Tanzania narrows university gender gap but lags in science fields

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Progress in University Enrolment

Tanzania's university system is witnessing a notable shift towards gender balance, marking a significant change after several decades. The Gender Parity Index (GPI) for university enrolment has shown consistent improvement, rising from 0.54 in the academic year 2016/17 to 0.84 in 2024/25. This progress indicates a narrowing gap between male and female participation in higher education.

The total number of students enrolled in universities reached 259,434 in 2024/25, compared to approximately 181,897 in 2018/19, according to the Tanzania Commission for Universities (TCU) VitalStats 2024. Female enrolment has grown at a faster rate than that of males over this period, highlighting the effectiveness of targeted policies, scholarships, and advocacy efforts aimed at increasing access for girls.

However, beneath the surface of these positive statistics lies a more complex reality: gender parity remains uneven across different fields of study, especially in Science, Technology, Engineering, and Mathematics (STEM).

Disparities in Field of Study

When looking at enrolment by discipline, the gains in gender balance quickly diminish. For instance, engineering programmes have a GPI of 0.28, while Mining and Earth Sciences show a GPI of 0.38. In Information and Communication Technology (ICT), the GPI is 0.51, and in Physical Sciences and Mathematics, it stands at 0.49. These figures indicate that for every ten male students in engineering, fewer than three are female.

In contrast, women dominate in fields such as Education (GPI 1.02), Law (1.00), Business (1.12), Social Sciences (1.54), and Library and Information Studies. This disparity suggests that while access to higher education has improved, the distribution of students across disciplines remains skewed.

Barriers to STEM Participation

Experts highlight that the challenges in achieving gender balance in STEM fields begin long before university admission. Weak performance in mathematics and sciences at the secondary level, limited exposure to female role models in STEM careers, and persistent cultural stereotypes continue to influence subject choices.

Dr. Fumbuka Mtenzi, a former lecturer, notes that female applicants remain underrepresented in competitive STEM programmes. Even when spaces are available, the pool of qualified female applicants is smaller, reflecting systemic issues in earlier stages of education.

Economic factors also play a significant role. STEM programmes are often longer, more demanding, and costlier. For students from low-income households, particularly girls, the opportunity cost can be prohibitive, especially when family expectations prioritize early marriage or income-generating activities over extended schooling.

Implications for National Development

The imbalance in STEM fields carries serious implications for Tanzania’s ambitions in industrialisation, mining, health sciences, digital transformation, and the energy transition. STEM graduates are crucial for national priorities outlined in Vision 2025 and the newly launched Dira 2050. Yet, the data shows that women remain largely excluded from the very skills ecosystem the country needs most.

“If we do not correct this, we risk building a future economy with half the talent missing,” warned Dr. Rose Mpemba, a gender and education specialist. “Gender parity in enrolment is not meaningful if women are clustered in low-growth disciplines.”

Government Initiatives and Future Outlook

Recognizing this imbalance, the government has begun shifting from broad access policies to targeted gender-responsive interventions, with a strong focus on STEM. At the center of these efforts is the Samia Scholarship, launched under President Samia Suluhu Hassan’s leadership. The programme specifically supports high-performing girls to pursue degrees in engineering, medicine, ICT, natural sciences, and related fields, both locally and internationally.

Education officials emphasize that the scholarship is designed not just to fund tuition but to change perceptions about who belongs in STEM. “The Samia Scholarship sends a powerful signal that girls are needed in science and technology spaces,” said one senior official at the Ministry of Education. “It is about visibility, confidence, and long-term workforce planning.”

Beyond scholarships, the government has expanded science excellence schools, invested in laboratory infrastructure, and strengthened teacher training in mathematics and sciences, particularly in underserved regions. There is also growing collaboration with development partners and the private sector to support mentorship programmes, internships, and early exposure to STEM careers for girls.

Some universities have introduced bridging programmes, female-only STEM cohorts, and academic support systems aimed at improving retention and completion rates for women in demanding courses.

While these initiatives mark a clear policy shift, experts caution that their impact will depend on scale, consistency, and coordination across the education system. “The Samia Scholarship is a strong start, but it must be part of a wider ecosystem, from primary classrooms to postgraduate labs,” Dr. Mpemba said. “Otherwise, the numbers will improve slowly, but the structural imbalance will persist.”