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Degrees for sale: Unmasking academic corruption in Tanzania’s universities-7
What you need to know:
- The Citizen’s investigation sheds light on this alarming issue, revealing a network of corruption involving students, lecturers and ICT department heads.
Dar es Salaam. In Tanzania’s higher education landscape, a troubling phenomenon is quietly undermining the integrity of academic qualifications: degrees for sale.
The Citizen’s investigation sheds light on this alarming issue, revealing a network of corruption involving students, lecturers and ICT department heads.
Employed while pursuing a Master’s degree in Public Relations and Marketing at a private university, Mr Juma Abdi, (not real name) 27-year-old graduate, shares his unsettling experience.
He says he struggled to balance work and study. Missing several tests, he found himself in a compromising situation. “I had no choice because my office required me to have a Master’s degree,” Mr Abdi admits.
Read: University professors’ exodus to politics: A growing concern for Tanzania’s higher education Part II
He resorted to paying two assistant lecturers Sh500,000 each to retake missed tests and ensure he passed. This informal agreement, though not a formal contract, reflects a broader issue within Tanzania's universities’ systems.
Mr Abdi’s story does not end there. Despite his efforts, he knew he would fail his final exams. However, his established rapport with the head of the ICT department gave him hope.
“I’m not saying this because I’m proud,” he emphasises. “Many people graduate through improper means, and I believe this because others have gone through these ways.”
Now employed in a government institution in Mwanza, Mr Abdi grapples with guilt over his compromised degree.
“I feel guilty and don’t want this behaviour to continue for our education quality’s sake.”
Root causes
The investigation reveals that the driving force behind such unethical behaviour is often financial desperation.
“Many lecturers and other staff at universities do not have satisfactory lives,” Abdi explains. “They don’t have salaries that enable them to make ends meet, yet their responsibilities are many and tough.”
This sentiment is echoed by Ms Mariam Kidanto*, another graduate, who resorted to paying Sh1.2 million to have her grades changed.
“I had to do so to the ICT head because I believed I wasn’t treated fairly by one of my lecturers who wanted me to accept his proposal, which I didn’t,’ she claims.
President Samia Suluhu Hassan has emphasised the need to curb exam fraud, warning that it leads to the graduation of incompetent individuals who become liabilities to the nation.
She directed the Ministry of Education and the National Examination Council of Tanzania (Necta) to oversee the situation. Education Minister Prof Adolf Mkenda has always urged universities to self-assess and produce capable graduates.
However, as per the revelation, the implementation of these directives remains inconsistent.
The Tanzania Commission for Universities (TCU) outlines the role of learners in the University Qualification Framework (UQF), emphasising their responsibility in academic and co-curricular activities.
Academic staff are expected to discharge their responsibilities with integrity, adhering to examination regulations.
TCU’s Handbook for Standards and Guidelines for University Education in Tanzania mandates that universities handle examinations and student assessments according to established regulations.
Despite these guidelines, corruption persists.
Corruption in higher education is not unique to Tanzania. A study titled "Corruption in Universities – The Tip of the Iceberg?" highlights the global nature of this issue.
Universities often avoid reporting corruption to protect their reputations. The study notes that poorly remunerated faculty members may seek additional income through unethical means. This pattern is evident in both developed and developing countries.
Several countries have successfully tackled academic corruption. For instance, Singapore has implemented stringent anti-corruption policies and offers competitive salaries to educators, creating a deterrent against unethical behaviour.
Finland, renowned for its education system, emphasises transparency and accountability, coupled with strong support for educators, including professional development opportunities and fair compensation.
A call to action
The situation in Tanzania calls for urgent intervention. Quality assurance expert Mr Jonathan Mbwana stresses the need for universities to launch internal investigations.
“You can’t breach the code of conduct just because you are not well paid,” he asserts. “Universities should launch investigations.”
A lecturer at one of the implicated universities confirms that such incidents are known but difficult to prevent due to the involvement of staff members across departments.
“Last year, two of our colleagues were suspended, with one fired due to such incidents. So this is happening but also some universities are taking actions,” he notes.
The TCU must also play a proactive role, Mr Mbwana says. “While TCU’s primary function is quality control, it should collaborate with universities to develop robust anti-corruption strategies.”
“Whistleblowing mechanisms should be strengthened and protections for whistleblowers ensured to encourage reporting,” suggests Dr Thomas Jabir, education expert based in Dar es Salaam.
Dr Jabir further says that addressing academic corruption requires a multifaceted approach. Universities must prioritise the welfare of their staff, ensuring fair compensation and professional development opportunities.
“Transparent and accountable systems should be established to prevent misconduct. Collaboration between universities, government agencies, and international bodies can help share best practices and implement effective anti-corruption measures,” he says.
As Tanzania strives to improve the quality of education at all levels, it is imperative to address the root causes of academic corruption. The voices of individuals like Abdi and Kidanto serve as a wake-up call for authorities.
By tackling this issue head-on, Tanzania can ensure that its graduates are truly capable and contribute positively to the nation’s development.
