Graduate employability in Tanzania: a critical analysis of education policy reform, institutional capacity, and the policy-practice gap

Graduate unemployability remains a persistent challenge in Tanzania, despite successive educational reforms aimed at improving the quality and labour-market. This study critically examines how the 2023 Education and Training Policy differs from the 2014 policy in addressing graduate employability and explores the institutional conditions influencing implementation. Guided by Open Systems Theory, the study employed a qualitative case study design involving two nationally ranked public universities in Tanzania. Data were collected through semi-structured interviews with two Quality Assurance Directors, a focus group discussion with six Heads of Department, document analysis, and non-participant observations. Data were analyzed using Clarke and Braun’s six-phase thematic analysis. The findings reveal substantial continuity between the two policies, with limited refinements in employability skills and weak operationalised through measurable competencies, implementation mechanisms, and accountability frameworks. Political influences, limited institutional autonomy, inadequate infrastructure, resource constraints, and the rapid expansion of enrolment without corresponding investment further constrain implementation. The study calls for institutional capacity, accountability and alignment between policy aspirations and implementation realities.