Tanzania's education budget rises to Sh2.4 trillion amid teacher shortage concerns

Lawmakers who spoke during the discussions acknowledged the government’s efforts to reform the education sector, particularly in aligning the education system with the current job market, as directed by President Samia Suluhu Hassan.

However, as new curricula and the 2023 edition of the education and training policy begin to roll out, the shortage of teachers and budget constraints remain significant obstacles.

The legislator for Muleba North (CCM), Mr Charles Mwijage emphasised the need for greater investment in education, given its importance in developing human capital.

He highlighted the urgent need for 268,902 teachers and posed the question, “What would happen if we employed all 268,000 teachers?” Mr Mwijage called for prioritisation and tough decisions to address the gap, referencing a country that borrowed from the World Bank to pay teachers’ salaries and subsequently thrived, suggesting that Tanzania might consider similar measures.

For his part, Singida Town (CCM) lawmaker and vice chairperson of the parliamentary education committee, Mussa Sima criticised the recent decision to require nearly 14,000 teachers to sit for exams despite their prior education in teaching methodologies.

He argued that classroom performance should be the true measure of teaching competence, not written exams.

Mr Sima also pointed out that while the government encourages volunteer teaching to fill the teacher gap, implementation remains weak due to unclear contractual terms for volunteer teachers, who are supposed to receive stipends from local governments or other sources.

He recommended signing contracts between volunteer teachers and the district executive director to facilitate better performance tracking, which could assist in future permanent employment.

Additionally, Mr Sima raised concerns about the lack of funding for vocational training, with only 13 percent of the budget allocated for operational costs.

He urged the government to invest more in this area to provide proper training and materials for instructors, ensuring the development of skilled youth.

As the 2028 school year approaches, Mr Sima warned of a looming crisis, as both Standard Six and Standard Seven graduates will join Form One under the new policy.

He questioned: “What preparations has the government made for infrastructure and staffing?” and stressed the need for proactive planning in light of the expected influx of students.

Special Seats legislator for Lindi Maimuna Pathan emphasised the importance of building vocational training facilities and enhancing teacher training to improve education quality.

She cited alarming statistics from a 2024 PO-RALG report, revealing significant teacher shortages across various levels. For instance, pre-primary schools need 71,652 teachers, but currently have only 16,559, resulting in an 85.9 percent shortfall. 

Primary schools require 298,687 teachers, yet only 124,826 are available, while secondary schools face a similar issue with a need for 177,436 teachers, of which only 82,517 are present.

Ms Pathan noted the dire situation in Newala District, where primary schools require 787 teachers but have only 382, and secondary schools need 432 teachers but have only 185. The shortage of science teachers is particularly severe, with a 60 percent deficit.

She concluded: “If we invest in hiring more teachers, we will develop human capital and produce more skilled individuals.”

In response to MPs’ concerns, minister for Education, Science and Technology Prof Adolf Mkenda, assured the house that the government would address the issues raised to improve the education sector.

He emphasized that vocational education schools would be properly equipped with the necessary resources, rather than hastily implementing a vocational education model without infrastructure and trained personnel.