Project Background

Tanzania is a rising star in Africa, having made significant social and economic progress in recent years. In spite of this, the country’s growing prosperity has not reached everyone. Youth unemployment is a nationwide problem with some studies suggesting that 50 per cent of young people are out of work, particularly in urban areas. Consequently, many young people are unable to see the connection between education and economic opportunity.
With support from HDIF, World Vision Tanzania (WVT) has designed the Cycle of Transformation (COT) programme to address these issues, ultimately providing young people with the skills, experience and industry connections to grow their economic futures.

Project Description

WVT initiated the first Cycle of Transformation by setting up 20 computer labs in five participating institutions. Implementation teams comprising two teachers and two student helpers (‘student aids’) from each school were trained to deliver a digital literacy course and two ICT vocational courses. Graduates from these courses went on to establish schoolbased student-run technology companies that in turn produced products and services needed by their community. Sales of these products and services to customers generated resources to train more students.
In the process, young people gained work-based learning skills in technology, marketing, accounting, leadership and more. The cycle was then repeated and adapted based on learning and experience gathered from the previous cycle.

Project Results

  • During project implementation, graduates developed the skills, experience and confidence to gain employment or start their own companies.
  • At least 250 students were trained in digital literacy skills in five schools.
  • At least 218 students were trained by the CISCO Academy to become computer sales, service and training technicians.
  • Five School-Based Student-Run Enterprises (SBSREs) were established.
  • 88 students achieved CISCO certification.
  • 84 students received multimedia training.
  • At least 12 student aids became teachers in the next cycle.
  • Hekke Hindo was one of the youth participants from VETA Manyara. After graduating, he trained to become a student aid and then became the first president of Manyara’s enterprise, ‘Eagle Technology’. Following this, Hekke was awarded a teaching position by the School Principal and now actively trains students and teachers in the COT model.
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