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International Conference on Human Resource Development for Nuclear

Power Programmes: Building and Sustaining Capacity

Benchmarking Nuclear Science and Technology Education and Research in

Tanzania

Simon L.C. Mdoe1, Alex Muhulo1 Ebenezer Kimaro1, Eugen Park2

1
Tanzania Atomic Energy Commission (TAEC), Arusha, United Republic of Tanzania
2
Nelson Mandela African Institute of Science and Technology, NMAIST, Arusha, Tanzania

E-mail contact of main author: slcmdoe@yahoo.com

Abstract. The United Republic of Tanzania is striving to build national capacity to support on-going and
future nuclear applications, as such a high demand for competent personnel with knowledge in nuclear
science and engineering has been arising in the fields of health, agriculture, livestock, industry, research,
mining and energy production due to fast economic development in recent years. Insufficient number of
qualified human resources in this field has been the stumbling block for converting such achievement into
sustainable national development. Nuclear science and technology education is necessary to sustain and
develop the peaceful utilization of nuclear technology by providing qualified specialists. As part of the
preparatory activities to enhance the nuclear education in Tanzania, Tanzania Atomic Energy
Commission (TAEC), with the assistance of the International Atomic Energy Agency (IAEA), Nuclear
Knowledge Management Section, has undertaken a quantitative analysis and evaluation consisting of; i) a
baseline study of the current nuclear educational capability of the leading universities and institutions
involved in nuclear education, and ii) a self-assessment by the same institutions. The baseline report on
national nuclear self-assessment exercise is being used to perform gaps and needs analysis, determine
common factors, strengths and weaknesses of the level of nuclear education in Tanzania that can be used
to establish a network of sharing knowledge and resources as well as establish and strengthen nuclear
education programmes in Tanzania. This study will also provide a baseline analysis of the current status
of engagement of Tanzanian universities and research institutions in nuclear technologies that are relevant
to Tanzania’s growing needs and investment for higher education.

1. Introduction

The ability of a country to use nuclear technology in a sustainable manner depends on the
availability and competency of its qualified human resources. Lack of enough competent
manpower has been a major factor for the low utilization of nuclear technology in Tanzania.
Therefore, there is a strong need for human resources and infrastructure development. This is the
key element for planning and implementing every aspect of nuclear technology from general
applications to safety and security issues[1]. In order to ensure the development and
sustainability of country development plans, and to make nuclear technology contribute to
national socio-economic development Nuclear science and engineering has not been given due
emphasis in the country education curricula at different levels of the education cycle, despite the
fact that the national research and development policy recognizes the importance of research for
the socio-economic development of the country. Consequently, proper infrastructure for
researchers to conduct research and development so they can be innovative and creative has not
had adequate investment[2]. To help fill such a gap in competent human capacity and
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infrastructure, TAEC proposed to establish and institute of nuclear science and technology to
become a center of excellence in guiding the development and implementation of nuclear
research, education and training at the national level. The proposal needs and in depth skills gap
analysis and forecast of the current and future nuclear workforce demand as well as
infrastructure demands for industrial and energy application of nuclear technology[3].

2. Rationale for Baseline Study

The baseline study provided baseline analysis of the current status of engagement of Tanzanian
universities and research institutions in nuclear technologies that are relevant to Tanzania’s
growing needs and investment for higher education. Specifically, this study attempts to identify
areas of improvement as expressed by the institutions themselves in the self-assessment exercise.
The study report will assist in stakeholders’ discussions on the scope and modalities of the
envisioned universities and institutions so that collaborative nuclear organisation which will
optimize and enhance the combined nuclear educational capacities of the country

3. Methodology

The self-assessment methodology was used for this study to identify strengths and opportunities
in the organisation. The baseline data on current nuclear educational capacity was obtained by
first sending a questionnaire to individuals in advance who were identified as being involved in
teaching nuclear subjects at the participating organisations. It was then followed by subsequent
site visits and interviews with their available staff at the time of the visit. The study was further
aided by searches of relevant web-sites of each organisation. This study was conducted in
September of 2012 and March of 2013. The questionnaire included eight key categories towards
an effective baseline study. Each category has individual criteria for efficient interpretation of the
data The eight key categories covered in this study are:
1. Policy, strategy, vision and mission
2. Capacity to deliver nuclear science and/or engineering programmes
3. Educational curricula
4. Outcomes of the programme
5. Professional accreditation
6. Human resource policy
7. International dimensions
8. Collaboration with industry

4. Assessment of Data

Following the participants’ response to the questionnaire in this study, they were assessed with
the Knowledge Management Assessment Tool for Nuclear Educational Organisations [5,6].The
assessment tool was developed by the IAEA. This tool is based on the IAEA approach to
benchmarking university programmes to help identify strengths and development areas in a
nuclear educational organisation’s overall knowledge management strategy. The suggested
criteria are drawn from the strongest and most highly acknowledged nuclear educational
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programmes around the world. As each participant of the assessment assigned their rating for
each category, the moderator of the assessment counted the number of participants with the same
rating and entered this information in a spreadsheet. Each participant answered two groups of
questions for each category, one being to “what extent does the metric currently exist within the
organization. The assessment indicates that the existing policy, accreditation and international
dimensions did not produce comparable results in other categories. Noticeably, collaboration
between universities and industries and the outcomes of the programme, which can serve as
yardsticks for performance, have not developed into a sizable extent.

International dimensions

Professional accreditation

Policy

Educational curricula

Human resource policy

Capacity

Collaboration with industry

Outcomes of the programme

0 1 2 3 4

University Dar es Bugando medical Center Nelson Mandela Institute

Salaam (UDSM) (BMC) (NM-AIST)
Figure 1. Current status of all categories defined in Section 3 for three institution.

The results shown in Figure 1 support the need for the the initiation for institute or a network for
nuclear education science and technology. Tanzania is one of the least developed countries in the
world[7]. For such a country with limited financial means, it would be an enormous task to
support all educational organisations. By centralising available resources, Tanzania can build
capacity more efficiently. As the results of the representative organisations shown in the Figure 1
suggest, one can build successful programmes with motivation and determination. Therefore,
based on the strengths identified from the self-assessment, it can be argued that the Center of
Excellence can be successful in nuclear technology capacity building with clear objectives and
goals.
As the key decision evaluation in Figure 2 shows, action is necessary in all categories, except
professional accreditation, if Tanzania were to improve education and training in nuclear science
and/or engineering. As the case of NM-AIST proves, one can build programmes to meet
demands.
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Excess
Accreditation
Appropriate
Current Performance

3 Policy

Curricula

Capacity

2 Collaboration

Strategy and Vision

Improve Outcome

1 Intl Dimensions

Required
0
0 1 2 3 4

Importance (Desired State)

Figure 2. Evaluation of the self-assessment results from all six respondents show that action is
required in all categories but professional accreditation.

5. Conclusion

The challenges in infrastructure for research in the nuclear field need to be addressed if
Tanzania’s growth potential in the field is to be realized. For resource challenged Tanzania[7.8],
it would be more efficient to invest in a centralised scheme so that research, innovation,
education and training in nuclear technologies would become the beneficiary. The compelling
opportunities stemming from this baseline study for Tanzania to build capacity in the nuclear
field reveal that a one-stop solution to research, innovation, education and training in nuclear
field, the approach can utilize limited resources most efficiently and effectively.
1. UNITED REPUBLIC OF TANZANIA, National Nuclear Science and Technology Policy.
Ministry of Communication Science and Technology, (2013).
2. UNITED REPUBLIC OF TANZANIA, The National Science and Technology Policy, of
Communication, Science and Technology(1996).
3. UNIDO, Tanzania Industrial Competitiveness Report (2012)
4. http://www.worldbank.org/en/news/feature/2012/11/01/tanzania-economic-update-from-
growth-to-shared-prosperity
5. http://www-pub.iaea.org/MTCD/publications/PDF/TE_1586_web.pdf
6. http://www-pub.iaea.org/MTCD/Publications/PDF/TE_1675_web.pdf.
7. http://www.worldbank.org/en/country/tanzania/overview
8. Tanzania National Nuclear Education Self-Assessment Report and Action Plan. Study
sponsored by the International Atomic Energy Agency (2013)