What is holding back vocational education reforms in Tanzania

Dar es Salaam. Tanzania’s ambitious initiative to enhance vocational education in secondary schools is encountering a significant obstacle: a severe shortage of skilled teachers.

This gap raises concerns about the successful implementation of the new education policy and whether the country can genuinely transform its technical education sector.

The challenge was highlighted on February 11, 2025, by the Parliamentary Standing Committee on Education, Culture, and Sports, which evaluated the education sector’s progress from February 2024 to January 2025. 

The report presents a concerning picture of the shortage of vocational teachers and inadequate learning infrastructure, indicating deeper structural issues within the system.

According to the report, there is a demand for 620 skilled vocational subject teachers, yet only 62 are currently available. 

This means only 10 percent of the required workforce is in place, resulting in a 90 percent deficit. 

Similarly, for the compulsory Business Education subject, the demand is 5,014 teachers, while only 939 are present, leading to an 81 percent shortfall. 

The committee also noted a lack of workshops, demonstration farms, and laboratories essential for practical training.

There is also a limited understanding among parents, teachers, and students regarding the importance of vocational education, which hampers its adoption and effectiveness.

While presenting the report in Parliament, the committee’s chairperson, Ms Husna Sekiboko, cautioned that unless urgent measures are implemented, vocational education in Tanzania risks becoming merely theoretical rather than a practical solution for skills development. 

She stated, “This situation slows down the progress of vocational education and undermines the government’s efforts to produce a technically skilled workforce.”

The government, through the ministry of Education, Science and Technology, has acknowledged the problem. 

Minister Adolf Mkenda, responding to the report, admitted that the teacher shortage is a significant concern but assured Parliament that measures are being considered to bridge the gap.

This challenge is not new; even before the introduction of vocational secondary schools, Tanzania was already struggling with a broader teacher shortage. 

In 2023, statistics from the ministry of Education indicated that the country faced a shortfall of over 30,000 teachers across various subjects. The demand for vocational teachers has exacerbated the situation.

Prof Mkenda explained that a critical discussion is ongoing about the best approach to recruit teachers—whether to prioritize those who have been unemployed for years, recent graduates, or candidates selected based on merit through an interview process.

He emphasised: “We want students to receive the best education from qualified teachers, not just to fill vacancies. In countries like Ghana, where educational progress is evident, teacher recruitment is based on rigorous assessments to ensure quality.”

Education analysts have also weighed in on the issue. Education policy expert Mr James Mwakazu argued that while Tanzania’s push for vocational education is commendable, the absence of qualified teachers and adequate infrastructure poses a serious threat to its success by 2027.

“You cannot expect quality vocational training without skilled instructors,” he stated. “Vocational education requires hands-on training, meaning that teachers should have industry experience. Unfortunately, Tanzania has not invested enough in training vocational educators.”

Another analyst, Dr. Amina Kamugisha, believes the government must rethink its strategy and move beyond traditional teacher training models. 

“We need specialized colleges focused solely on vocational education training,” she said. “If we continue relying on general teacher training institutions, the gap will persist. A specialized approach is necessary.”

The Parliamentary Committee has made several recommendations to address the crisis. It has urged the government to allocate more funds for recruiting skilled teachers and upgrading teaching facilities. 

Additionally, it has recommended the establishment of dedicated training colleges for vocational educators.

Beyond recruitment, the committee emphasized the need for proper teaching materials, modern equipment, and an awareness campaign to change perceptions about vocational education, as many parents and students still view it as a second-choice option compared to academic programmes.

Members of Parliament expressed concerns regarding the teacher shortage, warning that the government’s broader education reforms may not succeed if the issue is not resolved. 

Morogoro South-East MP Mr Hamis Taletale described the teacher gap as the biggest roadblock in the education sector, stating, “We see the government making progress, but without enough teachers, these reforms will struggle to have a real impact.”

Kilwa North MP Mr Francis Ndulale urged the government to act quickly, citing his district’s critical teacher shortage. “In Kilwa, many schools lack teachers, and those available face tough conditions.”