Tanzanian Parliamentarians Address Education Crisis: Shortage of Professors Sparks Concern

By Adonis Byemelwa

In a fervent session at the Tanzanian Parliament, Members of Parliament voiced grave concerns over the future of education in the nation. The spotlight shone brightly on the critical shortage of university professors, with dire implications for the quality of education. Dr. Tea Ntala, Special Seats MP, highlighted the stark reality: "Currently, we have 93 professors in the country, and when they reach 70 years old, we want them to retire, yet we haven't built others. I suggest we extend the retirement age and ensure we increase others from outside the country."

The gravity of the issue was further underscored by Dr. Oscar Ishengoma, Muleba South MP, who lamented the impact on the prestigious University of Dar es Salaam: "The University of Dar es Salaam, which was supposed to have 161 professors, currently only has 93." These statements echoed the findings of a 2017 survey by the Tanzania Higher Education Teachers' Union (THTU), revealing that 53% of academic staff at senior levels and above in universities were working on contracts due to retirement.

The Parliamentary debate on Wednesday, May 8, 2024, witnessed the impassioned pleas of several esteemed professors serving as MPs. Palamagamba Kabudi, Sospeter Muhongo, Joyce Ndalichako, Patrick Ndakidemi, and Shukrani Manya presented a slew of proposals to rejuvenate the education system. They advocated for initiatives ranging from establishing centers for indigenous knowledge to reviving academic associations and expanding universities by opening branches in regions.

Kabudi, a former Law Professor at the University of Dar es Salaam and current MP, underscored the importance of indigenous knowledge: "Tanzania should emulate India and China in establishing centers for indigenous knowledge in universities." He emphasized the need for investment in research and development, proposing the creation of a digital cultural library to safeguard cultural heritage.

Muhongo, a distinguished academic and former Minister of Energy and Minerals, urged the revival of academic associations to tackle sector-specific challenges. He critiqued the introduction of new high school subjects, questioning their efficacy in fostering scientific advancement. Muhongo advocated for Tanzania's participation in international assessments like PISA and TIMSS to accurately gauge educational progress.

Ndalichako, a former Minister of Education, stressed the imperative of quality control in schools: "Recommendations from education quality assessors should be diligently implemented." Manya, a seasoned geology expert and former Deputy Minister of Minerals, highlighted infrastructure challenges faced by university students, advocating for adequate resources to ensure quality practical education.

Responding to the impassioned pleas, Education Minister Prof. Adolf Mkenda assured the Parliament of the government's unwavering commitment to improving the education landscape. He pledged to address the concerns raised, emphasizing the allocation of resources to enhance university environments and support teaching staff adequately.

The Parliamentary session culminated with the passing of estimates of revenue and expenditure for the Ministry of Education, Science, and Technology for the year 2024/25. The approved budget of 1.9 trillion Tanzanian Shillings, with 637.2 billion for recurrent expenditure and 1.3 trillion for development projects, marked a significant step towards addressing the pressing issues in the education sector.

The Parliamentary discourse illuminated the multifaceted challenges plaguing Tanzania's education system, from the shortage of professors to infrastructure deficiencies and curriculum shortcomings. Dr. Tea Ntala's impassioned plea for extending the retirement age of professors and recruiting from abroad underscored the urgency of addressing the personnel deficit. Meanwhile, Dr. Oscar Ishengoma's revelation regarding the University of Dar es Salaam's professorial shortfall served as a poignant reminder of the immediate impact on higher education institutions.

The findings of the 2017 survey by the Tanzania Higher Education Teachers' Union (THTU) added a layer of depth to the discussion, highlighting the prevalence of contract-based employment among senior academic staff. This precarious employment situation not only undermines job security but also raises questions about the continuity and stability of educational leadership and mentorship within universities.

The proposals put forth by esteemed professors turned MPs offered a roadmap for reform. Palamagamba Kabudi's emphasis on indigenous knowledge and research and development resonated with the need to celebrate Tanzania's cultural heritage while embracing innovation. Sospeter Muhongo's call for the revival of academic associations and international benchmarking initiatives like PISA and TIMSS underscored the imperative of global engagement and collaboration in advancing educational standards.

Joyce Ndalichako's insistence on quality control mechanisms and the implementation of recommendations from education quality assessors highlighted the importance of accountability and oversight in ensuring educational excellence. Shukrani Manya's advocacy for improved infrastructure to support practical education underscored the pivotal role of resources in facilitating effective teaching and learning experiences.

Education Minister Prof. Adolf Mkenda's commitment to addressing the concerns raised by Parliamentarians signaled a watershed moment in Tanzania's educational journey. The passing of estimates of revenue and expenditure for the Ministry of Education, Science, and Technology for the year 2024/25 marked a tangible step towards prioritizing investment in education.

The reverberating echoes of the Parliamentary discourse spread like wildfire, infusing the educational landscape with an electric sense of optimism. Emboldened by an unwavering government commitment and fueled by the collective resolve of Parliamentarians, Tanzania stands on the precipice of a transformative journey toward educational excellence.

In unison, they chart a course through the tempestuous seas of adversity, undeterred by the daunting challenges that lie ahead. With steely determination and unwavering resolve, they pledge to surmount every obstacle, to breach every barrier that impedes the path to progress.

Together, they stand as architects of change, forging a new paradigm where the hallowed halls of learning resonate with the vibrant melodies of knowledge and innovation. They envision a future where every Tanzanian, regardless of circumstance or creed, has unfettered access to the beacon of quality education.

In this brave new world, the shackles of ignorance are shattered, and the limitless horizons of possibility stretch forth before every eager mind. Each classroom becomes a crucible of transformation, where dreams take flight and aspirations know no bounds.

As Tanzania embarks upon this epochal odyssey, it does so not merely in pursuit of academic achievement, but as custodians of a legacy that transcends generations. For in the crucible of education lies the alchemy of national development, where the seeds of progress are sown and the harvest of prosperity is reaped.

With hearts aflame and spirits unyielding, they march forward, hand in hand, toward a future resplendent with promise and potential. For in the crucible of education lies the key to unlocking boundless opportunities for personal growth and national development.

The journey may be arduous, and the path may be fraught with challenges, but united in purpose and fortified by conviction, Tanzania stands poised to seize its rightful place among the vanguards of educational excellence.