Participant (s)



M1 – M36


  • To maximize the impact of the project activities and increase their multiplier effect
  • To promote oil and gas curriculum and research opportunities among the public
  • To conduct situation analysis to contribute to curricula and pedagogical reform in Tanzania

Target Group (s)

Local and national authorities and decision-makers, petroleum businesses, young girls and boys


Description of Work

The Minister for Higher Education, Science and Technology, Professor Msolla reported in 2007  that applicants to university with science A levels were opting to study commerce, law and non- scientific disciplines.  Part of the decline of interest in studying science at university is likely to be the low level of mathematics skills. The Minister stated that “There is thus an urgent need to redress the teaching of science and mathematics in Primary and Secondary Schools. Unless this trend is reversed, the “knowledge divide” between the developed and developing countries will even become greater.”   This statement reflects a low level of mathematics achievement that can be traced back to primary schooling.  While it seems that Tanzania is not in a good position at the moment to educate enough scientists to work in the oil and gas industries, Professor Msolla set out his vision for Tanzania in his 2007 speech. “The Minister’s vision is to have a Tanzanian society that will be competitive, knowledgeable, scientific and technologically anchored among the community of Nations by 2025.” 

In order to achieve this vision, the Minister outlined the mission for the Ministry to “facilitate the generation of human capital for wealth creation through policy development, implementation and monitoring the provision of higher and technical education, research and consultancy and the promotion of application of Science and Technology” (ibid).  The Minister explicitly recognised that in order to build human capital in science more applicants need to apply to universities and tertiary colleges to study science. Nevertheless, numbers of science students remain low as these programmes can only target those who finish secondary school and have an interest in science.

A skills gap analysis commissioned by the Government for its most recent Five Year Development Plan  against the average educational profile of a middle-income country showed that in order to achieve that status by 2025 the country would need to double its annual intake of higher education students by 2015. It would also need to more than double the amount of students completing vocational education and training each year and it would need to quadruple the number of teachers employed in that segment of the education system. Notably, these general estimates did not factor in the specifically required skills profiles of the emerging natural gas sector or related sectors.

The pass rate has declined from over 70 per cent in 2006 to 49.4 per cent in 2009 (999,070 students).  There is a gender imbalance and limited attention has been paid to promote engagement amongst girls and pupils with disabilities. Five per cent more boys than girls enrolled in secondary education in 2012: 37.4 per cent of males enrolled in secondary school, while 32.7 per cent of females enrolled in secondary school in the same year. Only eight (14.6%) of them were females and the David Anderson Africa Trust (DAAT) female scholarship programme at the Open University of Tanzania. This programme also includes the training of science teachers.

Task 6.1 Analyse the situation, review current methodologies and advise on development activity

This Strategic Objective is to increase the number of science undergraduate students by enhancing mathematics, science and technology education downstream, at secondary and primary school level. 
The proposed activities to address these needs are as follows:

  • To undertake a situation analysis of the suitability of educational provision in mathematics and science at primary and secondary phase of education.
  • To review existing pedagogy and methodology used by teachers of Science, Mathematics and English.
  • To undertake a review of existing literature and work with organisations who already have initiatives to encourage students, especially students with disabilities and girls to study Science and Mathematics.
  • To present report at a round table event involving appropriate senior policy makers.

Task 6.2 Promote wider awareness of the project

This will involve maximising awareness of the opportunities in research projects, promoted to staff and students; dissemination through discipline networks

Task 6.3 Disseminate research outcomes

  • Publication in academic and industry journals
  • Hold at least 4 dissemination events in Tanzania, led by academics involved in the project, targeted at policy makers, government agencies, industry representatives, academic staff and students.




Expected Results

Increased and close working relationship between UNIABDN, UDSM and oil and gas companies working in Tanzania
Better knowledge of the industry needs which shall help UDSM to better position itself in relation to the industry

As a final result of this WP, SO4 will be fully achieved