Project profile — Empowerment through Skills Development

• Tanzania (100.00%)

• Education policy and administrative management:
Education policy and administrative management (11110) (10.00%)
Education facilities and training (11120) (5.00%)
Teacher training (11130) (30.00%)
• Basic Education: Basic life skills for youth and adults (11230) (5.00%)
• Secondary Education: Vocational training (11330) (35.00%)
• Government And Civil Society, General: Women's rights organisations and movements, and government institutions (15170) (5.00%)
• Other Social Infrastructure And Services: Employment policy and administrative management (16020) (5.00%)
• Banking And Financial Services: Education/training in banking and financial services (24081) (5.00%)

• Gender equality (principal objective)
• Environmental sustainability (cross-cutting) (not targeted)
• Participatory development and good governance (principal objective)
• Trade development (not targeted)
• Biodiversity (not targeted)
• Climate change mitigation (not targeted)
• Climate Change Adaptation (not targeted)
• Urban issues (not targeted)
• Desertification (not targeted)
• Children's issues (not targeted)
• Youth Issues (significant objective)
• Disaster Risk Reduction(DRR) (not targeted)
• Disability (not targeted)
• Indigenous Issues (not targeted)
• Nutrition (not targeted)
• ICT as a tool for development (not targeted)

This project contributes to improved economic participation by women and adolescent girls in Tanzania. It works with folk development colleges (FDCs) and community-based organizations (CBOs) to increase rates of participation of women and adolescent girls in skills training programs, improve access to business, skills and gender and human rights training in their communities, and expand opportunities in the informal and formal sectors through post-training support to transition to employment or self-employment. Project activities include: (1) building the capacity of FDCs and CBOs to develop and deliver gender-responsive programs; (2) providing gender training to partner staff and volunteers and establishing a gender champions network; (3) revising program content and teaching methods to better integrate gender considerations and ensure appropriate support services and facilities for women and adolescent girl students, especially young mothers; and (4) engaging local communities in awareness-raising activities on the benefits of women’s education and economic empowerment to encourage enrollment and create an enabling environment for women graduates. The project will be implemented in collaboration with Tanzania’s Department for Vocational Education and Training, and through partnerships established between select Canadian colleges and institutions and 12 Tanzania FDCs. In addition, 12 local CBOs will be chosen to identify skills sectors for short programs, work with project gender specialists to design and deliver training, establish post-training support networks and facilitate connections to financing organizations, and connect women graduates with mentors.

The expected outcomes for this project include: (1) enhanced preparation of women and girls to undertake skilled work in key economic sectors; and (2) enhanced support for women and girls to undertake skilled work in key economic sectors.

Results achieved as of March 2024 include: (1) facilitated workshops for community-based organizations (CBOs), empowering their staff as trainers who then conducted 48 awareness sessions on gender equality and human rights for 720 community leaders; (2) provided trainings in entrepreneurship, life skills, and business management to 40 CBOs staff and 41 Folk Development Colleges (FDCs) staff. This allowed to foster an entrepreneurial mindset and enhanced professional development; (3) conducted in-depth occupational and safety assessments at each of the 12 FDCs targeted by the project. This helped to ensure that the colleges have the capacity to provide gender-based responsive skill training in a clean, safe, and appropriately outfitted environment; and (4) developed and implemented safeguarding guidelines to protect women, girls, and students. This initiative was so successful that the Ministry of Education, Science, and Technology (MoEST) implemented these guidelines in over 500 Technical and vocational education and training (TVET) schools, 54 FDCs, and 43 teacher colleges, going far beyond initial targets. It is worth noting that the 12 FDCs targeted by the project provided training on these safety guidelines to over 3,000 staff and students.

• Proactive disclosure