Access to quality education, particularly in science, technology, engineering and mathematics (STEM), has been described as a shared responsibility that requires coordinated investment from government, development partners, private sector actors and communities in order to prepare young people for a rapidly changing global economy.
In Tanzania, this approach is increasingly being reinforced through partnerships involving education authorities and development partners such as UNICEF Tanzania, UNICEF Canada and other stakeholders supporting innovation in learning environments, alongside government institutions including the Ministry responsible for Education, Science and Technology, regional administrations and regulatory bodies such as COSTECH.
Education stakeholders argue that without deliberate investment in modern STEM infrastructure and teacher capacity, it will be difficult for learners to fully compete in a world increasingly driven by technology and innovation.
This has created space for private and social enterprises to complement government efforts by introducing practical learning models that move beyond traditional classroom theory.
One of the organisations at the centre of this transformation is ProjeKt Inspire, a locally founded STEM education initiative that is expanding hands-on science learning opportunities across Tanzania and Zanzibar.
The organisation says its work is anchored on the belief that every child, regardless of background or geography, deserves access to practical, high-quality STEM education that prepares them for future careers in science and technology.
According to the organisation’s co-founder and director, Dr Lwidiko Mhamilawa, ProjeKt Inspire has evolved over the past decade from a small initiative into a nationwide STEM movement reaching hundreds of thousands of learners, teachers and community members.
He explains that the organisation has already engaged more than 450,000 beneficiaries through its programmes, while also developing physical STEM learning hubs across the country.
He notes that the model is designed to address the reality that many schools still lack fully equipped science laboratories. Through its network of STEM Parks, weekly learning sessions, bootcamps, holiday programmes, teacher training initiatives, STEM kits and clubs, the organisation is attempting to bridge the gap between theoretical learning and practical scientific experience.
The STEM Parks serve as the core of this model. ProjeKt Inspire has established eight STEM Parks located in Dar es Salaam, Tanga, Kigoma, Tabora, Songwe, Zanzibar (Unguja Island, with two hubs) and Pemba Island. These centres are designed as permanent community learning spaces where students can interact directly with scientific tools, experiment with basic and advanced concepts, and build early interest in science careers.
Education experts involved in the programme say the centres are particularly important in contexts where schools may not have laboratories or sufficient teaching resources. The facilities serve not only school-going children but also university students, teachers, out-of-school youth and surrounding community members who benefit from exposure to science-based learning.
Beyond physical centres, the organisation also runs structured programmes such as weekly STEM classes for children as young as three years old, multi-day bootcamps for intensive learning experiences, and holiday camps that combine education with interactive activities. In addition, STEM kits are distributed to support learning at home and in schools, especially in areas without direct access to STEM Parks.
Teacher training has also been identified as a critical pillar in improving STEM education outcomes. Through continuous professional development programmes, educators are equipped with modern teaching approaches aimed at making science more engaging and practical in classrooms.
Dr Mhamilawa notes that the organisation’s impact is not only measured in participation numbers but also in long-term outcomes. Internal tracking indicates that more than 150 career pathways have been directly influenced by learners who have gone through ProjeKt Inspire programmes. Many of these beneficiaries later pursue studies and careers in engineering, medicine, technology and entrepreneurship.
He explains that the organisation uses what it describes as a “five-year alumni ripple model”, where one trained participant goes on to influence peers, siblings and other members of their community, creating a multiplying effect that extends the reach of STEM education far beyond the original programme participants.
Despite its achievements, ProjeKt Inspire acknowledges that it faces several operational challenges. One of the major constraints is financial sustainability, particularly due to the high cost of maintaining STEM facilities, developing teaching materials and supporting skilled personnel. Funding cycles from partners are often unpredictable, requiring the organisation to diversify its income sources through commercial services, STEM kits and partnerships with private sector actors.
Another challenge is geographical reach. Tanzania’s size and diversity make it difficult to ensure that every child has equal access to STEM learning opportunities. To address this, the organisation is expanding portable learning solutions such as STEM kits that can be used in schools and communities where full STEM Parks are not yet available.
Teacher capacity remains another critical gap. While infrastructure is important, the organisation stresses that effective STEM education depends heavily on well-trained and motivated educators who can translate concepts into engaging classroom experiences.
In response, stakeholders have called for stronger collaboration between government, private sector and development partners to scale up investment in STEM infrastructure and teacher training. They argue that building interest in science from an early age is essential if Tanzania is to fully benefit from its young and growing population.
ProjeKt Inspire has expressed optimism about the future, outlining a long-term vision of establishing a STEM Park in every region of Tanzania. The organisation believes this expansion would help ensure equitable access to science education regardless of location, while also contributing to national development goals through skills development and innovation.
Partners supporting the initiative include international and local institutions such as UNICEF Tanzania, UNICEF Canada, COSTECH, as well as government ministries and regional authorities. These collaborations are seen as key in strengthening Tanzania’s STEM ecosystem.
Education stakeholders continue to emphasise that investing in STEM is not only about improving academic performance but also about preparing a generation capable of driving innovation, solving local challenges and contributing to economic transformation.
As the demand for digital skills and scientific knowledge grows globally, initiatives such as ProjeKt Inspire are positioning themselves as part of a broader national effort to ensure Tanzanian youth are not left behind in the global knowledge economy.
