Kusini Kwetu

By Vincent Mpepo

It is always reassuring to receive information from a credible authority something the field of journalism heavily relies on to ensure accuracy and public trust. Similarly, academicians are entrusted with this responsibility, as they are recognized experts in their respective fields of study.

Their specialized knowledge, acquired through years of academic pursuit, positions them as reliable sources of information and insight.

But who exactly is an academician? An academician is a member of an academic institution or association dedicated to the advancement of knowledge in the arts, sciences, or humanities.

In many countries, the term academician is broadly used to describe anyone employed by a higher education institution to teach and/or conduct research.

In contrast, the title Professor is often reserved for individuals who hold that official rank, and in some cases, only for senior academics who have attained the status of full Professor.

Academicians earn respect and recognition from society based on their areas of expertise, which positions them as trusted sources of information. For example, a medical doctor, engineer, or surgeon is generally regarded as a credible authority within their field.

Because of this trust, academicians have a responsibility to uphold the highest standards of professionalism and integrity to maintain their credibility in the eyes of the public.

However, according to Professor Elifas Bisanda, Vice Chancellor of the Open University of Tanzania, some academicians develop negative attitudes toward various issues, which can diminish their relevance and significance in the public sphere.

“In some cases, educated individuals are corrupt and display a negative attitude toward the implementation of various initiatives,” notes Professor Bisanda.

In recent years, public trust in academicians has declined for several reasons, one of which is their involvement in politics. Some highly respected academicians have been influenced by political affiliations, resulting in a loss of credibility and reputation.

However, perhaps we should not be too quick to judge them, as many have simply pursued better opportunities in search of greener pastures.

At times, academicians are not trusted because their statements are perceived as politically motivated, which diminishes the impact and credibility of their contributions. In certain situations, they are also divided in terms of beliefs and positions on key issues, which further weakens their collective voice.

A recent example is the 2023 revised Education and Training Policy, which has sparked significant debate among academicians.

“We have those who oppose and those who support the implementation of the policy,” explains Professor Bisanda. This division reflects the broader challenge of achieving consensus within the academic community on national matters.

Professor Makenya Maboko from the University of Dar es Salaam states that the newly revised Education and Training Policy emphasizes the acquisition of knowledge, skills, and attitudes that promote employability and self-employment.

“Tanzania needs to transform its curricula through effective policy implementation and adopt best practices in competency-based education from the lower levels, in order to produce graduates who are truly competent,” says Professor Maboko.

He further explains that the establishment of competency-based programs is essential for addressing the demands of the labour market and tapping into the country’s economic opportunities.

Dr. Chacha Matoka, a lecturer from the Faculty of Business Management at the Open University of Tanzania, argues that the implementation of the newly revised policy should be delayed due to inadequate preparation—ranging from infrastructure to human resources.

“For example, distributing tablets to teachers across the country has proven ineffective, as many are using them for chatting and other non-beneficial purposes, rather than for educational advancement,” says Dr. Chacha.

Others argue that the medium of instruction in Tanzania poses a significant challenge to the successful implementation of the newly revised Education and Training Policy of 2023. The use of language in teaching is seen as a barrier that hinders the effective execution of the policy’s goals.

Currently, Tanzania employs both English and Kiswahili as languages of instruction at different levels of education. This dual-language approach can create confusion, inconsistency, and difficulties in comprehension, particularly when transitioning between education levels.

According to Professor Bisanda, language is not the primary factor affecting the implementation of the policy, as many people claim. Instead, he emphasizes the importance of aligning the skills teachers impart with the actual needs of learners.

“The language of instruction is not a problem for children and students; rather, the issue lies with teachers and lecturers who may struggle when using Kiswahili as the medium of instruction,” says Professor Bisanda.

He further insists that the language used in teaching should be compatible with the local environment—reflecting the context in which a child is raised and learns from early childhood.

Professor Makenya Maboko from the University of Dar es Salaam emphasizes that Tanzania needs to reform its curricula through effective policy measures and adopt best practices in competency-based education, starting from the lower levels. This, he argues, will shape the future of learners and determine their prospects after completing each stage of education.

He adds that the newly revised education and training programmes must be redesigned to focus on the acquisition of knowledge, skills, and attitudes that promote both employability and self-employment.

“Educational programs must be more closely aligned with the needs of the labour market and the economic opportunities available in the country,” says Professor Maboko.

This article highlights the vital role academicians play in disseminating credible information and building trust within society. Their expertise positions them as key contributors to national development, particularly through education and informed public discourse.

However, it also sheds light on the growing challenges they face—ranging from corruption and political influence to a noticeable decline in public confidence. These issues underscore the need for academicians to uphold high ethical standards and remain committed to practices that align with their professional responsibilities and the broader interests of society.