The Ministry of Education, Science and Technology has outlined five key priorities to be implemented in the 2025/26 financial year, with a notable increase in the number of beneficiaries of higher education loans.
Presenting the ministry’s budget estimates today, Monday, May 12, 2025, Minister for Education, Science and Technology, Prof. Adolf Mkenda, revealed that the number of students expected to benefit from higher education loans will rise from 245,314 in 2024/25 to 252,773 in the next financial year.
Of these, 88,320 will be first-year students, while 164,453 are continuing students.
Prof. Mkenda has requested the Parliament to approve a total budget of Sh2.4 trillion for the 2025/26 fiscal year, with Sh1.74 trillion earmarked for development projects.
This marks a significant increase from the 2024/25 budget, where Parliament approved Sh1.97 trillion, including Sh1.32 trillion for development.
The Minister emphasized the government’s continued commitment to supporting technical education and innovation.
He announced that loans will also be extended to 10,000 diploma students in 86 prioritized fields, including science, technology, engineering, and mathematics (STEM).
Furthermore, 2,630 students with high academic performance in science subjects will be awarded scholarships through the Samia Scholarship Programme, of whom 1,220 will be first-year students, 1,330 continuing students, and 80 pursuing master’s degrees.
In a focused effort to support girls in science, the government will also provide scholarships to 50 outstanding female students who excelled in the national Form Six examinations, enabling them to pursue undergraduate studies at the University of Dar es Salaam.
Additionally, Prof. Mkenda said that efforts to recover matured loans will be intensified, targeting Sh210.2 billion in repayments from public, private, and informal sectors by identifying 40,000 new beneficiaries.
“We will also audit 8,000 employers to ensure compliance with the Higher Education Students’ Loans Board (HESLB) Act,” he added.
Another major development is the operationalization of the Professional Teachers Board, which will oversee the registration and professional development of all teachers in both public and private institutions.
“This board will ensure that graduates from government-recognized teacher training colleges are properly registered and recognized both nationally and internationally,” said Prof. Mkenda.
In the 2025/26 plan, the ministry will focus on curriculum implementation and policy development, reviewing education-related laws, expanding vocational training in secondary schools and technical colleges, and enhancing the quality and access to early childhood, primary, secondary, and teacher education.
The government will also continue to improve higher education and strengthen the country’s capacity in research, science, technology, and innovation to support sustainable development.
According to Prof. Mkenda, more Tanzanian students will be sponsored to study advanced fields such as nuclear science, computing, and artificial intelligence at reputable institutions abroad.
As part of efforts to strengthen vocational education, the government plans to convert 55 secondary schools into vocational institutions.
He also revealed that 3,000 girls who dropped out of school for various reasons will be enabled to continue with their education through alternative pathways.
A national literacy and education awareness survey will also be conducted to inform public education strategies.
Prof. Mkenda confirmed that the government will complete a comprehensive review of the Education Act, Cap. 353, to align it with the 2014 Education and Training Policy, revised in 2023.
Similar reviews will be done for laws governing the Tanzania Commission for Science and Technology (COSTECH), the Library Services Board, the National Examinations Council of Tanzania (NECTA), the Tanzania Institute of Adult Education, the Vocational Education and Training Authority (VETA), the Tanzania Commission for Universities (TCU), the National Council for Technical and Vocational Education and Training (NACTVET), and the Tanzania Institute of Education (TIE), among others. These reforms aim to align local legislation with regional and international agreements.
On the research front, Prof. Mkenda highlighted the continued implementation of the APOPO project at Sokoine University of Agriculture, where 100 African giant pouched rats have been trained to detect landmines and tuberculosis pathogens.
“Some of these rats have been deployed to Angola, Azerbaijan, Cambodia, and Ethiopia, while 12 have been sent to the United States for educational exhibitions,” he said.
In presenting the report of the Parliamentary Standing Committee on Education, Culture and Sports, Chairperson Husna Sekiboko said the committee had advised the government to revise loan issuance criteria to reduce complaints and enhance fairness.
“We were pleased to see the government has taken our recommendations seriously, and that the structure and performance review of HESLB has been completed,” she noted.
She added that the new loan criteria will be implemented from the 2025/26 financial year once approved by stakeholders.
“We commend the government for listening to the voices of citizens through their representatives. It shows genuine commitment to improving people’s welfare,” she said.
Nominated Member of Parliament (CCM), Vuai Ali Nahodha, expressed concern over overcrowded classrooms.
“No educator can effectively teach a class of more than 50 students,” he remarked, proposing that younger primary school students attend morning sessions while upper classes use large halls for interactive learning activities.
He also suggested that children be given fewer domestic chores after school, citing child development science which indicates that under-15s need special care and limited academic burden.
Another nominated MP, Professor Shukrani Manya, emphasized that teachers delivering the new curriculum should be properly trained.
“They must not be those who have not undergone the right training. Even those from the old curriculum need at least short training to transition effectively,” he said. Prof. Manya also stressed the need for continuous professional development, highlighting outdated laboratories in universities as a major barrier to delivering modern education.