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Low pay drives Tanzania's lecturers to consulting work: Part III
What you need to know:
- Many lecturers, despite their expertise, struggle to survive on meagre salaries, forcing them to seek financial refuge through consulting.
Dar es Salaam. In Tanzania, the halls of academia resonate with a peculiar irony. While universities are the breeding grounds of knowledge and innovation, many of their finest minds are compelled to seek financial solace outside the institution.
This trend, increasingly visible among university lecturers, paints a vivid picture of a systemic issue—meagre pay pushing varsity dons towards an addiction to consultancy.
Many university lecturers, despite their significant contributions to education and research, find their official compensation insufficient.
A senior lecturer at the University of Dodoma (UDOM), Dr John (a pseudonym), captures this sentiment. “I love teaching and conducting research,” he says, “but the salary is barely enough to cover my basic needs, let alone support my family.”
This sentiment echoes across the academic landscape in Tanzania, where university lecturers, despite their significant contributions to education and research, find their official compensation insufficient.
This financial strain forces many to turn to consulting as a supplementary income source. Another senior lecturer at UDOM, who wished to remain anonymous, shared a candid perspective.
“The pay we receive does not reflect the work and dedication we put into our roles. Consultancy offers an escape—a way to utilise our expertise and earn a living wage. However, balancing the two remains a challenge.”
A lecturer from St. Augustine University of Tanzania (SAUT) added, “I spend more time on consultancy projects than on my university responsibilities. It’s not that I want to, but I have no choice.”
“My family’s well-being depends on it.” He elaborates, "After investing so much in developing critical thinking skills and publishing in major journals, my job still doesn't pay well."
Consultancy in Tanzania spans various sectors—education, health, agriculture, and more. This diversity allows lecturers to find niches where their expertise is in high demand.
For many, it becomes a balancing act, managing academic responsibilities while chasing consultancy projects that promise better pay. A PhD economics student, Ms Jane Mmary, has already given up on becoming a lecturer, even after being sponsored by the university she works for.
“I already do consulting and feel valued for my knowledge and skills. The financial reward is immediate and significant, unlike my university salary,” she affirms.
An associate professor in veterinary science at Sokoine University of Agriculture (SUA), who now spends most of his time in consultancy, echoes this.
“The money I earn from consulting services is four times higher than my teaching salary as a public servant. Soon, I will request retirement to focus solely on this work,” he reveals.
Expert opinions suggest that this trend underscores a deeper issue within the educational system. An education policy expert, Dr Andrew Mmari, asserts: “The issue of lecturers turning to consultancy highlights a deeper problem within our educational system.”
“The government and university administrations need to reassess the remuneration packages for academics. If we continue to undervalue them, we risk losing talented individuals to other sectors.”
A specialised higher education reform expert, Ms Elizabeth Mugarunda, adds that consulting is not inherently bad.
“It can bring practical insights into academic teaching. However, the current scenario where lecturers are almost forced into consulting due to financial pressures is concerning. It indicates a failure to adequately support our educators,” she says.
The impact on education is significant. Lecturers juggling multiple roles often face burnout, affecting their performance in both their academic and consulting duties.
Students, too, feel the impact, with some complaining about the reduced availability of lecturers for guidance and mentoring.
A third-year student at the University of Dar es Salaam (UDSM), Mr Juma Abdul, remarks, “Some of our lecturers are always busy with external projects. It’s hard to get their attention for coursework or extra help. It feels like we are not their priority.”
Even so, according to the guidelines for the assessment of academic staff performance at UDSM, each lecturer is supposed to be available for consultation by students.
The guidelines mandate that staff members display consultation times on their office doors and adhere to their consultation timetables.
Heads of departments are responsible for enforcing these rules, warning non-complying members, and invoking disciplinary measures if necessary.
To address this issue, improving the remuneration of university lecturers is paramount. By ensuring they receive a fair wage, universities can retain their talent and reduce the need for external consulting work.
Additionally, fostering a supportive environment where lecturers can engage in consulting without compromising their primary responsibilities is crucial.
Ms Mugarunda suggests: “This might involve structured policies that allow for consultancy work within set limits, ensuring that it complements rather than competes with academic duties.”
The solution lies in a multifaceted approach. According to education enthusiast Dr Thomas Jabir, improving remuneration and creating a supportive environment for consulting are key steps.
“Only then can universities ensure that their lecturers remain committed to their primary roles, benefiting both the educators and their students.”
