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Universities Urged to Re-engineer Curricula to Meet Market Demands

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  Published in Science and Technology on Monday, December 22nd 2025 at 5:06 GMT by The Citizen

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Universities Urged to Re‑engineer Curricula to Meet Market Demands

In a bold move to bridge the chasm between academic output and the labour market, Tanzania’s Ministry of Education and Skills Development has issued a directive that compels all public universities to overhaul their curricula so that they are firmly anchored in the needs of industry and the broader economy. The notice, published in The Citizen (June 5, 2024), follows months of consultation with stakeholders in the private sector, the National Development Council and the Tanzania Higher Education Commission (THEC). It signals a shift in the country’s higher‑education policy that seeks to transform Tanzania’s workforce into a “knowledge‑driven, skills‑rich and market‑responsive” labor pool.

The Rationale Behind the Directive

The Ministry’s memorandum highlights a persistent mismatch between university graduates and employers’ expectations. A recent labour‑market survey by the Ministry of Labour reported that 62 % of fresh graduates find it difficult to secure jobs in fields related to their degrees. The survey also identified that many students graduate with soft skills and theoretical knowledge that are out of sync with the day‑to‑day realities of businesses. These findings dovetail with the National Development Plan‑4 (NDP‑4), which calls for a “skills revolution” to underpin Tanzania’s ambition of becoming a mid‑income economy by 2030.

“Higher education is a public good, but it is also an engine of growth,” said Dr. Juma M. Ng'ombe, Minister of Education and Skills Development, in a press briefing. “If our universities do not produce graduates who can immediately contribute to the economy, we are leaving jobs, productivity and innovation on the table.” Ng'ombe’s remarks underscore the Ministry’s view that education must be aligned not only with national development goals but also with the specific requirements of key sectors such as agriculture, ICT, renewable energy, tourism and manufacturing.

Key Provisions of the Directive

The directive contains a set of actionable measures that universities must implement over a 24‑month period. The core provisions include:

1. Curriculum Review and Redesign
   All faculties must conduct a comprehensive review of their programmes, mapping learning outcomes against the competencies demanded by industry. Where gaps are identified, the Ministry mandates the introduction of new modules, case studies and project‑based learning that reflect real‑world challenges.

2. Industry Partnerships
   Universities are required to formalise partnerships with at least two private‑sector entities per faculty. These collaborations should facilitate internships, co‑op placements, industry‑driven research projects and guest lectures that expose students to contemporary practices.

3. Competency‑Based Assessment
   The Ministry encourages a shift from purely theoretical examinations to competency‑based assessments that measure problem‑solving, communication, teamwork and digital fluency. The assessment design must be validated by the THEC to ensure consistency across institutions.

4. Continuous Professional Development for Faculty
   Faculty members must participate in regular training on emerging industry trends, new technologies and pedagogical best practices. The Ministry will support these through scholarships and short‑course workshops, many of which are already listed on the Ministry’s website.

5. Monitoring and Evaluation
   A compliance framework will be instituted by the Ministry’s Education Quality Assurance Unit. Universities will submit annual reports detailing progress on curriculum alignment, industry partnership metrics, graduate employment rates and feedback from employers. Failure to comply could result in sanctions, including suspension of accreditation for affected programmes.

Stakeholder Reactions

The directive has sparked a range of reactions across the higher‑education community. On the one hand, industry bodies have welcomed the changes. A spokesperson from the Tanzania Business Council (TBC) remarked, “We have long called for a stronger link between academia and the workplace. Aligning curricula with market needs will produce a workforce that can drive productivity and innovation.”

On the other hand, some faculty associations have expressed concerns about the feasibility of such sweeping reforms. “The Ministry’s timeline is aggressive, and many of us lack the resources to revamp our syllabi, hire industry experts or develop new assessment tools,” warned Professor Lina W. Komba of the University of Dar es Salaam’s Faculty of Business and Management. The Ministry has responded by indicating that it will allocate funds for the development of teaching materials and provide technical support through the Education Development Fund.

Contextual Links and Further Reading

The Citizen’s article links to several other pieces that provide deeper context:

• “Tanzania’s New Higher‑Education Policy” – an overview of the government’s long‑term strategy to reform tertiary education, available on the Ministry of Education’s portal.
• “THEC Introduces Competency‑Based Learning Framework” – a detailed guide outlining the standards and metrics for competency assessment.
• “Private‑Sector Partnerships in Tanzanian Universities” – an exposé on successful collaborations between universities and industry, featuring case studies from the University of Arusha and the Institute of Technology, Dar es Salaam.

For those wishing to explore the policy documents directly, the Ministry’s website hosts the full text of the directive under the “Higher Education Reforms” section. Additionally, the National Development Plan‑4 is accessible through the National Development Council’s portal, offering a macro‑level view of the skills agenda.

Looking Ahead

The Ministry’s push for curriculum alignment is part of a broader, systemic transformation of Tanzania’s education sector. By aligning academic programmes with market realities, the government aims to produce a cohort of graduates who can fill critical skill gaps, spur innovation, and attract foreign investment. The success of this initiative will hinge on the collaboration between government, universities, industry, and civil society.

As the implementation process unfolds, stakeholders will be keenly watching metrics such as graduate employment rates, employer satisfaction surveys, and the uptake of competency‑based assessments. If the directive proves effective, it could serve as a blueprint for other African nations grappling with similar mismatches between higher‑education outputs and labour‑market demands.

In sum, The Citizen’s coverage captures a pivotal moment in Tanzania’s higher‑education landscape: one where universities are being called upon to step out of the lecture hall and into the heart of the economy, ensuring that the country’s most valuable asset – its people – is equipped with the skills to drive progress.