FOR many years, young people in Tanzania have heard the same complaint about the education system: it produces graduates with certificates, but without essential practical skills needed to earn a living.
A recent briefing on the revised Education and Training Policy (2014, updated in 2023) shows that the government is now trying to change this reality, by putting skills, competence and entrepreneurship at the centre of learning. This shift matters more than ever.
Young people make up the largest share of Tanzania’s population, and every year thousands enter the job market. Not all of them will find formal employment. The real question is whether education can equip them with skills to create their own opportunities, through business, innovation and productive work.
The reforms are based on a simple idea: certificates alone do not put food on the table. Skills do. One of the biggest changes is the introduction of two clear education pathways at secondary school level: academic and vocational.
For a long time, success was measured by whether a student made it to university, while technical and vocational training was seen as a second option.
That mindset is now being challenged. By giving vocational education equal status, the new policy recognises that skills in areas such as mechanics, construction, agribusiness, ICT and manufacturing can lead directly to income and entrepreneurship. For young people who are more practical and hands-on, this opens new doors.
Instead of dropping out or struggling through purely theoretical subjects, they can learn skills that are in demand in their communities and markets.
The extension of compulsory education from seven to ten years follows the same logic. Many young Tanzanians leave school too early and end up in low-paying informal jobs without skills to grow. Keeping learners in school until at least the age of 16 is meant to strengthen basic skills, reading, numeracy, problem-solving, while giving them more time to discover their talents and career paths.
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Skills as a pathway to entrepreneurship
Vocational education is no longer being treated as a last resort, but as a national strategy for employment and enterprise. The expansion of vocational colleges across districts and the strengthening of Folk Development Colleges aim to bring skills training closer to where young people live.
These institutions focus on practical areas that can easily translate into business opportunities: carpentry, welding, electrical installation, mechanics, tailoring, food processing and modern farming. For a young person, this means learning a skill that can quickly be turned into a service, a workshop or a small enterprise.
Another important change is the recognition of skills learned outside formal classrooms. Many young artisans gain experience through informal apprenticeships, in garages, workshops or farms, but lack official recognition.
By assessing and certifying these skills, the government is helping them gain credibility, access better markets and qualify for loans and contracts. This is especially important for youth entrepreneurship.
A recognised skill can open doors to financing, partnerships and growth.
Universities, innovation and new opportunities
At university level, reforms are also taking an opportunity-focused approach. Expanded student loans and targeted scholarships in science, engineering, artificial intelligence and other high-demand fields aim to prepare young Tanzanians for modern industries.
There is also growing emphasis on innovation and entrepreneurship. Innovation funds, start-up support and centres of excellence are encouraging students to think beyond job-seeking and instead ask: “What problem can I solve?” and “How can this idea become a business?”
For a country where many young people survive in the informal sector, this shift is critical. It sends a message that creativity, technology and problem-solving are valuable economic assets–not hobbies. Digital education strategies, including guidance on the use of artificial intelligence, recognise that future opportunities will be driven by technology.
However, for these efforts to benefit all youth, challenges such as limited internet access, especially in rural areas, and shortages of trained teachers must be addressed.
Changing mindsets, not just policies
While the reforms are promising, success will not be measured by the number of colleges built or policies announced.
What matters is whether young people leave the system with skills they can use, confidence to start enterprises and the discipline to grow them. There is also a mindset challenge. Society has long valued white-collar jobs over technical skills. Yet many successful entrepreneurs today started as technicians, farmers or artisans.
Changing attitudes, among parents, students and communities, is just as important as changing curricula. What is clear is that Tanzania is repositioning education as a tool for opportunity, not just certification. The move from rote learning to practical competence reflects a realistic understanding of today’s economy.
For young people, the message is simple: learn a skill, use it productively and turn knowledge into income. Education is no longer just about passing exams, it is about building a future.