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Post-Basic Education

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Introduction

Post-basic learning opportunities also vary in different countries. But where the level of basic education is low, post-basic learning opportunities are limited, and where the level is high, opportunities tend to be on the increase.

The overall aim of post-basic education is to increase more opportunity for further learning and to prepare students to enter professional careers or acquire marketable skills. It should also instil a desire for life long learning.

In its structure and organization, post-basic education will have both vertical and horizontal linkages within the education structure.

Besides offering continuity to students in pursuance of further learning, post-basic education system should provide opportunities for:

  • qualified individuals to join various post secondary education institutions,
  • individuals wishing to upgrade themselves to higher level qualification within the same profession,
  • unqualified people to acquire a qualification,
  • those seeking a change in their careers and wishing to undergo training or retraining for a different occupation to do so.

Current Situation

Post-basic education opportunities include entrance to the second phase of secondary education for the successful candidates in the main stream. The majority of students who fail the Form Two National Examinations either join continuing education classes, vocational training centres or join the army of unemployed basic education graduates.

There are now a number of post-basic education institutions in Zanzibar, both public and private that offer a range of learning opportunities in both vocational and academic fields. The current trend shows that only a small fraction of those who complete basic education get government sponsorship to join post-basic education learning institutions, the majority are doing so through self-sponsorship.

Strengths

  • Increasing opportunities in post-basic education exist as a result of the growing number of various institutions both private and public.
  • More post-basic education institutions are being established through both public and private initiatives.
  • Establishment of Alternative Learning and Skills Development programmes for the out of school youths and basic education graduates.
  • Labour market survey has been carried out recently.

Weaknesses

  • There are no formal linkages between the various tertiary education institutions.
  • Post-basic education is available mostly in towns.
  • There is no quality control in post-basic education.
  • There are no career counselling services in secondary schools.
  • Post-basic education programmes favour male learners.

Policy Statements

  • Post-basic education opportunities shall be expanded, diversified, flexible and responsive to the needs of learners and market demands.
  • There shall be an inbuilt system for spotting talented students and addressing their specific needs.
  • A framework for regulation, supervisory and quality assurance for post-basic education institutions shall be developed.
  • There shall be gender balance in post-basic education and training institutions.
  • Government shall provide an enabling environment for the private sector's participation in establishing professional institutions.
  • Partnerships with existing and new providers shall be promoted in the provision of post-basic education.

Strategies

  • Instituting counselling services at the basic education level to enable learners to make right career choices.
  • Incorporating learning modes that meet learner's interest and demand into the post- basic education programmes.
  • Increasing students' access to higher secondary education.
  • Establishing new vocational education and training institutions while strengthening and expanding the existing ones.
  • Providing training in entrepreneurship in order to encourage job creation and self employment.
  • Enforcing gender balance in training and employment.
  • Establishing a board to regulate and grade academic awards.
  • Encouraging life long learning.
  • Encouraging the private sector to establish more vocational training centres.
  • Establishing mechanisms for spotting student's academic ability.
  • Providing training opportunities for orphans and other vulnerable groups.
  • Establishing a strong interaction between post-basic institutions with prospective employers.