Transforming Tanzanian Higher Education: Insights and Strategies from the TCU Workshop on Leadership, Governance, and Quality Assurance
The lush highlands of Morogoro served as the epicenter of academic discourse and transformative leadership on April 3rd and 4th, 2025, as the Tanzania Commission for Universities (TCU) convened a landmark two-day workshop. The event brought together a total of 99 Principals, Deans, and Directors of Academic Units from university institutions across Tanzania.
Held under the overarching theme, "Enhancing University Education through Strengthening University Governance Organs and Internal Quality Assurance Systems", the workshop provided a dynamic platform for knowledge exchange, capacity building, and strategic alignment within the higher education sub-sector.
The workshop commenced with an official opening ceremony graced by Ms. Aida Juma Moulid, TCU Commissioner and Head of the Higher Education Coordination Unit in the Ministry of Education and Vocational Training – Zanzibar. She was accompanied by the TCU Executive Secretary, Prof. Charles Kihampa. In her keynote address, Ms. Maoulid underscored the pivotal role of leadership in advancing the future of higher education, stating, “Strong governance and robust quality assurance mechanisms are the bedrock of academic excellence and national development.”
Leadership, Governance, and Quality Assurance: A Holistic Approach
At the core of the discussions was the shared recognition that enhancing the quality of university education requires more than mere good intentions; it demands visionary leadership, strategic governance, and institutional synergy. Both presenters and participants underscored the critical importance of establishing robust Internal Quality Assurance (IQA) systems that facilitate curriculum enhancement, align academic programmes with labour market needs, and foster a culture of continuous improvement.
Principals, Deans, and Directors were reminded of their pivotal roles within university governance structures. These leaders are not solely policy implementers; they are also strategic thinkers and change agents who must skillfully balance institutional autonomy with adherence to regulatory frameworks. Deliberations extensively examined the legal and statutory provisions that underpin the roles of governance organs in Tanzanian universities, highlighting the intricate balance between academic freedom, resource management, and decision-making authority.
One session specifically focused on the application of legal instruments such as the Universities Act, Cap. 346, which serve to empower governance structures and provide direction for strategic decision-making within universities. The cascading model of decision-making encompassing the Senate, Council, and internal boards; was analysed in depth, revealing both its inherent strengths and areas in need of modernisation.
A Dual Engine: Internal and External Quality Assurance
Participants also examined Tanzania's dual-tiered structure of quality assurance, whereby internal mechanisms such as academic boards, faculty review panels, and curriculum committees function in conjunction with external oversight provided by the Tanzania Commission for Universities (TCU). This collaborative framework ensures that institutions uphold high standards in teaching, learning, and administration.
The workshop further highlighted the evolution of TCU, established in 2005 as a successor to the former Higher Education Accreditation Council (HEAC). From a modest beginning overseeing a single institution in 1961, TCU now regulates 50 university institutions, marking a significant milestone in the country’s higher education landscape. TCU’s achievements including the development of digital quality benchmarks and participation in international quality assurance networks; reflect a maturing sub-sector with an increasingly global orientation.
“Quality assurance is not a checkbox; it is a mindset,” emphasised one panelist, adding “It is about cultivating a learning ecosystem in which excellence is a collective responsibility.”
Strategic Leadership: Beyond Management
Another central theme of the workshop was the distinction between leadership and management, particularly within campus colleges, schools, and faculties. Speakers emphasised that contemporary academic leaders must serve not only as strategists but also as facilitators, possessing strong competencies in delegation, emotional intelligence, and human resource management.
Interactive sessions underscored the significance of succession planning, ethical communication, and the effective management of diverse teams. Participants were encouraged to adopt transformative leadership styles that empower staff, engage students, and foster institutional innovation.
“Delegation is not about relinquishing responsibilities; it is about building trust and nurturing the next generation of leaders,” remarked one workshop participant.
Embracing Emerging Technologies in Higher Education
In an era defined by rapid digital transformation, the workshop featured in-depth discussions on emerging technologies and their implications for higher education. From Artificial Intelligence (AI) to digital learning platforms, participants explored how universities must adapt to remain relevant, agile, and globally competitive.
While AI was commended for its potential to personalise learning experiences, enhance research capabilities, and streamline administrative processes, participants were also advised to implement such technologies within clearly defined ethical frameworks. Emphasis was placed on the need for universities to equip both academic staff and students with future-oriented skills, including creativity, analytical thinking, and digital literacy, to effectively navigate the evolving educational landscape.
Aligning with the Revised Education and Training Policy
A major highlight of the workshop was the analysis of the Revised Education and Training Policy 2014 (2023 Edition). The Policy’s renewed emphasis on hands-on learning, vocational pathways, and flexible academic trajectories carries significant implications for university institutions.
University leaders were urged to review and align their curricula, pedagogical approaches, and assessment strategies with the revised national directives. The integration of vocational flexibility and practical skill development necessitates a rethinking of traditional pedagogical models and programme design.
“Universities are not ivory towers; they are skill factories and innovation hubs,” remarked Dr. Telemu Kassile, Director of Accreditation at the Tanzania Commission for Universities (TCU), adding, “Our policies reflect that shift.”
Looking Ahead: A Collective Call to Action
As the two-day workshop concluded, participants departed with renewed energy and a shared commitment to advancing Tanzanian higher education to greater heights. The path forward entails strengthening internal quality assurance mechanisms, reinforcing governance structures, and embracing technology-driven innovation. Above all, it calls for visionary leadership; bold, adaptable, and dedicated to transformative change.
“The future of Tanzania’s universities depends on the decisions we make today,” stated Professor Kihampa in his closing remarks. “Let us lead with purpose, integrity, and an unwavering commitment to excellence,” he added.
With this renewed focus and momentum, Tanzania’s higher education sub-sector is well-positioned to become a dynamic engine for national development, global competitiveness, and social transformation.
