achievement have not sufficiently been improved.
Although there has been achievements in the increasing number of educational infrastructures, a lot remains to come up with improved teaching-learning processes. If students do not acquire significant knowledge and skills, the nation will not be able to compete within a global economy.
It is therefore necessary to shift attention to quality concerns which translate more directly into an improved and a genuine learning environment. Of course, quality is a crucial challenge at higher education level. A higher education system demands high‐quality education and other human and material resources.
Access to all levels of the education system has to increase at a rapid rate in line with a sharp increases in the number of teachers, schools and institutions in the next academic years.
However, the rapid expansion and sustainability of higher education are currently hot topics. The Tanzanian education system had displayed a leap in terms of the number of students enrolling capacity in higher learning institutions and in building colleges and universities. With the goal of growing further in the next few years, there has to be serious implications for the maintenance of quality and affordability.
The number of public universities over the course of the last two decades has increased to over 34, including private owned ones.
Hence, the construction of the universities is critical in achieving targets the country has set, and to join ranks with middle income countries by 2025.
Having such achievements so far, the development of higher education should be an important element in the expansion strategy as it can provide a laboratory for innovation and new practices and competition that could refine standards as well as improve access. Currently, quality has also emerged as a determinant issue, in the processes of curriculum reform at national and institutional levels.
Though government polices and regulations vary widely, the role of higher education institutions may be seen as a solution to quality and creating access to limited space and facilities. Nowadays, higher education and some private institutions have begun to develop more expensive study fields, and to conduct more researches on system of governance in general.
Apart from building universities and educational infrastructures, the government has to provide the necessary support for technology transfer, women participation and human resource programme for emerging industries so as to see the nation's vision comes true.
Through improving all aspects of the quality of education and ensuring excellence, an acknowledged and measurable learning outcomes will be achieved by all, especially in literacy, numeracy and essential life‐skills.
The issue of quality education can be expressed in terms of teachers' qualification, pupils‐teacher ratio, learning achievements of students, level of educational facilities, and level of educational expenditure as the typical indicators of quality education. Indeed, school facilities have impact on accesses, quality, efficiency and equity. The school facilities are also tools to attract students in general.
In sum, Tanzania has had development policy directions which entirely existed to ensure equitable and inclusive socio‐economic development to reduce poverty at all levels. And human resource development has been placed at the centre-stage of any development agenda of the country.
As all of the policy directions including the current envisages education as one of the most potential instrument to realize Tanzania’s development vision of becoming a middle income economy by 2025, there is a critical need for middle and higher level skilled human power. So, the expansion of such universities in due course is an indicator for the commitment that the government has undoubtedly given to the realization of the renaissance journey.