Industrial practical training: How Tanzanian university students scramble for limited field attachment slots

Dar es Salaam. Field attachment, commonly referred to as Industrial Practical Training (IPT), has long been a pivotal part of Tanzania's higher education system.

Intended to bridge the gap between theoretical knowledge and real-world application, these training sessions are essential for students across various disciplines.

Yet, in recent years, the process of securing field attachment opportunities has become increasingly fraught with challenges, leaving many students frustrated and disillusioned.

Every year, after the second semester, thousands of university students embark on a scramble for field attachment slots.

A few available opportunities are concentrated in limited institutions and companies, leading to overwhelmed demands that outstrip supply.

As a result, many students find themselves in less-than-ideal situations, where the promise of hands-on experience is reduced to mere observation.

The Citizen's investigation into this issue reveals a troubling trend with institutions like the Tanzania-Zambia Railway Authority (Tazara) and the Tanzania Railway Corporation (TRC), among a few, that still offer field attachment opportunities to a large number of students.

However, they are increasingly struggling to manage the influx.

This year alone, Tazara accepted over 1,500 students from the National Institute of Transport (NIT).

The sheer numbers forced the institution to divide the students into groups, with each group given just a few days to attend the training.

“Imagine the field attachment period has ended, and our group attended only three days in the entire month,” lamented one of the NIT students, who preferred to remain anonymous.

“Sometimes, we’d show up and have nothing to do. It was as if we were just idlers, not trainees.”

Another third-year student echoed the sentiment, describing the entire process as a "waste of time."

"Field attachment should be hands-on. Instead, they were taken for daily visits like tourists. We didn't do anything worth being described as practical training; it was all just a show."

These frustrations are not limited to NIT students, but across Tanzanian universities, where students from various institutions report similar experiences.

Some students, unable to secure any attachment slots at all, end up giving up entirely. Those who manage to get opportunities often face the same issues of overcrowding and lack of meaningful training.

A national problem

The root of the problem lies in the timing and coordination between universities and the industries. With most universities closing and opening at the same time, demand for field attachments spikes simultaneously, overwhelming the limited number of companies willing to offer placements.

An education analyst, Mr Abdi Twalib, pointed out that this is exacerbated by a lack of preparedness on the part of the students.

"Fieldwork is supposed to be where students apply the theories they've learnt," he said.

"But when you ask them what they know, they fumble. They haven't fully grasped what they studied, which makes it even harder for them to benefit from the little practical training they do receive," he added.

Mr Twalib, who has supervised many students during their field attachments, also highlighted another issue: "Many students lack basic IT skills. They rely on the companies’ office computers, but they don’t even know how to use them properly. This, coupled with poor discipline, makes employers hesitant to accept more students in the future."

Some companies have stopped accepting students altogether, opting instead to focus on internship programmes for graduates.

These programmes, while beneficial, do not address the immediate needs of students who require practical training before they graduate.

In response to these challenges, there has been a growing emphasis on the need for stronger collaboration between universities and the private sector.

The Ministry of Education, Science, and Technology has been particularly vocal on this issue, as recently, at the signing of the Memorandum of Understanding (MoU) between three institutions: the University of Dar es Salaam (UDSM), the Tanzania Private Sector Foundation (TPSF), and the Rural Water Supply and Sanitation Agency (RUWASA), Permanent Secretary Prof Carolyne Nombo emphasised the importance of formalising partnerships.

"We want all universities, especially public ones, to make sure that they strengthen collaborations with the private sector through MoUs," Prof Nombo said.

"Employers are crucial stakeholders in strengthening our education system. They need to be part of the process that defines what knowledge and skills our graduates need."

The UDSM has already taken steps in this direction, as the university’s Vice Chancellor, Prof William Anangisye, noted that the five-year contract signed with TPSF and RUWASA was part of a broader effort to align the education institution with labour market demands.

"We want our people here at the university to collaborate with colleagues in industry to find solutions to the challenges faced by Tanzanians. Through this, we will be able to send our students for attachment at any time of the course as well as our lecturers," he said.

The current state of field attachments in Tanzania is a clear indication that more needs to be done, as universities cannot afford to wait until the end of each semester to send students for field attachments.

Instead, they need to develop continuous, year-round collaborations with industry partners, therefore helping to spread the demand for attachment slots more evenly and ensuring that students receive the practical training they need.

Moreover, there is a need to rethink how field attachments are structured rather than being a mere formality.

Practical training should be designed to provide real, hands-on experience and equip students with the skills required to strengthen the country's workforce.

For this to happen, all stakeholders—universities, employers, and the government—must work together.

The solution lies not just in creating more attachment slots but in reimagining how these opportunities are provided and ensuring that they truly prepare students for the challenges of the modern labour market.