Mind the gap? Investigating the Curriculum- Labour Market Nexus in Tanzania

Abstract

Tanzanian higher education faces many challenges due to ongoing expansion and increased enrolment rates, partly caused by
the increased number of universities and university colleges. This mass enrolment has affected the quality of graduates. The proposed solution to this challenge is a shift from knowledge to a competency-based curriculum, which has the potential to link the theory with the practical experience. This paper explored the factors that shape the development of competency-based curricula. The study was conducted using a cross-sectional design and answered the following key questions: Through which processes, practices, and milieus are curricula developed at Tanzanian universities. What factors contribute to the development of competence-based curricula (internal and external? What are the challenges in developing competence-based curricula? In this study, 160 graduates and 21 employers were sampled using convenience sampling; whereas, purposive sampling was applied in selecting university graduates, regions, and districts. Data were gathered using household surveys, key informant interviews and the documentary review. The findings show that resource constraints, insufficient competent staff, the lack of ownership of curricula development and bureaucratic decision-making processes are the main barriers towards developing a true competency-based curriculum. It is recommended that Tanzanian Universities, Government and educationists should contextualized on the education landscape that fits the Tanzanian environment, if possible, try to decolonise higher education in order to provide local solutions to local problems.