FGD for the four zones were 93 (see Appendix 4) distributed as 14 in the Coastal Zone; 20 in

Lake Zone; 28 in the Northern Zone; and 30 in the Southern Highlands. The respondent training

institutions were 18 constituting 6 institutions under NACTE, 9 under VETA and 3 registered

under TCU. Table 1.1 and Table 1.2 summarize the characteristics of the respondents.

Figure 1.2 Distribution of Respondents in the fieldwork

In summary, Part A of Table 1.1 shows majority of respondents to be in the accommodation

business sector (52.3%) followed by travel services and attractions (16.8%). Part B further show

the distribution of respondents where by majority were from the Northern zone (35.8%) followed

by coastal zone (29.8%). These results are in line with the literature showing more than 75% of

tourism activities in Tanzania take place in the Northern and Coastal Zones (Anderson, 2011;

World Bank, 2015). Most of tourism providers are locally owned and 32.9% of all respondents

have been operating in the industry for less than five years. This implies that majority of

providers have more than five years of operation. Part E also show that majority (54.4) of

respondents have between 5 and 49 employees implying that the industry is dominated by small

enterprises as per Tanzania SME categorization (URT, 2003).

Table 1.1 Respondent Characteristics – tourism business sector

Selected characteristics % of total in the

respective category

(n=148)

A. Business Sector

Accommodation (hotels, motels, guest houses, lodges,

tented/campsites)

52.3

Food and Beverage (Restaurants, Fast food sales, Cafes, Coffee

/Tea specialty shops), Pubs, and Nightclubs

4.1

Transport (Airline, Vehicles, Bus/coach operator) 8.0

Travel Services and attractions (travel agencies, tour operators,

airline/airport workers, Game, nature, mountain climbing, museums,

gallery, taxi cab associations etc.)

16.8

Business Tourism (Conference/event organizers, destination

management, Incentives Company, technical services/staging

production)

5.4

Direct Retailers to Tourists (of curios artifacts tourist clothing, gear

and equipment)

3.4

All Others in Tourism concerns (marketing, facilitation, advocacy) 10.0

B. Location of the Business

Southern Highlands (Iringa, Mbeya, Morogoro, Mtwara) 20.2

Lake Zone (Mwanza, Mara) 14.2

Coastal Zone (Dar es Salaam, Coastal, Tanga, Zanzibar) 29.8

North Zone (Kilimanjaro, Arusha, Manyara) 35.8

C. Business Ownership

100% Local 80.5

100% Foreign/International 10.1

Joint venture 9.4

D. Age of the Business (in years)

≤ 5 years 32.9

6-10 years 21.5

11-15 years 16.8

16-20 years 4.0

Over 20 years 24.8

E Number of Employees

1-4 16.1

5-49 54.4

50-99 13.4

100 and more 16.1

F. Gender of Employees

Male 62.1

Female 37.9

G. Age category of employees

Employees below 21 1.41

Employees 21-29 37.3



Employees 50-59 5.9

Employees above 60 3.3

Table 1.2 shows capacity of the seven business sectors that were surveyed. The majority number

of beds is found in hotels (accommodation sector) with a total of 4007 beds and an average of

58%. The sitting capacity of restaurants (Food and beverage sector) is also the highest with 3202

seats and an average of 71 sits per restaurant, in direct retailers to tourists, we evidence that each

retailer gets an average of 8 tourists per day with a total of 173 tourists visiting these retail shops.

Table 1. 2: Average customers and Business Capacity

Selected characteristics N Sum Mean

1. Accommodation Facility

Hotel number of beds 69 4007.0 58.1

Lodge number of beds 16 580.0 36.3

Guest house number of beds 4 42.0 10.5

Campsite number of beds 9 242.0 26.9

2. Food and Beverages

Restaurant - sitting capacity 45 3202.0 71.2

Restaurant - average number of customers per day 37 1352.0 36.5

Coffee shops- sitting capacity 9 463.0 51.4

Coffee shop average number of customers 5 377.0 75.4

takeaway - average number of customers per day 5 121.0 24.2

Bar - sitting capacity 9 665.0 73.9

Bar - average number of customers per day 6 335.0 55.8

Catering services - average number of customers per day 2 60.0 30.0

3. Transport

Airline number of vessels 5 31.0 6.2

Number of vehicles 10 295.0 29.5

Transfer company - number of vessels 6 32.0 5.3

Number of buses 2 10.0 5.0

4. Travel Services

Travel agent - number of customers 9 177.0 19.7

Travel operator - number of vessels 12 107.0 9.0

Travel operator - number of customers 8 120.0 15.0

Mountain climbers customers per day 3 7.0 2.3

Travel park customers 4 240.0 60.0

Travel gallery customers 6 220.0 36.7

5. Business Tourism

Conference- Average customers per day 11 3604.0 3.3

Tourists direct retailers- Average customer per day 20 173.0 8.7

Tourism technical services- Average customers per day 3 162.0 54.0

Business tourism destination management 4 3054.0 7.6

1.5 Structure of the Report

This report is presented in Seven Parts. Part One presents the introduction which constitutes the

background, justification and methodology of the study. Part Two assesses the extent to which

policies, legal and institutional framework facilitates human capital development in Tanzania.

Part Three provides the conceptual analysis in mapping the training needs and skills gaps, while

focusing on tourism and hospitality industry and gradually concentrating in Tanzania. Part Four

offers a comprehensive overview of the tourism and hospitality sectors in Tanzania. Part Five

presents the mapping of the core human resources and skills gaps in the main sub-sectors of the

tourism and hospitality sector in Tanzania. Thereafter the anticipated growth, upgrading and

diversification in the coming medium and longer term have been forecasted and the new job

profiles that would emerge through the anticipated changes have been estimated. Analysis of

skills development system in tourism and hospitality sector in Tanzania has been dealt with in

Part Six before the study‟s conclusion and recommendation, which are presented in Part Seven.

PART TWO: POLICIES, REGULATORY AND INSTITUTIONAL FRAMEWORK

2.1 An Overview

The previous part has introduced the tourism industry and the role that it plays in the economic

development of Tanzania. This role is a compelling reason for having a mechanism for ensuring

quality human resources to enable the sector to generate benefits in the form of jobs, foreign

exchange, government revenues and economic development. This part assesses the extent to

which policies, legal and institutional framework facilitates human capital development in

Tanzania. Education has been identified as an important determinant of economic growth.

2.2 Human Resources and Skills Related Policies and Regulations in Tanzania

A key policy challenge confronting most countries in developing economies including Tanzania

is how to ensure that the skills of both job entrants and existing workers match the ever changing

work environment. The underlying assumption in general is that higher levels of educational

attainment lead to a more skilled and productive workforce, producing more efficiently a higher

standard of goods and services, which in turn forms the basis for faster economic growth and

rising living standards. It is worthwhile mentioning that, the policies which are sector specific

are formulated, coordinated and monitored by the responsible ministries. In Tanzania, for

example, the Ministry of Education and Vocational Training (MoEVT) has legal mandate for

policy formulation, co-ordination, monitoring and evaluation and setting standards on all matters

pertaining to education and training. The responsibility for tourism policy lies with the Ministry

of Natural Resources and Tourism. Table 2.1 outlines the policy, legal and institutional

frameworks which are relevant to this study.

Table 2.1: Related national policy, legal and institutional framework

Policy Frameworks and Development Strategies

Minimum Wage Order, 2013

National Education and Training Policy, 2014

National Employment Policy, 2008

National Higher Education Policy, 1999

National Public Private Partnership Policy Tanzania, 2009

National Research and Development Policy, 2010

National Science and Technology Policy Tanzania, 1996

National Strategy for Growth and Reduction of Poverty (NSGRP) II, 2010

National Tourism Policy, 1999

National Youth Development Policy, 2007

Policy on Women in Development in Tanzania, 1992

Poverty Reduction Strategy Paper (PRSP) 2005-2010, 2000

Public Service Pay and Incentive Policy, 2010

Tanzania Assistance Strategy, 2005

The National Poverty Eradication Strategy, 1998

The Technical Education and Training Policy in Tanzania, 1996

Zanzibar Tourism Development Policy, 2003

Zanzibar Development Vision 2020

Tanzania Development Vision 2025

Legal framework

Constitution of the United Republic of Tanzania, 1977

Employment and Labour Relations Act of 2004

Empowerment Act of 2004

The National Council for Technical Education Act, 1997

The University Act of 2005

The Wages and Salaries (General Revision) Act, 1974

Vocational Education and Training Act, 2006

Institutional Framework

Ministry of Education and Vocational Training

Public-Private Partnership

2.2.1 Constitution of the United Republic of Tanzania, 1977

The constitution of the united republic of Tanzania provides every Tanzanian citizen the right to

quality education and decent work. Section 11 (2) spells out that every person has the right to

access education, and every citizen shall be free to pursue education in a field or his choice up to

pursue education of his choice to his merit and ability, the highest level according to his merits

and ability. Section 22 (2) provides that every citizen is entitled to equal opportunity and right to

equal terms to hold any office or discharge any function under the state authority. This implies

that the government has the responsibility to ensure that conducive environment is created for

people to pursue educational programmes up the level of their learning abilities and engaging in

work activities that are commensurate with their competences. Many benefits derive from

making training and skills opportunities broadly accessible to all women and men. Special

measures can help overcome the difficulties some groups face in accessing skills – for example,

people with disabilities, members of minority groups, those in need of a second chance.

2.2.2 The Tanzania Development Vision 2025

The Tanzania Development Vision aims at a high quality livelihood for all Tanzanians through

the realization of, among others, universal primary education, the eradication of illiteracy and the

attainment of a level of tertiary education and training commensurate with high quality human

resources required to effectively respond to the developmental challenges at all levels. The

Vision states that,

“Education should be treated as a strategic agent for mindset transformation and for the

creation of a well-educated nation, sufficiently equipped with the knowledge needed to

competently and competitively solve the development challenges which face the nation”

(pp. 9).

In this light, the education system should be restructured and transformed qualitatively with a

focus on promoting creativity and problem solving. Tanzania needs to be sufficiently equipped

with science and technology, knowledge and skills needed to competently and competitively

solve development challenges which face the nation. Well-thought, research-based and sector-

specific plans are required for achievement of these visions. We are in the 21st Century, which is

characterized by stiff competition. Winning are those with advanced technological capacity, high

productivity, modern and efficient transport and communication infrastructure and, above all

highly skilled manpower imbued with initiative (URT, 2005). To be active participants in the

global developments Tanzanians must find ways of strengthening themselves in all these areas.

Our education system should produce the quantity and quality of educated people sufficiently

equipped with the requisite knowledge to solve the society's problems, meet the challenges of

development and attain competitiveness at regional and global levels.

2.2.3 Zanzibar Development Vision 2020

The Zanzibar Development Vision (ZDV 2020) aims at transforming the Zanzibar economy in

order to generate high sustainable growth capable of increasing employment and eradicate

absolute poverty. The Vision recognizes the need to make selective and strategic investments in

human resources in the key sectors of the economy including tourism. In fact there is apparent

recognition that the tourism industry could benefit the economy more if further effective policies

on tourism are formulated and implemented. Some of the proposed measures for policy changes

include promoting high quality tourism, attracting more investments in high quality hotels and

developing skills needed in the tourism industry. It is encouraging that the ZDV 2020 concludes

(in pg 42) that the infrastructural and skills development would be crucial for the achievement of

a diversified economy. Thus, this underlines the importance of mapping the skills gaps and

training needs in the sector if one intends to use tourism as one of the vehicles for economic

growth.

2.2.4 National Strategy for Growth and Reduction of Poverty (NSGRP) II, 2010

Skills development features very well in the NSGRP II or MKUKUTA II (2010). Improving

human resources capacity in terms of skills, knowledge, and efficient deployment and fostering

changes in mind-set toward hard work, patriotism, and self-reliance are among the key specific

objective of the NSGRP II. Skill development is thus recognized as potential for driving growth

of the economy. The low level of local human resource development in terms of quality and

skills to serve in more sophisticated undertakings is identified as one of the bottleneck for

economic development and poverty alleviation among Tanzanians. An improvement in human

capital is thus thought to be one of the strategies to unleash investment potentials in different

sectors. Therefore, the Strategy aims at improving quality of education, knowledge and skills

development and ensuring that education and training systems produce skills demanded by the

labor market.

2.2.5 The Education and Training Policy (ETP), 2014

The Education and Training Policy (2014) is guidance for provision of education and training in

the Country. It is a policy framework that ensures more and better education and training fuels

innovation, investment, economic diversification and competitiveness, as well as social and

occupational mobility leading to the creation of more but also more productive and rewarding

jobs. Promotion and development of human resources and effective utilization of those resources

in bringing about individual and national development is one of the key broad aims of the Policy.

This goal is quite relevant for development and upgrading of skills in the country which may

indicate that the policy is good. However, the question remains whether there is an effective

mechanism for ensuring attainment of goal and many others.

In many studies that have been conducted to assess human capital in different sectors a mismatch

has been established between required skills in the labor market and the one supplied by the

education system (e.g. ESRF, 2009; TCT, 2010, ATE, 2011; ILO, 2013). For example, ESRF

reports that out of 700,000 new entrants into the labor force every year about 500,000 are school

leavers with few marketable skills. Therefore, for the Education and Training Policy (2014) to

play its role in skills development it has to ensure that there is a close match of skills supply to

the needs of enterprises and that workers and enterprises adjust to changes in technology and

markets; and anticipates skills needs of the future.

2.2.6 National Employment Policy (NEP), 2008

Enhancing and developing human capital to assure productive and sustainable employment in the

rural and urban economies, by improving knowledge and skills, adequate income earning

opportunities and labor market services is the government‟s aim under NEP (1997). The policy

requires substantial investments in human capital development as well as development strategies

to ensure future job creation opportunities. Some of the skill-related specific objective of NEP

(1997) are: (i) enhancing skills and competencies for those in the formal and informal sector

especially rural areas; (ii) facilitating and coordinating employment of Tanzanians abroad and

the return of skilled Tanzanians to fill skills gaps (iii) promoting the goal of decent and

productive employment as a national priority and enable all participants in the labor force to gain

productive and full employment and (iv) putting in place conducive and enabling environment to

promote growth of the private sector and transformation of the informal sector into formal.

The Government of Tanzania recognizes the link between economic growth, poverty reduction

and labor market performance. Since the adoption of NEP in 1997, the Government has

continued to design and implement a number of programmes aimed at enhancing job creation.

These programmes included National Youth Development Programme, 2007; Youth Action Plan

2011 – 2015; and Youth Entrepreneurship Facility Programme 2005 - 2015. These programmes

focus on increasing either financial support for micro credit schemes for the youth, women,

entrepreneurs and other vulnerable groups or skills training through vocational education,

management and business training and counseling as well as review of labor and employment

related laws.

2.2.7 National Tourism Policy, (1999)

Importance of tourism education in national development in Tanzania is reflected in the goals for

tourism development as enunciated in the National Tourism Policy (1999), which are: (i)

promoting the provision of formal training in tourism industry which is occupationally specific

and practical oriented; (ii) creating more employment opportunities and ensuring self-efficiency

with regard to human resources within the tourism and hospitality industry; (iii) encouraging and

facilitating training in tourism and hotel management for development of the sector; and (iv)

regulating and monitoring institutions that offer hotel and tourism education. Being a service-

oriented, tourism and hospitality sector is dependent on human resource development. The

shortage of appropriate and specialized core and skilled personnel and poor comprehensive

planning of human resource development are recognized as among the constraints facing the

tourism and hospitality sectors.

2.2.8 Integrated Tourism Master Plan for Tanzania, (2002)

The Tourism Master Plan (2002) was established as an implementing tool of the National

Tourism policy. The plan was put in place in order to ensure development of a competent

workforce in the sector through investment in quality tourism and hospitality education and

training. The plan aimed at developing an extensive programme of training existing managers

and staff, current and new entrants at all levels. The plan also set foundation for monitoring and

reviewing industry training needs on ongoing basis.

2.2.9 Zanzibar Tourism Development Policy, (2003)

The Zanzibar Tourism Development Policy recognizes the fact that the main constraint on

continuing tourism development is the lack of trained people available to work in the industry.

The policy strategies on human resources development include:-

Mobilizing and sensitizing the people of Zanzibar to realize the importance of the

contributing resources to human resources development.

Encouraging broad based training and particularly vocational training to cope with

the changing structure of labour markets and the demand for global competitiveness.

Preparing educational systems which incorporate tourism training that conform to

changes of technology and respect moral as well as ethical values, spirit of self-

confidence, self-esteem and tolerance.

Furthermore, the policy emphasises that the manpower training, involving the transfer of

knowledge and technology will ensure that the tourism industry can meet international standards

of service and customer care. The combination of a trained workforce and the appropriate

institutional mechanism will result in a competitive tourism private sector, attracting foreign

investment and be attractive to holiday makers. The policy strategies on education and training

include:-

i. Formulating an integrated human resource development plan which covers needs of the

tourism sector, for all levels and occupations through joint responsibilities of the public

private partnership.

ii. Improvement of front-line training and placement of indigenous management.

iii. Strengthening Hotel and Tourism Training Centres vertically and horizontally.

iv. Encouraging the establishment of private tourism training school which will have to

adopt national curriculum.

v. Putting cooperative efforts to educate government officials, local communities, investors

and tourists about the current status of tourism developments and policy.

Other policies and strategies with a bearing on the development of skills, education and training

are as indicated in Table 2.1. A number of institutions, both public and private have been

established to implement and coordinate various programmes arising from these policies.

Furthermore, the government has undertaken various measures to implement some elements of

these policies and strategies. However, by and large, implementation has been unsystematic and

uncoordinated and therefore with limited effectiveness.

2.3 Public -Private partnerships Models for providing training to meet labor demand

Due to resource constraints, especially in terms of human resources it is unrealistic to expect the

public sector to be able to put in place the institutional and economic infrastructure required to

enable meaningful take-off of the private sector and hence sustainable development. One way of

the strategies for addressing this limitation is the use of Public Private Partnerships (PPPs).

Public-private partnership (PPP) describes a government service or private business which is

funded and/or operated through a partnership of government, a private sector company (or group

of companies) or a private business association. The partnerships further refers to arrangements,

typically medium to long term, between the public and private sectors whereby some of the

services that fall under the responsibilities of the public sector are provided by the private sector,

with clear agreement on shared objectives for delivery of public infrastructure and/ or public

services.

In Tanzania, Public Private Partnership (PPP) is an important instrument for the government to

attract private investments and to improve public services. Due to its importance, the government

introduced a PPP Policy in 2009, followed by the PPP Act no. 18 which passed in 2010 and the

PPP Regulations passed in 2011. The Public Procurement Act (2011) further makes specific

provision for PPP procurement, for both solicited and unsolicited proposals. The objects of the

PPP acts and regulations are to promote private sector participation in the provision of public

services. The Act is aimed at facilitating the transfer of skills and technology from the private

sector to the public sector as well as encourages foreign direct investment.

Further to the PPP Act, a Finance Unit (FU) was created within the Ministry of Finance (MoF) to

assess, manage and monitor fiscal risk, to assess affordability of projects, and to appraise value

for money from PPPs with a view to recommend PPP projects for approval by Minister of

Finance. A Coordination Unit (CU) was created within the Tanzania Investment Centre (TIC),

which reports to the Prime Minister‟s Office (PMO). The CU is focusing on promotion and

coordination of all matters relating to public private partnerships.

2.3.1 Public -Private Partnerships Models in Tourism Industry Worldwide

There are various forms of PPP in the tourism industry. The well-known partnerships between

private and public enterprises are occurring through tourism private sector organizations (PSOs).

Since PSO are organizations which link the private sector and the public, it is through these links

that the partnerships are generated. An exemplar model of this kind is found in the Caribbean

(Eclac, 2008). The Caribbean Hotel Association Charitable Trust is a public/private sector

alliance, uniting major hotel chains, airlines and credit card companies through their PSOs. The

trust has a campaign to market and promote the Caribbean region as a single destination. The

trust created a website www.GoCaribbean.com to allow the region to play a full role in the entire

distribution channel of Caribbean vacations. The trust also partnered with Expedia, Inc. to offer

expanded hotel choices to the Caribbean. As part of the partnership, most of PSOs member

organizations have the opportunity to participate in the Expedia Special Rate (ESR) program, in

which Expedia works with individual hotels to provide consumers with attractive rates and bring

additional business to hoteliers. This PPP has helped to keep the region as a top of mind

destination and played a strong role in growing the tourism and hospitality industries in the

region (Eclac, 2008).

The second form of worldwide common PPPs is in traditional infrastructure projects for leisure

and culture services such as museums, galleries, sport events and public spaces. Most of these

involve local communities who play important role. Their homelands and workplaces are key

sources that attract nature tourists. A model example in this PPP is from Indian Thenmala Eco-

tourism destination (Ezreth, 2014). This destination is a small forest area village in Western

India. The most important eco-tourism resources of this project are wild life sanctuary, small

nature trails, elevated walkway through canopies, mountain biking etc. The PPP here works as

follows: private sector is responsible for accommodation, transportation and related

infrastructure. The public sector including the community is responsible for eco-tourism product

management, local traditional transport, provides the overall regulatory and supportive

framework.

A third form of PPP is in the area of event, conference and hallmark management. Here the PPP

is seen in strategic alliances where the private enterprise sector is involved in services such as

sports and music events or festivals (Taurer, 2003). The partnership in this case occur when there

are regular holding of public-private meetings such as regional and national conferences for

discussions, strategic visioning, policy-making and decision-making. A model example is that of

organization of the Caribbean Village conducted at the International Trade Fair in Berlin. The

Caribbean Trade Organization, representing PSOs is playing a role in organizing and supporting

the participation of member countries and the private sector to trade and consumer shows at such

trade fair. The public sector in the region supports this through supportive regulations that enable

its tourists businesses to participate in the fair.

Due to increasing qualification requirements, there is a fourth form of PPP initiatives which is in

the area of tourism and hospitality skills development. Here the partnership is in terms of

provision of tourism and hospitality education and training. Different PPP models have been

practiced in different countries. Model one is found in the Caribbean between a public entity, a

Tourism Learning System and a private entity, Tourism Human Resource Council (Eclac, 2008).

The aim of the PPP was to increase the competitiveness of the tourism product in the Caribbean

through improvement of the quality of human resources, mainly through enhanced leadership by

tertiary level institutions. The partnership involves both private and public colleges and

universities from the region. This partnership led to a harmonized tourism/hospitality curriculum

for Degree programmes in Hospitality/Tourism Studies across the English-speaking Caribbean

and the setup of a Quality Assurance System whereby the degree program is measured against

agreed quality assurance standards. The model also developed credentials and certification

program for employees of the tourism/hospitality industry. The certification program aims at

raising professional standard of the regional tourism and hospitality industry. The program also

evaluates tourism workers by verifying their previous work and volunteer experience, education,

professional development activities and skills.

Model two is also found in the Caribbean through an initiative of both private and public sectors

known as „Tourism Internship Exchange System (TIES)‟. The aim of the partnership is to

enhance the overall competitiveness of the Caribbean region by providing a learning experience

to students in the tourism and hospitality sector as well as tourism workers by assisting them to

find internships or suitable jobs in the tourism industry. The Caribbean region has also an Annual

Tourism Educators Forum (Model three). The forum is a three day intensive workshop designed

for tourism/hospitality educators at the post-secondary level of the education system and trainers

from both the public and private sector in the region. The forum aims at updating the knowledge

base of tourism/hospitality skill providers on current trends and issues in tourism and prepares

them to understand and articulate changes and challenges of the industry. The forum also helps

the tourism/hospitality skills providers to discuss the special challenges/issues facing the delivery

of tourism education and training in the region and recommend some concrete strategies for

addressing these (Eclac, 2008).

From these models discussed here, we see that each partnership has key players. These are a

combination of public/government, private entrepreneurs, local communities and private sector

organizations. Each of them must participate actively and constructively to ensure the success of

the partnership. Also the role and functions of each partner has to be specifically identified in

order for the partnership to be successful. In addition, communication among partners is both a

critical part of good partnerships and an outcome of consistent engagement between the public

and private sectors (Grubb & Lazerson, 2004). This communication enables training providers to

learn what skills are in demand and to train for jobs that change regularly. The communication

also allows employers to have input into the curriculum and often gives them a recruiting tool to

attract skilled workers. Communication is essential for the public sector as well as they need to

know what needs of the private sector are and what can be done in order to enhance the

partnership.

2.3.2 Public -Private Partnerships in Tourism Industry in Tanzania

Similar to other sectors, PPP in the tourism and hospitality sector is done through private sector

associations (PSOs) who gather opinions and recommendations from their members and engage

in dialogues with the public sector. Apexes such as Tanzania Chamber of Commerce industry

and Trade (TCCIA), Tanzania National Business Council (TNBC), Tanzania Private sector

Foundation (TPSF) exist for the purpose of gathering the voice of the private sector actors,

support them and create links between themselves and the public sector. Similar bodies have

been formed at regional levels, district/municipal levels as well as sector level.

There are several private sector organizations that are in place in the tourism industry. TCT is the

umbrella organization representing the private business sector involved in tourism and

hospitality industry in Tanzania. It is the voice of the tourism industry. TCT work at a national

level and it ensure that through its representation, appropriate macro policies and strategies are

adopted for developing and maintaining an environment in which tourism will prosper and the

business sector will be able to achieve successful growth. TCT has twelve members who are in

tourism and hospitality industry specific. The Members are Tanzania Association of Tour

Operators (TATO) who aims at providing comprehensive position for the tour industry in its

relations with the Government in matters pertaining to the formulation of tourism policy, plans

and programs. Tanzania Association of Cultural Tourism (TACTO) dealing with organizations

or people dealing in cultural tourism. Tanzania Society of Travel Agents (TASOTA) aiming to

encourage, promote and protect interests of member travel agents in the country. Tanzania Air

Operators Association (TAOA) providing a platform for positive dialogue between licensed air

operators and other stakeholders in the aviation industry and air transport sector.

Hotels Association of Tanzania (HAT) aiming to ensure a sound development concerned with

contributing to the sound development of the hotel industry and tourism in general through

improving the quality of services to tourists and locals. Intra-African Travel and Tourism

Association (ITTA) represents travel and tourism operators. Zanzibar Association of Tourism

Investors (ZATI) who works closely with the Government to ensure a sustainable and

professional tourism industry of the highest standard. Zanzibar Association of Tour Operators

(ZATO) whose purpose is to plan, arrange tours and/or Zanzibar vacation packages and market

them on domestic, regional and worldwide destinations. Tanzania Hunting Operators Association

(THOA) working closely with the Government to ensure a sustainable hunting industry of the

highest ethics and standards. Tanzania Professional Hunters Association (TPHA) which stands

for maintenance of high standards of professionalism, ethics and sound conservation practices in

the hunting industry. Tanzania Tour Guides Association (TTGA) which strives to ensure and

promote the highest standards, ethics and professionalism among tour guides. Tourism

Professional Hospitality Association of Tanzania (THPAT) represents tourism and hospitality

professionals.

One of the key roles of these PSOs is to provide platform to lobby and advocate to the

government, maintain ethics and professionalism in their industry. The PSO serve as strong tool

for engagement in partnerships and dialogue with the government. The PSOs are also

responsible for capacity and institutional building of their organizations and members. Some

PSO support provision of technical/skills training to employees of their member companies in

order to enhance capacity of employees and increase performance of member organizations.

There are various examples of PPP that the tourism and hospitality sector has engaged with the

government. First is the marketing of Tanzanian tourism sector. The marketing of the nation‟s

tourism is supposedly to be the government role. In this case TCT has been in partnership with

the government in promoting the country‟s tourism. Here the government provides the

supportive legal framework while TCT is engaging in advertising and promoting different

tourism destinations. Second, ZATO has been engaged with the government to ensure that Levy

on Tourists transit is reduced. TATO is also partnering with the government in reducing

insecurity and poor safety for foreigners who visit the country for tourism purposes. Here TATO

first conducted a study which identified the problems that tourists faced and they made

recommendation on what to be done by the government in order to reduce the problem. TATO

then engaged in dialogue with the government and the government initiated a tourist police unit

which is in charge of protecting tourists.

The skills providers both public and private are also partnering in the delivering of tourism

education and training. Looking at these PPP, one can derive the responsibilities of both public

and private sector in tourism and hospitality sector partnership (see Table 2.2).

Table 2.2: Responsibilities of Public and Private Partners for Tourism Sector Support

Public-Government and Municipal

Councils

Private – TCT, PSOs, Companies, NGOs

i. Enabling tourism Policy and Regulatory

framework

i. Networking and Promotion of tourisms

attractions

ii. Provide New destinations ii. Owning and Managing Tourists

attractions/services and training

institutions

iii. Ensure that the local community is fully

involved and the benefits of tourism are

reaching them

iii. Build and manage the required tourist

facilities in places of tourist interest

iv. Identify and establish clear objectives as

to the range of public and private sector

development as considered appropriate

iv. Participate in the preparation of

investment guidelines, marketing

strategies, database developments and

pursue research

v. Preservation of Heritage/tourism sites v. Undertake skill development, training and

manpower development to achieve

excellence in quality of services

vi. Information Dissemination and Marketing

of Destinations

vi. Promotion and Marketing of Destinations

and tourism/hospitality programmes

vii. Employment of Tourism and hospitality

graduates

vii. Employment of Tourism and hospitality

graduates

2.3.3 Public -Private Partnership Models in the Training sector in Tanzania

PPPs in education and training sector have for many years, been implemented successfully by

Faith Based Organizations (FBOs). Here FBOs are involved by providing education in all levels,

from kindergarten to university levels. They own, build and offer education to the Tanzanian

population. Through their organizations, they help to shape civilizations and cultures using the

religious phenomenon. Recently, many private individuals, NGOs and companies have also been

engaged in provision of education and training. All these are entering in partnership with the

government for the purpose of providing education to Tanzanians. As noted earlier, the

education system in Tanzania is regulated by three government/public organs: VETA, NACTE

and TCU. These organs regulate both public and private education/training institutions in order

to make sure they adhere to common requirements.

Through these PPP, tourism operators have taken a lead role in the design, implementation, and

financing of training programs and skills development courses required by their employees at

various levels. There are also education/training PPP initiatives that have been supported by

development partners in order to: support the local tourism training institution in capacity

building ii) train students who are enrolled in the tourism programs iii) train employees of

tourism firms. Table 2.3 provides example of such initiatives.

Table 3.3 Donor Supported PPP Initiatives in Tourism Education and Skills Type of

initiative

Period of

implementation

Description of the initiative Participating local

institution (s)

Donor

partner

Apprenticeship

programme in

hotel operations

2014 – 2017 First Accredited

Apprenticeship Program in

Tanzania at NACTE Level 5

This is a Private Sector led

initiative of training personnel

for the hospitality sector

Aims at addressing skills gaps

that are increasingly exhibited

by new graduates joining the

labour market.

Focus on honing of skills,

appropriate work place attitude

and culture etc. of personnel

mainly at the work place (60

per cent) with short periods

(40 per cent) of theoretical

training at a training institution

Partnership of

TCT, HAT

working with

National College of

Tourism (NCT)

ILO

Education for

Employment

Program Touris

m Training

(EFE)

2010- 2013 To improve tourism programs

at VETA institutions in the

town of Mikumi.

Strengthened the capacity of

the local partner to produce

skilled employment ready

graduates for the growing

tourism industry

MoEVT (VETA) Nova Scotia.

Community

College

In summary, these initiatives help in i) Facilitating creative and innovative approaches in

stimulating education/training provision ii) Enhancing government‟s capacity to develop

integrated solutions that effectively addresses public needs, in this case, education iii) Reducing

costs of implementation and realization of quality education attributable to economies of scale

and operating efficiency and iv) Accessing technical and managerial expertise, financial

resources and technology from the private sector.

PART THREE:

CONCEPTUALIZING THE MAPPING OF TRAINING NEEDS AND

SKILLS GAPS

3.1 Overview

This section provides the conceptual analysis in mapping the training needs and skills gaps,

while focusing on tourism and hospitality industry and gradually concentrating in Tanzania. It

underlines the importance of undertaking a regular updated data on employment demand and

supply issues in view to facilitate policy makers and other stakeholders to frame policies and

strategies towards development of human capital in the key sectors.

3.2 Why mapping of Training Needs and Skills Gaps?

Always, the essence of good service is peoples‟ skills; and the availability of quality workforce is

an integral part of successful economic development. Hence, regular undertaking of the current

and forecasting future train needs enables the proper planning in terms of curricula development

and review and establishment of suitable skills development policies, facilities and action plans.

This eventually feeds into appropriate assessment of economic potential and market

opportunities and the identification of underlying constraints and addressing employment-related

issues.

Figure 3.1: Mapping the Train Needs and Skills Gaps

Source: developed purposeful for this study

Economic transformation demands a healthy workforce equipped with the knowledge and skills

to be highly productive in the workplace and to generate innovations in technologies, processes,

products, and services. A country may be rated as top destination globally based on the quality of

(1) Undertaking a regular updated manpower survey with a data bank about employment

(2) Tracking the demand for

specific skills/training needs (and occupation standards, testing and

certification), and employment projections

(3) Intervention in terms of: pre-

employment curricula, accreditation, technical & vocational training, higher

learning, on-job training and non-traditional means to

ensure high quality workforce

(4) Creating environment for high value jobs for the local population in the specific sectors

work force that are geared towards meeting the needs of the industry, and availability of

appropriate research for tourism development and innovation.

The essence of mapping the training needs and skills gaps is to build a source of information

which aims at helping policy makers and other stakeholders to frame policies and strategies

towards the development of human capital in the key sectors. The mapping entails an assessment

of the human resource training needs, identification of the key issues and challenges confronting

the human capital development in the sector. The ultimate aim is to enable the country to put in

place an excellent educational system and world class training facilities for tourism and

hospitality development. Up-to-date information on skill needs will help education and training

institutions assess the match between the skills they provide and those in demand in the

workplace. At a practical level, an effective national training need assessment will help to

establish whether there is a need for training within key areas of the industry and to help identify

what training programmes should contain in terms of learning outcomes and curriculum.

Investment in continuous staff training and development ensure high quality workforce that have

relevant up-to-date skills and knowledge in the industry.

Sustained service excellence requires high discretionary effort from services; it requires

preparation, ingenuity, persistence, discipline, risk taking, and continuous improvement (Berry,

1995). Given the importance of the customer/employee interaction to the service encounter, the

quality of human resources has a key role to play in securing high levels of service quality. The

quality of human resources is normally a function of knowledge, skills, experience and

motivation. While the first two are primarily provided by educational and training providers an

employee gets the last two are enhanced by the working environment.

3.3 Defining Skills Requirements in Tourism and Hospitality Industry

Tourism and hospitality fall under the category of labour intensive industries. Therefore, more

jobs can be created if a nation puts in place appropriate strategies to develop tourism as one of

the economic activities. Possession and continuous accumulation of relevant tourism skills and

knowledge is essential in the creation of human capital, which is a critical resource for the

development of a competitive sustainable destination (UNECA, 2011). The lack of relevant skills

and knowledge has been an obstacle for successful tourism development in most East African

countries (Victurine, 2000). The rigidity of the training programmes in Eastern Africa has

resulted in very few people being equipped with the appropriate skills and knowledge necessary

to increase local productivity and create wealth through tourism development (UNECA, 2011).

Upgrading the educational system is one of the areas of focus recommended by WEF (2013) for

improvement of the tourism environment in Tanzania. Skill gaps exist within a business where

employers identify that one or more of their staff is not fully capable in their roles. Many tourism

and hospitality researchers maintain that „soft‟ human relation skills including oral and written

communication and interpersonal communication are essential for graduates and trainees to

possess (Baum, 1991; Christou & Karamanidis, 1999).

Notwithstanding its many attractions such as Ngorongoro Conservation Area, Serengeti National

Park, Mount Kilimanjaro, Selous Game Reserve, and the Stone Town in Zanzibar among others,

Tanzania's tourism sector remains relatively underdeveloped. Among the main challenges it

faces is lack of appropriate skilled labor (NTP, 1999). Baum‟s (1990) study on the hotel

managers‟ expectations on graduate entrants to the industry in the United Kingdom identified the

following skills as most important competencies:

Management of guest problems with understanding and sensitivity;

Effective communication in both written and oral form;

Achievement of positive working relationships with employees;

Professional appearance and poise;

Development of positive customer relations;

Motivations of employees to achieve desired performance

Overall, the tourism sector in Tanzania has a shortage of well-qualified workforce. New entrants

to the sector do not appear to be highly qualified either. Concern has been expressed about the

employability and key skills of new graduate entrants, particularly with young people not being

able to find their own learning. In addition, there are concerns about gaps in management and

business skills, including sales and marketing, administration, accountancy, financial planning

and staff recruitment. To succeed in linking skills development and gains in productivity,

employment and development in the industry, Tanzania needs a framework that will match

supply to the current demand for skills, help workers and enterprises adjust to change and build

and sustain competencies for future labor market needs. Matching the provision of skills with

labor market demand requires labor market information systems to generate, analyze and

disseminate reliable sectorial and occupational information, and institutions that connect

employers with training providers. A system is needed to help people in the industry anticipate

the skills that will be needed in the future and ensure that more and better education and training

fuels innovation, investment, technological change, economic diversification and

competitiveness, and thus job growth.

3.4 Clustering the skills needs at various levels in tourism and hospitality

To map the core human resources, skills available and skill gaps in the tourism and hospitality

industries, the following clustering has been proposed:

a) Functional level (operational, supervisory and managerial categories); and

b) Level of skills and educational qualification (low level, middle level and high level

qualification and skills). The difference between the three levels can be defined with

reference to the levels used in ILO (2012) International Standard Classification of

Occupations (ICSO - 08) framework as illustrated in Table 3.1.

The skills required for delivery of tourism and hospitality service exhibit diversity in both

horizontal and vertical terms. Horizontal diversity reflects the multiplicity of sub-sectors from

fast food outlets and bed and breakfast establishments to elite resorts (Baum, 2006). Vertical

diversity is reflected in the range of operative, supervisory and managerial tasks that are

undertaken in a tourism or hospitality organization. Vertical diversity of skills is traditionally and

commonly classified as managerial, supervisory and operative (Riley, 1996, p. 18). At the

managerial level or supervisory the industry needs people with knowledge in business (market,

financial and human resource) management skills with emphasis on communication skills. At

operative level the tourism sector needs people with enhanced computer skills, entrepreneurial

and small business management skills, communication and foreign language skills and

knowledge on environmental and cultural management. To enhance these skills effective

incentives are required for employees, employers, education and training institutions and

students to participate in tourism related education and training.

Table 3.1 Framework for Mapping Skill Levels and Levels of Educational Qualification

ILO skills

levels

ILO level of education qualification TzQF equivalent

level

Level reference in

this report

Skill level 1: Completion of primary education or first

stage of basic education

NTA Levels 1-3 Low

skill/qualification

Skill level 2 Lower secondary level of education

Upper secondary level of education

Post-secondary non-tertiary education

NTA levels 4-6 Low

skill/qualification

Skill level 3 First stage of tertiary education (short or

medium)

NTA level 7 Medium

skill/qualification

Skill level 4 First stage of tertiary education, first

degree (medium duration)

Second stage of tertiary education

(leading to an advanced research

qualification)

NTA Level 8, 9

and 10

High

skill/qualification

Source: ILO (2012) International standard classification of occupations (ICSO - 08) framework

TCU (2010) National Qualifications Framework

Skills can also be classified as either „generic‟, „vocational‟ or „personal attributes‟.

Generic skills are those skills that can be used across large numbers of different

occupations (i.e. food and beverage, accommodation, travel, tour operations, etc.). They

include communication, customer care, problem solving, team working, IT skills,

application of number and an ability to improve personal learning and performance. The

demand for these skills has increased in recent years, fuelled by the increased emphasis

on satisfying customers and the growing complexity and autonomy of many jobs (Baum,

2006).

Vocational attributes are technical skills needed to work within an occupational group.

They are essential for performing certain tasks. A common trend is for people to have a

primary occupational skill, such as hotel management or travel management, which may

enhance through the development in a specific occupational area such as front-office

management of house-keeping in hotel management.

Personal attributes relate to the characteristics that employers say they most often look

for in an applicant when recruiting. They are frequently defined in terms of motivation,

judgment, leadership and initiative. Some can be learned (e.g. leadership) while others

are more inborn.

Skills shortages in tourism and hospitality are increasingly seen in terms of generic rather than

specific technical competencies. Studies of employers‟ expectations from graduates like Baum

(1990) and Christou (2000) indicate demand for skills such as communication, problem solving,

team working, IT skills, application of number, working with others and an ability to improve

personal learning and performance. They also include reasoning skills, scheduling work and

diagnosing work problems, work process management skills, visualizing output, working

backwards for forward planning purposes and sequencing operations which are also generic. The

lack of generic skills is generally agreed to be the cause of many skills gaps, and prevents the

growth of the tourism business (Baum, 2006).

Increased global competition, drive for productivity growth, a steep increase in the use of

technology and the growing sophistication of consumers are key changes in the economy which

have impacted the demand for generic skills. In today‟s business environment, the tourism and

hospitality industry need people who are flexible, adaptable and able to cope with change or

uncertainty. Individual‟s ability to multi-task, work flexibly, take initiative and demonstrate

commercial awareness is of increasing advantage to the employer.

PART FOUR: TANZANIA TOURISM SECTORAL ANALYSIS

4.1 Overview

This Chapter offers a comprehensive overview of the tourism and hospitality sectors in Tanzania.

To serve the purpose of the study, discussions on the industry‟s subsectors are based on its

composition, key players (i.e. both public and private sectors), their roles, and a range of service

for each subsector. This information is also intended to shade some light to the areas in the

industries to which human resources is required and the types of skills (knowledge and

competences) that tourism and hospitality professionals are expected to have.

4.2 Tourism Management in the Mainland Tanzania

Tourism is one of the major key economic sectors that Tanzanian government has identified,

with other key economic sectors including mining and agriculture. In the legal context of

Tanzania, tourism actors are defined as persons (to also mean registered companies) licensed to

offer transport, accommodation, reservation, tour operation and related services to tourists and

visitors. Besides private service providers, the public sector is also a key player who covers

regulatory and policy frameworks and destination promotion role. In really sense, tourism sector

is a fertile ground for equal partnership between the private and public sectors.

The Role of Public Sector

The Tourism Division under the Ministry of Natural Resources and Tourism (MNRT) is a

facilitator, responsible for sector policy and planning, manpower training and classification and

licensing of tourism service providers. The division is also responsible for the National College

of Tourism (NCT) and Tanzania Tourist Board (TTB). See Figure 4.1, which displays the

organization structure of the tourism sector in the country. Wildlife division is responsible for all

wildlife management outside the National Parks and the Ngorongoro Conservation Area and

issues related to hunting concessions and licenses, including those of TAWICO and Mweka

College for wildlife utilization. The wildlife division is divided into five parastatals, Tanzania

National Parks Authority (TANAPA), the Tanzanian Wildlife Research Institute (TAWIRI), the

Ngorongoro Conservation Area Authority (NCAA), and the College of African Wildlife

Management (CAWM) at Mweka. The Divisions of Forestry & Beekeeping is responsible for

policy and planning in respective natural resource sectors. In addition, the former division has

responsibility for a research institute-Tanzania Forestry Research Institute (TAFORI). The

Antiquities Division is responsible for national museums (Anderson, 2010).

MNRT, through its semiautonomous institutions namely NCAA and TANAPA, is also

responsible for management of the country‟s natural and cultural assets around which the

tourism products are created. Currently there are 16 National Parks which are reported to be a

single dominant attraction to international visitors. Apart from the National Parks, the category

accorded the highest protection status, according to IUCN classification system, tourism also

take place in Game Reserves, Game Controlled Areas and Open Areas (which are managed by

Wildlife Division in MNRT and the Marine Reserves.

Figure 4.1 Organogram of Ministry of Natural Resources and Tourism

The Role of Private Sector

The National Tourism Policy of 1999 (URT) considers the private sector as the tourism‟s engine

for growth. The Tourism Confederation of Tanzania (TCT) is an apex body of the private sector

players and it comprises of 13 PSOs members who represent various tourism service providers.

As indicated in part three, section 2.3.2, TCT has a role of safeguarding the interests of its

members and forms a bridge between the operators and the government. TCT further ensures

that through national representation, appropriate macro policies and strategies are adopted for

developing and maintaining an environment for protecting natural and cultural heritage (Pasape,

Anderson and Lindi, 2013).

Involvement of local communities

For reasons of making conservation of natural resources more sustainable, communities that live

near or within these resource-rich areas are mandated and empowered to take an active part in

the conservation effort (URT, 1998). This form of management of the wildlife resources gives

communities a legal mandate to directly benefit from resources they help conserve particularly

through tourism projects. Products that are designed and operated by communities have captured

attention of both policy making systems and intermediaries. To date, a total of 19 WMAs are in

place (MNRT, 2014). From 2007 to 2012, the combined value of yearly revenue from game

viewing tourism had risen from US$63,000 to US $915,000 (MNRT, 2014). Revenue from

Minister

Principal Secretary

Internal

Auditor

Manpower Development,

Finance &

administration

Planning

Unit

Tourism

Division Wildlife

Division

National

Museums

Antiquity Forestry &

Beekeeping

Division

TAFORI

NCAA CAWM

TAWIRI TANAPA

TTB NCT

WMA investments are shared through an established benefit sharing mechanism among member

villages. Revenue earned is often used by communities for development projects, such as

construction of classrooms, teacher‟s houses, and medical dispensaries.

Figure 4.2: WMA Revenue from 2007-2012

Source: WMA background document, 2014

In its bid to open up more opportunities to local people and empower them claim higher stake in

the tourism industry, the government (MNRT) in collaboration with SNV through TTB

introduced Cultural Tourism Programme (now known as Cultural Tourism Enterprises (CTEs) in

1996 (Anderson, 2014). The aim was and is to develop and promote cultural excursions,

organized by local people in their natural environment where they live today. Currently there are

over 47 of these enterprises. Most CTEs focus on offering cultural experiences including:

experiencing people‟s way of life, traditional dances/ceremonies, sampling of local cuisines,

home-stays, daily homestead chores, handicrafts, community development initiatives, indigenous

knowledge, historical heritage, nature walks, and local folklores. Today CTEs are well-

established tourism organizations with elaborate procedures for their establishments and

operations. The initiative began in Arusha involving a few groups of the Maasai youth but now

CTEs exist all over the country (MNRT, 2012). The Ministry has also prepared a Guideline that

prescribes the steps, procedures and processes for the establishment and management of CTEs.

4.3 Tourism Management in the Zanzibar Archipelago

In Zanzibar, it is the Ministry of Trade, Tourism and Investment (MoTTI) which is responsible

for the tourism policy. The ministry also manages Zanzibar Commission for Tourism (ZCT),

which was established in 19962(ZATI, 2010). ZCT is responsible for the destination marketing;

licensing (operation) of all the tourist undertakings; product development, grading and

classification; monitoring and supervision of the industry; public education programme; sector‟s

investment guiding; managing tourism records and data on tourism; and training of manpower

2 ZATI (2010). Zanzibar Destination Marketing Strategy

etc. ZATI, on the other hand, is a non-governmental organization, established to represent the

interests of all tourism investors in Zanzibar. It currently has a total of 84 members from various

tourism subsectors. Figure 4.3 summarizes the actors in the Zanzibar‟s tourism industry.

4.1 Demand for Tanzania’s Tourism

4.1.1 Inbound Tourists in the Tanzania Mainland

With the exception of tourism slowdown in 2009, the general tourism expenditure and arrivals

have been steadily increasing annually over the last 10 years (Table 4.1).

Table 4.1: Visitors and tourism receipts to Tanzania between 2006 and 2013 Year 2006 2007 2008 2009 2010 2011 2012 2013

Arrivals 644,124 719,031 770,376 714,367 782,699 867,994 1,077,058 1,095,884

Receipts,

(000‟ US$)

950.33 1,198.76 1,269.68 1,159.82 1,254.50

1,353.29

1,712.7 1,853.28

Source: MNRT, 2014

There are countless reasons why visitors come to Tanzania. Tourism Master Plan (URT, 2002)

identified the key strengths of this destination to be the abundance, diversity, reliability and

visibility of wildlife, unspoiled environment; beautiful scenery; low tourist density safe

destination; clean and clear beaches; authenticity of the African experience and hospitality of its

people. More and more people are attracted to what the national wildlife sanctuaries provide.

Table 4.2: International arrivals by purpose of visit, 2008-2013

Purpose of visit 2008 2009 2010 2011 2012 2013 Total %

Leisure, recreation

and holiday

649,876 592,631 609,240 693,992 843,108 890,798 4,279,645 81

Visiting Friends

and Relatives

46,807 48,887 63,602 72,619 68,619 76,674 377,208 7

Business tourism 36,847 28,890 55,824 47,309 55,902 65,922 290,694 5

Transit 19,854 19,560 28,578 24,830 33,991 33,223 160,036 3

Other 16,992 24,399 25,455 29,244 75,438 29,223 200,751 4

Total 770,376 714,376 782,699 867,994 1,077,058 1,095,884 5,308,334

Source: MNRT, statistical bulletin, 2014

Table 4.2 shows that most of the tourists to Tanzania come for leisure, recreation and holiday

purposes (81%) which are four times more than all other purposes combined. Seven percent

(7%) of the tourists come to visit friends and relatives (VFR), business and professional (5%);

transit (3%), and other. As Table 4.3 summarizes, the National parks and Ngorongoro combined

continue to represent the single most preferred attraction in the country particularly for the

holiday makers. Serengeti national park takes the top spot in the list of most visited destinations

receiving 44% of all visitors to the national parks (MNRT, 2013). After Serengeti, tourists prefer

to visit Lake Manyara (18%), Tarangire (16%), Kilimanjaro (5%), and Other parks (17%).

Government Min of Tourism; Min for

Land and Utilities; Vocational

Training Authority; Labor

Commission; Ministry of

Transport; Registrar General,

Zanzibar Social Security

Fund; Tanzania Revenue

Authority; Zanzibar Revenue

Authority; Zanzibar

Commission for Tourism;

Municipalities; Stone Town

Local Councils

Education/ Training

Zanzibar Institute of Tourism Development;

Jambiani Training; East African Utalii

College;

Kawa Training Centre, VETA

Association

Zanzibar Association of Tourism Investors

(ZATI)

Zanzibar Association of Tour Guide

(ZATOGA),

Zanzibar Employee‟s Association (ZANEMA),

Tanzania Private Sector Foundation (TPSF),

National Chamber of Commerce, Industry and

Agriculture (NCCIA), Ecotourism Association,

Hotel Restaurants and Alliance Union

Project/ Donors Cluster Competitiveness Program (CCP)

Business Environment Strengthening in

Tanzania-Advocacy Program (BEST-AC)

Department for International Development

(DFID),

European Union (EU)

African Development Bank (ADB)

Matching Grants

Support Services to

Service Industry Food and Materials

Medical services

Security systems

Equipment and Supplies

Tourist

Support

Services Banks

Phone/ Internet

Shopping Centres

Information

Centres

Health Care

Security

Tourist Attractions Beaches – mainland;

Prison Island and other smaller islands;

Marine Parks/Conservation Areas,

Menai, Stone Town;

History- Zanzibar Spice Island/ Spice Tours

Museums – Palace Museum, House of Wonder

Wildlife – Jozani Forest; Dolphins at Kizimkazi

Culture – Sauti Za Busara (music festival) Swahili culture-Zanzibar International Film Festival Makogowa – Passing of Passions; New year Rituals

Hotels, Restaurants, Bars,

Entertainments Tour Operators

and Guide Transporters

Source: Pasape, Anderson & Lindi, 2013

Figure 4.3 Tourism Actors in Zanzibar

Table 4.3: International visitors to NCAA and TANAPA, 2007-2013

Year 2007 2008 2009 2010 2011 2012 2013

NCAA 292,307 289,617 240,411 281,513 307,086 310,537 350,970

TANAPA 734,424 678,975 671,886 1,019,027 920,572 1,036,322 NA

Source: Source: Division of Tourism, MNRT, 2013

Table 4.4 shows major international market for Tanzanian tourism industry. As indicated, in the

past six years (2008 to 2013), most (31%) tourists came from other African countries. This is

followed by tourists coming from Europe (20%)

Table 4.4: Major international markets for Tanzania, 2008 to 2013

Market 2008 2009 2010 2011 2012 2013 Total %

Africa 373,053 343,283 392,137 450,782 488,745 521,876 2,569,876 31

Americas 87,835 68,289 70,558 95,503 100,982 98,306 521,473 6

Australia 10,941 10,389 11,644 13,394 15,838 17,001 79,207 1

Canada 16,482 16,642 14,819 16,839 18,777 20,188 103,747 1

China 8,982 7,883 10,997 9,018 13,760 17,336 67,976 1

E. Asia,

Pacific

32,442 31,013 42,520 39,619 33,280 30,703 209,577 3

Europe 245,873 233,559 242,828 249,910 330,207 362,192 1,664,569 20

France 19,598 20,127 15,650 21,919 28,003 33,335 138,632 2

Germany 27,100 25,508 25,246 36,010 36,626 53,951 204,441 2

India 17,530 17,002 19,101 17,731 22,862 27,334 121,560 1

Italy 45,950 47,804 59,603 45,590 50,187 57,372 306,506 4

Middle East 10,377 11,121 10,521 15,281 21,348 18,142 86,790 1

Netherlands 16,945 16,507 14,598 15,500 12,203 20,633 96,386 1

Oman 5,747 5,520 5,440 3,288 9,371 8,697 38,063 0

South Africa 28,721 25,586 29,823 33,543 33,701 31,144 182,518 2

South Asia 20,889 21,620 24,135 21,931 56,598 36,295 181,468 2

UK 58,245 53,753 48,587 58,369 69,680 70,620 359,254 4

USA 66,953 47,943 49,215 47,766 65,110 69,671 346,658 4

Source: Tourism Division, MNRT, 2013

4.1.2 Tourism in the Zanzibar Archipelago

Tourism is still a significant source of income in the Zanzibar economy and plays the largest

source of foreign exchange. Tourism contributes 27 per cent on the Isles‟ government revenues

and 80 per cent of its foreign exchange earnings (Steck et al., 2010; Anderson, 2013).The sector

currently offers around 15,000 direct and 50,000 indirect job opportunities to the people of

Zanzibar. According to ZATI (2014), tourism generates around USD 18 million annually to the

local residents. The growth keeps up well with the policy vision which envisages Zanzibar to

become a top destination of the Indian Ocean region, offering high quality tourism products and

services, increasing visitor‟s experiences whilst ensuring long-term sustainability.

Figure 4.4: International tourist arrivals to Zanzibar between 2000 and 2014

Source: ZCT, 2015

A slight difference can be noted in the leading market sources for the Zanzibar. In 2014, a total

of 185,983 came from European countries which are equivalent to 60% of all tourists to Zanzibar

compared to USA and Canada combined with 26,614 tourists (9% of the total). Italy alone

exported 14% of all international arrivals for 2014. Other countries with a relatively strong

presence in the isles are Scandinavian countries (21,730 tourists), German (28,115), UK

(28,115), France (22,693), Netherlands (11,123), Spain (7,099), and Belgium (7,123). South

Africa had 14, 595 tourists to Zanzibar while 10,949 tourists came through Kenya. Figure 4.5

shows a market trend for Zanzibar Tourism.

Figure 4.5: Leading source markets for Zanzibar between 1985 and 2013

Source: ZATI, 2013

4.2 Main Suppliers of the tourism products and services

The growth of the tourism industry has usually been measured by tourist arrival and receipts

counts to a destination (tourism demand). Equally important, however, is the use investment

index in indicating the sector‟s performance. Table 4.5 shows the number of companies

registered and licensed to offer tourism services in a number of years. It is clear from the

statistics that Tanzania continues to attract a bigger number of operators in all service categories,

with tour operation and accommodation services attracting the largest share of tourism

investment. Data presented on Table 4.5 provide evidence that the demand for new employees

(and retraining the existing ones) will keep on increasing.

Table 4.5: Number of licensed service providers in tourism 2008 - 2013

Provider 2008 2009 2010 2011 2012 2013

Tour Operators 259 421 318 374 388 498

Mountain Climbing 67 84 96 109 96 123

Travel Agents 55 54 60 75 60 78

Car Hire 35 24 20 27 20 25

Hunting Safaris 26 36 34 36 34 41

Photographic Safaris 7 9 9 6 9 7

Air Charters, Horse riding and balloon safaris 5 5 9 8 10 10

Accommodation 137 97 179 181 179 285

TOTAL 591 730 725 816 796 1067

Source: Division of Tourism, MNRT, 2013

4.2.1 Accommodation facilities (hotels, motels, guest houses, lodges, camps)

Among the sub-sectors of tourism industry that is believed to have the greatest impact in the

economy is accommodation sector. Although, in theory at least, accommodation service does not

directly constitute an attraction element to tourists, it is probably a key element in the value-for-

money philosophy, and it is also central to the overall visitor satisfaction in a destination. On this

understanding therefore, there is every reason for Tanzania to double her efforts in improving the

quality of accommodation services in a bid to further enhance overall destination management.

Current growth level (See figure 4.6) shows that there are more than 400 accommodation

facilities in the ten tourism leading tourism regions.

Despite the impressive growth of the tourism industry in the country, accommodation sector has

not fully overcome the challenge of improving the quality of the sector‟s services. These

challenges are attributed by various factors, lack of proper training being among them.

Figure 4.6: Number of licensed accommodation facilities, 2008-2013

Source: MNRT, 2013

As depicted in Figure 4.7, hotels accommodate almost 92% of the total tourist arrivals at the

destination. This show the importance of improving the quality of hotel services, since they

attract more tourists than other accommodation facilities.

Figure 4.7 Count of tourists in hotels between 2007 and 2013

Source: MNRT, 2013

Accommodation facilities in Zanzibar

In Zanzibar, the estimated number of rooms is +7,000 rooms which provide over 11,000 beds

enough to accommodate approximately 145,000 visitors in a year. Majority (see figure 4.8) are

owned, managed and operated by foreigners (Anderson, 2013).

Figure 4.8 Ownership of Zanzibar accommodation establishments

Table 4.6 shows that Unguja Island hosts majority (95%) of the tourist registered establishments

in Zanzibar; this is attributed by the fact that more than 90% of the tourists visiting Zanzibar

islands go to Unguja.

Table 4.6: Distribution of Accommodation Capacity in Zanzibar in 2014 Place Registered Establishments Rooms Beds

Unguja: North & East Coast 91 3,167 6,219 South & East Coast 106 1,732 3,159 Stone Town & Ng’ambo 85 1,134 2,057 Suburb Town Vicinity 48 764 1,351

Pemba 19 212 412 Total 349 7,009 13,198

Source: Zanzibar Commission for Tourism (2015). Directory of Establishments

4.2.2 Food and beverage services (restaurants, fast food centres, clubs, etc.)

The rise of restaurants and fast food centers in Tanzania is also an indication of the growing

working class and middle-income earners in the economy but also a change in the lifestyle. Pubs

and nightclubs are the colors of the nightlife in any destination. They therefore offer a perfect

blend with any other activities that tourist indulge in during day times. Like most residents,

tourists would also prefer to wind up a day of sightseeing with something that will glitter a social

part of their stay. Over the years cities like Dar es Salaam and Arusha steadily attracted fast food

and restaurant chains from across East Africa and South Africa such as the well-known chains

KFC, Debonair, Spur, etc. Local pub establishments such as Samaki Samaki, Club Bilicans, and

Masiha Club etc. have grown to become a strong brand of its own over a few years such as,

Restaurant businesses have grown in number and type over the past of years in Tanzania. It is

true that all restaurants sell food but, like hotels; they also sell under different service flags

signaling a wide range of cuisines and specialties. In Tanzania we now the following restaurant

types: Indian, Continental, Korean, Chinese, Sea food Ethiopian, Lebanese, Malaysian, Iranian,

Fast food, Italian, Mediterranean, Japanese, French, Vietnamese Portuguese, Mexican, Middle

East, Tanzanian, Thai, Delivery services, BBQ, Multi-cuisine, Nigerian and Coffee shops (Dar es

Salaam Guide, Issue No.180).

Besides restaurants, Tanzania has also seen increased investment in the children‟s‟ entertainment

facilities across major urban centers. These are both run as standalone establishments or as part

of a sister enterprise (such as the wet and wild at Kunduchi beach hotel and marry-brown‟s fun

fairs). Other popular fun fairs are found at Seacliff village, slip way, quality center and in

Kigamboni. Casinos and gaming clubs begin to dominate cityscapes of Tanzania. Although

Tanzania may not be regarded as a gaming capital but it is not difficult to find them particularly

in Tanzania mainland. Safari casino (Arusha), Kings casino (Mwanza), Kilimanjaro, Le Grande,

Premium, New Africa hotel, Palm beach, sea cliff, Premier (Dar es Salaam) are some of the well-

established casino clubs in the country.

4.2.3 Transport (airlines, vehicles, car hire, sea transport and coach operators)

Air transport

Civil aviation industry, which in Tanzania is regulated by TCAA, is a lifeline of the tourism and

hospitality industries in the world. Airliner, hotels and car rental companies are connected to

each other. Privatization of the airline operations in 1990s was the main rescue mission for

Tanzania‟s tourism. The decision came at a time when the state owned corporation seemed to

have been overwhelmed by demand and the need for more efficiency. What the private

companies have achieved over the years is increased domestic flight frequencies and establishing

regular flight services at destinations previously considered isolated i.e. Mbeya, Mtwara, etc.

Charter or non-scheduled flights is another area that has received a strong interest by private

flight operators (see Table 4.7). Characteristically chartered flights are most suitable means of air

travel for tourism industry due to their flexibility and customization.

Table 4.7: Scheduled and chartered air services in Tanzania, 2015 Name of company Year

establ

ished

Services Name of company Year

established

Services

Sche

duled

Chart

er

Sche

duled

Chart

er

Tanzania Air Services 1969 √ √ Fast Jet 2008 √ √

Air Tanzania Ltd 1992 √ x Mosswood Transport 2008 x √

Zan Air 1992 √ √ Everret Aviation Ltd 2009 x √

Northern Air 1992 X √ Keys Aviation Ltd 2010 x √

Precision Air 1993 √ √ Adventure aloft (T) Ltd 2010 x √

Coastal Travel 1995 √ √

Air Excel 1996 √ √ Seven Four Eight Air

Services

2010 x √

Regional Air Services 1996 √ √ Zan Recreational

Product Ltd

2011 x √

Serengeti Balloons 1997 x √ Shine Aviation Ltd 2011 √ √

Tanzania Gov‟t Flight

Agency

1998 x √ Zenith Aviation (Z) Ltd 2012 √ √

Auric Air 2000 √ √ Pelican Aviation and

Tours Ltd

2012 √ √

Tanganyika Flying

Company (Nomad)

2000 √ √ Assalaam Air (Z) Co.

Ltd

2012 √ √

Tropical Air (Z) 2000 √ √ CHC Helicopter Tz Ltd 2012 x √

Flight Link 2001 √ √ Air Eclipse 2013 x √

Zantas Air 2001 √ √ Grumeti Air Ltd 2014 x √

Z. Boskovic Air Services 2014 x √

Source: TCAA, 2015

The total number of international flights to Tanzania as well as the flight frequency has increased

significantly over the years. International airlines serving in Tanzania include KLM, Emirates

Airways, Fly Dubai, Qatar Airways, Kenya Airways, Oman Air, Ethiopian Airways, South

African Airways, Swiss Air, Rwandair and Turkish Air. According to TAA (2013), see table 4.8,

the total number of passengers for aerodromes grew by 13% during the year 2013 compared to

2012 (i.e. from 2,895,869 to 3,272,619 passengers). The growth is attributed, among other

things, by the growth of economic activities, investments, tourism and the opening up of the new

airports such as Songwe airport in Mbeya. Of the total growth, international passengers grew by

4% (contributing 60.7% of total passengers) and domestic passengers by 19.8%.

Table 4.8: Traffic movement statistics for 2012 and 2013

Category Year 2012 Year 2013 %change

Intern. Scheduled 1,224,752 1,276,246 4

Intern. Non-Scheduled 12,134 9,707 (20)

Domestic Scheduled 1,231,901 1,544,466 25

Domestic Non-Scheduled 426,382 441,139 3

Other Non-Commercial 700 1,060 52

Total Movements 2,895,896 3,272,619 13

Source: TAA, 2013

In the same year, aircraft movements grew by 1.4% compared to the year 2012 (from 152,033 in

2012 to 154,163 movements in 2013). Some of the reasons for this change are the increase of

frequency for existing airlines, coming of new airlines and establishment of new routes. Of the

total growth, international movements grew by 8.7% and domestic by 0.4%. Of the total

movements handled in 2013, domestic movements contributed 87% while International

movements 13%. Looking at the most preferred mode of transport by tourists, it is certain that

air-transport is the most reliable mode (Figure 4.9).

Career opportunities in the airline industry are so diverse but because of the level of sensitivity

involved, they are highly particular in terms of skills and competence requirements. In addition

to specific technical skills, Aspirants to these positions need to have excellent customer service

skills as it is common to encounter customers who are anxious or upset or need special care and

attention. They also need ability to work in speed and high level of accuracy. Training in security

and emergency issues has also become a standard requirement for people working in the

environment.

Figure 4.9: International arrivals by mode of transport, 2005 to 2013

Source: MNRT, 2014

Cruises tourism

In Tanzania, the cruise industry is still not fully exploited despite a handful of potential and

infrastructure for its development. There are major and small coastal and lake ports in the

country which could be ideal to develop cruise tourism in various parts of the country. Major

coastal ports in the country are Dar es Salaam, Tanga and Mtwara while minor coastal ports are

Kilwa, Lindi, Mafia, Pangani and Bagamoyo). Lake ports on the other hand are on Lake

Victoria (Mwanza, Bukoba, Kemondo, and Musoma ports); Lake Tanganyika (Kigoma, and

Kasanga ports); and Lake Nyasa (Mbambabay and Itungi ports). Tanzania forms one of 20 other

key port of calls in the Indian Ocean stretch, other ports include Cape Town and Mombasa. TPA

is currently an active partners of the CIAO, the association which was established in 1998 with

the aim of putting Cruise Indian Ocean back on the cruise world map.

On the coastal shipping potential development areas, SUMATRA (2011) proposes two specific

investments areas:

Dar es Salaam urban coastal travel: This involves introduction of coastal passenger

services between the city center via several stops, that is, Ununio, Bahari Beach, Kunduchi,

Kawe and Msasani is financially viable.

Across the Channel: This is an introduction and/or expansion of scheduled sea ferry

services between Dar es Salaam and Zanzibar, Pemba and Mafia.

Care hire services

Car hire services are preferred for the higher level of reliability, security and service quality.

They also offer more flexibility compared to the other public transport facilities. Most car hire

companies offer self-driving and chauffer services. They are the most trusted option for

corporate for the long-term contracts and convenient payment arrangements, who usually receive

and transfer business guests at high frequencies. Such services can also be arranged by clients

well in advance before a visitor arrives at the destination. Car hire companies are also believed to

have better vehicles and facilities, and higher services, fleet management standards and general

customer care services.

There is a growing number of car hire companies registered in Tanzania today. We also see

international chains in this industry emerging at the local markets (such as avis and Europcar).

This is a good indication for the growing demand for the service and, on the other hand, demands

for skilled personnel to serve in the industry.

4.2.4 Tour and travel Organizers

Tour operation and travel agency services

Tour operation and travel agency services are a lifeline in the tourism industry and they offer

diverse career opportunities. However like other specializations in the industry, entry to the

industry in on skills merit. For one to excel in this industry, excellent multi-lingua,

communication skills and the use of ICT are crucial. Other skills required include computational,

a good knowledge in geography, Itinerary planning, good customer service, sales and marketing,

ability to work with tourism suppliers such as hotels, airlines and other transport companies.

Airport facilities and services

There is a total of 58 airports and airstrips in the Tanzania Mainland all managed by TAA.

Domestic airports in Tanzania are Arusha, Kigoma, Tanga, Mtwara, Tabora, Lake Manyara and

Mwanza airports while international airports are Abeid Amani Karume, JNIA, KIA, and Songwe

airport in Mbeya.

Figure 4.10: Number of licensed tour operators between 2008 and 2013

Source: MNRT, 2013

There are quite a few independent ground handling operators in Tanzania. TCAA report (2014)

shows that only two handlers have so far been licensed to operate in JNIA and KIA. Usually

ground handlers offer ground administration and supervision services, passenger and baggage

handling, freight and mail handling, ramp handling, aircraft services, flight operation, crew

administration and surface transport. There are also a number of handling companies that operate

in a self-handling category i.e. serving their parent airlines. Apart from ground handling

operation there are also companies that specialize in flight catering services. However, only two

in-flight catering services are in operation in the country (TCAA, 2015), one operates in JNIA

and the other one in KIA

4.2.5 Tourism Attractions

Tourist attractions are additional sources of employments for thousands of local community and

foreigners. In Tanzania, tourist attractions have been grouped into three major categories: natural

(e.g.climate, lakes, mountains, parks, game reserves, coastal areas, island, waterfalls, etc.);

cultural (e.g. archaeological sites, historical sites, rock painting sites, arts and crafts) as well as

man-made attractions (e.g. museums, architecture, handcrafts) (Anderson, 2010).

Box 4.1 presents some of the tourism potentials available in Tanzania. In relation to the natural

attractions, Tanzania is a home to large networks of parks and reserves covering about 25% of

the Land area (The World Bank Group, 2006; Tiffin, 2008). Most of Tanzanian attractions are

mainly located in two zones “Northern Circuit” and “Southern Circuit”, with the Northern

Circuit hosting several parks [including Serengeti, Tarangire, Lake Manyara, Saadani, Arusha

and Mt. Kilimanjaro (the Africa's highest Mountain)], game reserves (Amani, Mkomazi) and

Ngorongoro Crater which is the largest Crater in the world and included in the eight wonders of

the world. The Southern Circuit is also a home to a number of parks (including Mikumi,

Udzungwa Mountains, Gombe, Ruaha, Mahale, Rubondo and Kitulo) as well as game reserves

[including Uwanda, Biharamilo, Selous (the largest reserve in Africa)]. Table 4.9 displays the

size and year of establishment for the identified natural parks.

Box 4.1: Tanzania‟s Main Tourist Attractions

The Northern Circuit, and its extension to the Usambara Mountains, includes:

Arusha, the main hub and also home to the International Conference Centre, a venue

for many world-class meetings

Lake Manyara National Park, home to the tree-climbing lions

Mt. Kilimanjaro, the highest mountain in Africa

Ngorongoro Crater, the largest crater in the world with limitless wildlife

Serengeti Plains, famed for its mass movement of wildlife

Tarangire National Parks

The Usambara Mountains, to the east of Arusha, providing a temperate mountain

climate where the African violet originates

Olduvai Gorge – Southeast of Serengeti, the site of the discovery of the oldest human remains

ever found in the globe.

The Southern Circuit comprises:

Mikumi National Park, within a day‟s drive of Dar es Salaam

Ruaha National Park, a gem in south central Tanzania

Selous Game Reserve, uninhabited since the early 20th century, with its untamed

nature and wildlife

Udzungwa National Park

The Western areas close to or on the shores of Lake Victoria include:

Gombe Stream, known for Jane Goodall‟s work with chimpanzees

Katavi National Park, less well travelled but with its own charm

Mahale Mountains on the shores of Lake Victoria

The Islands have a rich Swahili and Arab culture and include:

Pemba and Mafia Island with their marine parks provide excellent diving and fishing

Zanzibar, with its well preserved capital, Stone Town, and beautiful beaches in the

northeast

The Lakes: Tanzania is a home to the world known lakes, including:

Lake Victoria: the largest tropical lake in the world and the second widest fresh water

lake in the world and Africa's largest lake

Lake Tanganyika: the second largest freshwater lake in the world by volume and the

second deepest

Lake Nyasa: third largest in Africa and ninth largest in the world that teem with more

fish species worldwide

Other major reserves:

Ugalla River, Uwanda, Moyowosi and Kigosi Game Reserves, less well travelled but

with excellent potential for development

Source: (World Bank Group, 2006; UNESCO, 1995)

The long stretch of sandy beaches in the East Coast and the Spice Islands of Zanzibar are

identified as important tourist attractions. In this, CHL Consulting (2002) indicates the potential

for beach tourism in Bagamoyo, Zanzibar, Saadani and Mafia Islands (Mafia is a widely known

for deep sea fishing and Marine Park in the world). Tanzania is also recognized for considerable

trophy hunting industry with high great potential (Lindsey et al., 2007); hunting centres for

leopard, lion and buffalo which make it the biggest hunting industry centre in Africa (Baldus and

Cauldwell, 2004) and sources of knowledge and medical resources that attracts traditional

medicine tourism. There are also centres for promoting nature sports which include diving in

Zanzibar and hot air ballooning in Serengeti; trekking route in rural areas and agro-tourism in the

northern circuit (Travel Agent, 2007).

Table 4.9 Natural Parks by Size and Year of their Establishment

Name of the Park Area (km2)

Elevation (m) Year of

Establishment

Serengeti 14,763 914-1829 1951

Lake Manyara 330 1375 1960

Arusha 137 4575 1960

Ngorongoro 8320 1981-3200 1960

Mikumi 3230 550 1964

Ruaha 10,300 731-3600 1964

Gombe Stream 52 n.a 1968

http://en.wikipedia.org/wiki/Africa

http://en.wikipedia.org/wiki/List_of_lakes_by_area

Name of the Park Area (km2)

Elevation (m) Year of

Establishment

Tarangire 2600 n.a 1970

Kilimanjaro 756 5895 1973

Katavi 2253 n.a 1974

Rubondo 457 n.a 1977

Mahale Mountains 1577 - 1980

Udzungwa 1900 n.a 1992

Source: Anderson (2010)

Impressive ruins of 14th

to 16th

century tombs, mosques, palaces and other buildings are found in

Kilwa Kisiwani and Songomnara. Also, found are Olduvai Gorge and Laitoli Footprints, the

place where lies the cradle of mankind and the traces of footprints that belonged to the first

walking hominid dating 3.5 million years (Tiffin, 2008). Water bodies and beaches occupying

about 804 km. of the land, include the Lakes of Victoria (the largest tropical lake in the world,

the second widest fresh water lake in the world and Africa's largest lake), Tanganyika (the

second largest freshwater lake in the world by volume, and the second deepest) and Nyasa (third

largest in Africa and ninth largest in the world that teem with more fish species worldwide)

(UNESCO, 1995). The diverse cultures, traditions and customs manifest themselves in Tanzania'

unique tourist attractions in the form rich traditional dances, handcrafts such as weaving and

pottery and art in the form of paintings and the wood carvings of the Makonde ethnic community

from Southern Tanzania, archaeological sites at Olduvai, Kalambo Falls, etc., historical sites as

Bagamoyo, Kisiwani (Mafia), Kilwa, etc., rock painting sites in Kondoa and around Lake

Victoria (MNRT, 1999).

4.2.6 Business Tourism (M.I.C.E, destination management and technical services)

At the national scale, Arusha International Conference Centre (AICC) and Julius Nyerere

International Conference Centre (JNICC) are the two key conference facilities to date. JNICC is

now the largest conference facility, with a total of 12 conference rooms capable of searing

between 3 and 300 delegates. The largest room has the maximum capacity of 1003 delegates at a

time. AICC has a total of 10 meeting rooms which cater for conferences, workshops, seminars,

and committee meetings, with a seating capacity of 10 to 1000 delegates. Most of these rooms

are equipped with (SIS) which can handle up to 12 languages. AICC has a special competitive

advantage because the conference goers can double-it-up with the safari itineraries in the popular

attractions of the northern circuit.

In addition to the two purpose-built conference facilities, most town and vacation hotels also

cater for the conference services though these are normally of a limited capacity. Destinations

that are considered satellite to Dar es Salaam i.e. Morogoro, Kibaha and Bagamoyo have thrived

by attracting the growing conference market of Dar es Salaam. The newly discovered but already

booming gas sector has the potential to open more avenues for business visit to this southern tip

of the country. Interests are already emerging from both local and large investment companies in

this tourism segment.

http://en.wikipedia.org/wiki/Africa

http://en.wikipedia.org/wiki/List_of_lakes_by_area

4.2.7 Direct retailers to tourists (curios, artefacts, gear and equipment)

Souvenir plays such an important role in the overall tourist experience and it is a powerful tool

for extending this experience for a length of time once a tourist returns home. Souvenir also

carries with them a promotion message and these are usually shared with other people in other

places. The most popular curios for tourists in Tanzania are the Maasai attire and Makonde wood

carvings. Artistic designs of the carvings are usually based on tribal myths and fables. The „Tree

of Life‟ or Ujamaa is assumed to be the most popular and demanded design of this art.

Nature-based adventures, such as climbing high mountains or trophy hunting, would often

require special gear and equipment. In this case, people who provide support to adventure

tourists such as safari guides, porters, rangers, and PH need to either undergo special training or

possess requisite knowledge to carry out their duties well.

Most of the carving, paint and sculpture artists are usually self-employed. They sell directly to

tourists and the general market (or to galleries on special arrangements). An artist of this cadre

must be a creative thinker and should be proficient in various art forms including forging,

casting, and woodwork. The ability to interpret and make connection between art and theory is

also a key factor. Skills in marketing and interpersonal skills are also necessary in building

business.

4.2.8 Other tourism related institutions (marketing, facilitation, advocacy)

Tourism marketing in Tanzania is done at both company and national levels. Individual operators

would naturally be expected to plan and run their own marketing and promotional programmes

that cover products they offer. TTB on the other hand is the government‟s arm for marketing and

promoting the entire destination. In both levels however attending trade fair in the source

countries continues to be the most important avenue for retaining a good marketing position for

most companies, of almost all sizes. In Tanzania, emphasis is also placed in having a strong joint

marketing initiative between public and private sector and there have been a number of

achievements towards this direction. The International Marketing Strategy for Tanzania as a

tourist destination (2012), which is supposed to be a guide for TTB is an outcome of this

partnership between private and public sectors.

4.3 The need for improved services in the tourism: Evidence from previous studies

The need for improved services in the tourism and tourism sectors isn‟t a recent phenomenon.

Many organizations including the government itself have researched and reported on the scale of

this challenge. Table 4.10 summarizes some of the observations from previous studies.

Table 4.10: Evidences for the need for improved human resource quality in Tanzania

Study Findings

Tourism Master

Plan, 2002

Customer service - A significant number of respondents to the study felt

that, although staff encountered was friendly and helpful, there was a

general lack of training, resulting in a less than professional

approach/attitude. The service provided was not to a high enough standard

to justify the price being charged.

Study Findings

Poor quality tour and safari guides - The standard of tour guiding received

considerable criticism from all tour operators who felt the quality to be

worse than in the competing destinations of Botswana, Kenya and

Zimbabwe. This needs to be addressed as a priority since the quality of tour

guiding is fundamental to the holiday experience.

Service standards - hotel and other tourism industry staff lacked many of

the essential service standard skills. In-house training was observed to be

carried out but not on a regular or planned basis and the trainings was note

professionally guided. Managers indicated a serious training problem, both

at entry level and for existing staff.

The plan suggested an extensive programme to be designed to train

management and staff currently employed in the industry, and new entrants

at all levels. It was estimated that some 32,000 existing, additional or

replacement staff would require receiving training in the period up to 2005,

of which 26,000 alone were in the hotel sector. The requirements today

would be about 15 to 20% higher. Clearly, training on this scale,

particularly at craft level, cannot take place through the vocational school

system alone. For this reason, there will have to be a substantial degree of

on-the-job training. The plan further narrates seven priority training areas to

be considered: training and retraining of existing managers; development

of middle management in supervisory skills development for the culinary

arts, restaurant, housekeeping, front office, supervision, etc.; retraining of

existing staff to improve attitudes and customer relations; skills

development for line staff (front office, kitchen, waiters, housekeeping, bar,

guides, travel trade, etc.); tour and safari guide training; train-the-trainer

programmes for increased efficiency and productivity; tourism

management training for MNRT officials; and upgrading of courses and

teaching methods at the training institutions.

TTSS, 2012 …“visitors complained about the quality of services rendered to them,

particularly in hotels. Efforts need to be made to address these concerns.

Such efforts include designing tailor made programs, focusing on customer

care services at hospitality institutions”.

ZATI, 2013 The main challenge for Zanzibar that the report cited was the need for

“more, better educated, better trained staff”.

UNECA, 2011 The SWOT analysis of the study concluded that one of the weaknesses for

Tanzania tourism was its human resources quality.

4.4 Tourism training and skills development in Tanzania

Tourism education is a new discipline of study in Tanzania and this creates a mismatch between

the demand side of skills (by occupation) and the supply side (educational and training outputs)

in the respective occupations in the industry. For a long time, training institutions in Tanzania

did not offer any supervisory and management programmes specific to tourism. This explains

why a number of tourism industry operators have opted to employ people from outside the

country for management positions (EFE, undated). By 2002, the main tourism training institution

was the Hotel and Tourism Training Institute (HTTI) in Dar-es-Salaam, now National College of

Tourism (MNRT, 2002). Given the importance, size and growth potential of the tourism sector,

the demand for tourism education and training in the country is high. Today, there are 60

institutions that offer training in the area of tourism and hospitality management. Of these, 37

institutions are vocational, 14 are tertiary and nine are universities (see Figure 4.11 and

Appendix 4 for details). Countrywide, there are several institutions that offer training in the area

of tourism and hospitality management.

The most prominent providers and implementers of Technical and Vocational Education and

Training (TVET) in tourism in Tanzania include the Ministry of Natural Resources and Tourism

(MNRT) through the National College of Tourism, private and public training institutions

governed by the National Council for Technical Education (NACTE) and Vocational Education

and Training Authority (VETA). Despite the importance of the TVET in Tanzania, TVET has

expanded gradually and this has not been able to match with the ever-growing demands of

technical personnel in appropriate levels for the tourism sector in the country (MNRT, 2012).

Figure 4.11 Number of Tourism Training Institutions in Tanzania, 2014

Sources: TCU, (2014); NACTE, (2014); VETA catalogue (2014)

In Zanzibar, the major tourism training institutions are only 5 namely Zanzibar Institute of

Tourism Development; Jambiani Training; East African Utalii College; and Kawa Training

Centre and VETA. Despite the rapid growth in the provision of tourism higher education in the

past 10 years, uncertainties remain about the content and nature of tourism degrees and how

these are aligned with the needs of the tourism industry. Some research has been done on tourism

higher education curriculum design, but the extent to which tourism higher education meets

industry needs has not yet been closely investigated. Existing tourism education programs at

HEIs in Tanzania are in a large measure first degree programs. Tourism degree programs were

started in the early 2000‟s with Tumaini University (TU) taking the lead in the provision of

tourism education in the country. As the programme name suggests, the focus has been primarily

on cultural tourism. The TU has since 2005 offered first degree programme in cultural

anthropology and tourism. Tourism programmes at the University of Dodoma (UDOM) and

University of Dar es Salaam (UDSM) are still in their infancy stages. As indicated in section

2.3.3, the tourism private sector has since long, recognized the importance education and training

that is relevant to the industry's needs. Through individual and collective efforts, tourism

operators have taken a lead role in the design, implementation, and financing of training

programs and skills development courses required by tourism employees at various levels.

However, due to fragmentation of responsibility for tourism training among public and private

sector, it has proved difficult to build and supply the tourism and hospitality industry with

required skills. The country does not have a dedicated national system or protocol for

determination of the type of mid -level or high level skills in tourism and other key sectors.

Government agencies such as NACTE and VETA which govern registered technical and

vocational training institutions separately. This has led to a mushrooming of private colleges and

academies for certificate, and diploma -level skills training programs. Most of the private

tourism colleges have very limited resources in terms of training facilities and teaching staff. The

results of their training activities are ultimately inadequate and yet it is these colleges that are the

main providers of the tourism workforce across the country.

PART FIVE:

HUMAN RESOURCE NEEDS AND SKILLS GAPS IN TOURISM

5.1 An Overview

This section presents the mapping of the core human resources and skills gaps in the main sub-

sectors of the tourism and hospitality industries in Tanzania. Thereafter the anticipated growth,

upgrading and diversification in the coming medium and longer term have been forecasted and

the new job profiles that would emerge through the anticipated changes have been estimated.

5.2 Distribution of Workforce in Tourism by Occupational Levels

Generally, the tourism and hospitality industries are dominated by operational category (account

for 75%) of the workforce (see Figure 5.1). That is equally saying almost 375,000 employees

directly employed in tourism have direct contact with the customers or the product. Their levels

of involvement are summarized in Table 5.1. For instance, in the accommodation and food and

beverage, the operational category includes direct cleaners, room stewards, bartenders and

waiters. Managerial level is accountable for 9 percent which includes occupations like hotel

managers and restaurant managers in the accommodation and food and beverage subsector.

. Figure 5.1: Distribution of tourism workforce across occupational levels

Table 5.1: Occupational Profiles in various business sectors

Business

sector

Operational Supervisory Managerial

Accommodation cleaners, room stewards

reservation clerks, front desk

clerks, receptionists,

concierge, telephone

switchboard operators,

housekeepers,

Housekeeping managers

Executive housekeeping,

room division manager,

Lodge manager

Hotel manager

Business

sector

Operational Supervisory Managerial

Food and beverage Chefs

Cooks

Pastry and bakery specialists

Food and beverage

manager/supervisor

Head cooks

Chefs

Restaurant manager

Transport, Flight attendants, travel

consultants, pilots,

reservations, air travel

assistants, travel consultants,

car, taxi and van drivers,

kitchen helpers,

Pilots, crew supervisor, Managing directors,

branch managers

Travel services and

Attractions

Sales executives, tour guides,

travel counselors, team

leader, tour guides, rangers,

conservators, museum

curators, translators and

interpreters,

Game park supervisors

Conservation officers

Tourism officers

Ecologists

Marketing managers

Operations manager,

Park

managers/wardens

Travel agency

managers

Tour company

managers

Branch managers

Business tourism Meeting planners

Stewards

Travel consultants and clerks

Event coordinators

Research and development

managers, advertising and

public relations managers,

sales and marketing

managers, Conference and

exhibition managers

Managing directors

and chief executive

Professional

Congress Organizers

Destination

management

managers

Other (government

tourism agencies,

Tourism

associations,

Tourism officers

Marketing officers

Heads of departments/units

Tourism policy analysts

Directors

Executive secretaries

5.3 Educational attainment of the labor force

The educational level qualification was not necessarily a reflection of the skill level of the

employee. Skills were acquired through practical experiences or informal training. Some

occupations in tourism and hospitality required basic skills/qualifications at certificate levels and

in other cases low levels of qualification were compensated for by practical experiences.

Most operational and some supervisory positions are characteristically dominated by employees

with low to mid-level qualifications. More than 60 percent of employees in the licensed tourism

enterprises across Tanzania held vocational level qualifications. Employees at the managerial

level had attained medium to higher levels of qualification at a diploma, first degree or Masters

Level. Available data on educational levels of workers in licensed tourism operators in Tanzania

(see Figure 5.2) points to the dominance of workers with, primary education, secondary

education, basic college certificates (technical or vocational) and those with diploma

qualification. A small proportion of workers had received training at bachelor or masters level.

Figure 5.2 Levels of education qualification of workers in licensed tourism facilities

Source: Data from Ministry of Natural Resources and Tourism, 2015

Based on the survey and FGDs, the following interpretations were drawn:

Employees with higher levels of educational qualification (bachelor and masters levels) are

employed in managerial and supervisory occupations which are fewer in number compared to

operative occupations

Employees trained at HEIs (bachelor and Masters) lack the necessary practical experiences and

skills required as opposed to those trained at technical and vocational TVET institutions. At the

same time, workers with higher levels of qualification demand higher salaries which most

employers are not willing to pay and hence find them unfit for the industry

Those with primary and secondary education are a source of cheap labor to the industry albeit at

the expense of lack of skills. Most of these workers are found in operative occupations which are

also perceived as occupations whose jobs can be performed by anyone.

The negative attitude towards tourism jobs as being cheap is a disincentive for higher qualified

workers to take up job positions in the industry. The average wage rate per month according to

NBS (2014) is between TShs. 150,001 and 500,000.

While it was evident that, an occupational level had a corresponding effect on the levels of

qualification and skills, this was not necessarily the case for all occupations. We noted

significant variations in the levels of qualification and skills required within an occupational

level depending on the complexity and range of tasks and duties involved. A notable example

from the operative level is that of chefs. Employers indicated that, chefs required higher levels of

skills as compared to other operatives.

Similarly, the majority of high skilled workers in the industry were a result of practical

experiences and informal training as opposed to higher levels of educational qualification.

Employers preferred employing those with extensive practical experience in the industry even

when their levels of qualification were lower compared to graduates with higher levels of

qualification and limited experiences.

5.4 Salary levels in tourism and hospitality sector

From the employer‟s survey, results show broadly that tourism and hospitality sector is

characterized by low salaries/wages. As Table 5.2 presents, majority of employees at operational

level (47.6%) earn between TZS 105,000 and 200,000. 12.6% employees in the operational cadre

receives salaries below TZS 105,000, below the minimum wage set for tourism and hospitality

sector. According to the Ministry of Labour and Employment (2013), the minimum wages for

hospitality employees are TZS 250,000, TZS 150,000 and TZS 130,000 for large tourist hotels,

medium tourist enterprise and small enterprises (restaurants and guest houses) respectively. Very

few operational employees receive their salaries above TZS 500,000.

While the majority of operational employees in the sector have their salaries above the minimum

wages most of them fall within the minimum blackest regardless of their training and experience.

Most of employees holding supervisory job positions (36%) receive salaries in the range of TZS

200,000 to 500,000 followed by employees receiving salaries between one and two million. It is

surprising to note that a number of supervisors get salaries below the TZS 105,000 which is by

all means below the minimum wage. These featured in the medium and new businesses to the

sector. At managerial level most of staff members get their salaries between TZS 500,000 and

2,000,000 with about 26% having salaries above TZS 2,000,000.

Generally, the findings tally with results obtained in other previous studies conducted in the

sector. For example TCT (2010) found that the wages for Tanzanians ranged between TZS

100,000 and TZS 200,000 per month. These results on monthly salaries portray a situation that

may not be health. The low salaries may work as disincentives for people to undertake training in

tourism and hospitality or to work in the sector. The salaries are relatively too low, especially

within operational cadres. Low salaries could also be the reason for the reported difficulty in

recruiting and retaining employees in the sector (e.g. ATE, 2010).

Improving training alone might not result in any noticeable change in the tourism and hospitality

sector if there is no incentive to train, which include attractive pay. Without improvement in

salaries it will difficult for the tourism and hospitality industry to compete with industries in

attracting workers with high quality skills. It is however, encouraging to observe that the salaries

of the majority of employees at managerial level are significantly higher. About 71.2% business

managers have salaries above TZS 500,000, with 26% having salaries above TZS 2,000,000. It

should also be noted that earning levels provide a good indication of the values of a job and the

required abilities required to do it.

Table 5.2 Salary Levels across tourism and hospitality sector, as in May 2015

Lev

el

Sal

ary

leve

l

(in

TZ

S)

Acc

om

mo

dat

io

n

Fo

od

an

d

Bev

erag

e

Tra

nsp

ort

Tra

vel S

ervi

ces

and

att

ract

ion

s

Bu

sin

ess

To

uri

sm

Dir

ect

Ret

aile

rs

to T

ou

rist

s

Oth

ers

To

tal

OP

ER

AT

ION

AL

Below 105,000 11.0% 10.0% 9.1% 15.4% 6.7% 25.0% 11.1% 12.6%

105,000-200,000 54.8 60.0 45.5 30.8 60.0 37.5 44.4 47.6

201,000-500,000 24.7 25.0 27.3 30.8 33.3 37.5 22.2 28.7

501,000-1,000,000 9.6 5.0 18.2 23.1 22.2 15.6

Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

SU

PE

RV

ISO

RY

Below 105,000 2.7% 2.5% 7.7% 3.8% 7.1% 8.3% 5.35%

105,000-200,000 24.3 25.0 23.1 15.4 35.7 42.9 25.0 27.34

201,000-500,000 43.2 50.0 38.5 26.9 42.9 35.7 16.7 36.27

501,000-1,000,000 17.6 15.0 7.7 19.2 21.4 14.3 25.0 17.17

1,001,000-2,000,000 12.2 7.5 23.1 34.6 25.0 20.48 Total 100 100.0 100.0 100.0 100.0 100.0 100.0 100.00

MA

NA

GE

RIA

L

Below 105,000 1.4% 2.6% - 3.6% 5.9% 11.1% 4.92%

105,000-200,000 4.2 5.3 8.3 7.1 11.8 22.2 9.82

201,000-500,000 26.8 23.7 25.0 17.9 30.8 52.9 22.2 28.47

501,000-1,000,000 29.6 34.2 25.0 17.9 46.2 23.5 22.2 28.37

1,001,000-2,000,000 15.5 13.2 16.7 14.3 23.1 5.9 22.2 15.84

Above 2,000,000 22.5 21.1 25.0 39.3 26.98

Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.00

5.5 Skills Gaps in the Tourism Industry

Employers revealed widespread skill gaps3

within and across the business sub-sectors and

occupational levels. Skill gaps existed at

varying intensities and come in two principal

forms: (1) skills level gaps and (2) skills type

gaps. The majority of employees demonstrated

both skill level gaps and skill type gaps.

5.5.1 Skill level gaps

These gaps relate to the employee‟s level of education and training, practical experience and/or

informal training required for the performance of a job. These kinds of gaps were identified by

3 The extent to which employers’ regard their workforce as not being fully proficient at their existing job

The inadequacy of required job skills from

within the local labor market has lead to

“importation” of skills especially for

managerial job positions while at the same

time leaving tourism graduates unemployed

or seeking employment in other industries

employers when they compare their employee‟s performance at work with the required skills for

the job. Nearly all employers surveyed declared that employees did not perform their jobs at the

required level. This incident affected all sub-sectors with occupations that require

professional/specialized skills and extensive work experiences recording highest levels of skills

gaps. These occupations include: chefs and cooks, food and beverage controllers, tour guides,

marketers, event planners, ICT technicians and travel consultants.

Educational qualifications were necessary but not sufficient.

Rather surprisingly, the main cause behind the inadequate performance of employees across

occupational levels and all sub-sectors was not the lack of educational qualification to the

expected levels but, according to the employers, a lack of appropriate and sufficient training and

experience. The level of qualification was not necessarily an issue in terms of workforce

requirements for most occupations but what was lacking was the match between the skill sets of

the workforce and those required by the job to perform at the desired standards.

Employers revealed further that, most employees possessed educational qualifications required

for the job but still exhibited critical skill gaps and could not perform effectively even the

simplest tasks in their occupation roles. The skills gaps were embedded in the poor educational

system of Tanzania which emphasizes on producing graduates with “clean” and “impressive”

certificates rather than adequate skill-sets required to effectively perform the duties of their

occupations. Employers who complained about skill gaps among first time employees coming

directly from TVET and HEIs concentrated their criticism mainly on inadequate training, lack of

practical experience and poor attitudes of job seekers towards tourism jobs. For the first two

reasons, the problem was more pronounced for the graduates from higher education while those

trained in tourism technical and vocational school had advantage of practical skills.

Reasons for skills level gaps

As illustrated in Figure 5.3 below, employers identified causes of skills level gaps as including

one or more of the following reasons: lack of required work experience, poor quality of training,

and deliberate hire of cheap-unskilled workers, lack of motivation among workers to further

develop their skills, lack of required levels of educational qualification and lack of opportunities

for skills development.

Figure 5.3: Reasons for the existence of skill level gaps

Not surprisingly, as Figure 5.4 Illustrates, skills gaps were predominantly concentrated at the

operational occupational level. This apparent condition is reflected in the inherent nature of jobs

in the operative level which are characterized by: a wide range of occupations, entry level jobs

with low barriers to entry (in terms of qualification), low paying jobs/cheap labor, highest rates

of labor turnover and jobs that are seen as could be performed by anyone.

Figure 5.4: share of skills gaps by occupational levels

Industrial measures to remedy the situation

Nearly two-thirds of surveyed employers who reported existence of skills gaps among their

employees did not take measures to remedy the situation. Of those taking actions (mostly

airlines, tour operators and a few hotel facilities), the measures ranged from offering in-house to

external training programs. The most commonly provided types of training were customer

service, tour guiding, reservations and ticketing, housekeeping and general operating procedures.

Most employers looked at training as a cost and not an investment given that employee turnover

is quite high in tourism and hospitality industries, as a result, many employers felt that it was not

worth their money to train short term workers.

Other employers turned to external labor markets to fill the deficit of high level skills especially

for supervisory/ managerial levels and professional occupations like chefs. Neighboring

countries and countries of origin of investors or management companies were mentioned as the

primary sources of skilled for these occupations. Owing to the sensitivity and importance of

these employment categories to the survival of the tourism businesses, employers felt the need to

spend more money in order to recruit the right cadre of staff. As Table 5.3 illustrates, the

majority of foreign employees in the surveyed companies are on managerial positions.

Table 5.3: Proportion of foreign workers across occupational levels

Occupational level Number of foreign employees*

Senior Management 173

Supervisory Level 41

Operational Level 5

*the number of foreign employees in the 148 surveyed tourism businesses only

5.5.2 Skill Type Gaps

Both technical and soft skills4 were identified as challenging among employees. The major

concerns were on the lack of one or more skills from the range of skill sets required by an

occupation. Employers were also conscious of the lack of multi-skilled workforce that is able to

perform a wider range of tasks and functions to cope with the dynamic tourism and hospitality

industries. Skills gaps that were common to all sub-sectors

and affected nearly all occupations have been clustered under

eight thematic areas and presented in Figure 5.5. For each of

the skills presented, both two dimensions of skill gaps were

evident. Employees either possessed the skills but not to the

expected standards (skills level gaps) or hardly possessed the

skills (skill type gaps)

4 Skills gaps of this nature relate to the type of knowledge possessed by an employee and were thus measured by

employers comparing the variety of employee’s skills against the core sets of skills with which occupations are concerned.

“Most employers look at

training as a cost and not an

investment given that

employee turnover is quite

high in tourism and

hospitality sector”

Figure 5.5: Skill Gaps Common to all sub-sectors and occupational levels

When analyzing the problem from the perspective of major occupational types, notable

differences emerged depending on whether the skill is core or secondary to the occupation.

Lack/inadequate foreign language skills and poor customer service skills were seen by employers

as critical problems among employee in direct contact with guests including receptionists,

reservation managers, tour guides, bartenders, waiters/waitresses and sales and marketing staff.

Employers felt that, inadequate command of foreign languages among employees was a

constraint that has created a competitive disadvantage for Tanzania as a tourist destination.

Foreign language skills that were ominously lacking are for the main tourist source markets and

include; English, German, French, Spanish, Chinese and Italian. For instance, one of the

frustrated employers expressed the following:

“It is imperative that general educational standards are raised, English must be taught at primary

level and onwards and given more focus as it is an international language and nationalistic focus

on Kiswahili does not help development needs in a global economy. In our industry and beyond

scientific papers are generally in English and a huge body of knowledge is in English. Kiswahili

yes for reasons of national pride and cohesion but English (& other languages) must be taught too

with seriousness. We live in a global village. We compete in a global village”.

Notable skills gaps on customer service included poor handling of complaints, lack of

negotiation skills, poor service delivery skills, poor time management and customer assistance

skills. Tanzania has a reputation for friendliness but also for mediocre customer service.

The severity of marketing skills gaps was higher amongst occupations whose marketing is a

primary functions and those in direct contact with guests. These were identified to include

marketing managers/officers, sales assistants, receptionists, reservation personnel and tourism

officers and representatives. Challenging marketing skills identified include; sales, product

development, packaging and product pricing. The severity of the lack of innovation and

creativity skills was relatively equal across occupations. Skills lacking include; scientific skills,

entrepreneurial skills, problem solving skills, networking skills and new product

development/design skills.

Management and leadership skills gaps, both within the

managerial occupational level and beyond were numerous.

FGD revealed that, at management level both transversal

skills, where tourism managers often have array

educational backgrounds in accountancy, marketing,

business management, etc.; and job specific skills were

inadequate. These include; business planning,

management through visions and values, yield

management, decision making, product development,

innovation, human resource management, destination

management, change management, networking skills and

negotiation and problem solving skills.

The lack of both basic and technical ICT skills were seen

as primarily affecting reservation clerks, air ticketing

personnel, travel consultants, receptionists, web designers,

marketers, and technicians. ICT skills gaps that were

identified include inability to use; computers, reservations

systems, specialized software, online marketing platforms,

online information management and web design.

Reasons for skills type gaps

Generally skill type gaps were seen to result from:

a) Lack of adequate training on the part of the employees - notably many training centers

lack teaching facilities, lack competent

trainers; these compounded problems

essentially aggravated the output performance

on quality products

b) Lack of industrial establishments to provide

funding and facilities to conduct in-house

training that can re-orient staff to

contemporary organizational challenges

c) Lack of interest and motivation on the part of employees to improve on their skills due to

limited opportunities for internal promotion

d) Inability to recruit staff with the required skills

e) Staff having been on training but their performance not improving sufficiently

f) Difficulty in retaining staff/labor turnover and

g) Limited opportunities for employees to upgrade their skills

The practical training in hospitality formally covers 60% of the total training either Diploma or

Certificate Course Program and in most cases students are posted to different hotels all over the

country. But the coordination to monitor the practical training student performance between

hotels and training centers hardly take place but rather ceased immediately. The idea is to expose

student fully understand the course whether its food production, housekeeping, front office

“As an expert in the industry for over thirty years, I had an opportunity to visit several hospitality training centers in South Africa, Kenya, Zimbabwe, Mauritius and frankly speaking these centers are of high standard due to well-placed infrastructure, human resource capacity and the government ensure that the core training objectives are met but am wondering if Tanzania do the same. From these resources the product outcome impeccably and variably meet different market experience clientele on various categories i.e. customer service, food production, service orientation based on customer countries source”.

“Majority of trainers at hotel centers do not know what trainee should start to learn due to absence of leading document with detail information of subject for review. These trainers have no training skills to train but are experienced people in the different fields and everybody is expecting they are in better position to train”

operations etc. Students must participate fully in the operations under the guidance of a

Supervisor or Sectional Head of that respective Department. However, majority of trainers at

hotel centers do not know what trainee should start to learn due to absence of leading document

with detail information of subject for review. These trainers have no training skills to train but

are experienced people in the different fields and everybody is expecting they are in better

position to train. This might be an area that needs to be addressed in order to get best result.

As indicated on Figure 5.6, the most common reason employers in the tourism industry give for

not providing training is that the cost of training is too high. Other constraints include the fact

that the training courses are of insufficient quality; cost involved in releasing staff to go for

training; inconvenient location training prividers and poaching of trained staff . These findings

confirm findings obtained by TCT (2010) that the barriers to pursuit of skills and knowledge

upgrading among tourism businesses include training costs, the lack of adequate and quality

local supply of relevant support services and time out of the businesses. They also confirm the

claim that there is a gap between the skills provided by training institutions and what tourism

businesses need which contributes to low level of in-house training.

Figure5.6: Concerns in Relation to Training and Professional Development

Results also indicate that many of the businesses believe the programmes offered by training

institutions do not yield graduates who are competent enough to fulfill their responsibilities in

their businesses. As a result, tourism businesses have to invest in training of new employees and

upgrading existing employees even for basic skills. A study conducted by TCT (2010) found

that, the estimated annual total investment in skill training is TShs. 31,250,054 and TShs.

5,808,870 for large and small tourism businesses respectively. The study also suggests that large

and small tourism businesses pay estimated average annual Staff Development Levy (SDL) of

TShs. 8,000,000 and TShs. 615,000 respectively. While the surveyed tourism service providers

acknowledge the need for tourism training to be improved they

don‟t see any direct benefit of the SDL. Tourism businesses

interviewed in the current study are very much concerned

with this double cost. Such a concern highlights the need

for training institutions to improve their training

programmes which suggests calls for policy and regulatory

improvement.

5.5.3 Skill Gaps in Accommodation and Food and Beverages (A&FB)

The specific skills shortages in each subsector in the

industry were further explored. Within the accommodation

and food and beverage sectors, there are skill inadequacies

in the entire food and beverages chain including the

inability of staff to identify, cost, and prepare foreign

cuisines; poor knowledge about food and beverages,

inadequate ability to handle complaints and inadequate

sales skills. Across function areas, as Figure 5.7 illustrates,

57% of all skills gaps were in food and beverage function

and 18% in housekeeping function. For the food and

beverage function, occupations that were cited as

experiencing a paucity of most critically needed skills

include: chef, baker, food costing and food production,

bartenders, waiters and waitresses. Skills gaps among

front office and reservation staff combined stood at 17%

while 8% of gaps were found in managerial function.

Table 5.4 detailed specific skills gaps that appear across

three occupational groups in Accommodation and Food

and Beverage Sectors.

Figure 5.7: Skills gaps across

accommodation and food and beverages sectors

Real examples from A&FB respondents

Behavior is culture-bound and jobs like for instance cleaning or serving is looked down upon here (reputation).

The issue of trying to „score‟ extra cash, for instance, by cheekily lying to customers about sales prices in the case where the customer has not had a look at the pricelist, so blatant rip-off conducts (greediness).

People here are anxious that if they train someone that they will lose their job themselves, resulting in difficulties keeping certain standards up (selfish).

Status is an important issue and what we have often seen is when one is promoted to a supervising level, the production levels seize – the juniors are commandeered around leading to more problems than gain. It is very difficult to find the right person for a supervisor position. Over the years we have found some truly excellent people (false pride).

A real challenge is the lack of law enforcement – at this point in time it pays to steal as no real punishment for wrong-doing is „available‟; you‟re better off stealing than being a law abiding person……. (Corruption)

Another common practice – example: (Head) teachers in colleges accept “gifts” in return for better pupil-assignments or scores. This is a common thing; nothing will be done unless something can be made from it (unprofessionalism).

Table 5.4: Specific Skills Gaps in Accommodation and Food and Beverage Sectors

OCCUPATIONAL

LEVEL

FUNCTIONAL AREAS Food and beverage

(service) Food and Beverages

(kitchen)

Housekeeping Front office

SK

ILL

S G

AP

S

Operational Multi-cuisine

preparation Insufficient skills to

prepare cuisines of

different cultures/

international cuisine

Inability to bake good

quality

Insufficient ability to

prepare hot and cold

beverages

Time management

Inadequate cleaning and

hygiene skills

Inability to effectively use

cleaning and sanitation

equipment

Inadequate/lack of

international and foreign

language skills

Inadequate interpersonal

skills

Lack of time management

skills

Poor guest relationship skills

foreign language skills

time management skills

Telephony skills

time management

organizational skills

Guest information

handling

Negotiation skills

Communication skills

Reservation processing

Guest relationship

Supervisory

Inadequate

complaint handling

skills

Inadequate

supervisory skills

Inadequate guest

relations skills

Sales skills

Menu planning

Food control

Inability to supervise

Food costing

Inadequate people

management skills

Insufficient supervision

skills

Insufficient people

management skills

Inadequate ability to

handle complaints

sales skills

Basic accounting skills

Yield management skills

Supervision skills

Managerial Insufficient Planning

Inadequate leadership skills

Inadequate organizational

skills

5.5.4 Skills gaps in Transport Sector

Professional occupations in air transport such as pilots experience relatively less noticeable in

comparisons to similar occupations in the transport sector. Although most pilots had the required

technical skills, they someway lacked key personal skills such as team and people skills that are

essential requirements for the job. Significant gaps were prevalent among flight attendants who

were revealed as lacking some of the personality and personal qualities necessary for customer

service related occupation. Foreign language, communication skills and skills for handling

complaints/difficult customers were also challenging for this occupation.

As indicated in Table 5.5, four critical skills which were identified as lacking among transport

reservations and sales agents to include ICT skills, marketing and sales skills, customer service

and foreign languages while those providing guest services lacked information management

skills, foreign language skills, communication skills and customer service skills. Dominant skills

gaps among employees who worked in the arrival and departure sections include lack of skills

for handling customer complaints, time management, communication, foreign language and

organizational skills.

5.5.5 Skills gaps in Travel Services and Attractions

The key functions in the tour packing include the group tours, ticketing and accounts. These

account for more than 60% of all the employees in the tour operation and travel agencies.

Critical skills that were identified by employers in this category are summarized in Table 5.6.

Again customer service skills, foreign language skills, communication skills appear on both

functional areas of travel agencies/tour operations and nature and cultural attractions. Specific

skills gaps for travel agencies/tour operators are guiding and innovation skills while those of

cultural attractions are Wildlife ecology, Tour route planning and Conservation skills.

5.5.6 Skills gaps in business tourism sector

Employers in business tourism sector indicated many specific skills gaps. This may be attributed

by the infancy characteristics of this subsector. Table 5.7 summarizes gaps in this sector to

include among others Event planning, Fundraising, Event theme design and disaster

management for event planning functional area while Conference design, Negotiation skills and

Work schedule design were indicated as gaps in Event staging and production functional area.

Key skills gaps indicated for Venue suppliers and service staff functional area included Crisis

management and Safety and security.

Table 5.5: Skills gaps in Transport Sector

FUNCTIONAL AREAS

Transport crew Reservation and sales Guest services and

information desks (e.g.

airport desks)

Arrivals and departures

SK

ILL

S G

AP

S

Team skills

Interpersonal skills

Personality skills

Foreign language skills


Negotiation skills

Complaint handling skills

Skills for handling special

needs passengers

ICT skills

Computer skills

Time management skills

Internet use skills

Reservation systems and

booking software

Customer relationship

and management skills

Telephony skills

Customer service

foreign language skills

Information management


Foreign languages skills

Customer service

Handling high profile

tourists

Complaint handling

Time management

Organizational skills

Information management

Use of technology


Foreign languages skills

Crisis management skills

Table 5.6: Skills gaps in Travel Services and Attractions

SK

ILL

S G

AP

S

OCCUPATIONAL LEVEL FUNCTIONAL AREAS

Travel agencies and tour operations Nature and cultural attractions

Operational

Special interest product design

Foreign language skills

interpretation skill

customer handling skills

interpersonal skills


Innovation and creativity


Time management

Guiding skills

Inadequacies in:

Conservation skills

Wildlife ecology skills

Customer service skills

Interpretation skills

International language skills

Use of modern equipment

Heritage preservation skills

Poor interpretation skill

customer handling skills

Tour route planning skills

Knowledge of heritage

Supervisory Team management Conservation skills


Innovation skills

Leadership skills


Managerial

Innovation skills

Management skills

People management skills

Table 5.7: skills gaps in business tourism sector FUNCTIONAL AREAS

Event Planning Event staging and production Venue suppliers and service staff

SK

ILL

S G

AP

S

Operational Event planning

Fundraising

Budgeting

Event theme design

Teamwork


Computer literacy

Problem solving

Time management

Disaster management


Venue theme design

Customer advise

Conference design

Program development


Coordinating

Negotiation

Supplier relationship

Meeting room technology

Use of Tele-conference

equipment

Foreign language

Guest Relationship

Marketing and sales


Safety and security

Supervisory Strategic planning




Innovation skills

Marketing skills

Research skills

Work schedule design

Tem management

Negotiation

Public relations skills

Costing and pricing

Marketing and sales

Innovation and creativity

Crisis management

Crowd management

managerial Consulting skills

Team management skills

Problem solving

Research skills

5.6 Occupations with serious human resources needs and skills gaps

Respondents were asked to identify occupational areas in which they have been experiencing

difficulties in recruitment and selection and performance among employees. Table 5.8

summarizes the feedback from the respondents

Accommodation and food and beverage sectors: cooks (50%), chefs (52%), reservation

staff (49%) and food and beverage managers (41%) were cited as the most problematic

occupational areas. Surprisingly, most tourism training institutions cover issues related to the

identified occupations. However, majority of respondents are in the view that the locally

offered tourism training programmes do not meet the needs of the industry. In the past five

years, TCT (2010) report affirmed that the same situation has forced some of employers to

hire foreigners in order to stay competitive. The least challenging occupations in the

accommodation and food and beverage sectors are recreation staff (15%) and lodging

facilities managers (20%). However, given the rate at which the tourism industry is growing

in Tanzania, skills in these occupations will be needed in the very near future.

Travel services subsector: tour guides (59%) is the most problematic area; while airport

handling staff (9%), flight attendants (9%) and information center staff (13%) are the least

problematic occupations in the industry. Again, the occupational gaps were expressed by the

visitor attractions providers to include tour guides (37) and museum managers (32%). In the

two subsectors, the shortage of tour guides was attributed to the lack of knowledge on

„experience packaging‟ and communication barriers in the provision of tourism experience.

Direct retailers: the sales and marketing occupation is the most problematic area for the

surveyed direct retailers to tourists (including curio shops, handcraft sellers and art galleries).

The serious challenges were experienced in craftsmen (32%) and sales assistants (37%) and

procurement staff (91%).

Table 5.8: Skills shortage by Occupation and by Sub-Sector (Percentage of Surveyed Sample)

No Occupation Accommodation Travel

Services

Visitor

Attractions

Direct

Retailers

Tourism

Marketing

1 Administrative staff 25 13 12

2 Bar tenders 38 6

3 Chefs 52 12

4 Cooks 50 6

5 Concierges 24

6 Event coordinators 32 17

7 Food and beverage

managers

41 6

8 Finance and accounting

staff

38 16 18 37 14

9 Front desk officers 34

10 Front desk managers 30

11 House keepers 38

12 Executive house keepers 31

13 HR managers 19 9 6

14 Lodging facilities

managers

20

15 Recreation staff 15

No Occupation Accommodation Travel

Services

Visitor

Attractions

Direct

Retailers

Tourism

Marketing

16 Reservation managers 49

17 Sales and marketing staff 29 28 24 52 46

18 Waiters and waitresses 34

21 Airport handling staff 9

22 Taxi cabdrivers 19

23 Flight attendants 9

24 Tour guide 58 37

25 Tour operators 25

26 Agency managers 16

27 Information center staff 13

28 Curators 22

29 Museum managers 32

30 Porters 6

31 Sales assistants 37

32 Craftsmen 32

33 Purchasing staff 15 91

34 Legal staff 8

Note: Empty cells means the occupation is relatively not applicable

To gain more understanding of the shortage of skills in different occupations respondents

were asked to identify specific jobs that they have been experiencing problems in recruiting

and retaining them. As Figure 5.8 shows, cooks, (27%), reservationists (27%), chefs (23%)

and hotel managers (18%) have critical challenges. While housekeepers (5%), finance

managers (5%), dish washers (5%), administrators (5%), travel consultants (5%) and

workshop managers (5%) are the least challenging jobs according to the surveyed tourism

service providers. The skills and occupations in the tourism occupations are not appropriately

valued. From the FGDs, most of operational trades such as cooks are considered as not

attractive to workers. Therefore, there is a need for alternative models of apprenticeship

training to promote accelerated learning and make trades such as cooks more attractive to

mature workers and not disadvantage people who wish to stay in regional locations

It is also noted that jobs at operational level present more challenges as compared to the

higher levels. The main reasons for shortage of operational staff as cited by the surveyed

tourist services prodders include: (i) dislike of the jobs and negative attitude towards the job

positions; (ii) the young people that occupy most of the positions in this category lack

experience and exhibit a higher level of mobility between different occupational categories,

jobs and geographical areas; (iii) demand for higher pay, and (iv) most operational employees

perceiving tourism jobs as low paying, contingent work placements and not professional

careers. It should probably be mentioned that the high labor turnover is a common experience

in the industry in many countries.

Some of these skills were revealed by employers when asked to identify new occupations,

jobs and skills they anticipated to emerge in the next 5-10 years. To get a more realistic

picture of future skills needs for the Tanzania‟s tourism industry, the changes and trends

taking place in the tourism and hospitality industries were identified through reviewing

secondary sources of information. The aim was to ascertain new occupations that are likely to

emerge and the resultant needs for skills. The trends and their impact in tourism and

hospitality are reflected in different products and services as well as in changing occupational

profiles and skills requirements

Figure 5.8: Challenging Job Positions in Recruitment and Selection Processes

5.7 Anticipated growth, upgrading and diversification of the tourism sector in the

coming medium and longer terms

Tanzania‟s tourism sector is well positioned to grow at a faster pace in the coming years if

backed with appropriate policies, a well-trained tourism workforce, increased investment in

key areas, and collaborative efforts of all stakeholders. The country has numerous

comparative advantages in seizing opportunities from its tourism sector in comparison to her

competitors. The potential to develop a thriving tourism sector that taps into the existing

tourism resources in Tanzania is huge. Tanzania was, in 2012, ranked in the 7th

place as

preferred tourist destination in the world (New York Times 2012) and 4th

in terms of natural

resources globally (the World Economic Forum‟s Tourism and Travel Index, 2013) while

Kenya and Uganda come in the 14th

and 25th

place respectively.

5.7.1 Anticipated growth in tourist arrivals, earnings and tax revenues

At an average growth rate of 9%5 per annum (on the basis of the current trend, Y2003 -

2013), we estimate the tourist arrivals in 2020 to be 2,003,319 (see Figure 5.9). This is in-line

with MNRT, (2014) that estimates the number to be 2,000,000 in year 2020 (MNRT, 2014);

growing to approximate 3 million in 2025. Likewise, the Government of Tanzania and

Private Sector have jointly formulated and are implementing a Ten year Tourism Sector

Development program that envisages growing of the tourism sector by 20% per year from

2015 and increasing earnings from under US $2 billion in 2013 to US $16 billion per year by

5 We developed a model based on the statistics for year 2003 to 2013 that gave an average growth rate of 9% per annum

2025. This will in turn increase tax revenues from the sector from US $156 million in 2013 to

US $1,248 million per year in 20256(TNBC, 2013).

5.7.2 Anticipated Investments in Tourism

Another dimension to the sector‟s growth is the attention that tourism gains from new

players. Regional and municipal councils are now turning to tourism as a reliable source for

creating employment opportunities and revenue7. There has therefore been deliberate

initiative to stimulate investment growth into the sector, promote the regions to visitors and

improve the quality of training and service provided. Linking of tourism facilities and local

small producers and suppliers enhances the net impact that the sector has in the local

economy and further realization of sector‟s importance (TCT, 20098; Anderson, 2013

9).

The net investment value from the local investors, particularly in the mid-hotel class has

considerably gone up in the recent years. The growth in investment has also triggered

improvement in the overall quality and type of facilities. This alone is a sign for the increased

awareness by the local business community about the business potential of the tourism sector.

The opening up of investment opportunities in the sector and better coordination of

investment promotion and facilitation (by TIC) has also attracted a number of key

international brand chains and franchises (Hyatt, Kempinski, Serena, Southern Sun, Holiday

Inn, Ramada, Four Seasons, etc.).

In addition, recently there has been a growing number of hotel apartments and self-services

apartment in the major cities which are normally meant to cater for long stay visitors and

expatriate residents. Parastatals such as NSFF and PPF, on the other hand, have also been

investing in the apartment and hotel business which is the new avenue for facility

development and management skills needs in the country.

When it comes to infrastructures, a number of upgrading and construction works of airport,

railways, waterways and road networks are underway. Key projects include the upgrading of

Kigoma Airport; the upgrading of Mafia Island Airport and the construction of Mpanda

Airport where 98% of works has been completed.

Table 5.9 summarizes the projections of the tourism businesses in the next ten years. These

expansions are usually placing huge demand for high quality human resources across all

business sectors in tourism industry.

6 Tanzania National Business Council (TNBC, 2013). Sustainability of Biodiversity and Raising Annual Revenue Growth to

20%. Tourism task force report for the 8th TNBC meeting

7 BEST-AC (2013). Tanzania Business Leaders‟ Perceptions of the investment climate in Tanzania 8 TCT (2009). Tanzania tourism value chain study

9 Anderson, W. (2013). Leakages in the Tourism Systems: Case of Zanzibar. Tourism Review, 68(1):

62 - 76

Figure 5.9: Anticipated international tourist arrivals in the next 10 years

2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025

Number of tourists 1,077,058 1,095,884 1,194,514 1,302,020 1,419,202 1,546,930 1,686,153 1,837,907 2,003,319 2,183,618 2,380,143 2,594,356 2,827,848 3,082,354

0

500,000

1,000,000

1,500,000

2,000,000

2,500,000

3,000,000

3,500,000

N0

. of

tou

rist

s

Sources: Estimated based on the NBS (2013, 2014). International Visitors‟ exit survey reports, Tanzania Tourism Sector Survey

10

10

The current annual growth rate stands at 9%. Thus the estimations from 2015 to 2025 have based on the same rate.

Table 5.9: Number of licensed businesses in tourism between 2008 and 2014 with their projections in the next 10 years

Type of business 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025

Tour Operators11

259 421 318 374 388 498

588

693

818

966

1,139

1,344

1,586

1,872

2,209

2,606

3,076

3,629

Mountain

Climbing12

67 84 96 109 96 123 140 160 182 208 237 270 308 351 400 456 520 593

Travel Agents13

55 54 60 75 60 78 85 93 101 110 120 131 143 155 169 185 201 219

Car Hire14

35 24 20 27 20 25 26 27 27 28 29 30 31 32 33 34 35 36

Hunting Safaris15

26 36 34 36 34 41 46 51 56 62 69 77 85 94 105 116 129 143

Photographic

Safaris16

7 9 9 6 9 7 7 8 8 9 9 9 10 10 11 11 12 13

Air Charters,

Horse riding and

balloon safaris17

5 5 9 8 10 10 12 14 17 20 24 28 34 40 48 57 68 81

Accommodation18

137

97

179

181

179

285

351

431

530

652

802

987

1,214

1,493

1,836

2,259

2,778

3,417

TOTAL

591

730

725

816

796

1,067

1,254

1,476

1,740

2,055

2,429

2,876

3,410

4,048

4,811

5,724

6,819

8,131 Sources of data between 2008 and 2013: Ministry of Natural Resources and Tourism, Division of Tourism, 2013

11 The sub-sector‟s average growth rate at 18%, base year 2008 12 Average annual growth rate at 14% from 2008 to 2013 13 Average annual growth rate at 9%, base year 2008 14 Average annual growth rate at 3%, base year 2008 15 Average annual growth rate at 11%, base year 2008 16 Average annual growth rate at 5% 17 Average annual growth rate at 19% 18 Average annual growth rate at 23%

5.7.3 Anticipated Product Development and Diversification

There is a general consensus among Tanzanian tourism businesses regarding the geographical

expansion and product diversification. This was to especially ease pressure on the north but

also unlock the potential in other parts of the country. For many years tourism growth in the

country was largely influenced by the development of infrastructure and availability of the

tourism attraction, regulatory and support resources at a particular destination. As a result

tourism was largely concentrated in the northern and coastal tourist circuits (mainly,

Kilimanjaro, Arusha, Ngorongoro, Serengeti and Zanzibar) for safari, sun and sand (3S)

tourist attractions (Anderson, 2013; Pasape et al, 2013). The southern and lake circuits, for

example, are now receiving special consideration and support in tourism product

development and promotion. In addition to programmes coordinated by the government and

development partners, industry stakeholders and the local government institutions continue to

show a strong interest to promote tourism in their areas.

For instance, the presence of government institutions in the alternative tourism circuits (such

as tourism offices in Iringa and Mwanza), improvement of the infrastructure, particularly air

transport, has increased visitor volumes into these destinations. Some of the notable transport

facility in this respect is the construction of Songwe International Airport in Mbeya.

According to the TAA (URT, 2012), plans are underway to improve other airports in the near

future and as a result growth of tourism into such areas. Growth of tourism in other parts has

been largely influenced by business as well as industrial activities. Mtwara, which before the

discovery of its mineral wealth – oil and gas in particular, had an insignificant tourism

resource supply. Due to the high prospects for mining, the demand for tourism and hospitality

services has far surpassed the industry supply.

Twelve goals for the coming 5 to 10 years according to TTB and TCT (2012) include the

product development and market development strategies. In their report on international

marketing strategy for Tanzania as a tourist destination, some areas that came out very clear

include the strategies for packaging and developing tourism products in the Southern Circuit

(wildlife), western area (wild life, fresh water activities) and incentive travel to Zanzibar and

develop tourism infrastructure (airline connections and airport facilities) and quality and level

of service. The diversification of the tourism product from the current wildlife tourism

(which attracts over 90% of tourist arrivals in Tanzania) is expected in the coming medium

and longer term. The diversification include arts and culture; agritourism; backpacker;

business, conferences & incentives; cruise, drive and snorkelling; events; fishing; culinary

and local beverage; and marine. The importance of the cooperation between actors in public

and private sectors and between Zanzibar and Mainland tourism stakeholders has been

highlighted in order to benefit from the business diversification.

5.8 Projected size and human resource requirement in tourism

The quantitative assessment of the number of jobs in different occupations that are likely to

emerge under alternative specified assumptions has been conducted, including new job

openings due to expansion of the sector and attrition of the existing workforce. Based on the

interaction with the industry and the basis of the available statistics on the employment

structure, the regression analysis was estimated (Table 5.10) using the data of tourist arrivals

and employment between 2003 and 2013 in order to measure the impact of the anticipated

international tourist arrivals on the new jobs.

Table 5.10: Model for the effect of Tourists arrival on New Jobs Created

Model

Unstandardized Coefficients

Standardized

Coefficients

t Sig. B Std. Error Beta

1 (Constant) 353069.422 50220.284 7.030 .000

Tourists .069 .064 .341 1.088 .305

a. Dependent Variable: jobs

Y= c+0.34x where:

Y is a dependent variable- Number of jobs created

C is a constant

X is an independent variable-number of tourist‟s arrival

In 2014, tourism generates above 400,000 direct jobs in Tanzania (World Bank Group, 2015);

and World Travel and Tourism Council (2013) estimate the total contribution of travel and

tourism to 1,502,000 direct and indirect jobs by 2023. Using the estimated model above, in

the next five to ten years (2025), every additional three tourist arrivals would create one

additional job. As Table 5.9 indicates, each tourist arrival will create 0.34 direct jobs in the

industry, based on the sampled tourism businesses in the study, on average the composition

of the employees in each enterprise is estimated at 52:2 local – foreigner ratio (Table 5.11).

Table 5.11: Number of employees by origin (n=148)

Level Local Foreign Total

Number Average Number Average

Senior Management 453 3.50 173 1.27 626

Supervisory Level 1031 8.00 41 0.30 1072

Operational Level 5154 40.00 5 0.04 5159

Total 6638 51.50 219 1.60

Using the same estimated model above, the direct jobs in tourism are expected to rise to

1,085,000 in 2025 (see Figure 5.10). This includes employment by accommodation (hotels,

motels, guest houses, lodges, tented/campsites); food and beverage (restaurants, fast food

sales, cafes, coffee /tea specialty shops), pubs, and nightclubs transport (airline, vehicles,

bus/coach operator); travel services and attractions (travel agencies, tour operators,

airline/airport workers, game, nature, mountain climbing, museums, gallery, taxi cab

associations etc.); business tourism (conference/event organizers, destination management,

incentives company, technical services/staging production); direct retailers to tourists (of

curios artifacts tourist clothing, gear and equipment). It also includes employees in

marketing, facilitation and advocacy that support tourism industry (Table 5.12, Figure 5. 11).

Most positions at tour companies are in reservations/sales and operations (organizational or

scheduling all elements of the tour), tour development managers, and drivers.

Figure 5.10: Projected size and human resource requirement in tourism

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025

Direct Jobs 350 370 380 440 480 420 380 390 430 420 410 444 480 520 563 610 662 720 780 850 920 1000 1085

Number of tourists 576 583 614 644 720 770 714 782 868 1077 1095 1194 1302 1419 1550 1686 1840 2003 2183 2380 2594 2827 3082

0

500

1000

1500

2000

2500

3000

3500N

0. o

f to

uri

sts/

Dir

ect

Jo

bs'

00

0

Direct Jobs

Number of tourists

Sources: Estimated based on the NBS (2013, 2014). International Visitors‟ exit survey reports, Tanzania Tourism Sector Survey


Type of business 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025

Tour Operators 225,413 244,460 264,792 286,040 309,363 334,874 360,711 390,283 418,854 451,093 484,253

Mountain Climbing 52,043 54,391 57,015 59,518 62,149 65,032 67,633 70,671 73,291 76,258 79,130

Travel Agents 30,250 30,184 30,152 30,136 30,154 30,194 29,867 29,859 29,734 29,476 29,223

Car Hire 8,782 8,069 7,675 7,283 6,905 6,545 6,166 5,830 5,465 5,133 4,804

Hunting Safaris 16,589 16,736 16,995 17,328 17,724 17,947 18,113 18,551 18,644 18,918 19,082

Photographic Safaris 2,602 2,391 2,467 2,260 2,072 2,111 1,927 1,943 1,768 1,760 1,735

Air Charters, Horse riding and balloon safaris

4,554 5,080 5,482 6,027 6,445 7,179 7,708 8,481 9,161 9,972 10,809

Accommodation 140,192 158,391 178,721 201,408 227,188 256,328 287,683 324,382 363,082 407,391 455,964

TOTAL 480,425 519,701 563,300 610,000 662,000 720,211 779,807 850,000 920,000 1,000,000 1,085,000

Figure 5.11: Projected human resource requirements in various sub-sectors 2015 - 2015

-

100,000

200,000

300,000

400,000

500,000

600,000

2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025

Dire

ct Jo

bs in

the

Sub

-sec

tor

Tour Operators

Mountain Climbing

Travel Agents

Car Hire

Hunting Safaris

Photographic Safaris

Air Charters, Horse riding and balloon safaris

Accommodation

5.9 Possible focus areas for skill building

Based on the FGDs and employers‟ responses, the following categorizations were made in

relation to timeframe, level of training and types of training:

Medium term (1-4 years) and long term (5-10 years)

Level of training (low, medium and high – based on formal educational qualification

Types of training - An array of training approaches were proposed. We delimit these

following classifications into work-site training, external training programs, improved

curricular at current education institutions, work place experience, regional and

international exchange visits, work attachments and internships, apprenticeship programs,

upgrading and refresher courses and specialty training e.g. language course)

Table 5.13 summarizes the new occupations and related skills requirement due to anticipated

growth, upgrading and diversification of the tourism sector in the coming medium and longer

terms

Table 5.13: Changes /Envisage New Occupations and the Related Skills Requirement

Anticipated sectorial change(s)

and occupation(s)

Skills required

CHANGES Developments in ICT Computer and internet skills

Online payment methods

Use of booking and travel reservation

software

Inventory and revenue management skills

Increase in number of elderly and

tourists with restricted mobility

Special product design skills

Medical and nursing skills

Personal skills

Tourists are becoming more

educated

In-depth knowledge of tourism products

Professionalism skills

Excellent communication skills

Time management skills

Tourist are becoming greener Cultural and nature product development

skills

Conservation skills

Public relations skills

Increase demand for luxury

holidays

Product innovation skills

High level service delivery skills

Guest room interior design skills

Excellent language skills

Creativity skills

Multi-cuisine skills

Diplomatic complaint handling skills

Spa-specific skills

NEW

OCCUPATIONS

Professional and specialized chefs Multi-cuisine skills

Food and beverage controllers Cost-benefit accounting

Food preparation

Anticipated sectorial change(s)

and occupation(s)

Skills required

Cultural tourism managers and

antiquities experts


Knowledge of cultural products

Professional tour guides and

museum curators

Communication and presentation skills

Multi-lingua skills


Product knowledge

Conference and event planners,

Business travel manager

Planning skills


Innovation manager Team work skills

Problem solving

Creativity

Technical fields Tourism and Hospitality architecture,

business concept design, safety and

hygiene standards, and tourism related

technology.

Skills requirements in the next five to ten years are enormous and as indicated in Figure 5.12

nine critical skills and knowledge areas are on high demand across all sub-sectors. These areas

include; customer service, marketing and sales, team working, general management, ICT,

communications skills, general management, administrative and soft skills. Table 5.14 further

summarizes skills required for tourism employees in the short, medium and long terms.

Figure 5.12: Skills Required for Employees

Table 5.14: Skills required for existing employees across sub-sectors at different time frames Future skills/knowledge

requirement

Short term (1-4 years) Medium and Long term (5-10 years)

Acc

om

mo

da

tio

n

an

d F

&B

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ort

,

tra

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ract

ion

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dir

ect

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ver

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nt

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enci

es

Acc

om

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da

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n

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&B

tra

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,

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ion

bu

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go

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enci

es

Management skills

Diversified language skills

Marketing and sales/up-selling

skills

Computer/IT/software skills

Leadership skills

Innovation and creativity skills

Project planning and Management

Skills

Guiding and interpretation skills

Product design and development

Food preparation and costing

Destination planning

Housekeeping skills

General planning skills

Healthy and safety skills

Furthermore, tourism training institutions were asked to indicate the emerging skill-needs

they expect as a result of growth of the industry (Figure 5.13). Multilingual was the most

frequently mentioned followed by customer care, Communication skills, Cultural education,

international culinary and managerial skills.

Figure 5.13: Future Training Needs according to training institutions

5.10 Enhancing the current tourism education system in the country

In order to improve its productivity and competitiveness the tourism a workforce with a set of

right skills, knowledge and attitudes is required. This requires education and training systems

that ensure availability of people with the right skills, both now and the future. A common

and consistent theme that arose from the tourism sector surveys and FGD focused on

enhancing the current tourism education system in the country.

There were general feelings that, the current systems of tourism education ranging from

TVET to HEIs are not prepared to meet the skills requirements of the sector. Private training

centers command a big share (more than 75%) and unfortunately they are the ones that are

poorly administered. Nonetheless, employers were optimistic that, changes in the current

tourism education system would result into supplying the industry with skilled and competent

workers. Most employers felt it is high time for Tanzania to turn around and address the

shortcomings of its tourism education system if tourism education is to be meaningful. The

following measures were proposed by the employers:

To form a Body for accreditation for Tourism and Hospitality Training Institutions

that will keep check and balance on various aspects i.e. Infrastructure, skilled

personnel etc.

Setting relevant pre-requisites for acceptance into training programs. There were

concerns that, the pre-requisites that are in place are too „loose‟ and allow people of

all sorts to enroll in tourism programs. This is a reason why pursuing tourism studies

is considered as a „last resort‟

Develop internship and apprenticeship program standard and operative guidelines and

encourage support by donors to continue to train trainers/educators Program at

different training institute both private or public to become a tool for developing

Equip the training institutions with adequate facilities, appropriate infrastructure and

qualified workforce.

There is a need to make adoption of standard in Certification of Professionals I

tourism

addressing vital issues such as training program, updating curriculum, research on

areas of importance and specialization on certain training categories by incorporating

professionals available in the country

Building stronger partnerships between employers and training providers with

employers specifying more clearly their skills requirements and with TVET and HEIs

delivering programs more specifically targeted to the needs of specific employers. For

example, TATO sits in the advisory council of the VETA Hospitality and Hotel

Training Institute.

5.10.1 On-job Training and staff exchange

As indicated in Figure 5.14 Worksite (on-job) training (68%) and regional and international

exchanges (66%) were the highly appreciated approaches. It is very interesting that tourism

service providers are positive about providing in-house training which if effectively

implemented could bridge the gap left by tourism training institutions. However, for them to

run such programmes effectively, an enabling environment needs to be created including,

exemption from payment of certain levies associated with training activities.

Figure 5.14: Proposed Skills Development Approaches

To ensure supply of quality innovative skills in their businesses, enterprises must participate

in skills development. Tourism business providers were asked to identify methods they use to

support the training of their employees. As Figure 5.15 indicates, providing financial support

was the least method for supporting skill development among employees. These findings are

in line with TCT (2010) which show that tourism businesses invest heavily in in-house

training. The findings imply that tourism businesses engage themselves in skills development

through provision of in-house training and internship. An environment needs to be created for

them to contribute more in the process through these methods and the rest of others. This may

include provision of incentives for those engaging the process.

Figure 5.15: Employee Skills Development Assistance

5.10.2 Internship and Apprenticeship training

During the survey managers in the establishment visited were asked to indicate if they accept

interns to train in their enterprises. The internship period ranges between one and three

months. As Figure 5.15 summarizes, 57% of the businesses accommodate interns. The interns

are students pursuing tourism education/training programmes in tourism training institutions

at different levels. The results as indicated in Figure 5.16 further show that 54% of tourism

businesses received between 1 and 9 (below 10) interns per year, followed by those training

between 10 and 25 interns per year (22%). Relatively few training providers trained between

25 and 50 (12%) and very few accommodate interns above 50 per year (5%). These findings

are encouraging as they indicate that students in tourism training institutions are assured of an

opportunity to learn by practice whatever they learn in class. However, given the increasing

number of graduates from training institutions there is urgent need for tourism businesses to

accept more students and lengthen the period of their internships. This argument is actually

based on the assertions by some of the surveyed of tourism training institutions that it was

difficult for them to secure places for their students‟ field attachment.

Regarding the apprenticeship training, there is already a collaborative initiative between

TCT, HAT and NCT which brought First Accredited Apprenticeship Program in Tanzania at

NACTE Level 5, Apprenticeship programme in hotel operations since 2014. This programme

is funded by ILO and it aims at addressing skills gaps that are increasingly exhibited by new

graduates joining the labor market. It basically focuses on improving skills, appropriate work

place attitude and culture, etc. of personnel mainly at the work place (i.e. occupies 60

percent) with short periods (i.e. 40 percent) of theoretical classroom training. In this

particular assignment, it is too early to evaluate its impact in the industry.

Figure 5.16: Number of Interns trained per year

5.10.3 Lifelong Learning (3Ls) in tourism and hospitality

Employers preferred lifelong learning (3Ls) and accumulate work experience over formal

training for their existing employees. Majority of employers are in the view that, they have

paid the SDL to the government. Therefore, they expect to see the value addition on the skills

development. Employers considered a combination of two or more of the following options

as effective approach in supporting skills development

Delivery of courses on-site (on-job training)

Offering intensive specialty courses especially in customer care, languages and tour

guiding

Upgrading and refresher courses

Work place experience

Some employers revealed that, they are considering increasing their commitment to in-house

training although they remain unclear on how such training would be funded and delivered

5.10.4 Additional training approaches

Other approaches to training that were identified included External training programs, work

attachments, practical training and internships and apprenticeship programmes. With regard

to the levels of qualification preferred, responses from employers suggest a changing pattern

of skills demand by qualification level. In all sub-sectors, workers seeking employment in

occupations under supervisory category are increasingly expected to have a formal

qualification, including a University degree. At operative levels, employers seemed

comfortable with their employees receiving vocational or technical education ranging from

basic certificate to diploma levels. However the emphasis was placed on the quality and

relevance of training to the needs of the employers.

PART SIX: TOURISM TRAINING AND SKILLS DEVELOPMENT IN

TANZANIA

6.1 An Overview

The analysis of skills gaps in the tourism industry in Tanzania cannot be complete without

assessment of the supply side of skills. This section presents issues and concerns as

evidenced from the survey of tourism training institution and the FGDs conducted in different

regions of Tanzania. The survey sought information on institutions‟ capacities to supply

needed skills, outputs in terms of graduates, the training programs, linkages with the industry

and the challenges they face in providing the needed skills.

6.2 Characterization of Tourism Training System in Tanzania

Tanzania‟s system of tourism training is characterized by a diversified and currently not well

integrated structure with responsibility across a number of government agencies. There are

sixty (60) registered tourism and hospitality training institutions in the country, distributed as

15 percent universities (registered under TCU), 23 percent technical colleges (under NECTA)

and 62 percent vocational centers (under VETA) (refer to Figure 6.1). In terms of ownership,

there are 15 public-owned including 5 universities, 6 technical colleges and 4 vocational

centers. More than 75% of the tourism training institutions are privately owned (THPAT,

2013).

Figure 6.1: Tourism Training/Education Institutions in Tanzania

6.2.1 Training Institutions’ Capacity and Enrolment The survey indicates that the training institutions‟ capacity has been increasing over time in

the past ten years with current a total capacity being 3,308 students. It was also observed the

number of graduates has been increasing with time except for the 2014 where there was a

20% decrease. A total of 1,384 students enrolled in different tourism programmes in 2014 as

compared to 1,661 students who graduated in 2013. Generally, students‟ enrolment is only

half of the training institutions‟ capacity.

Figure 6.2: Trend of Students Enrolment Capacity and Graduates in Tourism Training

Programmes (2005 - 2014)

6.2.2 Tourism and Hospitality Training Programmes by Zones

A total 65 tourism training programmes are offered at different levels including 1 Master

degree programme, 8 Bachelor degree programme, 6 Diploma programmes, 14 Technical

certificate programmes and 36 Basic Vocational certificate programmes. The degree

programmes both bachelor and master degrees are aimed at preparing students to become

competent employees at managerial and supervisory level. Technical programmes are

supposed to produce qualified people who can competently work in the occupations that

require technical skills such as chefs, food production controllers, executive house keepers,

tour guides, head waitresses/waiters, etc. Vocational tourism training is aiming at producing

qualified people who can competently work in lower level (operational) jobs such as

waitresses/waiters, bartenders, cooks, housekeepers and gardeners. By law, technical

institutions registered under higher level (NECTA or TCU) can also provide training at lower

level vocational training which makes the structure more complicated.

Out of all tourism programmes mentioned above, 75% are offered by private tourism training

providers. Most basic certificates programmes focus on hospitality management and tourism

and hospitality management. The main reason for this trend could be the fact that the two are

fields that need big number of staff and thus a readily market for the programme. Also basic

certificates programmes are entry programmes that may have relatively low cost in the form

of professional staff and teaching and learning facility. In terms of location it can be seen

from the figure 6.3 below that the Coastal and Northern regions have a balance between the

different levels and trades for which the programmes are offered. The two zones offer

programmes at all levels from vocational certificate to master degree programmes. The other

regions do not offer some of programmes mainly those at higher level. Demand for such

programmes may have prayed role in this trend as many tourism businesses are located in the

Coastal and Northern zones. Concentration of tourism training institutions in just a few

regions affects supply of personnel in other regions which may in turn affect the quality of

service offered by businesses in the disadvantaged areas. There is therefore, need for

strategies and framework to ensure a balance between regions. Identifying and promoting

new visitor attraction in the disadvantaged regions is one of the areas that need to be

addressed in the same regard.

Figure 6.3: Tourism Programs by Zones

Analysis of the disciplines in which the programmes are offered indicates that most basic

certificates programmes focus on tourism and hospitality management. The main reason for

that could be the fact that the two are fields that need a bigger number of employees and thus

a readily available market for the programmes. Also, basic certificates programmes prepare

people for entry in jobs, which may mean a relatively low investment in the form of

professional and teaching staff as well as teaching and learning facility.

6.2.3 Level and Disciplines of the Offered Tourism Training Programmes

The findings also indicates that the majority of the existing tourism/hospitality courses

offered by the training institutions target skills in food production, hospitality operations and

management, tour guiding and operations, wildlife management, archeology and cultural

heritage management and tourism management. As it can be seen in Figure 6.4 most of the

surveyed tourism institutions offer programmes at the lower or vocational and technical

certificates as compared to higher level programmes such as bachelor and master degrees.

This is commensurate with the need of the industry, which employs more operational skills

than the higher order skills including managerial and supervisory occupational levels.

However, most of the respondents were of the view that most of the offered programmes are

not good enough to meet the need of the industry. Similar allegations are documented in

several previous studies (e.g. TCT, 2010; ATE, 2011). It was encouraging to learn that some

of the offered programmes at professional level and are offered in collaboration between

local and foreign tourism training institutions. This is a good response to the tourism service

providers‟ expectations that regional and international exchanges are important for skills

development. More collaboration should therefore be encouraged. It should be noted that

Tanzania depends more on international tourists as compared to local tourists therefore,

collaborating with foreign training institutions may help local institutions to develop skills

and competence that are capable of matching the expectations of international tourists.

Figure 6.4: Different Levels of Tourism Programmes offered

Table 6.1 provides a summary of subjects covered in tourism education and training at

different levels. More details are provided in the appendix 4.

Table 6.1: Types of Tourism Courses Offered at Different levels

Master

degree

Bachelor

Degree

Diploma Technical Certificate

- NTA Level 4

Basic Certificate

- NTA Level 3 &

4

Heritage and

Tourism

Archeology Heritage

Management

Front Office

Operations

Food Production

Tourism

Management

Eco-Tourism Hospitality

Management

Hotel Management Hotel

Management

Heritage and

Tourism

Hotel

Management

Hotel Management Tour Guide

Hospitality

Management

Tourism and

hospitality

Management

Tour Guide

Operations

Tourism and

Hotel

Management

Tourism and

Hospitality

Management

Tourism and

wildlife

management

Tourism and Hotel

Management

Tourism

Operations

Tourism

Management

Tourism and Wildlife

Management

6.2.4 Incentives for Providing Tourism Education and Training

Figure 6.5 show the results with regards to institutions‟ incentives/motivations to provide

tourism training programmes. The findings show that a large pool of school leavers (input)

(31%); acceptance of students for field attachment (31%); the booming and vibrant tourism

industry (25%) and the readily available VETA's training Curricula (25%) were the highly

appreciated motivating factors. Tax-incentive was appreciated by only 6% of the visited

tourism training institutions.

Appropriate policy interventions are required to motivate training institutions to provide

quality education including, for example, effective enforcement of laws discouraging

employment of foreigners in the country to create demand for local training programmes.

Periodic inspections and evaluation may also be necessary to assess their effectiveness in

meeting training needs of the industry. The government may also consider subsidizing

training through budget allocations to training institutions both public and private; provide

reliefs from payment of taxes and exemptions from payroll training-related levies;

scholarships and loans provided to trainees.

Figure 6.5: Incentives for Providing Tourism Education and Training

6.2.5 Constraints or challenges in provision of tourism training

The study identified a number of challenges the tourism institutions encounter in providing

tourism education and training. As it can be seen from Figure 6.6, huge capital requirement

(94%); lack of standard (national) curricula (50%); limited employment opportunities for

graduates (44%); low level of understanding among students (38%) and shortage of qualified

competent teachers (38%) indicate main concern among training institutions. These are

serious concerns that have implication on the quality of programmes and the resulting output

(graduates). For instance, one of issues noted during the focus group discussions is that due to

the huge capital required for provision of tourism education many private training institutions

offer training in a poor learning environment and enroll applicants who have low

qualifications just to make money. This has always had serious implication on the quality of

graduates and their employability. An enabling environment needs to be established to ensure

that such issues do not affect the skills provided to the tourism industry. Well-staffed and

adequately funded training institutions are essential to skills development in the industry.

Figure 6.6: Constraints in Provision of Tourism Education and Training

6.3 Assessment of the Quality of Tourism and Hospitality Training

The training institutions are expected to produce competent graduates, people with

appropriate knowledge, skills, attitudes and motivation, if they are to contribute to the growth

and development of a sustainable, productive and profitable tourism industry. Improving the

quality of visitors‟ experience should be the foundation of Tanzania tourism strategy. The

inability of hotels and other tourism businesses to deliver quality service as documented in

previous studies is attributable to poor incompetent employees working in the industry.

6.3.1 Employers’ Assessment of the quality of training

In this study, it has been established that employees recruited from local training institutions

are incompetent. The employers‟ assessment is that most graduates are lowly motivated

towards work, lack confidence, have poor attitude, insensitive to customer needs, have poor

communication and language skills and have a rampant inferiority complex. These

compounded problems essentially aggravate into poor delivery of tourist experience and

performance of the tourism industry. This is one of the examples of respondents‟ quote:

“Improve the standards and availability of appropriate courses for the hospitality industry at

all levels. Make sure that private college/schools offering Hospitality and Tourism Guide

courses are properly regulated and meet high standards. A lot of substandard places exist to

the detriment of the industry and to the people that save and work so hard to pay for

advancement”.

Employers have associated the incompetence of the graduates with the following factors:

The supervision of students during practical training is poor - the students are left

without proper guidance.

Practical trainers have no training skills to train the practicing students; they only

have working experience in the different fields;

There is lack of a cohesive organ to coordinate the general activities tourism training

institutions;

Many tourism training institutions lack teaching facilities and incompetent training

personnel;

Private training institutions, which are a majority in provision of tourism education,

are poorly managed;

Since there is no control, most trainers in training institutions do not maintain

professionalism and ethical standards;

Most training institutions, especially private institutions, do not have well qualified

and professional personnel;

Most training institutions enroll students in their programmes without considering

their learning ability (competences and motivation) and affection toward career in the

industry;

There is lack of standard curricula, as result training institutions produce graduates of

different quality for the same programmes.

6.3.2 Institutional Self-Assessment

The quality of institution‟s facilities such as well-equipped teaching and learning rooms

affects the quality of education (UNICEF, 2000). According to UNICEF quality education

includes: healthy learners who are ready to participate in the learning process; environments

that provide adequate resources and facilities; content that is relevant for the acquisition of

knowledge skills; processes that facilitate learning and outcomes that encompass knowledge,

skills and attitudes, are linked to national goals for education. Positive learning outcomes

sought by an educational system happen in a quality learning environment which is made up

of facilities (physical), psychosocial and service delivery element (personnel and processes).

The quality of training largely depends on the adequacy and quality of personnel and

infrastructure of the training institutions. In this study, the heads of training institutions were

asked to assess their institutions‟ manpower and infrastructures. As Figure 6.7 shows, most

training providers acknowledge the need for them to improve their personnel and

infrastructure. For instance, 38% of the institutions were of the view that their workforces

need to be increased both in quality and quantity. Acquiring postgraduate qualifications for

staff was another identified area for improving institution‟s capacity to run their programmes.

Figure 6.7: Personnel Assessment

With regard to infrastructure (Figure 6.8), respondents were of the view that they need to

improve and increase number of computers and computer labs, more practical facilities are

required; expand premises, expand their library services and increase teaching facilities such

as projectors, kitchens, field track or buses, binoculars, camera‟s, etc.

Figure 6.8: Training Facilities and Equipment

These results are in line with those of FGDs and other previous studies such as TCT (2010).

A mechanism is thus required to ensure that training institutions improve and maintain their

personnel and teaching and learning facilities at acceptable levels so that the tourism and

hospitality industry can be assured of quality human resources. Among the suggestions made

by stakeholders is the appeal to the government that it should seek an up-scaling donor to

support the upgrading of the capacity of the tourism education system both human and

physical. Private tourism training institutions should not be left out in such moves as they are

ones that are accused of offering substandard training.

6.4 Linking Tourism Industry with Training Institutions

In order for skills in the tourism industry to grow and flourish strong partnerships is required

between the industry and the training institutions. In the current study, the visited training

institutions were asked to identify ways in which they are connected with the industry. As it

can be observed from the Figure 6.9 most training institutions are linked with the industry

through students‟ practical training attachment (69%), employment opportunity for graduate

(38%); experts from the industry participating in institution‟s management through their

membership in advisory committees and experts from the industry participating in the

training process through lectures, inspirational speeches and moderation of examinations

(31%). Funding for capacity building and investment in facilities (6%) and opportunity for

exposure are the least practiced links. These results are encouraging but, there is need for

improvement. The tourism training institutions need to be closely connected with the industry

for their programmes to maintain relevance in terms of the industry‟s needs.

Figure 6.9: Links with the Tourism Industry

6.5 Modeling Public - Private Partnerships (PPP) in Tourism Training

The findings from this study indicate various forms of partnerships between public and

private sectors. Examples of PPP that came out in this study are: First, the partnership

outlined in various policies. All tourism and education related policies and framework

emphasize on the role of private and public sectors. Secondly the training governing bodies

(TCU, NACTE and VETA) have mandates of regulating both public and private owned

training institutions. One of the outcomes of this partnership is the Apprenticeship

programme in hotel operations (recall Table 2.3) which is implemented by three organs,

VETA, ILO and training institutions. Another form of PPP evidenced is between the training

institutions which are privately and public owned with the industry. Last but not least, we

evidenced PPP initiatives in Part 4 where the public made initiative to involve local

communities in promoting cultural tourism. These initiatives led to increase in income which

benefited both the government and private sector (recall Figure 4.2).

Despite these positive modes of partnerships there is need for more collaboration and clear

guided partnerships that will improve the sector especially now that the industry is growing

fast. In this regard, and based on findings from the survey and FGDs, we suggest a

framework (Figure 6.11) that will accommodate the current initiatives and improve the

quality of partnership. For the proposed framework to perform as desired there is a need for

both public and private sector to:

i. Specify roles and structure involvement of the industry establishments in

training management i.e. as of now students are reported not to be well

supervised while at field attachments; their roles and duties not properly

guided.

ii. Exercise more influence in managing training (advisory, technical and

enforcement) through, among other approaches, formation of joint working

committees with roles of both parties clearly defined. This is more for the

private sector.

iii. Establish elaborative collaboration arrangements between public and private

training institutions. For example for NCT to become a center for ToT. This is

critical as findings indicated that graduates from NCT are highly demanded in

the industry.

iv. Establish Tourism Education Forums and committees

v. Establish a well-managed Tourism/Hospitality Internship Program

vi. Establish of professional accreditation bodies in the industry or have special

tourism training accreditation bodies within the current regulators.

vii. Improving working welfare conditions and salary levels in order to

retain/properly reward employees.

viii. Enhancing tourism employment status to evoke public interest and investment

in tourism training.

ix. Effective enforcement of the labor laws to open up more and better job

opportunities for local citizens.

x. Training upgrading programmes at training institutions (public and private)

xi. Set and implement services standards in the industry via other service

upgrading programmes such as hotel classification.

As seen on Figure 6.10, this framework comprises of both public and private sectors.

The Public sector actors are training regulators, the ministries (MNRT and MoEVT)

and some universities and colleges. The private sector consists of the professional

bodies, industry/tourism providers and some universities and colleges. Their role in

the partnership is depicted on Table 6. 2.

Table 6.2: Responsibilities of Public and Private Partners involved Public sector Private sector

Government to create a uniform curriculum to

be used by all training institutions

Full participation in curricular development

Manage Curricular and Examination Proper coordination of tourism training

activities among various stakeholders

Government to set standards that will help

control the quality if training

Practitioners to participate in delivering

programmes

Control and regulate training institutions to

produce high quality graduates

Provide feedback to inform curricular review

Consider tourism as a profession and not a

dumping place

Provide training assistance in terms of

internship opportunities

Employment of staff and administrators Employment of staff and administrators

Visit and give advice to the tourism training

institutions

Support and give incentives to locals so that

they are actively involved in tourism education

Building and Managing training colleges and

universities

Put in place the infrastructure for tourism

education

Provide Education, skills and knowledge

Promote jobs in this sector to community Trainers and instructors should participate in

practical training at Tourism companies

Government support training of small scale

tourism operators

Development of problem based teaching case

studies

Regard tourism as a profession and not a

dumping place

A variety of training program in tourism should

be introduced

Support set up tourism training institutes near

the tourist consumption areas

Figure 6.10: Suggested Tourism Training PPP Framework

6.6 Training Providers with potential to meet the training needs

So far there are 60 registered tourism and hospitality training institutions with 71 registered

programmes in Tanzania (See Appendices 4 and 5). Unfortunately, most of the training

institutions are not equipped with adequate facilities, appropriate infrastructure and qualified

workforce. Therefore the proposed institutions in this case have potential to meet the training

needs identified in the previous sections based on the existing infrastructure - adequate class

rooms or land size for expansion; kitchen facilities (for hospitality programmes); qualified

pensionable workforce; and ICT equipment. Some few resources can be invested in the

VETA and MNRT owned institutions. Their comparative advantage rests on the wider

network of infrastructure country-wide, with well structured quality assurance systems.

VETA owns 28 training centers country-wide, which have specialized on different fields of

studies. The tourism and hospitality programmes can be supported as the enrollment in the

centres offering tourism and hospitality courses are still under capacity (operating at 80%

capacity). The same applies to the NTC with three campuses in the country, with the

enrolment capacity of 70% and Mweka (which is still operating at 75% capacity). The

scenario was the same in Zanzibar, where most employers prefer the graduates from Zanzibar

Institute of Tourism Development; Jambiani Training; Kawa Training Centre and VETA.

The respondents had the following specific views to be considered if the proposed to improve

the public institutions have to be entrusted with the skills development:

Tourism Training should at the moment focus on what Mweka College of Wildlife

Management lacks and that is a focus on professional Guide training appropriate to

the industry

TOURISM SECTOR

TRAINING

REGULATORS

VETA, NACTE

Accreditation and

support

INDUSTRY

Employer and in-house

training

A FRAMEWORK FOR PARTNERSHIP IN TOURISM TRAINING IN TANZANIA

National, Regional and International Linkages

MNRT

Policy and sector

standards

Training providers

Professional bodies UNIVERSITIES

Teaching and

research

MoEVT

Basic and secondary education

Mweka should focus on producing the future management of the parks and protected

areas and not try to be all things to all men. They should assist with short term guide

training, especially practical.

The curriculum for guide training at Mweka needs to be developed now in

anticipation of the development of the

infrastructure needed to house and teach

students and industry employees. The Advisory

Council has offered to help develop, through its

Hotel and Tourism members and with TATO

assistance and membership feedback on training

needs of the Industry to compete regionally and

globally.

NCT and VHHTI are public, with multiple

campuses in the country. NCT DSM (Temeke

and Bustani campuses offer tourism and

hospitality programmes respectively). NCT-

Arusha campus currently offers hospitality

programmes, with plans to launch tourism programmes in the near future.

While the Hotel training section in the VETA Hospitality and Hotel Training Institute

is well developed and there are plans to expand capacity, the section dealing with

Tourism (Guide training, Tourism training for certain disciplines such as Tour

management , Sales and Marketing, Tour agency business etc.) is only in the planning

phase. This need to be speeded up to fill the existing serious gap in training as the

industry is growing fast.

In the two institutions, there is a clear need to develop a reputation for the best

hospitality and the highest level of trained and professional guides to succeed in the

nature based tourism market, cultural and other attractions.

The institutes have excellent world class facilities and good staff (although

inadequate) and needs to build on what they have.

Adequate resources are required to make sure the training institutions have a best

quality seat of learning and to help them expand to meet industry needs.

There are only few privately owned institutions that produce quality graduates and still have

potential to meet the industry training needs.

6.7 Regional experiences from EAC Tourism Training Institutions

The study has borrowed regional experiences by focusing on two aspects (1) the existing

cooperation and links between Tanzanian tourism training institutions and other training

institutions within EAC region and; (2) study the tourism training practices at Makerere

University in Uganda and Kenya Utalii College in Kenya as Case Studies representing HEIs

and technical colleges respectively. From that view, the important learning lessons for

Tanzania training institutions, the industry and other tourism stakeholders were drawn.

“There is a high practical content to

all hospitality and guide training and

the Industry can provide more

internship for students while VETA

can partner with Mweka on field trips

and park visits. Some TATO members

are excellent at providing internships,

more need to be encouraged to do the

same”.

6.7.1 Regional Links for tourism training provision

The serious shortage of appropriately skilled personnel in Tanzania‟s tourism and hospitality

industries has, in 2014, triggered the regional collaboration19

between Utalii College of

Kenya and VETA Hotel and Tourism Training Institute (VHTTI) of Tanzania with the major

aim to jointly provide tourism and hospitality training to potential and actual employees. The

ultimate aim is to improve tourism and hospitality services and making it more marketable.

The new partnership embodies the spirit of the Treaty for the Establishment of the East

African Community article 115:2 which states that:

“The EAC Partner States shall cooperate in the promotion of standardization and

harmonization of professional standards and hotel classifications, among other

objectives”

Utalii College is East Africa‟s leading hospitality and tourism training institution and is an

affiliate member of the United Nations World Tourism Organization (UNWTO). VHTTI is

East Africa‟s third biggest public institution for hospitality and tourism training. It is based in

Arusha. It operates under the Vocational Education and Training Authority (VETA),

Tanzania‟s agency in charge of coordinating, regulating, financing, providing and promoting

vocational education and training.

6.7.2 Practices at Makerere University in Uganda and Kenya Utalii College

The analysis focuses on eight issues of importance (see Table 6.3), namely:

i. Programs offered and levels of Training

ii. Training capacity (infrastructure, staff,)

iii. Industry linkages and Partnerships in education and training

iv. Demand for tourism education and training

v. Approaches to training

vi. Relevance of training and employability of graduates in the tourism industry

vii. Government and donor support

viii. Important Learning lessons for Tanzania training institutions , the industry and other

tourism stakeholders

19

http://www.tanzaniasafaritrips.com/tanzania/tanzania-and-kenya-partner-in-tourism-education.html

http://www.tanzaniasafaritrips.com/tanzania/tanzania-and-kenya-partner-in-tourism-education.html

Table 6.4: Practices at Makerere University in Uganda and Kenya Utalii College

KENYA UTALII COLLEGE MAKERERE UNIVERSITY

Kenya Utalii College (KUC) is Africa's leading Hospitality and

Tourism training institution. Established in 1967, KUC has

become a market leader in provision of tourism and hospitality

education in Africa.

The College is an affiliate member of the United Nations World

Tourism Organization (UNWTO). Some of their courses have

acquired accreditation by the UNWTO Tourism Education Quality

(TEDQUAL) certification body. Further, KUC is an authorized

International Air Travel Agency (IATA) training centre, as well

as, the only Sub-Saharan Africa's Japanese training centre.

Makerere University started to offer tourism program in 1997

at Bachelor level.

Programs offered and

levels of Training

KCU offers tourism and hospitality programs in a wide range of

areas and at different levels of qualification ranging from courses

for vocational qualification and training all the way to higher

education programmes. While programs at vocational

qualification aim at preparing students for tourism careers at

operative and technical capacities, the focus of higher education

programs is mainly on preparing students for managerial positions.

Higher education programmes include:

Bachelor of Arts in Hospitality Management

Bachelor of Arts in Travel and Tourism Management.

Vocation qualification at diploma level:

Diploma in Hotel Management

Diploma in Travel and Tourism Management

Vocational Qualification at Certificate level:

Certificate programmes in Food Production, Food and Beverage

Service and Sales, Tour Guiding and Administration, Travel

Operations, Housekeeping and laundry and Front Office

With focus on management education, the tourism programs

at MAK aim at preparing students to take employment in a

range of occupations in tourism sector primarily at managerial

positions.

Two degree programs at bachelor and Masters levels. These

include:

Bachelor of Tourism

Master of Wildlife and Tourism

Short courses: Laundry and dry cleaning technology,

housekeeping and laundry techniques

Training capacity

(infrastructure, staff,

students)

KUC is the first Hospitality School in Africa overseeing

over 700 members of staff, 1200 students and an annual

fiscal budget of over US dollars 16 million

Teaching hotel – Kenya Utalii Hotel a 3 star hotel with 57

rooms – and 100 beds, 2 restaurant, 2 bar, terrace, 7

conference rooms, swimming pool, gymnasium, laundry

services, and tennis courts. The rooms are fitted with

WIFI, and Cable TV.

Industry linkages and

Partnerships in

education and training

KUC has forged partnerships with several training institutions and

organizations within and outside Kenya. Internationally, KUC has

collaborations with VETA – Tanzania, Locally, KUC collaborates

with the University of Nairobi and have been able to design and

deliver joint programs namely: Bachelor of Arts in Hospitality

Management and Bachelor of Arts in Travel and Tourism

Management

The Kenya Utalii College- Industry Liaison Committee

The University, through tourism division, is among the

partners in the East African regional efforts under the ACP-

EU Cooperation Programme in Higher Education

(EDULINK) project that has been implemented in Nairobi

and Moi University (Kenya), University of Dar-es- Salaam

(Tanzania), and F+U University (Germany) since 1997. The

project titled: “East Africa Academic Alliance for

Curricula in Logistics and Tourism” aims at promoting and

advancing a network of East African universities to develop

and share advanced higher education curricula development

practices in the field of advanced logistic and sustainable

tourism management techniques

Demand for tourism


KUC has trained over 50,000 graduates from around the world

since its establishment in 1967.

Distribution of graduates in Tourism from Makerere

University (Source: Makerere University. 2013. Makerere

University Self-Assessment Report. Directorate of Quality

Assurance. Makerere University Kampala)

2000-

2007

2008 2009 2010 2011 2012 Total

1223 144 101 140 223 74 1905

Approaches to training At least 60% practical component, while class room training is at

minimal.

Dominated by classroom teaching followed by three months

of internship with industry practitioners.

During the first and second year vacation, the students

undertake compulsory field courses and internships/

industrial training

During the second year recess term, every student

shall be attached to a tourism related institution

within East Africa for internship/ industrial training

lasting TWO months. This training is compulsory and

supervised by university academic staff.

Relevance of training

and employability of

graduates in the

tourism industry

Increased linkages between the College and the Hospitality and

Tourism industry stakeholders has seen most KUC graduates get

internships and jobs in leading establishments within the industry.

Practical oriented training and the quality of training has resulted

into employable graduates. Moreover, most students have been

sponsored by the industry, the links which have been successfully

forged by KUC.

Increasingly becoming difficult to find employment in the

tourism and hospitality industry

The programme emphasizes; problem-based; project oriented;

work-based and practical/field based learning. After

completion of the training, the tourism graduates should be

equipped with competencies (knowledge, skills and attitudes)

in planning, development and management of tourism, leisure

and recreation resources in ways that enhance sustainable

tourism and general development. The target will be to

produce tourism graduates that are consciously and

attitudinally oriented to practical, field, development and

extension tourism work.

Funding of the college

Three main sources of funding

(i) Government subvention where the Hotel and Catering

Levy – 2% is given to to support the KUC, since

1979. The levy is an important contribution to the

college as it uses the funds to undertake development

and renovations as well as meeting various operational

100% public funded

expenses for the college.

(ii) Student fees

(iii) Income generating activities (46% of the income)

Hotel Business - 57 room hotel

Catering services

Consultancy and Research

Laundry services to public

Tour Company

Conferences and Short term trainings -This is

probably the main cashflow – 7 conference

rooms serving 500 pax at a time

Industry linkages,

Partnerships in


and government and

donor support

KUC has forged partnerships with several training institutions and

organizations within and outside Kenya:

The college is ISO9001:2008 certified in 2011.

The College is an affiliate member of the United Nations

World Tourism Organization (UNWTO).

Some KUC courses are accredited by the UNWTO Tourism

Education Quality (TEDQUAL) certification body. Further,

KUC is an authorized International Air Travel Agency (IATA)

training center

The institution is the Secretariat for Africa's only Association

of Hospitality and Tourism Schools (AHTSA) which has a

membership of more than 27 Hospitality schools drawn from

over 15 countries.

KUC is also an East African Legislative Assembly (EALA)

accredited Center of Excellence in Hospitality and Tourism

training.

The college is affiliated with several universities and training

colleges in the world including the following:

Manchester Metropolitan University, UK,

Makerere University, Uganda

Dr. Livingstone International University of Tourism

Excellence & Business Management (LIUTEBM), Zambia.

University of Nairobi, in offering two degree programs;

Makerere works closely with the Uganda Hotel Owners

Association and the Association of Uganda Tour Operators

improve tourism and hospitality management training in

Uganda

Intense cooperative arrangements with a number of

institutions locally including: Muteesa Royal University (),

Cavendish University (Bachelor of Tourism & Hotel

Management (B THM) and Makerere University Business

School (Msc. In Hospitality & Tourism, BLHM-Bachelor of

Leisure & Hospitality Management, BCHM-Bachelor of

Catering & Hotel Management, BHRBM-Bachelor of Hotel

& Restaurant Business Management

BTTM-Bachelor of Travel & Tours Management, DHRBM-

Diploma in Hotel Restaurant & Business Management,

DREM-Diploma in Recreation and Events Management

Makerere University and Kenya Utalii College signed an

MOU to partner in training, research, Staff and Student

exchange programme. The project codenames - Strengthening

the Competitiveness of Tourism and Hospitality Enterprises

and Education (SCOTHEE) aims at enhancing the

employability of tourism management graduates at Makerere

University by promoting a good balance between theory and

practice. The MOU was facilitated by SCOTHEE Programme

in the Department of Geography with financial assistance

Bachelor of Arts in Hospitality Management and Bachelor of

Arts in Travel and Tourism Management.

o 2010 partnership – collaboration

o Graduated 2013 and 2014.

VETA Tourism college – in Arusha, Tanzania

Zanzibar Institute of Tourism and Hotel Studies – In Zanzibar,

Tanzania

In Tanzania, and rest of the training institutions partnership,

the MOUs were signed between the institutions for offering

short courses, staff and student exchange, joint seminars and

offering lectures to some of the courses.

The college is also membership to various local and

international organizations:

Locally: Locally, KUC collaborates with the University of

Nairobi and have been able to design and deliver joint programs

namely: Bachelor of Arts in Hospitality Management and

Bachelor of Arts in Travel and Tourism Management. Other

collaborators include:

o Kenya Association of Hotel Keepers and Caterers

o Kenya Association of Tour Operators

o Kenya Association of Travel Agents

o Kenya Budget Hotels Association

o Kenya Airways

Internationally: Internationally, Manchester Metropolitan

University, UK, Makerere University- Uganda and Dr.

Livingstone International University of Tourism Excellence &

Business Management (LIUTEBM), Zambia. These partnerships

have, by and large, played a key role in enhancing the quality of

training and education at KCU. Specifically, international

collaborators include:

o International Council of Hotel, Restaurant and

Institutional Education – CHRIE

o Hotel, Catering and International Management

Association, HCIMA

o International Air Transport Association, IATA

from Development Partnerships in High Education

(DELPHE) and British Council.

Regularly organizing capacity building programmes for the

tourism and hospitality sector. For example, Makerere

University, Department of Forestry, Bio-Diversity and

Tourism - SCOTHEE programme, Uganda Hotel Owners

Association (UHOA) and Kenya Utalii College (KUC) have

regularly organized Management Development Course for

Owners and Managers of Small and Medium Hotel and

Lodges in Uganda. The Executive Development Course that

will cover general trends in hotel management (Hospitality

Best Practices, Food and Beverage Operations and Human

Resource Management)

Hosting of world leading tourism academics from universities

with well-established tourism programs including - University

of Strathclyde, Scotland and Edinburgh Napier University,

Scotland on Among the various activities undertaken by these

visiting scholars include workshops which have played a big

role in strengthening tourism education. Notable workshops

include: implementing a tourism and hospitality management

curriculum: towards a competitive graduate” at Makerere

University. “Hotel Business on Small Islands: Human

resource and marketing systems” in partnership with the

Uganda Hotel Owners Association (UHOA) and Kalangala

Hotel Owners Association (KHOA).

o Universal Federation of Travel Agents Association,

UFTAA

o International Association of Scientific Experts in

Tourism, AISET

o International Hotel and Restaurant Association, IHRA

o Association of Hospitality and Tourism Schools in

Sub Saharan Africa, AHTSA

o World Association of Professional Training in

Tourism, WAPTT

o International Fabricare institute, IFI

o Travel and Tourism Research Association, TTRA

These partnerships have, by and large, played a key role in

enhancing the quality of training and education at KCU

Important Learning lessons for Tanzania training institutions , the industry and other tourism stakeholders

Holistic solutions based on linkages between training institutions, the industry is key in bridging the gaps between training systems and learning

processes and in enhancing knowledge transfer.

Tourism education and training can only be effectively provided by involving all stakeholders concerned in solving the challenges of tourism skills

development in the country.

Political and public authority support is a basis for long lasting support

Teaching and practical experience are key to learning and skills development

Government need to consider its commitment to the development of skills necessary for international standard of hospitality and tourism development. –

invest more in skills development.

6.8 A proposed framework for annual monitoring and capturing skills needed in the

tourism sector

Existing monitoring body/tools/system

All tourism training institutions in Tanzania are monitored by the registration and

accreditation bodies –TCU, NACTE or VETA. Requirements for institutions for registration,

accreditation and monitoring of facilities are clearly stipulated in the relevant laws and

regulations20

. Although VETA enjoys a relatively wider geographical coverage through its

regional centers, a large number of private institutions exert more pressure (for resources and

personnel) to the regional offices to regularly monitor all of its institutions under their care.

Besides, the monitoring function is solely performed by the internal units of the authorities.

NACTE on its part has in place the subject board, „Business, Tourism and Planning’, which

is mandated to provide professional advice to the Council on matters pertaining to

institutional registration; accreditation of training programmes and quality assurance.

Likewise the Council has, in 2014, launched zonal offices country-wide in order to closely

carry out the functions of NACTE for effective and efficiency utilization of resources.

Proposed framework for planning, monitoring and forecasting training needs:

What was observed in the current monitoring system is both limited involvement of other

players (including subject specialists) in the monitoring exercises and resources to facilitate

its implementation. The exact number of employees in the tourism sector in Tanzania is still

unknown with certainty. Applied research and annual surveys on various aspects of tourism

will be key sources of information for skills development planning and forecasting purposes.

While it will be a challenge to delineate logistical and organizational details at this stage, the

proposed center of excellence in tourism and hospitality should be able to develop modalities

for undertaking activities that develop the macro and micro data (Figure 6.11), including:

(i) Conduct the annual training-needs assessment, planning and forecasting for skills

gaps (Annual tourism enterprise surveys)

(ii) Monitoring the skills development processes, trainers and facilities (Annual tourism

training institutions surveys)

(iii)Conduct annual audit on the skills provided against the industry requirements [checks

and balances the (i) and (ii)]

(iv) Set targets for skills development in the short, medium and long term while focusing

on quality and appropriate system for delivering the skills required (train needs &

skills development forecasting and projections)

(v) Review the skills development system for the betterment (institutional regulations

and frameworks)

20 Tanzania Commission for Universities (2014) Quality Assurance General Guidelines and Minimum

Standards for Provision of University Education in Tanzania; The National Council for Technical Education Act (1997); Vocational Education and Training Act (2006).

Quality Assurance Systems:

Accreditation & reaccreditation Certification

Enforcement of QA mechanisms

Annual Institutional Assessment of training providers:

quality of facilities & infrastructure competence & qualification of the instructors admission & enrollment processes teaching & learning processes

Annual Employer’s survey to establish Skill requirements and gaps:

Employment status Identify skills gaps Establish the training needs Employment intensity and profile of employees Train needs & Skills development forecasting and projections

Figure 6.11 Proposed frameworks for planning, monitoring and forecasting training needs

PART SEVEN: CONCLUSION AND RECOMMENDATION

7.1 Overview

It is well known that quality of service plays such a key factor in the distinctiveness of a

destination and growth of the tourism sector. This is no exception to Tanzania, although

approach used to promote the destination has exceedingly been built upon the unique

attraction assets and friendliness of her people. While expectations of what to see (attractions)

have the draw-in power it is the „quality service‟ that provides the necessary ingredients to

customer satisfaction. Any level of service that a destination (or individual establishments)

attains is squarely proportional to the total value invested in the training process.

7.2 Conclusion

Globally, regionally and locally tourism growth have always surpassed projections. There

continue to be a strong demand shift towards Africa destinations by major markets of Europe,

America and Asia. Security and improvement in the policy and operational instruments

(enactment of tourism law, revision of the policy and marketing strategy), improved sector

regulation and support by the government, prioritization of the tourism sector by both central

and local government, committed private sector and increased support from development

partners have laid a strong foundation for stable growth of the sector in terms of increased

investment and facilities, increased arrivals, receipts and participation of the local people in

the industry. The stage is set for tourism to become a nation-wide development option as we

now begin to see tourism taken to areas previously considered unfavorable.

The overall objective of the study was to establish the training needs and skill gaps in the

tourism sector in Tanzania. Particularly, the study identifies the kinds of skills that are

required, where the opportunities and gaps are in terms of their availability both present and

future, and how to address the gaps. The work includes both quantitative (number of jobs)

and qualitative (type of skills) related to both skill demand and supply. Also the study

includes both a medium term (5-10 years) and a longer term (10-15 years) perspective. The

ultimate aim is to establish a good analytical foundation for guiding appropriate system

expansion and intervention design that can assure the realization of the tourism development

with adequately skilled workforce.

Tourism and hospitality sector is of huge importance to the economy and welfare of the

people. The sector is responsible for 6% of total employment in Tanzania, bringing over a

million tourists in 2014, which was translated into TZS 2.8 billion. Tourism contributes to

almost 18 percent of the country‟s GDP and supports a slightly over 500,000 direct jobs,

nearly one job for every two additional tourists. The annual increases of tourist arrivals and

receipts have been respectively 9% and 6.2% over the past 10 years. Furthermore, the sector

has experienced a considerable increase in the number of licensed enterprises. A medium

(large) enterprise creates an average of 51 (400) jobs for local and 2 (8) foreign citizens. A

total of 1,254 tourism enterprises were licensed in 2014, from 796 (in 2012) and 1067 (in

2013).

In absolute counts, foreigners are relatively insignificant proportion of the total workforce,

accounting for 3% only of employees in the sector. The proportional percentage of foreigners

against local citizens rises sharply when the workforce is disaggregated into occupational

levels. The number of foreigners is equivalent to 28% of the total workforce at the managerial

level and 4% at the supervisory level which indicates lack of the necessary skills and

experience for the local staff to be entrusted with the higher positions in the establishments.

The tourism and hospitality sector in Tanzania faces real challenges in matching its skills

requirements to the changing labor market. The imbalance between the demand and supply of

generic skills is widespread. Skill gaps that cut across all tourism sub-sectors include:

communication – multi-lingua and interpersonal skills; customer care; marketing and sales

skills; innovation and creativity skills; leadership and managerial skills and basic knowledge

in ICT. The employees at operational level are the ones with serious skill deficit compared to

those in supervisory and managerial levels; whereby the most problematic occupational areas

were:

Accommodation and food and beverage sectors - cooks, chefs, reservation staff, food

and beverage managers, and waiters/waitress

The travel services subsector - the tour guide

Tourist attractions – tour guide and attraction managers

Direct retail to tourists – craftsmen, marketing and sales assistants

A deficit is also noticed in a number of emerging technical fields such as hospitality

architecture, business concept design, safety and hygiene standards, and tourism related

technology. Tanzania‟s system of tourism training is still fragmented and regulated across a

number of government agencies. There are sixty (60) registered tourism and hospitality

training institutions in the country, distributed as 15 percent universities (registered under

TCU), 23 percent technical colleges (under NECTA) and 62 percent vocational centers

(under VETA). The number of students graduating from these institutions each year is

slightly over 1000 graduates, which is still under - supply compared to the industry demand.

It is important to also note that the majority (around 75%) of tourism training institutions in

the country are private. Unfortunately, most institutions are ill equipped (both in training

facilities, programmes and qualified workforce) therefore failing to produce skills highly

needed by the industry.

Individual tourism businesses vary greatly on the actual investment and importance they give

to staff training. International chain businesses are more active in in-service training

programmes; they would usually have elaborate human resource development scheme or

even a dedicated unit for staff training. This is usually not the case with most small to

medium establishments.

The inbound tourist arrivals are expected to reach 2 million in 2020 and 3 million by year

2025. Such increase can be translated into 0.34 direct jobs for each additional tourist arrival,

equivalent to one job for every three additional tourists. Also registered tourism enterprises

are expected to rise from the existing 1400 in year 2015 to 8131 in year 2025.

Accommodation and tour operation still account for the majority share (87%) of employers in

tourism. The top five skills that will continue be sought include (i) soft skills (communication

and interpersonal skills, time management, attitude, problem solving skills, etc.), (ii)

customer care, (iii) innovation and creativity, (iv) ICT and (v) marketing and sales skills.

7.3 Recommendation

Tanzania has a good potential and the infrastructure is growing rapidly. If the quality of

personnel is not growing at the same speed, tourism will not be successful. There is certainly

a dire need for up scaling efforts to produce a competent workforce. Therefore, the following

are recommended:

A. Cut Across Recommendations

1) Focus and prioritize the quality of inputs supplied to the public owned tourism and

hospitality training institutions to ensure inclusive and equitable resources allocation

for uniform outcomes

2) Establish the internship and apprenticeship program standards and operative

guidelines and continue to train trainers/educators at different training institutes both

private and public to become a tool for developing skills in tourism across the

country

3) In the short term the industry needs shorter courses to fill the gap and to supplement

in house training of guides and to offer the smaller and up -coming players in the

industry access to quality guide training at low cost. Tourism and hospitality training

is expensive. The Tourism Development levy should be used to assist in training.

4) Partnerships between public and private sectors are highly needed to facilitate skills

development. It is essential for public and private sectors to work in partnership so

that each understands the other‟s issues and develops a true mutual trust so they can

work together and arrive at with viable potential solutions to problems – they also

must work transparently such that there is trust between the sectors, which does not

seem to exist now.

5) The uniqueness in the management of non-traditional tourist attractions requires

training arrangement outside the conversational system i.e. tailor-made approaches to

tourism training in all aspects of tourism planning and tourism resource and service

management

6) Encourage effective partnerships between governments, employers‟ and workers‟

organizations and training institutions are critical to anchor the world of learning in

tourism sector.

7) Develop and maintain external links which encourage staff, student and/or employee

exchange programmes and collaboration among training institutions and tourism

providers

8) Adopt a monitoring, evaluation and research system as the key sources of information

for skills development, planning and forecasting purposes.

9) More jobs are needed in the sector to match the world figure of 1:11 tourist-jobs ratio

B. Recommendations for the Ministries and Regulatory Bodies

(i) Harmonization of the training systems under the three regulatory bodies (VETA and

NACTE and TCU) is needed in order to produce standardized output in a positive

way.

(ii) Establishment of tourism labs or qualification body as centers of excellence for

tourism and hospitality skills development that will keep check and balance on

various aspects i.e. infrastructure, skilled personnel etc.

(iii)To ensure the ongoing certification and recertification of training institutions in order

to remain in business

(iv) Design a transparency system for utilization of the Skills Development Levy to

deliver key skills required in the industry

(v) Upgrading of the educational system in order for graduates and trainees to have „soft‟

human relation skills including oral and written communication and interpersonal

communication as one of the major requirements in the tourism and hospitality

sectors;

(vi) The use of „English language‟ from primary school level by Tanzania‟s neighbors has

given them a competing age in terms of communication and inter-cultural

understanding. Thus, the teaching of/in English in Tanzania cannot be over

emphasized when one considers P2P (i.e. person-to-person) interactions in tourism

and hospitality industry.

(vii) There is a need for a framework to make on-the-job training nationally

recognized and more closely regulated than it is now the case

(viii) Incentives to train young people may include wage subsidies and/or

subminimum-wage provisions, which are often needed to encourage employers to hire

apprentices by compensating them for the time spent providing on-the-job training

(ix) Fully implementation of the Central Admission System (CAS) to reduce or eliminate

a weakness of training institutions‟ admitting/accepting any student who can pay

regardless of their qualification.

(x) Enforcement of MNRT standard curricula for different occupations and NTA levels

and establish a framework for recognition of people who acquire skills through the

on-the-job training programmes

(xi) Equip regional libraries with relevant and up to date tourism and hospitality literature

(xii) Establish tourism research centers in the selected universities in the country

(xiii) Prioritize tourism and hospitality fields of study in the HEIs Loan system to

attract more students in order to fill the existing gaps in the supervisory and

managerial levels

C. Recommendations for Tourism Service Providers

a) Promote life-long learning through training and retraining of existing managers and

existing staff to improve attitudes and customer relations

b) Support the existing apprenticeship programmes (i.e. Apprenticeship programme in hotel

operations 2014-2017) and encourage the same programmes in other sub-sectors. c) Despite the claims of high-staff turnover, once they got trained, employers should look

at training as an investment rather than a cost; therefore develop a culture and

willingness to pay for training for service quality

D. Recommendations for Training Institutions

1) Tourism training colleges and/or schools need to have a vetted enrollment process

(e.g. CAS and in-house criteria) that eliminates unqualified candidates

2) Training institutions should ensuring trainers/instructors are developed to be able to

deliver key skills required by the industry

3) Equip the training institutions with adequate facilities, appropriate infrastructure and

qualified workforce.

4) Consider building „generic skills development‟ into „full-time education programmes‟

and make adoption of standard in Certification of Professionals

5) Upgrading of courses and teaching methods at the training institutions

6) The continuous skills development is required for line staff (front office, kitchen,

waiters, housekeeping, bar, guides, travel trade, etc.); and tour and safari guide

training; train-the-trainer programmes for increased efficiency and productivity.

7) Medium term required skills development for middle management in supervisory

skills development for the culinary arts, restaurant, housekeeping, front office,

supervision, etc.;

8) The immediate required skills development is for managerial skills for hotel

managers, park warden, destination managers, marketing managers, attraction

packagers, etc.

9) Prepare tailor - made packages to match the needs, convenience and interests of

tourism providers.

10) Institutions with hotel training programmes are encouraged by employers to offer

quality short courses and refresher courses in the low season periods for Chefs, cooks,

Housekeepers, and admin staff (i.e. Materials control, storekeeping, housekeeping,

etc.).

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Appendix 1: Survey Tool for Tourism Providers

HUMAN RESOURCE NEEDS AND SKILL GAPS IN THE TOURISM AND HOSPITALITY SECTOR IN TANZANIA

The Ministry of Education and Vocational Training (MoEVT) on behalf of the Government of Tanzania is implementing an 18-month World Bank supported project namely Science Technology and Higher Education Additional Financing (STHEP AF). Among other objectives MoEVT seeks to develop a strategy and operational plan for human capital and skills development at the vocational and tertiary level in priority growth areas – tourism in this case. We therefore seek some few minutes of your time to respond to this survey instrument. Your responses will enable us to compile a comprehensive picture of training needs of the tourism and hospitality sector in Tanzania. This will ultimately inform tourism and education policies in the country and guide tourism educators in designing of tourism curriculum. Your answers are entirely confidential. In case of any clarification, please contact Prof. Wineaster Anderson: Email: [email protected]; Tel: +255 688 387 250 /+255 754 387 250 PART ONE: ORGANIZATIONAL PROFILE Please answer the following questions. Business Sector -: (Please tick the relevant box)

Accommodation (hotels, motels, guest houses, lodges, tented/campsites) Food and Beverage (Restaurants, Fast food sales, Cafes, Coffee /Tea specialty shops), Pubs, and Nightclubs Transport (Airline, Vehicles, Bus/coach operator) Travel Services and attractions (travel agencies, tour operators, airline/airport workers, Game, nature, mountain climbing, museums, gallery, taxi cab associations etc.) Business Tourism (Conference/event organizers, destination management, Incentives Company, technical services/staging production) Direct Retailers to Tourists (of curios artifacts tourist clothing, gear and equipment) All Others in Tourism concerns (marketing, facilitation, advocacy) SECTION 1: RESPONDENT INFORMATION ORGANIZATION/COMPANY NAME: ______________________________________

POSITION/TITLE OF RESPONDENT: _______________________________________

MOBILE NUMBER: ________________________________________________ EMAIL ADDRESS: __________________________________________________


1.1. Please tick the sector and subsector type most appropriate to your business and indicate its capacity as appropriate. (You can mark more than one subsector if appropriate)

ACCOMMODATION Hotel: Number of beds:_______

Guest House/ Bed & Breakfast: Number of beds:___________

Self-Catering: Number of beds: ________

Lodge: Number of beds: _______

Campsites: Number of tents:___________

Other(specify): ____________________

FOOD & BEVERAGE Restaurants: Sitting capacity: ________ Average number of customers per day: ______

Take-away and Fast-food Outlets: Average number of customers per day: __________

Catering Services: Average number of customers per day: __________

Coffee Shops/Tearoom: Sitting capacity: ________ Average number of customers per day: ______

Bar/Pub/Tavern: Sitting capacity: __________ Average number of customers per day: __________

Other(specify): ______________________

TRANSPORT Transfer Company: Number of vessels:______

Transfer Company: Number of vessels:________

Regional Airline Operator: Number of vessels: _______

Vehicle/Camper Hire: Number of vessels: ______

Bus/Coach Operator: Number of vessels:__________

Other(specify): ______________________

TRAVEL SERVICES & ATTRACTIONS Travel Agent: Average number of customers per day: ______

Mountain Climbers: Average number of customers per day: __________

Gallery: Average number of customers per day: __________

Tour Operator: Number of vessels: ______ Average number of customers per day: ______

Park/Game/Museums: Average number of customers per day:_____________

Other (specify): ______________________

BUSINESS TOURISM Conference/Event/ Exhibition Organizer: Average number of customers per day: ______

Technical Services/Venue/Staging & Productions: Average number of customers per day: __________

Incentives Company: Average number of customers per day: ____________

Direct Retailers to Tourists: Average number of customers per day: _____

Destination Management: Average number of customers per day: __________

Other (specify): _____________________

1.2 How many years has your company/organization been in the industry? __________ What year was your company established? ___________________ 1.3 Size of your company/organization: (Please tick the relevant box) Micro Enterprise (1 – 4 employees)

Small Enterprise (5 – 49 employees)

Medium Enterprise (50 – 99 employees)

Large Enterprise (100 and more employees)

1.4 Ownership of the company/organization: (Please tick the relevant box) 100% Local 100% Foreign/ International Joint Venture:

Local _______% Foreign _______ %)

1.5 Number of employees per company/organization level by nationality: (Please write in figures)

LEVEL LOCAL FOREIGN

Senior management (i.e. the highest management level and includes senior officials and professionals)

Supervisory (i.e. that level that has employees working under them e.g. team leaders and includes clerical/administrative workers, skilled workers)

Operational (i.e. that level of employee that do not have staff reporting to them and includes service workers, laborers and apprentices/learners)

TOTAL EMPLOYEES

1.6 Staff Breakdown by Nationality (Please indicate number of staff per region): (Please write in figure)

NATIONALITY NUMBER

Nationals of the country (Tanzanians)

Nationals of Other East African countries

Nationals of other African Countries

All other nationalities

TOTAL STAFF

1.7 Number of Staff by gender: (Please write in figure)

GENDER NUMBER

Female

Male

1.8 Number of employees within the organization by age: (Please write in figure)

AGE GROUP NUMBER

Under 21 years

21 – 29 years

30 – 39 years

40 – 49 years

50 – 59 years

60 years and older

1.9 Number of employees/staff with disabilities in your company/organization? ___________ Identify the monthly salary range received by employees working in each of the specified levels.

LEVEL BELOW 105,000 105,000 – 200,000

201,000 – 500,000

501,000 – 1,000,000

1,001,000 – 2,000,000

ABOVE 2,000,000

Management

Supervisory

Operational

PART TWO: CURRENT AND FUTURE REQUIREMENTS FOR SKILLS & TRAINING SECTION 2: TRAINING 2.1 In which occupation(s)/areas have you experienced challenges/difficulties? (Please select all that apply within your business sector)

CATEGORY ACCOMMODATION (HOTELS, MOTELS, GUEST HOUSES, LODGES, TENTED CAMPS/ CAMPSITES)

Challenge/Difficult

Administrative Staff Yes | No

Bartenders Yes | No

Chefs (Head Cooks) Yes | No

Cooks Yes | No

Concierges Yes | No

Event Coordinators Yes | No

Food and Beverage Managers Yes | No

Foreign Language Skills Yes | No

Financial / Accounting Staff Yes | No

Front Desk Officers Yes | No

Front Desk Managers Yes | No

Housekeepers Yes | No

Executive Housekeepers Yes | No

Human Resource Managers Yes | No

Lodging Facilities Managers Yes | No

Recreation Staff Yes | No

Reservations Managers Yes | No

Sales and Marketing Managers Yes | No

Waiters/Waitress Yes | No

Others (please specify) ___________________ Yes | No






DIRECT RETAILERS TO TOURISTS Challenging/Difficult


Sales Assistants Yes | No

Craftsmen /artisans Yes | No

Purchasing /Sourcing staff Yes | No

Financial/ Accounting Staff Yes | No





ALL OTHERS IN TOURISM MARKETING/FACILITATION/ADVOCACY

Challenging/Difficult

Sales and Marketing staff Yes | No

Legal & compliance staff Yes | No

Purchasing /Sourcing staff Yes | No

Financial/ Accounting Staff Yes | No





2.2 How important is it for newly hired staff members (have been working for less than 2 years) to improve in the following skill areas? (Please select all that apply)

SKILLS

1 Not Important

2 Uncertain

3 Important

1 Accountancy/Budgeting/ Financial Management Skills

2 Administrative Skills

3 Right Attitude and Soft Skills

4 Basic Numeracy

5 Business Management

6 Customer Service Skills

7 Entrepreneurial Skills

8 Environmental Awareness

9 Foreign Language Skills

10 General Management Skills

11 Health & Safety

12 Innovation & Creativity

13 Specific food preparation/ bartending skills

14 Leadership/People Management

15 Communication Skills

16 Organizational Skills

17 Pricing

18 Problem Solving Skills

19 Procurement

20 Product Development Skills

21 Knowledge of attractions/activities that appeal to the specific market

22 Quality Management

23 Sales, Marketing & Promotion

24 African History and Culture

25 Team Working Skills

26 Telephone Skills

27 Web Design/ IT Maintenance

28 Writing Skills

29 Understanding the Consequences of Negligence

30 Other (Specify)

2.3 Which positions do you experience challenges, in terms of your recruitment and selection processes and why?

POSITION REASON

1

2

3

4

5

2.4 What are the skills and knowledge (soft and technical) that are most lacking for your current employees/applicants/management? Why?

SKILLS REASONS

1

2

3

4

2.5 What approach to training would be necessary to address the skill needs identified above? (Please select all that apply)

Work-site training

External training programs

Improved curricula at current education institutions

Work place experience

Regional and International exchange visits, work attachments and Internships

2.6 What training is currently offered by your organisation/company? (Please list all that apply)

TRAINING PROGRAMME

1

2

3

4

2.7 Which organizations within and outside Tanzania are currently providing training for your organisation? (Please select all that apply)

ORGANIZATION TYPE OF TRAINING

1

2

3

4

5

2.8 Which, if any, do you consider to be important concerns in relation to training and professional development for your business? (Please select all that apply)

1 Cost of training

2 Costs incurred by releasing staff for training purposes

3 Do not know the training providers

4 Finding a training course at a convenient location

5 Finding a training course of a suitable length

6 Finding a training course of sufficient quality

7 Lack of training budget

8 Lack of resources/experience internally to deliver in-house training

9 Staff members are not interested in training and development

10 Staff members lack the basic skills upon which to build

11 Trained staff members are poached by other companies

12 There are Training topics that we are interested but are not available (e.g. mention at least three: ________________________________________________________ ________________________________________________________ ________________________________________________________

13 Other (Please specify) _________________________________________________ ______________________________________________________________________ ______________________________________________________________________

2.9 Over the past five years, has it become harder to fill positions with qualified staff? Yes | No If the answer is “YES”, please explain why below.

1.

2.

3.

4.

SECTION 3: SKILLS 3.1 List 5 critical and scarce skills in your organisation. These are occupations (jobs) in which there is a scarcity of qualified and experienced people, currently or anticipated in the future, either because such skilled people are not available, or they are available but do not suit your employment criteria.

1.

2.

3.

4.

3.2 What careers/jobs (people) do you have an immediate demand for? Please list.

1.

2.

3.

4.

3.3 What new careers/jobs in the next 5-10 years do you anticipate you will need? Please list.

1.

2.

3.

4.

3.4 What skills and knowledge do you feel would help you as the tourism and the hospitality industry grows? Please list.

1.

2.

3.

SECTION 4: IN-HOUSE SUPPORT / ASSISTANCE FOR SKILLS IMPROVEMENT 4.1 Do you have an in-house Training Manager? Yes | No If the answer is “YES”, please specify the areas/topics in which training is conducted below.

1.

2.

3.

4.

4.2 Do you have any trained mentors and assessors to assist in skills development processes in your organisation? Yes | No If the answer is “YES”, please specify the areas/topics in which mentoring is conducted below.

1.

2.

3.

4.

4.3 What types of skill development-related assistance does your organisation offer the staff?

Financial assistance (e.g. bursaries, study loans)

Study leave or time off

On the job training

Coaching/mentoring

Other (please specify) ___________________________________________________ _____________________________________________________________________ _____________________________________________________________________

4.4 Does your organization provide internships? Yes | No If the answer is “YES”, please specify the average number of trainees per annum: ______________: and the duration of internship: _________________ month/years

.1.

2.

3.

4.

4.5 Please describe the position(s) in which you are willing to engage interns/trainees within your organisation.

1

2

3

4

4.6 What challenges have you experienced while having interns in your organisation?

1.

2.

3.

4.7 What recommendations can you make that may help to solve the challenges mentioned above for your organisation and the industry?

1.

2.

3.

4.

4.8 What is your recommendation with regards to the public working with private sector in order to enhance tourism education?

1.

2.

3.

5. Additional Feedback Please share any additional comments.

5.1 Would you like someone to contact you regarding your responses on this survey?

Yes | No Thank you for taking the time to fill out the survey. We rely on your feedback to improve and grow Tanzania Tourism. Your input is greatly appreciated.

Appendix 2: Survey Tool for Training Institutions

„HUMAN RESOURCE NEEDS AND SKILL GAPS IN THE TOURISM AND HOSPITALITY SECTOR IN

TANZANIA‟ Survey Questionnaire for Training Institutions

The Ministry of Education and Vocational Training (MoEVT) on behalf of the Government of

Tanzania is implementing an 18-month World Bank supported project namely Science

Technology and Higher Education Additional Financing (STHEP AF). Among other

objectives MoEVT seeks to develop a strategy and operational plan for human capital and

skills development at the vocational and tertiary level in priority growth areas – tourism in

this case.

We therefore seek some few minutes of your time to respond to this survey instrument. Your

responses will enable us to compile a comprehensive picture of training needs of the tourism

and hospitality sector in Tanzania. This will ultimately inform tourism and education policies

in the country and guide tourism educators in designing of tourism curriculum. Your answers

are entirely confidential.

In case of any clarification, please contact Prof. Wineaster Anderson at

[email protected]; +255688387250/+255754387250

1.How many graduates, both males and females have undergone training under the tourism programmes offered by your institution for the past 10 years?

Year Number of graduates Maximum capacity

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2.What kind of tourism and hospitality training programmes does your institution provide?

Name of the programme (e.g. Bachelor of Commerce in Tourism and Hospitality Management)

Programme Level (e.g. NTA Level 5)

Expected progamme outcome


3.What types and nature of the links that exist between your institution and tourism industry in or outside the country? …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 4.In general, what are the incentives available in providing tourism and hospitality training? …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 5.What challenges or constraints do you face in the provision of tourism and hospitality training? …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 6.In your opinion, in the next 5 to 10 years, what are the possible train needs that may be demanded in the tourism industry in Tanzania? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

7.How do you assess the capacity of your institution to provide tourism training with regard to sufficiency of resources listed below: Qualified human resources …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Teaching and learning facilities …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Appendix 3: Focus Group Discussion Guide

1. What are the most critical skills and knowledge gaps that are visible among your current employees?

2. In which employee category are skills and knowledge most lacking? 3. What new skills or training needs that your organization would need in the next 5 to 10 years? 4. Propose a model that public sector can work with private sector in enhancing/providing tourism

and hospitality training.

Appendix 4: Focus Group Discussion Participants No Name Organization Contacts

A COASTAL ZONE - TANGA

1. Aneny Nyirenda Tanga City Council 0717567007

2. Godfrey Hizza kingazi Urithi Tanga Museaum 0719747273

3. Hamis Khalfan Nyumbani Hotel 0717468903

4. Hamudu Fadhili Maua Inn 0719001445

5. Happy Mollel Nyumbani Hotel 0784348531

6. Hassan Mohammed Naivera Hotel

7. Imani Mtelekezo Tanga Tourism Initiative 0657847520

8. Laurent Herman Tanga Tourism Information Centre 0713 375367

9. Mihamed Twwariq 0717468903

10. Mwinyi Boko Bwanga Tanga Wonders Adventure Tours 0787 335403

11. Priscilla Ambrozi New Kwetu Hotel 0655737960

12. Saidi Bandawe Manzbay Tourism 0653084176

13. Violeth Miho Tanga City Council 0782 491099

14. Zuberi Kilawho Tanga Cultural Tourism 0715658945

B NORTHERN ZONE - ARUSHA

15. Alfonce O. Shelukindo Tengeru Cultural Tourism 0783688844

16. Amani Laizer Rainbow Shuttle 0765046006

17. Apolinary Kihwili Tanzania Tour Guides Association 0784141686

18. Awadhi Titu National College of Tourism 0787262748

19. Dorothea Masawe MNR & T 0784321002

20. Edward Lenganasa Tropical Centre/Institute 0784969625

21. Elirehema Maturo Tanzania Tourist Board 0786703010

22. Emanuel A. Mollel Tanzania Tour Guides Association 0784214226

23. Estomi Mbise Mount Meru Curio Shop 0767332267

24. Flora Hakika VETA Hotel and Tourism Training Institute

0784704040

25. Franklin Alexander MNR & T 0717055338

26. Fredrick R. Brown Kingdom Crafts 0688984488

27. Gladness Pallangyo Tengeru Cultural Tourism Programme 0756981602

28. Goodluck Kimaro Kibo Palace Hotel 0767210877

29. James Mong‟ateko Kilimanjaro Tour Guides Association 0755337828

30. Johnson Samuel Tengeru Cultural Tourism 0768663266

31. Kassim Mfinanga ABARGA & ROIKA TOURS 0754818554

32. Lilla Lyogello Tropical Centre/Institute 0754258376

33. Lorna B. Mwijarubi National College of Tourism 0787048290

34. Maria Strauss Serengeti Baloon Safari 0784510192

35. Nisetas Kirenga My Shop Curio 0753000120

36. Paul Fisso NCAA 0784689490

37. Paul GN Mgana Kilimanjaro Tour Operator Association 0752837292

38. Solomon J. Daudi Africa Travel 0713650775

39. Stanslaus Ntibara VETA Hotel and Tourism Training Institute

0755000040

40. Vivienne Lobulu Mtei Ranger Safaris Ltd 0754786401

41. Wesley H. Kileo Mto wa Mbu Cultural CTE 0784606654

C SOUTHERN ZONE - IRINGA

42. Abdallah Omary +255 pub 0715240957

43. Adam Issa Ebony Entertainment 0659175652

44. Allen Mushi Tembea Tanzania 0762155656

45. Carlos Joseph University of Iringa 0755806812

46. Chacha M. Sagara Rungweabus tours 0752500653

47. Chelalina Chilongo Anglican 0763420025

48. Chico Mwangalawa Zakinn Hotel 0753882701

49. Dedis Liborius DELIMA 0784461818

50. Devote Kisinga New Ruaha International Lodge 0769165510

51. Dominic E. Mlowe University of Iringa 0754404414

52. Eliezer J. N Gentle Hill Hotel 0715312678

53. Faraji Abdallah Twiga Connection 0764434997

54. Faraji Abdallah Twiga Connection 0764434997

55. Gasper Hiza Mkwawa Memorial Site 0752026119

56. Geofrey Matata Tumaini University

57. Gervas Mwashimaha MNR & T

58. Idda M. Casisier G. Hill 0766964220

59. Iddah Mtenga GHH 0766964220

60. Iohuico Chidyaka Masai Markets 0753256125

61. Jane Mungai Iringa Safari 0712606493

62. Luvilo Saggah Zakinn 0756443591

63. Mtemi Kibasa Wild Gaze 0712258283

64. Naomi Mbilinyi Iringa Municipal Council 0763993756

65. Nicolaus Msimwa Capricon College 0754305471

66. Patrick M. Kapinga New Ruaha International Lodge 0754877977

67. Placid Kamonga IMADS Training Institute 0755866947

68. Raymond Minja Seven days Co. 0753506010

69. Remigius Robert Saivilla Hotel 0763239965

70. Serafino Liduino Mkwawa adventure 0764961317

71. Simon Rhaphael Saivilla Hotel 0759945416/ 0684062017/

C LAKE ZONE - MWANZA

72. Baraka Nyororo Fine Touch Media 0757345921

73. Bituro Kazeri VITHN [email protected]

74. Bryan Peterson Travel Peterson 0759819843

75. Cecilia Nkwabi Saanane National Park 0784444100

76. Christina Owenya Regional Trade Officer - Mwanza 0757852449

77. Dainess Kunzugala MNRT [email protected]

78. Daniel Bulidise Kisesa Cultural Programme 0784754447

79. Daudi Mashenene ATDA MWANZA 0754895088

80. Delphine Kessy SAUT/Mwanza Utalii association

81. Denis Moses Fortes 0766998628

82. Ester Venance 0718679689

83. Ezekiel Manyiga 0713768181

84. Gideon Kamanga Air Tanzania 0784737223

85. Isack Asfan Pazuri Safaris 0652334679

86. Joseph Mwandwanga 0766540837

87. Marick Mohamed Bench Plan Solution 0769312340

88. Omari Manjicha 0768859930

89. Peter Lyimo BBTC College [email protected]

90. Rhoda Michael 0762517998

91. Sayi Makoye VITHN

92. Silas Noah Bwire 0753072830

93. Stephen ValleN MNRT [email protected]

Appendix 4: List of Tourism Training Institutions in Tanzania

Registered Tourism Education Providers (VETA), 2014

SN Provider Zone Programme Ownership Focus/Discipline

1. Angaza Women Training Centre Northern Vocational Training in Food Production

Private House Keeping & Food and beverage services

2. Badane VTC Northern Vocational Training in Hotel Management

Private Tourism operations

3. Bugisi Training Centre Western Vocational Training in Food Production

Private Food production & Cookery

4. Commercial College Arusha Northern Vocational Training in Production

Private Tour Guide and Tour Operations & Hotel Operations

5. Community Based Conservation Training Centre

Southern Vocational Training in Hotel Management

Public Tour Guide

6. Data Star Training College Coastal Vocational Training in Hotel Management

Private House Keeping, Food and beverage services, Food production, Tour Guide & Front office operations

7. Datasky System Training Centre Coastal Vocational Training in Hotel Management & Tour Guide

Private Tour Guide

8. Emmanuel Multpurpose VTC Northern Vocational Training in Tour Operations and Hotel Management

Private Tour Guide, Cookery & Hotel Operations

9. Emmy Gordon Northern Vocational Training in Hotel Management

Private Food production

10. Gilman‟s Institute of Hotel & Tourism Management

Coastal Vocational Training in Hotel Management

Private Food production, Food and beverage services

11. Green Hills Institute Southern Vocational Training in Hotel Management


12. Hekima Education Trust College Northern Vocational Training in Hotel Management & Tour Guide

Private Basic hotel management & Tour Guide

13. Hekima VTC Central Wildlife management Private Hotel Management

14. Iringa RVTSC Southern Vocational Training in Hotel Management

Private Food and beverage services & Food production

15. Jitihada Support Northern Vocational Training in Tourism Operations

Private Tour Guide & Hotel Operations

16. Karatu School of Hotel Management & Language

Northern Vocational Training in Hotel Management & Tour Guide

Private House Keeping, Food production, Food and beverage services & Front office operations

17. Kigoma Catholic Training Centre Western Vocational Training in Hotel Management

Private Cookery & Hotel Management

18. Kimunyika VTC Northern Vocational Training in Tour Guide and Hotel Management

Private House Keeping & Food production

19. Mac-Millan Training College Coastal Vocational Training in Hotel Management

Private House Keeping, Food production, Food and beverage services, Front office operations

20. Moravian VTC Southern Vocational Training in Hotel Management


21. Morogoro IHCBM VTC Southern Vocational Training in Hotel Management

Private House Keeping, Food and beverage services, Food production, Front office operations

22. Mount Uruguru College Southern Vocational Training in Hotel Management

Private Food and beverage services, Food production, Front office operations

23. Njuweni VTC Coastal Vocational Training in Hotel Management

Private House Keeping, Food production, Food and beverage services, Front office operations

24. Premium VTC Southern Vocational Training in Hotel Management

Private House Keeping, Food and beverage services, Food production & Front office operations

25. St Francis Home Craft Centre Northern Vocational Training in Tourism

Private Catering & Tour Guide

26. St Joseph Dareda VTC Northern Vocational Training in Hotel Management

Private Hotel Management & Tour Guide

27. Tabora Network College Western Vocational Training in Tour Operations and Hotel Management

Private House Keeping , Food production, Food and beverage services, Front office operations & Tour Operation

28. Tanzania Education College Coastal Vocational Training in Hotel Management & Tour Guide

Private Food and beverage services & Food production

29. Top-One Inn VTC Southern Vocational Training in Food Production

Private Front office operations & Food production

30. Tropical Centre Institute Ltd Northern Vocational Training in Hotel Management & Tour Guide


31. Upendo Zhang Key Field Career Centre Northern Vocational Training in Hotel Management

Private Tour Guide & Hotel and Catering

32. USA River Institute of Hotel & Tourism Northern Vocational Training in Tour Guide

Private Tourism

33. VETA Hotel and Tourism Training Institute Arusha

Northern Vocational Training in Hospitality Management

Private Hotel Management

34. VETA Mbeya RVTSC Southern Vocational Training in Food Production

Public Food production

35. VETA Mikumi VTC Southern Vocational Training in Hotel Management & Tour Guide

Public House Keeping, Food and beverage services, Food production, Tour Guide & Front

office operations

36. VETA Mtwara VTC Southern Vocational Training in Hotel Management

Public Food production & Food and beverage services

37. Mbeya RVTSC Mbeya Vocational Training in Hotel Management

Public Food production

38.

Source: VETA catalogue 2014

Registered Tourism Education Providers (NACTE), 2014

SN Provider Zone Programme Ownership Focus/Discipline

1. College of African wildlife management

Northern Wildlife management Public Tourism, wildlife management wildlife & hunting

2. Excellent college Coastal Tourism and Hotel Management

Private tourism and tour guide food and beverage

3. Green Hills Institute Southern Vocational Training in Hotel Management


4. Musoma utalii college, Musoma

Lake Tourism and Hotel Management

Private Tour Guide Operations

5. Musoma utalii college, Shinyanga

Western Tour Guide Operations Private front office operations

6. National College of Tourism Arusha

Northern Tourism and Hotel Management

Public travel and tourism, tour guiding and hotel operations

7. National College of Tourism Bustani

Coastal Hotel Management Public travel and tourism, tour guiding, hotel operations & front office operations

8. National College of Tourism Temeke

Coastal front office operations Public travel and tourism, tour guiding and hotel operation

9. Northern peaks business college

Northern Tourism and Hotel Management

Private Tourism

10. Pasiansi wildlife training institute

Lake Tourism and Hotel Management

Public wildlife management

11. Shadhes college of tourism and hotel management

Coastal Tourism Private Tour Guide & food and beverage

12. University of Dar es Salaam Coastal Diploma in Heritage Management

Public Heritage and Tourism

13. VETA Hotel and Tourism Training Institute Arusha

Northern Vocational Training in Hotel Management

Private Hotel Management

14. VETA Morogoro Vocational Teachers Training College (MVTTC)

Southern Wildlife management Public Hospitality Management

15. Victorial Institute of Tourism and Hotel Management

Lake Hotel Management Private travel and tourism, tour guiding and hotel operations

16. Zanzibar Institute of Tourism Development

Coastal Tourism and Hotel Management

Public front office operations, accommodation operations, food and beverage, & food production

Source: NACTE catalogue 2014

Registered Tourism Universities (TCU), 2014

No Institution Programme Discipline Cluster

1 University of Dar es Salaam Bachelor of Commerce in Tourism and Hospitality Management/ Bachelor of Arts in Heritage Management Commerce/ Heritage and Tourism

Business/ Tourism and Hospitality Studies

2 University of Dodoma Bachelor of Commerce in Tourism and Hospitality Management Commerce Business

4 Sebastian Kolowa Memorial University Bachelor of Science in Eco-Tourism and Nature Conservation Eo-Tourism Tourism and Hospitality Studies

5 University of Iringa Bachelor of Arts in Cultural Anthropology & Tourism Heritage and Tourism Tourism and Hospitality Studies

7 University of Dodoma Bachelor of Arts in Tourism and Cultural Heritage Heritage and Tourism Tourism and Hospitality Studies

8 Stefano Moshi Memorial University College Bachelor of Science in Hospitality and Tourism and Management Heritage and Tourism

Tourism and Hospitality Studies

9 Sokoine University of Agriculture Bachelor of Tourism and Management Hospitality Management Tourism and Hospitality Studies

Source: TCU, Quality Assuarance General Guidelines and Minimum Standards for Provision of University Education in Tanzania (2014)

Appendix 5: Registered Tourism Training Programmes

No Provider Zone Programme Ownership Level Focus/Discipline

1 University of Dar es Salaam

Coastal Master of Arts in Heritage Management Public Master degree Heritage and Tourism


Coastal Diploma in Heritage Management Public Diploma Heritage Management


Coastal Bachelor of Arts in Archaeology Public Bachelor Degree Archiology


Coastal Bachelor Arts in Heritage Management Public Bachelor Degree Heritage Management

5 Open University of Tanzania

Coastal Certificate Course in Tour Guiding Public Certificate Tour guiding


Coastal Bachelor of Arts in Tourism Management Public Bachelor Degree Tourism Management


Coastal Master of Arts in Tourism Studies Public Master degree Tourism Management


Coastal Bachelor of Commerce in Tourism and Hospitality Management

Public Bachelor Degree Tourism and Hospitality Management

9 University of Dodoma Central Bachelor of Commerce in Tourism and Hospitality Management

Public Bachelor Degree Tourism and Hospitality Management

10 Sebastian Kolowa Memorial University

Northern Bachelor of Science in Eco-Tourism and Nature Conservation

Private Bachelor Degree Eco-Tourism

11 University of Iringa Southern Bachelor of Arts in Cultural Anthropology & Tourism

Private Bachelor Degree Heritage and Tourism

12 University of Iringa Southern Master of Arts in Cultural Anthropology & Tourism

Private Master Degree Heritage and Tourism

13 University of Dodoma Central Bachelor of Arts in Tourism and Cultural Heritage

Public Bachelor Degree Heritage and Tourism

14 Stefano Moshi Memorial University College

Northern Bachelor of Science in Hospitality and Tourism and Management

Private Bachelor Degree Heritage and Tourism

15 Sokoine University of Agriculture

Southern Bachelor of Tourism and Management Public Bachelor Degree Hospitality Management

16 VETA Hotel and Tourism Training Institute Arusha


Private Diploma - NTA Level 5 & 6

Hotel Management

17 National College of Tourism Bustani

Coastal Hotel Management Government Diploma - NTA Level 5 & 6

travel and tourism, tour guiding, hotel operations & front office operations

18 Njuweni Institute of Hotel, Catering and Tourism Management

Coastal Tourism and Hotel Management Private Diploma - NTA Level 5 & 6

tour guiding operations and hotel operations

19 National College of Tourism Arusha

Northern Tourism and Hotel Management Government Diploma - NTA Level 5 & 6

travel and tourism, tour guiding and hotel operations

20 College of African wildlife management, Mweka

Northern Tourism and Hotel Management Government Diploma - NTA Level 5 & 6

Tourism, wildlife management wildlife & hunting

21 Morogoro Vocational Teachers Training College (MVTTC)

Southern Wildlife management Public (VETA)

Diploma - NTA Level 5 & 6

Hospitality Management

22 VETA Hotel and Tourism Training Institute Arusha

Northern Vocational Training in Hospitality Management

Private Technical Certificate - NTA

Level 4

Hotel Management

23 National College of Tourism Bustani

Coastal Hotel Management Government Technical Certificate - NTA

Level 4

travel and tourism, tour guiding, hotel operations & front office operations

24 Njuweni Institute of Hotel, Catering and Tourism Management

Northern Tourism and Hotel Management Private Technical Certificate - NTA

Level 4

tour guiding operations and hotel operations

25 National College of Tourism Arusha

Northern Tourism and Hotel Management Government Technical Certificate - NTA

Level 4


26 Zanzibar Institute of Tourism Development

Coastal Tourism and Hotel Management Government Technical Certificate - NTA

Level 4

front office operations, accommodation operations, food and beverage, & food production

27 Victorial Institute of Tourism and Hotel Management

Lake Hotel Management Private Technical Certificate - NTA

Level 4


28 Musoma utalii college, Musoma

Lake Tourism and Hotel Management Private Technical Certificate - NTA

Level 4

Tour Guide Operations

29 Musoma utalii college, Shinyanga

Western Tour Guide Operations Private Technical Certificate - NTA

Level 4

front office operations

30 National College of Tourism Temeke

Coastal front office operations Government Technical Certificate - NTA

Level 4

travel and tourism, tour guiding and hotel operation

31 Northern peaks business college

Northern Tourism and Hotel Management Private Technical Certificate - NTA

Level 4

Tourism

32 Shadhes college of tourism and hotel management

Coastal Tourism Private Technical Certificate - NTA

Level 4

Tour Guide & food and beverage

33 Excellent college Coastal Tourism and Hotel Management Private Technical Certificate - NTA

Level 4

tourism and tour guide food and beverage

34 Pasiansi wildlife training institute

Lake Tourism and Hotel Management Government Technical Certificate - NTA

Level 4

wildlife management

35 College of African wildlife management

Northern Wildlife management Government Technical Certificate - NTA

Level 4

Tourism, wildlife management wildlife & hunting

36 Hekima VTC Central Wildlife management Private Basic Certificate - NTA Level 3 & 4

Hotel Management

37 St Joseph Dareda VTC Northern Vocational Training in Hotel Management

Private Basic Certificate - NTA Level 3 & 4

Hotel Management & Tour Guide

38 Mikumi VTC Southern Vocational Training in Hotel Management & Tour Guide

Public (VETA)

Basic Certificate - NTA Level 3 & 4

House Keeping, Food and beverage services, Food production, Tour Guide & Front office operations

39 Morogoro IHCBM VTC



House Keeping, Food and beverage services, Food production, Front office operations

40 Mount Uruguru College



Food and beverage services, Food production, Front office operations

41 Premium VTC Southern Vocational Training in Hotel Management


House Keeping, Food and beverage services, Food production & Front office operations

42 Njuweni VTC Coastal Vocational Training in Hotel Management


House Keeping, Food production, Food and beverage services, Front office operations

43 Mac-Millan Training College



House Keeping, Food production, Food and beverage services, Front office operations

44 Gilman‟s Institute of Hotel & Tourism Management



Food production, Food and beverage services

45 Data Star Training College



House Keeping, Food and beverage services, Food production, Tour Guide & Front office operations

46 Tanzania Education College

Coastal Vocational Training in Hotel Management & Tour Guide


Food and beverage services & Food production

47 Community Based Conservation Training Centre


Public Basic Certificate - NTA Level 3 & 4

Tour Guide

48 Victorial Institute of Tourism & Hotel

Lake Vocational Training in Tour Guide Private Basic Certificate - NTA Level 3 & 4

Food and beverage services, Food production

49 Upendo Zhang Key Field Career Centre



Tour Guide & Hotel and Catering

50 Datasky System Training Centre

Coastal Vocational Training in Hotel Management & Tour Guide


Tour Guide

51 USA River Institute of Hotel & Tourism

Northern Vocational Training in Tour Guide Private Basic Certificate - NTA Level 3 & 4

Tourism

52 St Francis Home Craft Centre

Northern Vocational Training in Tourism Private Basic Certificate - NTA Level 3 & 4

Catering & Tour Guide

53 Tropical Centre Institute Ltd



Food production

54 Commercial College Arusha

Northern Vocational Training in Production Private Basic Certificate - NTA Level 3 & 4

Tour Guide and Tour Operations & Hotel Operations

55 Emmanuel Multpurpose VTC

Northern Vocational Training in Tour Operations and Hotel Management


Tour Guide, Cookery & Hotel Operations

56 Kimunyika VTC Northern Vocational Training in Tour Guide and Hotel Management


House Keeping & Food production

57 Badane VTC Northern Vocational Training in Hotel Management


Tourism operations

58 Jitihada Support Northern Vocational Training in Tourism Operations


Tour Guide & Hotel Operations

59 Hekima Education Trust College



Basic hotel management & Tour Guide

60 Karatu School of Hotel Management & Language



House Keeping, Food production, Food and beverage services & Front office operations

61 Emmy Gordon Northern Vocational Training in Hotel Management


Food production

62 Angaza Women Training Centre

Northern Vocational Training in Food Production Private Basic Certificate - NTA Level 3 & 4

House Keeping & Food and beverage services

63 Mtwara VTC Southern Vocational Training in Hotel Management

Public (VETA)


Food production & Food and beverage services

64 Green Hills Institute Southern Vocational Training in Hotel Management


Food production

65 Moravian VTC Southern Vocational Training in Hotel Management


Food production

66 Top-One Inn VTC Southern Vocational Training in Food Production Private Basic Certificate - NTA Level 3 & 4

Front office operations & Food production

67 Mbeya RVTSC Southern Vocational Training in Food Production Public (VETA)


Food production

68 Kigoma Catholic Training Centre

Western Vocational Training in Hotel Management


Cookery & Hotel Management

69 Tabora Network College

Western Vocational Training in Tour Operations and Hotel Management


House Keeping , Food production, Food and beverage services, Front office operations & Tour Operation

70 Bugisi Training Centre Western Vocational Training in Food Production Private Basic Certificate - NTA Level 3 & 4

Food production & Cookery

71 Iringa RVTSC Southern Vocational Training in Hotel Management


Food and beverage services & Food production

human resource needs and skill gaps in the tourism and...

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