By Adonis Byemelwa
In a bittersweet celebration of World Education Day on January 24, Tanzania found itself at a crossroads, balancing commendable achievements with pressing challenges.
The revelry was overshadowed by political protests, underscoring the complex dynamics of the nation’s education landscape.
The National Examination Council of Tanzania (Necta) unveiled a noteworthy 89.36% pass rate in the national Form Four exams.
While 37.42% secured grades one to three, indicating a commendable 0.87% increase from the previous year, the results spotlighted both triumphs and tribulations.
Mathematics, a historical hurdle for many, witnessed a substantial improvement, recording a notable 5.34% rise in pass rates.
In contrast, a 15.90% decline in the success rate of independent candidates compared to 2022 raised eyebrows.
Necta took a stringent stand by nullifying the results of 102 candidates for cheating and an additional five for using inappropriate language during exams.
The Executive Secretary of the Council, Dr. Said Mohamed, revealed on Thursday that: “The council has nullified results for 102 who were found to have cheated in the exam and five others who wrote abusive language in their scripts.”
Dr. Mohamed emphasized that this incident is not the first time candidates faced consequences for cheating or employing abusive language.
In 2019, Necta took decisive action by stating, “This time, one head teacher was found to have helped students cheat in their exams. Authorities are taking action against him. We will write a letter to schools whose students wrote abuses in scripts and also take action against these students as well,” declared Dr. Mohamed.
As the world celebrated the significance of education in promoting peace, sustainable development, and human rights, Tanzania’s education system stood under scrutiny.
Despite commendable achievements, challenges persist, including parental reluctance, ambiguous contributions, and disparities in enrollment.
Tanzania’s education journey is further complicated by a shortage of university professors, a critical impediment to higher education quality.
The 2020 report from the Tanzanian Commission for Universities (TCU) revealed a substantial deficit in teaching staff, with only 3,448 across all higher education institutions.
Among these educators, 274 are full professors, 378 are associate professors, 783 are senior lecturers, and 2,015 are lecturers.
A 2017 report from the Tanzania Higher Education Teachers’ Union (THTU) painted a stark picture, indicating a 44% shortage of university lecturers. Alarmingly, 54% of these lecturers are retirees working on short-term contracts.
Despite 47.7% of university lecturers in Tanzania holding master’s degrees, the TCU report underscored an international challenge.
Globally, the minimum qualification for teaching in a university department should be a doctoral degree, posing a significant hurdle to maintaining academic standards.
The shortage of professors reverberates across Tanzanian universities, impacting the student-to-teacher ratio, research output, and the overall academic environment.
To address this, recommendations include adequate remuneration for professors to attract more individuals to pursue academic careers. This would contribute to addressing the shortage and prevent students from resorting to bribery.
Addressing the bribery concern, a call for revising laws governing thesis supervision is crucial. Ensuring fair compensation for professors and allowing students to express concerns without fear of reprisal can instill confidence in the system.
Strict measures against students offering bribes without solicitation would act as a deterrent, upholding ethical standards.
As Tanzania reflects on its educational achievements and stumbling blocks, World Education Day provides an opportunity to reassess priorities.
Collaboration between the public and private sectors is essential to enhance the education system. Internal university committees should thoroughly investigate student complaints, ensuring allegations against professors are impartially examined, leading to appropriate actions.
The shortage of professors extends beyond Tanzania; it is a prevalent issue in many African universities. This scarcity adversely affects academic quality, research productivity, and global competitiveness.
African governments and higher education institutions must collaborate to attract and retain qualified academic professionals, fostering an environment conducive to learning and research excellence.
In the course of the educational journey, the nation must recognize its triumphs and address prevalent challenges.
World Education Day underscores the pivotal role of quality, easily accessible education in dismantling the chains of poverty and fostering gender equality.
Positioned at a crucial crossroads, Tanzania finds itself at a moment ripe for transformative measures that can propel its education system to unprecedented levels of excellence.
To enhance the education system, proactive initiatives such as increased investment in teacher training and infrastructure, coupled with a focus on reducing disparities in enrollment, are paramount.
