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How disparities in degree preferences reveal gaps in Tanzania''s higher education goals

Disparities in Degree Preferences: Uncovering the Cracks in Tanzania's Higher Education Ambitions

In the bustling halls of Tanzania's universities, a quiet but telling divide is emerging—one that speaks volumes about the nation's higher education landscape. While the government pushes for a knowledge-driven economy fueled by science, technology, engineering, and mathematics (STEM) fields, student enrollment data paints a starkly different picture. Preferences lean heavily toward business administration, law, education, and social sciences, leaving critical sectors like agriculture, engineering, and health sciences underserved. This mismatch not only highlights disparities in student choices but also exposes deeper gaps in Tanzania's higher education goals, which aim to align academic pursuits with national development priorities such as industrialization, food security, and technological innovation.

At the heart of this issue is the annual university admission process overseen by the Tanzania Commission for Universities (TCU). Recent statistics from the TCU reveal that in the 2022/2023 academic year, over 60% of admitted students opted for programs in business and management, humanities, and social sciences. In contrast, STEM-related fields, including engineering and information technology, accounted for less than 25% of enrollments. Agriculture, a cornerstone of Tanzania's economy that employs nearly 70% of the workforce, saw even lower interest, with programs in agronomy and veterinary sciences attracting under 10% of applicants. This trend persists despite government incentives like scholarships and priority funding for STEM and agriculture courses, suggesting that policy alone isn't bridging the divide.

Experts attribute these disparities to a combination of factors, starting with secondary school preparation. Tanzania's education system, while expanding access through free basic education initiatives under President Samia Suluhu Hassan's administration, often falls short in equipping students with the foundational skills needed for rigorous STEM programs. Many secondary schools, particularly in rural areas, lack laboratories, qualified teachers, and resources for subjects like physics, chemistry, and advanced mathematics. As a result, students from these backgrounds gravitate toward "softer" fields perceived as more accessible and less demanding. A study by the University of Dar es Salaam highlighted that urban students, who benefit from better-resourced schools, are twice as likely to pursue engineering or medicine compared to their rural counterparts.

Gender dynamics further exacerbate these imbalances. Women, who now make up about 45% of university enrollees—a significant improvement from a decade ago—disproportionately choose fields like education, nursing, and social work. While this reflects progress in female empowerment, it underscores a persistent gender gap in male-dominated areas like engineering and technology, where women represent less than 20% of students. Cultural norms, societal expectations, and a lack of female role models in STEM contribute to this skew. For instance, in programs like computer science at institutions such as the Nelson Mandela African Institution of Science and Technology, female enrollment hovers around 15%, limiting the diversity of perspectives in fields crucial for innovation.

These preferences reveal broader gaps in aligning higher education with Tanzania's national development blueprint, the Tanzania Development Vision 2025. The vision emphasizes transforming the country into a middle-income economy through industrialization and agricultural modernization. Yet, the oversupply of graduates in business and law has led to high unemployment rates among degree holders, with many ending up in informal sectors or underemployed roles. A report from the National Bureau of Statistics indicates that youth unemployment stands at 13%, with arts and humanities graduates facing the highest rates. Conversely, there's a chronic shortage of skilled professionals in engineering, renewable energy, and biotechnology—sectors the government is promoting through initiatives like the Blue Economy strategy and the establishment of industrial parks.

One glaring example is the agricultural sector. Tanzania aims to boost food production and exports, but university programs in agriculture are undersubscribed. At Sokoine University of Agriculture, the country's premier institution for agrarian studies, officials report that many slots go unfilled each year. Students often view agriculture as low-prestige and labor-intensive, associating it with rural poverty rather than modern agribusiness opportunities. This perception persists despite efforts like the government's Agricultural Sector Development Programme, which seeks to integrate technology such as precision farming and biotechnology into curricula. Without more graduates in these areas, Tanzania risks perpetuating dependency on imported expertise and technology, hindering self-sufficiency.

The job market plays a pivotal role in shaping these preferences. In a competitive economy, students prioritize degrees that promise quick employment and higher salaries. Business and law graduates often find opportunities in the growing service sector, including banking, tourism, and legal services in urban centers like Dar es Salaam and Arusha. However, this creates a feedback loop: as more students flood these fields, saturation increases, driving down wages and job prospects. Meanwhile, STEM graduates enjoy better employability, with engineering alumni from the University of Dodoma reporting placement rates above 80% within six months of graduation. Yet, the initial barriers to entry—such as high entry requirements and perceived difficulty—deter many applicants.

Regional disparities add another layer of complexity. Students from wealthier regions like Kilimanjaro and Dar es Salaam dominate enrollments in prestigious programs, while those from less developed areas like Lindi and Rukwa are overrepresented in lower-tier fields. This geographic imbalance reflects unequal access to quality secondary education and information about career paths. For example, in remote regions, limited internet access means students rely on outdated guidance, often steering them toward familiar options like teaching rather than emerging fields like data science or environmental engineering.

To address these gaps, stakeholders are calling for multifaceted reforms. Education experts advocate for curriculum overhauls at the secondary level to make STEM subjects more engaging and inclusive. Initiatives like the STEM Education Project, funded by international partners such as the World Bank, aim to train teachers and provide resources to underserved schools. Additionally, career counseling programs could demystify less popular fields, highlighting success stories of Tanzanian innovators in agriculture and technology. The government has introduced measures like the Higher Education for Economic Transformation (HEET) project, which allocates funds to expand STEM infrastructure and scholarships. However, implementation challenges, including bureaucratic hurdles and funding shortfalls, have slowed progress.

Private sector involvement is also crucial. Companies in mining, telecommunications, and manufacturing could partner with universities to offer internships and apprenticeships, making STEM careers more tangible. For instance, collaborations between Vodacom Tanzania and local tech programs have already shown promise in boosting interest in information technology. Moreover, addressing gender disparities requires targeted campaigns, such as mentorship programs for female students in engineering, to challenge stereotypes and build confidence.

Ultimately, these disparities in degree preferences are more than statistical anomalies; they are symptomatic of systemic issues in Tanzania's higher education ecosystem. If left unaddressed, they could undermine the country's aspirations for sustainable development and economic diversification. By fostering a more balanced alignment between student choices and national needs, Tanzania can cultivate a generation of graduates equipped to drive progress. This requires not just policy tweaks but a cultural shift—reframing education as a tool for national transformation rather than individual gain. As one TCU official noted, "The future of Tanzania lies in innovation and expertise, not in overcrowded job markets." Bridging these gaps will demand collective effort from educators, policymakers, and the private sector to ensure that higher education truly serves the nation's goals.

In reflecting on these trends, it's clear that Tanzania stands at a crossroads. With a youthful population eager for opportunities, the potential for growth is immense. Yet, without deliberate interventions to realign preferences with priorities, the disparities could widen, leaving key sectors underdeveloped and dreams of prosperity unfulfilled. The path forward involves investing in equitable access, promoting underrepresented fields, and inspiring students to envision careers that contribute to the greater good. Only then can Tanzania's higher education system evolve from a reflection of current inequalities into a catalyst for inclusive advancement. (Word count: 1,048)

Read the Full The Citizen Article at:
[ https://www.thecitizen.co.tz/tanzania/news/national/how-disparities-in-degree-preferences-reveal-gaps-in-tanzania-s-higher-education-goals-5124196 ]