Expanding campuses, shortage of lecturers: Can Tanzania’s universities keep up?

Launched in 2021, the project aims to overhaul Tanzania’s higher education landscape by focusing on infrastructure development, curriculum reform, applied research, and digital integration.

However, as universities race to meet the 2026 project deadline, a glaring issue persists: a severe shortage of qualified academic staff.

This year, the lecturer shortage became a central issue during the parliamentary sessions discussing the ministry of Education’s Sh1.97 trillion budget.

Stakeholders and legislators raised concerns about how the staffing crisis could undermine the sector’s progress.

Statistics from the Tanzania Commission for Universities (TCU) paint a concerning picture. By 2023, only 32.6 percent of academic staff held PhDs, while 51.6 percent had master’s degrees.

Other reports say that universities such as the University of Dar es Salaam (UDSM) have fewer than 50 professors, compared to institutions like Makerere University in Uganda, which boasts over 450 professors.

The HEET project has catalysed the construction of new campuses in underserved regions like Kagera, Lindi, and Zanzibar. This move aims to improve equitable access to higher education.

But education experts warn that opening more campuses without addressing the human resource deficit will compromise the quality of education.

“Expanding campuses is vital for access, but quality must accompany quantity,” said education consultant Ms Mary Nalieka.

“Without enough qualified lecturers, we risk creating institutions that cannot deliver on their mandate.”

The shortage of lecturers is partly attributed to the exodus of academics to better-paying opportunities abroad or other lucrative sectors, including politics.

Poor salaries and limited career growth have made academia less appealing.

“Retention is as important as recruitment,” noted an education consultant, Dr Sarah Mushi.

“We must improve salaries, provide housing allowances, and offer research grants to make teaching more attractive.”

This brain drain is further exacerbated by the allure of politics and private sector jobs.

Experienced scholars often leave, creating a vacuum that younger, less experienced academics struggle to fill.

Digital learning as a stopgap

However, the HEET project is also focusing on digital solutions to address the staffing crisis, according to HEET Coordinator at UDSM, Dr Liberato Haule, who highlighted the project’s investment in ICT infrastructure to facilitate virtual learning.

“We are establishing digital platforms that enable one lecturer to teach students across multiple campuses simultaneously,” Dr Haule explained.

“This approach reduces the physical movement of lecturers while ensuring quality education.”

Blended learning, supported by platforms like Moodle, is already operational in several institutions.

While promising, experts caution that technology alone cannot solve the problem.

“Digital tools are part of the solution, but we are also looking at training more lecturers, especially in Science, Technology, Engineering and Mathematics (STEM) fields,” Dr Haule added.

To bridge the lecturer gap, the government has initiated an “internationalisation” strategy, inviting foreign academics to collaborate with local universities.

Permanent Secretary at the Ministry of Education, Science, and Technology, Prof Carolyne Nombo, emphasised this as a short-term solution.

“The shortage of lecturers is real, and we are actively engaging international experts,” Prof Nombo said.

“This collaboration will address immediate needs while bringing global expertise to our institutions.”

Stakeholders stress the need for sustainable policies to retain local talent and reduce dependency on foreign lecturers.

The HEET project has also prioritised the training of local academics.

For instance, staff at the Dar es Salaam University College of Education (DUCE) are being supported to pursue master’s and PhD degrees in critical fields like science education and special education.

“Investing in our own people is the only way to build a sustainable academic workforce,” said Dr Mushi.

“We must also provide clear career progression paths to motivate young academics.”

Despite the staffing crisis, the HEET project has achieved notable milestones.

Universities are upgrading curricula, integrating ICT systems, and introducing modern teaching methodologies.

Gender inclusivity and environmental safeguards have also been prioritised.

“The HEET project is transforming our institutions,” said Dr Haule.

“But the next two years are critical to ensuring these transformations are sustainable.”

Looking ahead to 2025 and beyond

As Tanzania enters 2025, the focus must shift to sustainable solutions for staffing.

Experts propose a multi-pronged approach, including expanding postgraduate opportunities for local lecturers, particularly in STEM fields.

They also suggest enhancement of salaries, housing allowances, and research grants to attract and retain talent as well as welcome collaborative ideas with international universities for mentorship and exchange programmes.

Ms Nalieka summarised the stakes: “The next two years are crucial. We must focus on building a robust academic workforce to match the physical expansion. Only then can we achieve the transformative goals of the HEET project.”

As the HEET project races toward its 2026 deadline, the government and universities must balance infrastructure expansion with staffing needs.

The stakes are high.

Higher education holds the key to Tanzania’s economic development, but its potential can only be realised with a strong academic workforce.

“Expanding access is only the first step,” Dr Haule said.

“The ultimate goal is to provide quality education that equips students with the skills needed to drive Tanzania’s development.”

With bold strategies and collaborative efforts, there is hope that by 2026, Tanzania will not only have more campuses but also the lecturers to bring them to life.