Education budget: A beacon of hope in the country's education landscape

Photo: File

Prof Adolf Mkenda, Minister for Education, Science and Technology.Education budget: A beacon of hope in the country's education landscape

By Guardian Reporter , The Guardian

By Guardian Reporter , The Guardian Published at 11:49 AM May 20 2024

Prof Adolf Mkenda, Minister for Education, Science and Technology.

Photo: File

Prof Adolf Mkenda, Minister for Education, Science and Technology.

THE recent approval of Tanzania's educational budget has ignited a spectrum of emotions, blending optimism with apprehension among stakeholders. With a substantial allocation of 1.97trn/- directed towards the Ministry of Education, Science and Technology, there's a glimmer of hope for a renaissance in the country's education landscape. Yet, amid the jubilation over this budgetary milestone, lurking challenges threaten to cast shadows on its potential impact.

During budget deliberations, legislators directed complaints and suggestions toward the education minister, although some of their concerns were intended for the President’s Office, Regional Administration, and Local Government (PO-RALG). This discrepancy raises questions about the overlapping roles of the two entities, with one focused on policy formulation at the ministerial level and the other tasked with infrastructure and practical implementation. The confluence of hope and skepticism highlights the complexity of Tanzania's educational trajectory.

While the Minister of Education, Science, and Technology, Prof Adolf Mkenda emphasized the importance of policies, curricula implementation, and vocational education, the chronic shortage of university lecturers casts a shadow over these efforts. With universities struggling to fill vacancies and maintain academic standards, the quality of higher education is at risk.

Prof. Mkenda stressed the importance of enhancing the quality of education at all levels, but the reality on the ground presents a stark contrast. Dr Oscar Ishengoma, Member of Parliament for Southern Muleba, drew attention to the shortage of professors at the University of Dar es Salaam, revealing that the institution lacks nearly half of the required faculty members.

“The University of Dar es Salaam has only 93 professors instead of the required 161," Dr. Ishengoma stated, highlighting the severity of the issue. "This shortage not only affects the quality of education but also undermines our efforts to compete internationally.”

This sentiment was echoed by President Samia Suluhu Hassan, who expressed frustration with the competence of graduates entering the workforce. “We must ensure that our graduates are equipped with the skills necessary to contribute meaningfully to national development,” President Hassan emphasized during a speech in Dar es Salaam.

The shortage of lecturers not only affects the quality of education but also hampers the country's ability to compete in the global job market. With approximately 100,000 students graduating from higher education institutions each year, the lack of qualified lecturers raises concerns about the employability of Tanzanian graduates.

“We have reached this point because we value politics over other important matters,” remarked a senior lecturer at one of the country's universities, speaking on condition of anonymity. “Lecturers in developed countries do not rush into politics. They focus on publishing, mentoring others, and developing theories to leave a legacy.”

The sentiment of frustration and disillusionment among lecturers is palpable. Many feel undervalued and under-compensated for their contributions to academia. Despite the rigorous qualifications required to ascend the academic ladder, including years of study and publication requirements, lecturers in Tanzania often struggle to make ends meet.

“It takes about nine years for an assistant lecturer to meet the criteria to become a senior lecturer and eventually a full professor,” the anonymous lecturer explained. "But even then, the salaries and benefits are inadequate compared to other professions.”

The lack of financial support for academic research further exacerbates the challenges facing Tanzanian lecturers. Unlike their counterparts in developed countries, Tanzanian lecturers often have to cover their own research expenses, including publication costs.

“I was told that the publications lecturers submit to international journals are unpaid," the lecturer continued. "In such an environment, it's no wonder that many talented academics are drawn to other professions where their expertise is better rewarded."

The phenomenon of academics transitioning into politics or other lucrative endeavors further exacerbates the lecturer shortage. Many experienced scholars are lured away from academia by the promise of better compensation and benefits, leaving universities scrambling to fill vacancies.

"It is disheartening that these experts are involved in politics, enjoying the benefits of the nation because politics in developing countries is more lucrative than academic work," lamented the anonymous lecturer.

To address these challenges, Tanzania must prioritize the revitalization of its education sector by investing in lecturer training programs, enhancing research support, and offering competitive salaries and benefits to attract and retain qualified academics. Additionally, there is a need for greater collaboration between academia and government to ensure that educational policies align with the evolving needs of the job market and society.

Tanzanian universities, including the esteemed University of Dar es Salaam (UDSM), are grappling with a harsh reality: a decline in global recognition and competitiveness. According to the latest Webometrics rankings, which assess universities based on their web presence, academic excellence, and research impact, Tanzanian institutions are trailing behind their international counterparts. Specifically, UDSM, once hailed as a beacon of academic excellence in East Africa, has seen its continental and global rankings plummet.

In the realm of university rankings, UDSM's slide to the 37th position in Africa is alarming, especially when juxtaposed with the leading universities in neighboring countries like Kenya and Uganda. The University of Nairobi and Makerere University reign supreme in East Africa, leaving UDSM lagging. Despite its historical significance and academic pedigree, UDSM finds itself struggling to maintain its competitive edge on the global stage.

The decline in UDSM's rankings raises questions about the factors influencing the quality of education in Tanzanian universities. While UDSM boasts a rich history and diverse academic offerings across its ten faculties, including engineering, humanities, and social sciences, the university's inability to keep pace with global standards is concerning.

Additionally, the prevalence of academic dishonesty and corruption within Tanzanian universities exacerbates the challenges facing higher education in the country. From lecturers selling exam papers to students exchanging sexual favors for passing grades, the integrity of Tanzania's education system is under scrutiny.

The rot in Tanzanian universities extends beyond academic dishonesty to issues of credential fraud and qualification integrity. Dodoma University, in particular, faced allegations of hiring staff with forged degrees, casting doubt on the credibility of its academic programs.

Likewise, the quality of education in Tanzania's primary schools, the foundation of the education system, is also called into question. The emphasis on rote learning and examination performance perpetuates a culture of academic dishonesty and undermines the development of critical thinking skills among students.

In light of these challenges, stakeholders in Tanzanian education must confront the systemic issues plaguing the sector. Addressing the root causes of academic dishonesty, credential fraud, and inadequate primary education is essential to restoring the integrity and competitiveness of Tanzanian universities.

While university rankings like Webometrics provide valuable insights into the global standing of higher education institutions, they are not without limitations. The emphasis on web presence and publication output may overlook qualitative aspects of education, such as teaching quality and student outcomes.

Moving forward, Tanzanian universities must embark on a journey of transformation, prioritizing academic integrity, innovation, and excellence. By investing in faculty development, modernizing curricula, and fostering a culture of intellectual inquiry, Tanzania can reclaim its position as a beacon of knowledge and learning in East Africa. 

It's time to turn the page and write a new chapter in Tanzanian education—one defined by excellence, integrity, and a relentless commitment to empowering future generations. Let's seize this opportunity to shape a brighter future for our nation, where every student has the skills and knowledge to drive national progress and prosperity.

By Adonis Byemelwa